Student Organization & Leadership

Student Organization & Leadership 6000 J Street Sacramento, CA 95819 University Union, 2 nd Floor 916-278-6595

Table of Contents Executive Summary 2 Mission Statement 3 Department Services 3 Staffing 3 Departmental Dashboards 4 Department Outcomes 7 Department Highlights 20 Department Future Plans 21 Appendix A 22 Appendix B 24 PAGE 1

Executive Summary We know that not all learning on a university campus takes place in the classroom. Staff in Student Organizations & Leadership (SO&L) are committed to encouraging and helping students become involved in campus life through a variety of leadership programs and more than 300 clubs and organizations. Through any combination of these activities, students can learn democratic group procedures, expand tolerance and respect for fellow human beings, develop and maintain concern for vital issues, gain an appreciation of the aesthetic and cultural aspects of life, and participate in wholesome recreational activity. Getting involved on campus is a great way to meet people, make lifelong friends and contacts, enrich the total educational experience and make a large University seem more personal. Finally, emerging research shows that students who get engaged in University life outside of the classroom do better inside the classroom - and are more likely to persist to graduation. This academic year, SO&L provided a variety of services to students through clubs and organizations, Greek life, campus events, and leadership program. There were more than 300 registered student organizations, 40 Greek organizations, and 20 sport clubs on campus. In addition, more than 1,500 students participated in the Leadership Initiative during fall 2015 while 1,231 students participated in spring 2016. Students who participated in a Greek New Member Education (GNME) learned five main topics and they were: 1) the 3Ds of Bystander Intervention, 2) Sexual Consent, 3) the effects of Alcohol Abuse, 4) LGBTQ/transgender awareness, and 5) a sense of community. Majority of them (91%) correctly identified the 3Ds of Bystander Intervention. Students who participated in the Make A Difference Day gained personal transformation psychologically, socially, and cognitively. They expressed that they learned new skills such as the basics of garlic farming. In addition, this event also enabled students and the local off-campus community to engage in partnerships that could benefit the region. The Leadership Initiative is a program that helps students develop leadership skills, build transferable professional skills, create and be a part of social changes, get involved with and informed about campus activities and resources, and network with fellow students, Sac State staff/faculty and more. During fall 2015, 324 students completed the Green Certificate (79: Gold, 10: Hornet Pride, and 6: LI). Finally, 92% of sport club members felt that Sport Club marketing and branding components enhanced their level of pride in Sacrament State through their club experience. PAGE 2

Mission Statement Student Organizations & Leadership (SO&L) advocates for students and contributes to learning, development, and retention by providing opportunities for involvement, leadership, and empowerment through a wide variety of organizations and programs. These experiences nurture campus pride and student success to advance an inclusive and equitable community. Department Services Student Organizations & Leadership provides a variety of services to clubs and organizations including: general advisement, leadership development programs, and access to University resources. SO&L also manages the Leadership Initiative and provides support to those participating in it. SO&L staff also assists organizations in establishing links with the Sacramento community for volunteer service programs. SO&L is located on the second floor of the University Union, and staff there are eager to answer questions and provide information on the many opportunities open to all students. Staffing Tom Carrol - Director of Student Organizations & Leadership Nicki Croly Associate Director of Student Organizations & Leadership Christina Armstrong Leadership Programs Coordinator Megan Garrison Greek Life Advisor Josh Mandel-Sonner Sports Clubs Advisor Jose Napoles Leadership Program Advisor Rikka Venturanza Full Circle Program Advisor Gwen Anderson Administrative Analyst Aleia Luster Administrative Support Coordinator PAGE 3

