STANDARD 6

Students

Admissions

6.1 Consistent with its mission, the institution enrolls a student body that is broadly representative of the population the institution wishes to serve.

Reflecting our mission as a comprehensive public university dedicated to serve the needs of Connecticut citizens, CCSU consistently enrolls over 90% (93.7% in 2007) of its students from Connecticut. Approximately 80% (82.7% in 2007) of CCSU’s students are commuters, which confirms our mission as a regional university and our commitment to provide access to higher education for students in central Connecticut. About 40% of CCSU students are first-generation college students. CCSU’s mission of serving the needs of Connecticut students is also reflected in the gender and racial composition of our student body: we enroll male and female students in roughly equal numbers (52.5% female/47.5% male in 2007), and minorities represent approximately 15% (16% in 2007) of our student body. Also integral to CCSU’s mission is the commitment to provide opportunities for continuing education and lifelong learning: approximately one third (32.4% in 2007) of CCSU’s students are enrolled part-time. (LINK TO OIRA Statistics about Enrollment Characteristics)

Parents’ Highest Level of Education Table:

Link to Table 6.1.1. at End of This Document

Enrollment statistics link:

http://www.ccsu.edu/oira/data/factbook/enrollment/Default.htm

The institution has an orderly and ethical program of admission that complies with the requirements of legislation concerning equality of educational opportunity.

CCSU’s program of admission is designed to ensure equal access to education and complies judiciously with all legislative requirements to provide equal educational opportunity. The university’s commitment to equal educational opportunity is explicitly integrated into our admission policy, which states that admission to Central Connecticut State University depends upon the academic credentials presented by the applicant. No applicant is rejected because of race, color, religious belief, or national origin. The University does not discriminate in access to, or treatment of, or employment in its programs and activities of qualified handicapped persons defined under the provisions of the Rehabilitation Act of 1973. The University's non-discrimination opportunity policies extend to employment practices, admissions of students, programs, and services within the institution or provided to the community.

Its admission and retention policies and procedures are clear, consistent with its mission and purposes, and available to all students and prospective students electronically and through other appropriate publications.

CCSU’s admission and retention policies and procedures are clearly stated on the University’s Web site, in the undergraduate and graduate catalogs, and on all of our application materials. The University clearly identifies its admission criteria; publicizes all pertinent dates in the admission cycle; outlines the requirements and processes for applying; itemizes tuition and fees; and schedules events to support and orient prospective and incoming students, such as tours, open houses, and orientation sessions. Application and admission procedures for undergraduate, graduate, transfer, and international students are clearly differentiated.

6.2 Standards for admissions ensure that student qualifications and expectations are compatible with institutional objectives. Individuals admitted demonstrate through their intellectual and personal qualifications a reasonable potential for success in the programs to which they are admitted.

In keeping with CCSU’s commitment to provide access to higher education for students with a range of abilities, interests, and backgrounds, the University’s standards for admission set reasonable expectations for incoming students to ensure that a preponderance of admitted students have the qualifications to complete a college-level program of study. Our admissions standards for undergraduate students require high school graduates to have completed four units of study in English, three in math, two in science, and two in social sciences. Completion of a third level of a foreign language is recommended. The University also bases its admissions decisions on student performance on the SAT or ACT, on class rank, on recommendations, and on a personal statement. Transfer students must have earned a minimum of 12 credits (not including remedial work) at regionally accredited post-secondary institutions and have a 2.00 or higher GPA for all course work attempted. (Undergraduate catalog 2007-09, p 17, 18 – the web site link is out-of-date: http://www.ccsu.edu/Catalogs/Catalog2005-2007/Undergraduate/Admission/First-Year.htm). (Different standards for admission apply to graduate students, as discussed in standard 4.23.)

If the institution recruits and admits individuals with identified needs that must be addressed to assure their likely academic success, it applies appropriate mechanisms to address those needs so as to provide reasonable opportunities for that success.

The University offers several programs that provide access and support to students with identified academic needs. These include the Phoenix Program, the Educational Opportunity Program, and ConnCAS (Connecticut College Access and Success)—all of which are designed to improve the academic skills of recruited undergraduate students who show promise but do not meet all regular admission standards. The Phoenix program provides targeted advising and orientation to students during their first semester of enrollment through the Advising Center. The Educational Opportunity Program, for low-income, first generation college students who do not meet regular admission requirements, provides an intensive five-week summer collegiate preparation and orientation program with additional support during the academic year to enhance academic success.  The ConnCAS program, which recruits separate cohorts of African-American and Latino students with academic potential, similarly consists of a five-week summer program during which participants complete introductory college courses and are oriented to college success strategies.

