Accomplishments

Student Services

Student service departments are effective at delivering the services they promise and living up to their collective goal to create the best possible environment for the professional and personal growth and development of students. Many units have made significant progress toward achieving their goals. The number and variety of achievements dedicated to promoting diversity, creativity, leadership, and teamwork in student life points to fulfillment of the University mission. Surveys of faculty, staff, and students conducted by Goal Committees [6.2B4, 6.2B7, and 6.2B3] showed overall satisfaction with student services and a belief that progress is being made. Nonetheless, satisfaction with departments varies.

Many student services and academic programs are linked and were discussed in Chapter 3 under Academic Advising and Academic Support. Other aspects of this linkage, such as scholastic standards and academic integrity, are discussed below.

Student Affairs has made progress on many fronts, from standards to student leadership. As the numbers of students entering college with learning disabilities increases and as substance-abuse problems grow, Student Affairs has responded by providing more services.

• A new Student Handbook [1.2C], which incorporates new policies (discussed below under "Integrity") and was prepared with significant input from students, was completed and distributed in 1995 and is now available on the WWW.
• The first year experience has been enhanced through "Managing the Maze" seminars, a first year newsletter, and working with faculty for early intervention.
• New academic standards rules written in 1990 and updated in 1993/94, outline criteria for good academic standing, such as number of terms on probation and dismissal and reinstatement requirements.
• BANNER® (1993/4) is used to detect students who are experiencing academic difficulty and intervene in a more timely manner.
• A new policy for dropping courses (1995) decreased the number of students signing up for courses with no intention of completing them. Students can now drop a course up to the sixth week of class, but a drop after the third week is noted on transcripts with a "W" (withdrew). It is predicted that this policy will lead to more timely completion of course work and earlier graduation.
• Significant new student leadership activities were initiated, include LeaderShape, a six-day workshop conducted in 1995–97; a Leadership Institute established in 1996; construction of the Team Effectiveness Challenge Course (1996); an expanded Omicron Delta Kappa Leadership Week; and an annual student leadership banquet.
• Peers Offering Wellness Education and Resources is an "on-the-road" educational program provided by Counseling Services for student groups, Greek organizations, and residence halls.
• Enhanced services provided to students with learning disabilities include additional support to arrange for equipment, proctoring of exams, interaction with faculty, and increasing faculty awareness of learning disabilities.
• Proactive measures were taken to minimize alcohol and substance abuse, including making K-Day an alcohol-free event, helping Greek organizations turn off-campus social functions from "keg events" to BYO events, sending an annual policy statement (in compliance with the Federal Drug Free School Act) to every new student that states Michigan Tech’s polices related to alcohol use and abuse, and establishing a liaison for Counseling Services with residence hall staff to improve awareness of alcohol and substance abuse issues. Although Counseling Services has had more referrals with regard to alcohol and substance abuse, it appears that this is the result of improved reporting and intervention efforts by residence hall staff, Student Affairs, and Counseling Services.

The Career Center (Enrollment Management) has been very proactive in developing placement opportunities in a competitive job market and becoming a full service center for all students, not only engineering students [2.6H6]. The success of on-campus placement declined from 90% in 1989 to 55% in 1992, which spurred new placement initiatives, and a renewed placement rate of 93% today. Significant initiatives include:

• out-of-town job fairs in Detroit, Minneapolis, Chicago, and Grand Rapids which yielded job offers, new co-op opportunities, and 44 new campus recruiters;
• an annual Alumni Telethon, which yielded new relationships with 400 companies; and
• new services—evening hours, new seminars, Resume Expert, mock and video interviewing, and a WWW site [http://www.ucc.mtu.edu].

However, results of the Student Survey [6.2B3] indicated that one third of the student sample, half of which were juniors and seniors, had not had any interaction with the Career Center. This raises a question whether students are aware of all of the services available to them.

Educational Opportunity, in addition to the numerous initiatives to improve retention discussed in Chapter 4, keeps diversity issues in the forefront of campus life. During the year, it facilitates Black History Month, Martin Luther King Day, the Black Students Association annual retreat, Women’s History Month, and Native American Week. For Summer Session, it encourages departments to develop enrichment courses for nontraditional students and is planning Elderhostel programs for 1998.