Departmental Dashboard Student Organizations Data Item Fall 2015 Spring 2016 Total Number of Registered Student Organization 312 332 Number of registered academic organizations 126 133 ~number of student participants 4747 4949 Number of registered cultural organizations 26 26 ~number of student participants 788 772 Number of registered fraternities 19 18 ~number of student participants 639 598 Number of registered Greek councils 5 5 ~number of student participants 1221 1769 Number of registered university sponsored organizations 45 46 ~number of student participants 3989 2173 Number of registered political organizations 2 2 ~number of student participants 38 82 Number of registered recreation clubs 14 16 ~number of student participants 510 547 Number of registered religious organizations 18 21 ~number of student participants 482 446 Number of registered service organizations 10 11 ~number of student participants 378 386 Number of registered sororities 21 22 ~number of student participants 1112 1171 Number of registered special interest organizations 7 12 ~number of student participants 288 362 Number of registered sports club 20 19 ~number of student participants 461 583 Number of new clubs each semester 15 13 Number of clubs returning from a period of inactivity 13 6 Number of clubs that renewed from the previous year 284 1 Number of clubs that did not renew recognition status 45 0 Number of students listed as officers of student 821 870 organizations Average term GPA of all student organization officers 3.11 3.10 Average overall GPA of all student organization officers 3.17 3.20 Total number of student organization conduct incidents 6 4 PAGE 4

Greek Life Data Item Fall 2015 Spring 2016 Total Number of Social Greek-Letter Organization 40 40 Number of InterFraternity Council (IFC) organizations 7 6 Number of Latino Greek Council (LGC) organizations 3 3 Number of National Pan-Hellenic Council (NPHC) 5 5 organizations Number of Panhellenic Sorority Council organizations 7 8 Number of United Sorority Fraternity Council (USFC) 18 18 organizations ~number of students involved 1380 1265 Average term GPA of students in social Greek-letter 2.693 2.632 organizations Average overall GPA of students in social Greek-letter organizations 2.815 2.849 Leadership Program Data Item Fall 2015 Spring 2016 Total Number of Students Participating in the Leadership 1502 1231 Initiative (LI) Number of students who completed the LI Green Certificate 435 190 Number of students who completed the LI Gold Certificate 80 76 Number of students who completed the LI Hornet Pride 12 51 Certificate Number of students who completed the LI Certificate 15 15 Number of LI workshops offered each semester 82 56 Number of EOP students participating in the LI 212 72 Number of FYE students participating in the LI 299 0 Number of FCP students participating in the LI 100 92 Number of RPTA students participating in the LI 201 154 Number of students participating in the LI who are not 680 525 connected to another program Total number of students in attendance at the SOAL 429 89 Leadership Conference Number of leadership award applicants and awardees N/A 10 Number of students in attendance at the SOAL Leadership N/A 120 Award Reception Number of students participating in the Full Circle Project 330 322 Percentage of Full Circle Project students involved in 81 131 student organization Number of FCP Mentor Program 48 47 PAGE 5

Sport Club Program Data Item Fall 2015 Spring 2016 Number of sport clubs 20 19 ~number of student participants 461 583 Average GPA of sports club officers 2.77 2.84 Number of recreation clubs 14 16 ~number of student participants 335 404 Average GPA of recreation club officers 2.98 2.93 Average GPA of sport and recreation club officers 2.86 2.88 Campus Events Data Item Fall 2015 Spring 2016 Number of volunteers participating in Move-In Day 210 Fall Only Number of events hosted by SO&L in the Union and WELL 1598 Not Available Number of events hosted by SO&L in campus classroom 2998 Not Available spaces Number of students attending events hosted by students in 61203 Not Available the Union and WELL Number of students attending events hosted by students in 103622 Not Available campus classroom spaces Number of sport club practice events hosted by student off 355 294 campus Number of students attending sport club practice events 218 204 hosted by student off campus Number of sport club competitions held off campus 42 87 Number of non-unique student competitors at competitions 707 1259 held off campus Number of students participating in the API Heritage Month N/A 1086 Events Number of students participating in the Swarm Day Photo 338 Fall Only Number of student organizations participating in the Club Days in the Quad 165 109 PAGE 6

Department Outcomes This academic year, the Vice President of the Division of Student Affairs decided to align department goals with the university s goals. The structure of this section will include the university s goals, the department goals, the strategies to achieve those goals, and the outcomes. University Goal #1 Enhance student learning and success Department Goal 1: Class participation will increase by a minimum of one class compared to prior semester (fall to fall; spring to spring comparison). We wanted to increase the First Year Seminar (FYS) class participation every semester in order to recruit students to be involved in the Leadership Initiative (LI). Figure 1 shows the number of class participation per semester. Figure 1. Class Participation per Semester SO&L Class Participation 18 16 16 14 12 10 8 8 7 6 5 4 2 0 Fall 2014 FYS Fall 2015 FYS Spring 2015 FYS Spring 2016 There was a 100% increase in the fall 2015 FYS class participation compared to fall 2014 FYS class participation. However, during spring semester 2016, we did not have any FYS class participation but did have participation from EOP, CAMP, and FCP though they are not associated with the FYE program. Additionally, we had class participation from 6 Recreation Parks and Tourism Administration classes. All sections of RPTA 32 being taught during spring 2016 have included Leadership Initiative in their curriculum. Although we did not add an additional class in spring 2016, we added many more in fall. It is recommended to continue marketing Leadership Initiative to First Year Experience while PAGE 7