Students who disclose a learning, physical or psychological disability receive reasonable accommodations and support services through the Office of Student Disability Services.  Special sections of mathematics and English are available for students with learning disabilities. In addition, recruited and admitted student-athletes who fall just below regular admissions standards participate in a prescribed support program through the Academic Center for Student Athletes to promote academic success.

Table of One-Year Retention Rates of Special Populations (Link to End of This Document)

Table of Six-Year Graduation rates of Special Populations (Link to End of This Document)

[NOTE: These data are also discussed in detail in Standard 6.4]

Such mechanisms receive sufficient support and are adequate to the needs of those admitted. The institution endeavors to integrate specifically recruited populations into the larger student body and to assure that they have comparable academic experiences.

 All programs for students with identified needs administer their own budgets—with both internal and external funding—and have dedicated staffs. For example, the Educational Opportunity Program, which is administered by our Office of Pre-Collegiate and Access Services, receives a budget of over $250,000 annually from the University. The ConnCAS program has been supported by a grant from the State of Connecticut, as well as over $30,000 in direct internal funding and over $200,000 in donated room-and-board for the five-week summer program. The aim of all of our programs for students with identified needs is to provide them with the support that will enable them to have successful academic experiences as mainstream members of CCSU’s student body.

6.3 The institution utilizes appropriate methods of evaluation to identify deficiencies and offers appropriate developmental or remedial support where necessary to prepare students for collegiate study.

Such testing and remediation receive sufficient support and are adequate to serve the needs of students admitted. (For admission of graduate students, see 4.23.)

SAT scores are utilized to determine placement in the first mathematics and writing courses for incoming first-year students. Student writing is assessed in all composition courses during the first week of classes to determine that students are enrolled in the proper level. Course adjustments are made if necessary.  

First-year students are encouraged to take the Accuplacer Math Placement Exam if they believe they are prepared to take a higher level math course than their SAT score indicates.  Accuplacer is utilized to determine course placement in mathematics and composition for transfer students who do not have transfer credit for English and mathematics coursework.  

Students with weaknesses in mathematics and/or writing receive letters that encourage participation in CCSU summer courses, at reduced cost, to improve their readiness for college level work.  Students identified with deficiencies in math and writing, who have not taken advantage of summer coursework, are enrolled in developmental coursework in their first semester.  All students receive information about academic support services available through the Math Tutoring Lab, the Writing Center and the University Learning Center during summer Advising and Orientation sessions, the First Year Experience program, and beginning writing and mathematics courses.

All new freshmen are placed in the first-year experience program in fall or spring of their first year. Information about these programs and services is widely publicized on the web and paper format. Additionally, international students who apply for admission must demonstrate their proficiency in English by submitting a Test of English as a Foreign Language (TOEFL) test score of at least 500 in the paper based test, 173 in the computer based test and 61 on the internet-based test.

Retention and Graduation

6.4 The institution demonstrates its ability to admit students who can be successful in the institution’s academic program, including specifically recruited populations.

CCSU’s retention statistics [LINK] demonstrate that the institution admits students who can be successful. Over the past five years, the first-to-second-year retention rate has averaged 77%, with a low of 74% in 2001 and a high of 80% in 2005. The retention rate for transfer students has been slightly higher from the first to second year. The first-to-third-year retention rate for the general student population has also been high, averaging 64% over the past five years.

First-to-second-year retention rates for African Americans have ranged from a low of 71% to a high of 88% over the past five years; these rates for Hispanic students have ranged from 73% to 82% over the past five years.

Six-year graduation rates for students reached a high of 44% in 2007, up from 41% in 2002 and up from 40% in 2005 and 2006.

It ensures a systematic approach to providing accessible and effective programs and services designed to provide opportunities for enrolled students to be successful in achieving their academic goals.

CCSU offers a wide range of accessible and effective programs and services designed to address students’ needs and to ensure their academic success. The University’s summer orientation program familiarizes students with academic requirements and helps incoming students prepare a first-semester schedule of courses. The Learning Center and Writing Center provide tutoring to support students’ learning needs and to assist them in successfully completing assignments; the Learning Center expanded its tutoring services by offering on-line tutoring in 2007.