Residential Services (including Residence Life) has improved computer access, programming, lifestyle options, and governance in the residence halls. Each residence hall now has a computer lab and students have direct links to departmental computers from their rooms. Programs on time management, diversity, study, and communication skills are offered, and students can choose to live in International House with an international roommate. Residence hall governance has been enhanced by holding retreats. Dining Services will offer an additional meal plan option in 1997.

Retail Operations enhanced the quality of service at University Images (formerly the Pro Shop) and established the Tech Express card, a one-stop services and debit card which can be used for meals, vending machines, and building access.

Athletics and Physical Education have made many improvements to the facilities and programs available to students and student athletes; this includes programs to increase student awareness about and involvement in athletics. The University supports intramural competition in over 38 activities, from archery and racquetball to golf and pickleball, providing a base for lifelong wellness. Student participation (27% of all students) is good. A wellness course (PE100) has also been introduced. Student participation and attendance at varsity sporting events—ice hockey, football, women’s and men’s basketball, and women’s volleyball—play an important role in student life, and school spirit has been enhanced by regional conference championships and individual awards in basketball and volleyball. A significant benefit for student athletes is Individual Athletics (PE110), introduced in 1991 for all freshman varsity athletes, to help them adjust to the demands of both their sport and college life. Topics covered include time management, study skills, stress management, nutrition, motivation, sports psychology, and academic assistance on campus. Since 1994, the collective GPA for student athletes has increased to surpass the all-campus GPA, a very positive accomplishment.

Student Life

Students have many opportunities to become involved in campus life. Student organizations advertise widely through The Lode and Daily Bull (student newspapers), a campus-wide electronic display system (EDS), publicity in the residence halls and the MUB, orientation mailings, and organizational WWW pages. Student life offerings during new student orientation have increased since 1994. The Student Survey [6.2B3] suggests that student involvement in student organizations provides good opportunities for students to develop leadership, communication, and teamwork skills, and that student life activities help students attain academic success by reducing stress and re-energizing them. However, it also revealed that while some student organizations feel a connection to the Michigan Tech community, others do not.

Cultural Programming is decentralized, as discussed above. Three annual campus holidays centered around student life are K-Day, Winter Carnival, and Spring Fling. Much of the planning and organizing for these events depends on student organizations: Interfraternity Council sponsors K-Day; Blue Key Fraternity sponsors Winter Carnival, an event centered on snow statues, skits, and winter sports teams which over a four-day period brings $1.5 million into the community annually; and USG sponsors Spring Fling. The Memorial Union Board, the Student Entertainment Board, University Cultural Enrichment, and the Department of Fine Arts all bring cultural events to campus, which provides significant opportunities for student creativity and leadership and expose the campus community to diverse forms of expression. Examples include:

• the Van Evera Distinguished Lecture series, which has brought Noam Chomsky, Vine DeLoria, Stephen Jay Gould, Yitzhak Rabin, and Howard Zinn to campus in recent years;
• the Bosch Endowment, which recently brought Kurt Vonnegut to campus;
• student performance groups such as the Troupe, an improvisational student acting company, and the Echoes From Heaven Gospel Choir, founded by the Black Student Association in 1990, led by Fine Arts faculty. They not only provide cultural enrichment to our campus, they have also toured throughout the midwest and the choir has toured nationally and internationally; and
• the AIDS quilt, on campus in 1995.

Student Governance takes place in the USG, in residence halls, and in other opportunities for shared involvement in decision making (see "Integrity", below). USG representatives are elected annually and Residence Life has its own system of governance. USG has been instrumental in advising Student Affairs in the development of various policies and procedures and vocal in University Senate meetings. Students are also involved in University and departmental governance through advisory councils and participation in various committees. Student surveys and student newspapers suggest that the institution has not always involved students in the decision making process. Recent years have seen some improvement in the quality of student involvement: students have participated in University Senate Committees, searches for new faculty and staff, restructuring the student discipline system, and the development of the academic integrity policy. They have also been solicited for feedback by departments.

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