maintaining and continuing to foster existing long standing relationships with other departments. Department Goal 2: Students will complete each Leadership Initiative (LI) certification level. We wanted to show a 5% increase in completion for each certification level. The Leadership Initiative is a certificate program designed to develop students leadership and professional skills, serve as a foundation for involvement in campus life, and promote retention, academic success, and graduation. The foundation of the LI is based on the Social Change Model of Leadership Development, which encompasses three sets of values individuals build upon to become social change agents individual values, group values, and societal/community values. In conjunction with this model, there are four possible certificates to complete in sequential order: Green, Gold, Hornet Pride, and Leadership Initiative. Figure 2. Number of Students who Completed the Leadership Initiative Levels Number of Student who Completed LI Levels 350 324 300 281 250 200 150 100 67 79 50 0 9 10 5 6 Green Gold Hornet Pride LI Fall 2014 Fall 2015 Figure 2 shows an increase in the number of students who completed the Leadership Initiative levels during fall 2015 compared to fall 2014. Green Certificate completion increased by 15%. Gold Certificate completion increased by nearly 18%. Hornet Pride certification completion increased by 11%. LI certificate completion increased by 20%. It is recommended to continue to encourage students to participate in the higher level certificates to increase those completion rates even further. PAGE 8

Department Goal 3: Students will participate in a Greek new member education program. SO&L designed a curriculum, facilitated sessions, and assessed the success of newly fraternal affiliated students. The revamped Greek New Member Education (GNME) provided a standardized educational program that uses a bystander intervention framework to empower newly affiliated students to promote, create, and maintain a healthy and thriving Greek community. To align with some of the current and upcoming requirements of the CSU, especially around issues of Title IX, we moved the expectation of attendance from the councils to be integrated as a mandatory requirement into the Student Organization Handbook. This outlined the requirement that all new members/associates/pledges of recognized social fraternities and sororities within the five Greek Councils: Interfraternity Council (IFC), Latino Greek Council (LGC), National Pan-Hellenic Council (NPHC), Panhellenic Council, and United Sorority & Fraternity Council (USFC) must attend the GNME program. To honor the organizations that may have new member processes which are not public until the new members have been formally initiated, we also added the caveat that organizations may request, in writing from SO&L, to extend this completion time period to the first active member semester to accommodate specific intake processes. This is why we saw smaller percentages of attendance in this first semester of the program for our culturally based Greek organizations within the LGC, NPHC, and USFC (Table 1). In preparation for this program, we brought in our campus partners with Student Health & Counseling Service and the Centers for Diversity & Inclusion to tap in to their knowledge as we built the curriculum. The result is a 3 hour program which walks student through the values and expectations of a community, decision making and barriers to taking action, ways to intervene, scenarios, and resources available to them. The issues addressed include alcohol poisoning, relationship and sexual violence, consent, hazing, cultural appropriation, physical violence, transgender inclusion in gender based organizations, and prescription drug abuse. Four hundred and fifteen students participated in the five sessions offered. Table 1 shows the breakdown of the overall attendance by council and the percentage of those who attended. Table 1. Participants Attendance by Council Number of Students Percentage of Students Interfraternity Council 123 29.64% Latino Greek Council 1 0.24% National Pan-Hellenic Council 2 0.48% Panhellenic Sorority Council 245 59.04% United Sorority & Fraternity Council 44 10.60% PAGE 9