The Learning Center also provides intervention programs for students experiencing academic difficulty. The Early Alert Program in the Office of Student Affairs responds to information about students’ poor academic performance or excessive absence from classes.

The First-year Experience (FYE) program assists students with their orientation to CCSU and reinforces college success skills. Specialized units such as the Africana Center and the Center for Latin American and Caribbean Studies, respectively, provide tutoring for African-American and Hispanic students. Pre-Collegiate and Access Services provide ongoing support and guidance for students with identified academic needs; Student Disability Services provide guidance and arrange accommodations for students with learning disabilities; the Academic Center for Student Athletes carefully monitors and promotes the academic success of student athletes. The Registrar’s Office communicates regularly with students about their academic performance and about their progress toward completion of their degrees, reminding them of deadlines and outstanding requirements. The CAPP System on Central Pipeline enables students to monitor their own academic progress and to run “what if” scenarios for projecting course requirements.

The institution provides students with information and guidance regarding opportunities and experiences that may help ensure their academic success.

The Advising Center provides academic advice and guidance for all students who have not declared a major, as well as any students seeking academic advice. Each academic school provides academic advising services for all first- and second-year students who have indicated the intention to select a major in that school. The School of Education and Professional Studies piloted a week-long summer program for incoming first-year students planning to become teachers; the other three schools are considering similar programs. Once students have declared a major, they are assigned a faculty adviser in their major field. In addition, all transfer students receive information and guidance from the Office of Academic Partnerships and Articulation.Graduate students are assigned an academic advisor when they are accepted into their graduate program. The Office of Career Services provides students with information, guidance, assistance, and experiences that will help them with career planning, as well as internships and co-ops.

The University ensures that information about its services and programs is widely published on the web, in orientation materials, in departments and training sessions.

Link to graduation and retention statistics
http://www.ccsu.edu/oira/data/factbook/gradrate/Default.htm [currently under construction, but will be finished in May]

6.5 Decisions about the continuing academic standing of enrolled students are based on clearly stated policies and applied by faculty and academic administrators.

Retention policies and procedures are clearly stated in Academic Standards and Regulations, Grading System, Appeals for Grade Changes, Change of Status, and Academic Misconduct sections of the catalog. CCSU outlines the number of credits for each classification level, gives examples for calculating quality points and a grade point average, and defines terms such as good standing, academic warning, and dismissal hearing. The grade appeal policy describes, in detail, the student’s rights and responsibility, the faculty’s role, and the review board’s role.

A large program for all students on academic warning collaboratively sponsored by the Learning Center, the Academic Deans and the Advising Center is offered to students on academic warning each semester. At the conclusion of the program students depart with their academic associate deans to plan for follow-up intervention. The Advising Center takes all undecided students. A pamphlet on self assessment is distributed to each student to self disclose where they believe their problems lie. Students are then referred appropriately to academic departments or the Learning Center or Counseling and Wellness or other appropriate offices for assistance.

Students who are dismissed receive a letter from their academic dean inviting them in for an appeal interview. After review with the associate dean, an individual action plan is created and the student signs their agreement in order to be put on probation for the following semester. 

6.6    The institution measures student success, including rates of retention and graduation and other measures of success appropriate to institutional mission.

The Office of Institutional Research and Assessment tracks and reports the number of degrees and certificates awarded each year as well as institutional retention and graduation rates. This information is communicated to campus constituencies for program evaluation and improvement.

CCSU also measures the success of it students by degrees conferred (Graduation reports), survey data results on student satisfaction (SSI) and engagement (NSSE), grade point average, time-to-degree, pass rate for licensure and certification exams, and job placement.

The institution’s goals for retention and graduation reflect institutional purposes, and the results are used to inform recruitment and the review of programs and services.

Goal 2 of the University’s Strategic Plan is to increase persistence, satisfaction, and success rates for students. Objectives subsumed beneath this goal that closely align with graduation and retention rates are:
 

2.1 Improve the retention rate for first-time, full-time students between their freshman, sophomore and junior years.

2.2 Improve the six-year graduation rate for first-time, full-time students.

2.3 Improve the graduation rate for transfer students

The primary mission of the Retention and Graduation Council is to examine some of the specific factors related to student success and recommend adjustments that can improve graduation and retention rates. In addition, academic and co-curricular units across campus examine graduation and retention data of various groups to inform decisions about their programs.