Following the session, participants were emailed a post-evaluation to access their learning, level of confidence in intervening, and any lessons they took away. Many participants felt that they learned, experienced, or took something away from the Educational program and liked how certain topics were discussed with various analogies, workshops, and real life experiences. Of all the topics covered over the course of the program, five topics stood out above the rest to students: 1) the 3 D s of Bystander Intervention, 2) Sexual Consent, 3) the effects of Alcohol Abuse, 4) LGBTQ/ transgender awareness, and 5) a sense of community. During the bystander intervention section of this program, students were taught the 3 Ds of Intervention: Direct, Delegate, and Distract. These are three simple ways that when present at an event or incident students can become Active Bystanders so that they can take action in ways that positively influence the outcome of said situation. Students appreciated this new knowledge because they could now intervene in a way that either best fit their own personality or best fit the situation. As one student shared, I now know that if I am ever in a situation where I don t feel comfortable being direct then I can delegate someone else to help or distract someone involved in order to stop something [bad] from happening. Three hundred and seventy nine students (91%) of the 415 students who completed the assessment provided all three when asked. We believe that because these three intervention strategies were emphasized so much throughout the program, students were able to internalize them and become more confident in being able to intervene in situations they might find themselves in. Figure 3 shows that 96% of students who participated said they felt more confident in intervening as a result of what they learned at GNME; 97% of students said that they felt they now had the tools to properly intervene in a situation within their organization; and 97% of them stated that they will actually take action to intervene in a situation within their organization following GNME based of what they have learned. PAGE 10

Figure 3 100% 96.14% 97.11% 96.87% 80% 60% 40% 20% 0% I feel more confident in being able to intervene in a situation I feel that I have the tools to properly intervene in a situation I will take action to intervene in a situation Agree Strongly Agree The topic of sexual consent formed a clear trend within student responses when asked what they had learned from GNME. Students thoroughly enjoyed what was referred to as the Tea Video and felt that it was very helpful when explaining the subject of sexual consent. This video, while using tea as a metaphor for sex, provided various scenarios where it is OK and it is not OK to give someone tea. As one fraternity member stated, I think it is a VERY informational video that I know my peers will be willing to watch regarding consent of sex. This is a very hard topic to converse about as a young man, but this funny video can help in spreading important information by using humor. Many other student responses highlighted the Tea Video, along with California s Yes means yes legislation. Several students openly stated that they, prior to this program, did not understand, or even know about this piece of legislation and that California enacted in 2014. Students were also very interested to learn about alcohol abuse and its effect on the body. They enjoyed Nicki Croly s analogies, specifically her analogy that compared the way an iphone shuts down when it overheats to the way your body is actually shutting down less important functions like memory when you blackout. One student had stated, I had an aha moment when Nicki [Croly] stated the facts about what it meant to blackout and vomit while under the influence of alcohol. It was new knowledge to some that when you vomit while under the influence of alcohol, it is actually your body trying to expel the toxins from its system. PAGE 11

Another such topic that stood out to students was membership stipulations based on gender identity. Students were challenged when presented a scenario in which a student disclosed that they had transitioned from their gender assigned at birth and a current member openly stated that they would not be considering said student for membership because they believed they were not the specified gender of the organization. This allowed students to begin thinking about the policies, of their own organizations, that are genderbased membership. One student stated, I think this scenario was very important and made a lot of us realize we don t even know our own organization s policy. Students were also interested to learn that some organizations have no explicit policy while others have intentionally changed their inter/national policy to specify and indicate that students are welcome to join the organization with the gender they identify as. As one student so elegantly put it, I think it is truly fantastic that we are making it a point to discuss the LGBTQ community and also that several chapters have added clauses regarding accepting people as the gender that they identify as. Way to go Sac State, and welcome to 2015! Thank you again for stressing that we are a community, a family rather and that we are all in this together, which requires us looking out for one another, despite the letters that lay across our chests. Finally, participants strongly emphasized the importance of GNME in leading to a greater sense of community among Greek organizations. Some students were excited to know there were over 40 Greek organizations at Sac State, others expressed that they now felt they could more effectively intervene in a potentially harmful situation even if it is between members of a different organization, and others felt that they now understand that it s everyone s responsibility to protect and better the Sac State Greek community. Ninety seven percent of students felt a greater sense of responsibility to the larger Greek community, beyond just his/her own organization because of GNME (Figure 4). PAGE 12