Data collected by the Office of Institutional Research and Assessment (OIRA) regarding the characteristics of students who successfully persist to graduation have led to increased efforts to recruit students who graduate in the top half of their class, as well as students with higher SAT scores. Information examined by the Retention and Graduation Council has also prompted a review of student support programs and services, such as academic advising, the first-year experience, and early intervention programs for students experiencing academic difficulty, as well as policies concerning academic probation and dismissal.

Rates of retention and graduation are separately determined for any group that the institution specifically recruits, and those rates are used in evaluating the success of specialized recruitment and the services and opportunities provided for the recruited students

Graduation and retention rates for groups specifically recruited by the institution are collected and disseminated by the Office of Institutional Research and Assessment. These groups include minority students, economically disadvantaged students admitted though the Educational Opportunity Program (EOP), students admitted through the Phoenix Program, athletes receiving athletically-based aid, and Honors students.

Student Services

6.7 The institution systematically identifies the characteristics and learning needs of its student population and then makes provision for responding to them.

CCSU identifies its student characteristics by ethnicity, gender, full-time, age, part-time, undergraduate, graduate (master’s and doctoral), and campus housing. Learning needs of its students are placed in the following categories: student athletes, low-income, remedial placement, first-generation, low SAT scores, disability, Fresh Start, and honors. The University responds by offering an array of learning, wellness, psychological, and health support services to assist with adjustment issues and to promote academic success. These support services are included in student fees.

The specifically recruited populations such as ConnCas and EOP students are mainstreamed into the larger student body each fall semester after completion of a five-week summer educational experience. These programs provide for the needs of students who have low SAT scores, low-income, and those who are first-generation college. Full-time staff chart the progress of these students and then employ early intervention strategies to aid in their success. Disabled student services provide assistance to students in addition to consulting with faculty who teach disabled students. The Committee on the Concerns of Women, the Office of Diversity and Equity, and the Women’s Center provide leadership to CCSU in serving the needs of women, primarily.

Specific examples of responding to insights into the learning needs of our students have included increased emphasis on the first-year experience and on early intervention to support students in academic difficulty, initiatives to improve academic advising, better alignment of course scheduling with students’ academic needs, increasing counseling and wellness services, and expanding the range of academic support services to students, including instituting e-tutoring.

The institution’s student services are guided by a philosophy that reflects the institution’s mission and special character, is circulated widely and reviewed periodically, and provides the basis on which services to students can be evaluated.

CCSU’s student services are guided by a philosophy derived from its mission statement, which states that higher education should promote the personal and social growth of our students, as well as their intellectual achievement and professional competence. We provide various opportunities for students to engage in activities or to join organizations and clubs where they develop leadership and other social skills. We foster a welcoming environment in which all members of our diverse community receive encouragement, feel safe, and acquire self-confidence.  

6.8 The institution offers an array of student services appropriate to its mission and the needs and goals of its students.

The Commission recognizes the variations in services that are appropriate at branch campuses, remote instructional locations, and for programs delivered electronically.

The Commission also recognizes the differences in circumstances and goals of students pursuing degrees. In all cases, the institution provides academic support services appropriate to the student body, takes reasonable steps to ensure the safety of students while on campus or at another physical instructional location, and provides available and responsive information resources and services, information technology, academic advising and career services and complaint and appeal mechanisms.

It assists students to resolve educational and technological problems in using institutional software.

Where appropriate, it assists students regarding their personal and physical problems. In providing services, in accordance with its mission and purposes, the institution adheres to both the spirit and intent of equal opportunity and its own goals for diversity.

Academic Support Services include the Writing Center, the Learning Center, and Disabled Student Services, Academic Center for Student Athletes, Equal Opportunity Programs, and Library Services. Several options for free tutoring are offered in campus support centers, at the School level, and e-tutoring. Placement testing, early alert services, and new student transition services also serve to support student success.

Students receive a full range of protective and investigative police services around the clock. CCSU responds effectively to incidents or issues that threaten to disrupt the learning environment by coordinating conduct referrals to counseling or alcohol and other drug education programs. Emergency management and threat assessment teams provide proactive safety intervention. A wellness team, chaired by the director for counseling and wellness, meets weekly to assess non-critical, non-threatening student concerns.