Figure 4. Sense of Community 100% 80% Do you feel a stronger sense of community? 80.96% 60% 40% 20% 15.90% 0% 2.41% 0.72% Strongly Agree Agree Disagree Strongly Disagree Although there was much learned through this workshop, it is worth mentioning that out of the 415 participants, 55 or approximately 10% of them felt that they either did not learn anything new or that they learned nothing at all. Most of these 55 student responses mentioned that they felt they had learned this information through the freshman/ transfer student drug and alcohol abuse online courses. However, they did share that they did learn at least one thing that they had previously not known, whether that be all the resources they have available to them, the 3 D s, or just the sheer size of the Greek community. Department Goal 4: Students will gain personal transformation psychologically, socially, and cognitively through Make A Difference Day, a community service event. Sac State students can use service to learn, grow, develop personally, and the work they will do will strengthen and enrich the region. SO&L collaborated with Community Engagement Center (CEC) to outreach to local off-campus community agencies. Thirty three students participated in this event. Students were given a post-event survey. All of them stated that as a result of their participation in Make A Difference Day, they experienced psychological benefits (i.e. life satisfaction, feeling good about yourself, and decreases stress and depression), 100% of them stated they experienced social benefits (i.e. engaged with the community, created special bonds with the population served, as well as increased social responsibility), and 85% of students experienced cognitive benefits (i.e. helped enhance my knowledge, earn new experiences, and develop new skills). PAGE 13

The students reflected about their personal benefits from the event, as a stress reliever or making them feel good about themselves for helping others. They expressed they learned skills, such as the basics of garlic farming. They felt strengthen relationships to their peers. They also learned more about the community and topics that influence them beyond the day of service. One student noted how important they felt it was for other students to learn a part of how their food is grown or harvested from their experience at Soil Born Farms. University Goal # 3 Commit to engaging the community by building enduring partnerships to strengthen and enrich the region Department Goal 5: We will develop partnerships with local off-campus community agencies for our students to be involved in community service and for them to get away from the university and into the community. On October 17, 2015, thirty-three (33) Sac State students served at five (5) different sites- Sacramento Food Bank & Family Services' Distribution Center, Sacramento Tree Foundation, Land Park Volunteer Crops at William Land Park, Habitat for Humanity of Greater Sacramento ReStore, and Soil Born Farms' The Farm on Hurley Way. At each site, a Sacramento State staff member served as facilitator and spoke with the students about the concept of community service, how it helps them personally transform psychologically, socially, and cognitively. The service site coordinator at each location then spoke to the students about the work their foundation or agency was doing in our community, how what they would do that day will make an impact and why it matters. The students sorted food, organized clothes, dug holes for plants, and harvested garlic. At the end of the experience, the students were asked to reflect on their experience: what were their initial expectations and did they change, how what they did relates to what they are learning or doing inside the classroom, how their understanding of the community changed as a result of their participation in this project. Department Goal 6: We will increase the number of grants and funding for our students. Our target is to get at least one funding source per year to support our programs and projects. SO&L applied for a Proctor and Gamble Grant with the assistance of Bridget Parsh, Director of First Year Experience and the University s Office of Research Affairs. The grant was not funded. SO&L will submit another proposal for the Proctor and Gamble Grant, utilizing a different PI and Research Officer to allow for the creation of a stronger and more focused grant proposal. We will continue to seek out additional funding opportunities. However, we were awarded $10,000 from the ASI External Grant. PAGE 14

University Goal #4 Excel as a place to learn, work, and visit Department Goal 7: Streamline the Hornet WOW calendar for efficient access and better experience by eliminating overscheduling and highlighting additional welcoming events. From August 28 to September 28, 2015, there were over 40 campus-wide events. Through careful planning and oversight, overscheduling was minimized. Assessment of this activity suggested that students enjoyed Hornet WOW and would like the program to continue. University Goal #5 Engage students in a comprehensive university experience Department Goal 8: Students will sign-up for participation in Leadership Initiative (LI) during orientation. This year, we wanted to collect baseline data on the number of students who expressed interest in LI. Figure 5 shows the percentage of students requesting information about involvement specified their interest in the Leadership Initiative. Figure 5 100% Interest in Leadership Initiative 80% 60% 40% 20% 12% 21% 16% 0% 2015 Summer Transfer Orientation (N=1926) 2015 Summer Freshman Orientation (N=3086) 2015 Winter Transfer Orientation (N=144) Department Goal 9: In order to communicate our activities to students, we utilized social media by posting club activities and activities coordinated by SO&L weekly. Since January 2016, we have incorporated HootSuite to assist in posting on our social media. Hootsuite has allowed the staff to schedule posts and use hashtags to have intentional interaction through social media. This program also facilitates faster response times to questions and provides engagement opportunities with the students, staff and PAGE 15

faculty. Table 2 shows the key page facts and tweets engagement for Tweeter and table 3 shows the key page facts and post engagement for Facebook from January 4 April 13, 2016 Table 2. Tweeter Sac State SOAL Key Page Facts Followers 243 Followers of Followers 122,680 Tweets 55 Mentions 5 Tweets Engagement Engagement 156 Likes 77 Replies 5 Retweets 74 Table 3. Facebook Key Page Facts Post Engagement Student Organization & Leadership Sacramento State Page Likes 1,257 Posts 69 Talking About This 11 Video Views 0 Engagement 183 Likes 142 (62 unique) Comments 3 (2 unique) Shares 38 University Goal #6 Promote a strong University Identity Department Goal 10: In order to increase the pride and recognition of Sport Club programs at Sacramento State, SO&L administered an assessment to determine if promoting Sport Clubs through marketing efforts and the use of their approved University sponsored logo has increased the level of pride that sport club members have in the University and the impact their club may have had on their university experience. SO&L distributed a Campus Labs electronic survey to each sport club member in April 2016. Students completing the survey were asked multiple questions regarding the Sport Club Program s impact on their experience at Sacramento State. The results of the survey PAGE 16

were analyzed to determine if the program enhanced their level of pride in the University and experience at Sacramento State. Thirteen percent of current sport club members participated in the survey. Appendix B shows the complete results of the survey. Figure 6 shows the marketing methods that were effective in enhancing the student athletes pride in the Sport Club Program while figure 7 shows the marketing methods that were effective in terms of recruitment. Highlights of the survey are as follows: 92% of sport club members felt that Sport Club marketing and branding components enhanced their level of pride in Sacramento State through their club experience. Sixty percent of them indicated that it enhanced A great deal or Considerably. 95% of sport club members indicated that traveling and competing on behalf of the University enhanced their pride in Sacramento State. Seventy-three percent of them indicated that it enhanced their pride A great deal or Considerably. 32% of sport club members credited having their sport club on campus has impacting their decision to attend Sacramento State. 87% of sport club members indicated that being a member of a sport club impacted their decision to stay at Sacramento State and continue working towards their degree. Sixty nine percent of them reported that it impacted their decision A great deal or Considerably. 95% of sport club members indicated that participating in a sport club connected them to Sacramento State s Campus Life/Culture. Sixty eight percent of them indicated that it impacted their experience A great deal or Considerably. 97% of sport club members reported that participating in a sport club enhanced their overall experience at Sacramento State. Eighty five percent of them indicated that it impacted their experience A great deal or Considerably. PAGE 17

Figure 6. Marketing Methods in Terms of Pride 100% Please indicate which marketing methods were effective in terms of enhancing your pride in the Sport Club Program? 80% 65% 60% 40% 49% 42% 36% 20% 19% 0% University sponsored club and program logos University sponsored uniform and apparel Sport Club Website Sport Club Facebook Page Posters,Pocket Schedules, Flyers, Brochures Figure 7. Marketing Methods in Terms of Recruitment 100% Please indicate which marketing methods were effective in terms of recruitment for you club? 80% 60% 49% 40% 27% 32% 27% 35% 20% 0% University sponsored club and program logos University sponsored uniform and apparel Sport Club Website Sport Club Facebook Page Posters,Pocket Schedules, Flyers, Brochures PAGE 18

Based on the findings, the Sport Club marketing program increased the level of pride that sport club members have in the University. Print marketing, which included posters, pocket schedules, flyers, and brochures, was more successful than other marketing platforms in terms of recruitment, while University sponsored uniforms, apparel, and logos were more effective in terms of building pride. Social media was also a relatively effective marketing platform in terms of both recruitment and fostering campus pride. Competing and traveling on behalf of the University highly contributed to the feeling of Sacramento State pride that the majority of sport club members share. The findings also show that having a particular sport club on campus impacted students decision to attend Sacramento State and stay at Sacramento State to pursue working towards their degree. Club members overwhelmingly indicated that participating in the program successfully connected them to the campus and improved their overall experience at Sacramento State. PAGE 19