The University provides safety and security services to students to ensure maximum safety precautions. Regarding safety and security, the university, 1) uses expert safety consultants, 2) includes senior administration in training sessions, 3) has a threat assessment team and a notification system, 4) hires security staff and certified law enforcement officers, 5) has excellent lighting on campus, no charge emergency with highly visible contact information posted on each phone, 6) offers escort services, 7) reviews its emergency response time, and 8) installs panic buttons in appropriate offices. Advocacy services for women are also available and resident assistants receive safety training.

Available and responsive information resources and services for students include e-mail, voicemail, faculty office hours, text messaging, web-based information and services, and extended business hours. Business software and hardware provide 24:7:365 access to grade information, e-billing, e-tutoring, housing assignments, policies/procedures, and the university activities calendar. Public and electronic bulletin boards allow students to post materials and notices to the campus. The main campus information desk is located in the Student Center, and four years ago the Office of Student Affairs became the help center in and for the Administration Building.

Information Technology Services (ITS) supports instruction, research, administration, and public service through effective use of computing and communication technologies. Between 2005-2008, ITS and ResNet provided direct services to as many as 2171 residential students. Additionally, each academic year the help desk assists all commuter students with their technology needs. Services include assistance with education and guidance on software, policies, procedures, and web-based services. Students may purchase hardware and software from the campus bookstore.

The Advising Center is charged with assisting undergraduate undeclared students to schedule and register for classes. The Center’s staff had contacts with 13,237 students in 2006-07 (duplicated headcount), with its highest number of advisees from the School of Arts and Sciences.

Career Services  staff assist students with selecting experiential learning opportunities, participating in community service, getting involved in paid and voluntary career opportunities such as internships, cooperative education, and major selection. The number of students participating in on-campus Career Fairs in 2006-07 was 1485. Between spring 2004 and fall 2007, 1007 students participated in Cooperative Education Placements. The Office coordinates student employment campus-wide.

Student conduct is governed by a code developed by and for the Connecticut System and it is subject to all federal and state laws. The seven-part code defines how it is distributed and applied, and it defines technical terms. The code describes prohibited conduct, procedures for filing a complaint, disciplinary proceedings, pre-hearing investigation, hearing procedures, interim suspension, academic misconduct, disciplinary sanctions, and student records. The code outlines the student’s right to and grounds for an appeal along with the procedure for making an appeal. The last section instructs students on how to get help with interpreting the code. The code is web-based and available in hardcopy. The senior conduct officer conducts training sessions each semester with clubs/organizations, student government, residential staff (including student employees), and other groups requesting such training.

Health & Counseling Services are available to students during regular business hours. Students receive clear information about how to access services after regular business hours. Residence life staff and police are available 24:7:365. Students can participate in individual and group counseling, get help with prevention and disease control, help with and training on sexual assault, alcohol and substance education, health and accident insurance, travel insurance, general wellness and safety information.

The Center for International Education advises and supports international students as they pursue their studies on our campus, including assisting students in processing immigration applications required to maintain legal status, providing authorization to work on and off campus, providing counseling on academic and cultural concerns and organizing orientation, cross cultural events and workshops. The Center provides similar services for exchange students who come to CCSU for a semester or year abroad.  When CCSU students elect to study abroad the Center advises them on course selection, housing, immigration, and financial concerns.

In all of its policies, procedures, and practices, the University is fundamentally and consistently committed to both the spirit and intent of equal opportunity, as well as its own goals for diversity. Our Office of Diversity and Equity oversees our compliance with equal opportunity and investigates all complaints. The Faculty Senate’s Diversity Committee sponsors programs and conducts research to support a more diverse community. Through clubs, dedicated offices, and centers, the University provides safe and supportive outlets for underrepresented and nontraditional groups to interact and express themselves, including women, veterans, representatives of different cultural, religious, and ethnic groups and diverse sexual orientations, and members with disabilities. The university also sponsors and supports a wide range of events and initiatives to promote diversity.

6.9 Institutions with full time or residential student bodies provide an array of services that includes access to health services and co-curricular activities consistent with the mission of the institution.

Full-time and residential students have available to them a full complement of health care services (6.8). In addition to the 130 clubs/organizations, recreation and athletic opportunities (6.13), residential students pay an inter-residence council fee that supports community building activities among residential students. The residential community employs two student programmers who are charged with identifying and facilitating educational sessions for all residents. Each one of the 68 student resident assistants is responsible for hosting 12 programs each academic year. Students may form or join social travel groups such as the band, theatre groups, talent shows, and Oxford Debates.

6.10 A clear description of the nature, extent, and availability of student services is easily available to students and prospective students.