Department Highlights Recognized 332 student organizations Hosted an open house for our new space in the University Union on the Second Floor Held Bystander Intervention Training at Leadership Conference for over 400 students and student leaders A record number of classes using the Leadership Initiative as part of their curriculum, including all sections of RPTA 32 and 17 First Year Experience seminars Continued the great partnerships the Leadership Initiative has with many campus programs and departments including FCP, CAMP, EOP, RPTA, FYE, Unique, ASI, Hornet Athletics, and CEC Facilitated an all SOAL student staff training to encourage all areas to interact and learn about each other to better assist the campus community Improved safety protocol for Sport Clubs and high risk recreation clubs by developing an emergency action plan, introducing online Concussion Management, improving the relationship with Certified Athletic Trainer PAGE 20

Greek New Member Education (GNME) Department Future Plans 1. After a fatal drunk driving accident occurred in February involving Sac State students, specifically the driver having been a sorority member, we made updates to the program to add additional resources to prevent drunk driving (i.e. Safe Rides). We will further develop curriculum focusing on substance abuse, specifically driving under the influence of alcohol and other drugs. We will continue to evaluate the trends and needs within the community to stay relevant to their environments and situations students may find themselves in. 2. Strengthen communication around the topic of non-confidential vs. confidential reporters on campus. Of the multiple choice questions within the assessment to gauge student s learning, only 212 or 51.08% answered with the correct answer, Student Health & Counseling Services, when asked where they can confidentially report (the other options were Student Organizations & Leadership, Campus Police, and Office of Equal Opportunity). 3. Incorporate current Greek students as trained peer leaders who can facilitate the content of GNME. Make a Difference Day Expand the activity to include more students so they can grow and learn through this experience as well as additional community partners so our outreach can be even more expansive in the local Sacramento community Sports Club Programs We will continue to shape and expand the marketing program to further enhance the exposure and recognition the clubs receive. These efforts will continue to improve the program s ability to reach current students, while influencing decisions that high school students and transfer students make when determining which university they will attend to advance their education. These efforts will also enhance the level of pride that current members have in the University through their club experience, resulting in students feeling connected to the campus, and impacting their decision to stay at Sacramento State to obtain a degree. Moving forward, Sport Clubs will dedicate more time and resources to expand print and web-based marketing efforts in order to reach current club members more effectively and generate more campus wide awareness. PAGE 21

Appendix A University Goals Goal 1: Enhance Student Learning & Success Goal 3: Commit to engaging the community by building enduring partnerships Department Goals 1. SO&L will increase First Year Seminar (FYS) class participation every semester in order to recruit students to be involved in Leadership Initiative (LI). (Baccalaureate Learning Goal: Intellectual and Practical Skills) 2. Students will complete each Leadership Initiative (LI) certification level. (Baccalaureate Learning Goal: Intellectual and Practical Skills) 3. Students will participate in a Greek new member education program. (Baccalaureate Learning Goal: Intellectual and Practical Skills) 4. Students will gain personal transformation psychologically, socially, and cognitively through Make A Difference Day, a community service event. (Baccalaureate Learning Goal: Personal and Social Responsibility) 5. SO&L will increase partnerships with local off-campus community agencies. 6. The department will increase the number of grants and funding for SO&L students. What will be the standard of performance? An increase in FYS class participation in the fall and spring (minimum 1 class per semester). 5% increase in completion for each certification level (Green, Gold, Hornet Pride, and Leadership Initiative). AY 15-16: Collect baseline data 80% of students will feel that the experience had psychological, social, and cognitive benefits. AY 15-16: Collect baseline data An increase in grants and funding (minimum 1) Department Outcomes Fall 2014 to Fall 2015 showed a 100% increase in class participation. Spring 2015 to Spring 2016 showed 40% increase in class participation. Green: 15% increase Gold: 18% increase Hornet Pride: 11% increase LI: 20% increase 91% of students correctly identified the 3D s of Bystander Intervention. 100% of students experienced psychologic benefits. 100% of students experienced social benefits. 85% of students experienced cognitive benefits. Five different community agencies were involved in the Make A Difference Day. SO&L was awarded $10,000 from the ASI External Grant. PAGE 22