Students receive a copy of both the Survival Guide and the university catalog. Both contain general information about the University, a comprehensive list of services and resources, important phone numbers, the conduct code, list of administrators, emergency information, on-campus living guide, a campus map and the alma mater. The student handbook and catalogs are also available online. In addition, information about student services is provided in the Registration Booklets for fall and spring semesters; the University View Book and Continuing Education Bulletins also provide access information for student services.

Newly enrolled students are provided with an orientation that includes information on student services as well as a focus on academic opportunities, expectations, and support services.

New student orientation is open to all undergraduate students at no additional fee. During orientation, students and receive verbal and written information about academic advising, housing, financial aid, health and counseling services, academic support, technology, bookstore, etc. Students also get a demonstration of how to access information on the web.

Orientation participants engage in activities that help them to develop meaningful interpersonal relationships, learn strategies for a successful transition into college (social and support services), learn rights and responsibilities, and become familiar with campus-wide safety and security.

6.11 Student financial aid is provided through a well-organized program. Awards are based on the equitable application of clear and publicized criteria.

All federal, state and institutional guidelines for awarding financial aid, including non-need based aid are followed. Criteria for awarding aid are transparent and publicized. Financial aid information is available in print form and electronically. The University is dedicated to reducing financial barriers that limit access and ensuring the fair and equitable awarding of financial aid to all eligible students. Awards are based on equitable application of clear and publicized criteria.

The goal of the Financial Aid Office is to facilitate a comprehensive and affordable education for students attending Central Connecticut State University.  The Financial Aid Office administers federal, state, and institutional programs (including grants, scholarships, loans, employment and veteran’s benefits; a complete list of scholarships and aid programs funded by the University is available in the University catalog). The office coordinates the University's various scholarship and non-need-based grant and award programs and loans. Students may also be supported with on campus employment. Federal Work-Study is awarded to students as part of their financial aid package. Job opportunities are listed in the Career Center. 

The Financial Aid Office conducts business in accordance with a comprehensive procedures manual maintained in the Office.  Procedures are consistent with guidelines and authority of the Connecticut State University System, guidelines suggested by the National Association of Student Financial Aid Administrators, and from the National Association of University Business Officers.

6.12 As appropriate, the institution supports opportunities for student leadership and participation in campus organizations and governance.

The institution supports opportunities for student leadership and participation in campus organizations and governance in the following ways: Student leadership development, campus employment, clubs and organizations. Students have over 130 clubs and organizations from which to choose, including Student Government Association, Student Union Board of Governors, and Inter Residence Council. They also have the option to start a new club/organization. Most student leadership opportunities are voluntary and the operating budget for the organizations is supported by student fees and fundraising. Other leadership opportunities for many students include campus employment, internships, graduate assistantships/internships, cooperative education, volunteerism, athletic and recreation participation, service learning, and community service,

6.13 If the institution offers recreational and athletic programs, they are conducted in a manner consistent with sound educational policy, standards of integrity, and the institution’s purposes.

The institution has responsibility for the control of these programs, including their financial aspects.

Educational programs and academic expectations are the same for student athletes as for other students.

Recreation and Intramural Sports:

Prior to fall 2006, recreational opportunities were very limited. Within the past two years, CCSU changed the reporting line for recreation from Athletics to Student Affairs and added new resources in excess of $144,000. New resources also included two full-time professional staff. The restructured programs outgrew its new resources within the first semester. Records show that within the first semester of operation, the program served over 10,559 students.

Online and paper copies of handbooks outline the registration process, eligibility criteria, leadership responsibilities, sports ethics, schedules requirements, competition levels, game requirements, student code infractions and consequences, health safety and security regulations, as well as the alcohol and drug policies.

The University audits regularly all financial records including those for student fees assigned to student government for reallocation. Recreation staff verifies participation eligibility, health clearance and accident and health insurance.

Athletics:

In addition to following University policies on academics, eligibility, financial aid, ethical conduct, recruiting, and amateurism, CCSU is certified by the NCAA. CCSU provides student insurance, safety training and supervision, participation policies and procedures, integrity policies and procedures, athletic academic support services and wellness promotion. Policies for the renewals or denial of scholarships to athletes are stated and widely publicized.

The Intercollegiate Athletics Program at Central Connecticut State University contributes positively to the personal development of approximately 400 student athletes by providing a wide range of opportunities for participation in 18 sponsored sports as a certified member NCAA Division I and the Northeast Conference.

Student athletes are held to the same academic standards as other CCSU students. In addition, athletes in each sport must meet NCAA mandates for academic progress (APR). Student athletes receive support from the Academic Center for Student Athletes in meeting their academic goals. Student athletes are required as freshmen to complete eight hours a week of study hall within the Academic Center, or in approved outside locations.  One hour is completed every week for team study, which includes lessons in time management, and other social and life skills to ease the transition from high school to college. In addition, athletes are required to meet with an assigned academic team advisor within the Academic Center on an individual basis at least once per week. Like all students, athletes meet with their assigned faculty advisor through their academic major department, but they may also receive preliminary advising through the Academic Center. Student athletes may also receive additional academic support from Student Athlete Academic Mentors.

Student athletes also serve on the Student Athlete Advisory Committee (SACC), which represents the interests of student-athletes on our campus and beyond.  Student members of SACC have input into the rules, regulations and policies that affect the lives of student-athletes at Central as well as addressing issues of national concern. Selected members of SACC represent CCSU at conference-level meetings that focus on issues broadly affecting student athletes.
 

6.14 The institution ensures that individuals responsible for student services are qualified by formal training and work experience to represent and address the needs of students effectively.

Job descriptions for professional staff in student services are developed in accordance with the CSU-SUOAF collective bargaining agreement [CSU-SUOAF CONTRACT Article 10 and Article 12] and procedures developed by the Council on Employee Relations [CSU-SUOAF CONTRACT ARTICLE 4.5 OF CSU HUMAN RESOURCES POLICIES FOR MGMT.CONFIDENTIAL EMPLOYEES].  The Office of Diversity and Equity and the Human Resources Department ensure that all applicants meet the minimum education and training requirements reflected in the official job description in order to be considered for employment.  Student Services staff receive ongoing training and professional development relevant to their field of expertise. Funds to support professional development and training are available from departmental budgets as well as through the CSU-SUOAF contract.  Professional growth and improved competence is an integral part of the evaluation instrument for Student Services staff [CSU-SUOAF CONTRACT, APPENDIX C].

Facilities, technology, and funding are adequate to implement the institution’s student service policies and procedures.

The university dedicates space to support student service policies and procedures. The Student Center includes space for student clubs and organizations, meeting rooms, retail stores, and food services. Student support services, such as admissions, financial aid, bursar, and registrar are currently in dedicated spaces, but plans are underway to consolidate these services in a single location. Similar plans are under way to consolidate academic support services for students, including the learning center, academic advising, and career education.

The technological infrastructure is adequate to implement student services policies and procedures. This infrastructure includes the servers, the network and the internet capabilities to support such services. Recently, IT collaborated with the Admissions Office to enhance the entire admission process; IT also worked with the Center for International Education to bring on line FsaAtlas, a software program that performs reporting functions of U.S. Immigration Forms (SEVIS and non SEVIS) and international student recruitment and enrollment. However, specific software and or services are being requested with student affairs areas.

Funding resource requests are made by managers of the specific areas who are responsible for implementing student services policies and procedures to assure that all areas are adequately funded.  If additional funding is needed, the University Planning and Budget Committee and the President review these requests in light of the University goals and objectives.

6.15 The institution has identified, published widely, and implemented an appropriate set of clearly stated ethical standards to guide student services.

Ethical Standards are communicated through our CCSU Survival Guide as well as other communication to our students.  The Code of Conduct, “Commitment to Civility” and a “Non-discriminatory” clause are some examples of Ethical Standards.

Ethical Standards also followed by the university in “Best Practices” are issued by the State of Connecticut, Board policy and professional organizations including NASPA and other organizations.

Staff must also adhere to information in the Survival Guide as well as Employee handbooks.  For example, Resident Assistants and Hall Directors must also adhere to their specific departmental handbooks for Ethical Standards.

Also, some staff including counselors, nurses and doctors require additional licensing certifications which they receive from their licensing agents.  Staff members in confidential services must adhere to all requirements and policies set forth by their licensing boards.

Ethical Standards are shared with student leaders during training programs. Many student organizations follow federal, state and university policy regarding Ethical Standards.  Recently students drew up a draft of a Code of Ethics to be used by student organizations. This draft is being reviewed by university administrators.

Policies on student rights and responsibilities, including grievance procedures, are clearly stated, well publicized and readily available, and fairly and consistently administered.