Goal 4: Excel as a Place to Learn, Work, and Visit Goal 5: Engage Students in a Comprehensi ve University Experience Goal 6: Promote a Strong University Identity 7. SO&L will streamline the Hornet WOW calendar for efficient access and better experience. 8. Students will sign-up for participation in LI during orientation. 9. SO&L will utilize social media to post SO&L and club activities. 10. SO&L will assess student athletes in intercollegiate sports club regarding pride and recognition of sports club programs at Sac State. AY 15-16: Collect baseline data on duplicated or overscheduling of events AY 15-16: Collect baseline data on number of students who signed-up during orientation AY 15-16: Collect baseline data on tracking weekly updates of activities AY 15-16: Collect baseline data on marketing efforts and student athletes feedback Overscheduling of the Hornet WOW was minimized. 17% of students signed-up during orientation. 243 followers on Tweeter 1,257 likes on Facebook 92% of sport club members felt that Sport Club marketing and branding components enhanced their level of pride at Sac State. PAGE 23

Appendix B SO&L Sports Club Program electronic survey results from the Campus Labs Question #1 To what extent have Sport Club marketing and branding components, such as university sponsored logos/uniforms/apparel, social media posts, websites, posters, flyers, brochures, and pocket schedules enhanced your level of pride in Sacramento State through your club experience? 24 club members (31%) reported A great deal 23 club members (29%) reported Considerably 15 club members (19%) reported Moderately 10 club member (13%) reported Slightly 6 club members (8%) reported Not at all Question #2 Please indicate which marketing methods were effective in terms of enhancing your pride in the Sport Club Program? (Check all that apply) 38 club members (49%) reported University sponsored club and program logos 51 club members (65%) reported University sponsored uniforms and apparel 15 club members (19%) reported Sport Club Website 33 club members (42%) reported Sport Club Facebook Page 28 club members (36%) reported Posters, Pocket Schedules, Flyers, Brochures 6 club members (8%) reported Other 9 club members (12%) reported None Question #3 Please indicate which marketing methods were effective in terms of recruitment for your club? (Check all that apply) 21 club members (27%) reported University sponsored club and program logos 25 club members (32%) reported University sponsored uniforms and apparel 21 club members (27%) reported Sport Club Website 27 club members (35%) reported Sport Club Facebook Page 38 club members (49%) reported Posters, Pocket Schedules, Flyers, Brochures 13 club members (17%) reported Other 16 club members (21%) reported None Question #4 To what extent has traveling and competing on behalf of the University enhanced your pride in Sacramento State? 35 club members (45%) reported A great deal 22 club members (28%) reported Considerably 14 club members (18%) reported Moderately 3 club member (4%) reported Slightly 4 club members (5%) reported Not at all PAGE 24

Question #5 How did you originally learn about the Sport Club Program? 6 club members (8%) reported At High School/Junior College 18 club members (23%) reported Sacramento State Orientation 3 club members (4%) reported Marketing materials 4 club members (5%) reported Sacramento State website 2 club member (3%) reported Social Media 38 club members (49%) reported Word of mouth 7 club members (9%) reported Other Question #6 Did having your sport club on campus impact your decision to attend Sacramento State? 25 club members (32%) reported Yes 44 club members (56%) reported No 9 club members (12%) reported My sport club did not exist when I enrolled in Sacramento State. Question #7 To what extent has being a member of a sport club impacted your decision to stay at Sacramento State and continue working towards your degree? 33 club members (43%) reported A great deal 20 club members (26%) reported Considerably 10 club members (13%) reported Moderately 4 club member (5%) reported Slightly 10 club members (13%) reported Not at all Question #8 To what extent has participating in a sport club connected you to Sacramento State s Campus Life/Culture? 28 club members (36%) reported A great deal 25 club members (32%) reported Considerably 14 club members (18%) reported Moderately 6 club member (8%) reported Slightly 4 club members (5%) reported Not at all Question #9 To what extent has participating in a sport club enhanced your overall experience at Sacramento State? 45 club members (58%) reported A great deal 21 club members (27%) reported Considerably 8 club members (10%) reported Moderately 1 club members (1%) reported Slightly 2 club members (3%) reported Not at all PAGE 25