Student rights and responsibilities are clearly stated in the Student Handbook, The Survival Guide (LINK: (link:http://www.ccsu.edu/Students/Survival/PDF/SH07-08.pdf) and in the Graduate Student handbook, which are available both online at the CCSU website and in hard copies in the offices of Student Affairs and School of Graduate Studies, respectively.  The Survival Guide, for example, provides policy information on disability discrimination, racism and acts of intolerance, and hearings on judicial procedures. In addition, the policy on academic misconduct, passed in 2001, clearly defines expectations for students and procedures to follow.

Grievance policies and procedures are stated within the CSU Student Code of Conduct and Statement of Judicial Procedures.  The Code is made available on-line and in a printed publication.  The Office of Student Affairs distributes and makes available to students, faculty and staff, both on-line and in a printed publication. 

To ensure fair and consistent administration of the Code of Conduct, Student Conduct administrators and Hearing Board members undergo extensive training in reviewing alleged violations.  Sanctioning guidelines are utilized to ensure appropriate and consistent resolutions.

6.16 The institution has policies regarding the kinds of information that will be included in the permanent record of students as well as policies regarding the retention, safety and security, and disposal of records.

Its information-release policies respect the rights of individual privacy, the confidentiality of records, and the best interests of students and the institution.

Board policy outlines information to be included in a student’s permanent record, the length of time records must be maintained and how they must be maintained. Directory information is available unless students sign a non-disclosure statement in the Office of the Registrar. All inquiries for student records are protected by FERPA and are referred to the Office of the Registrar for processing. All other requests for information are handled on a case-by-case basis and must be accompanied by a signed release from the student. Health and psychological information is regulated by industry standards. Students' right to privacy regarding disciplinary action is also protected by guidelines established and enforced by the university. Policies governing the security of student identity are monitored by a security matrix disseminated by the Connecticut State University System.

6.17 Institutions with stated goals for students’ co-curricular learning systematically assess their achievement.

CCSU recently established a strategic goal for students’ co-curricular learning. The University Goal 1 calls for the University to identify student learning outcomes for General Education, undergraduate majors, graduate majors and co-curricular activities; establish their integration in the curriculum; and implement outcomes based assessment for all courses, programs, and student academic support services to promote continuous improvement. The enabling activities to support the goal are being developed by various members of the community, particularly academic affairs and student affairs.

6.18 Through a program of regular and systematic evaluation, the institution assesses its effectiveness in admitting and retaining students and the appropriateness and effectiveness of its student services to advance institutional purposes. Information obtained through this evaluation is used to revise these goals and services and improve their achievement.

The institution regularly plans and sets targets for the number, type, and profile of incoming students. Adjustments to admission practices and policies are made based on a careful review of acceptance rates, yield rates, and the profile of the incoming class of first-year students.

Retention and graduation rates of full-time, first-time students, as well as transfer students, are also closely monitored (see 6.6 above), and these metrics are linked to specific targets in the Strategic Plan (Objectives 2.1, 2.2, and 2.3). All of these measurements are tracked and disseminated by the Office of Institutional Research and Assessment.

The evaluation of student services is carried out on the institution-level and also on the program-level. The primary instrument for the evaluation of Student Services at the institution-level is the Noel-Levitz Student Satisfaction Inventory (SSI), which is administered to the entire student population on a two-year cycle. The SSI assesses student satisfaction and perception on seven scales: student centeredness, campus life, instructional effectiveness, recruitment and financial aid effectiveness, campus services, academic advising effectiveness, registration effectiveness, safety and security, and campus climate. Results from the National Survey of Student Engagement (NSSE) supplement findings from the SSI, and results from the Cooperative Institutional Research Program (CIRP) Freshman Survey are used to inform programming for entering students, such as Orientation and the First-Year Experience.

In 2006-07, units in Student Affairs conducted self-evaluations following guidelines from the Council for the Advancement of Standards (CAS) in Higher Education. These evaluations were used to identify programmatic strengths and weaknesses and to develop budget requests to acquire resources where deficiencies were identified. 

Various units in Student Services also conduct program-level assessment initiatives. Notably the Student Center and the Department of Residence Life administer the Educational Benchmarking, Inc. surveys for their respective areas, and make adjustments based on the findings.

Additionally, all units within Student Affairs completed a Council on the Advancement of Standards in Higher Education (CAS) Self-Assessment during the 2006/2007.

 
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