Housing Services Assessment

Housing Services Office & Residence Life

Goals for 2000-2001

I. Mission Statement of Housing Services Office

The fundamental purpose of the Housing Services business office is to perform administrative tasks associated with providing housing accommodations to Weber State University students, office space for WSU departments, and accommodations for public conference groups. The central office staff will continue to deliver the highest quality service available to our customers through unification of human, technical, and financial resources. The staff will bridge the future by working toward the incorporation of the organizational culture of Century Campus Housing Management adhering to the elements of change, revitalization and organizational renewal while maintaining the very essence of the integrity of the founders of WSU's organizational culture.

II. Mission Statement of the WSU Department of Housing Services

The Department of Housing Services provides management, facilities, and systems which allow for the support of Weber State University programs and institutional endeavors. The primary role of Housing Services is the provision of a full service, on-campus residential environment conducive to the pursuit of student academic programs. This environment will encourage experiential learning of both a formal and informal nature that facilitate individual growth and a sense of community responsibility. Academically based student life programs and concerns precede other department ancillary demands for facility and staff utilization.

III. Goals

GOAL	PERFORMANCE	OBSERVABILITY
Perform a successful transition to CCHM The goal of the Housing Services staff is to work toward a smooth transition and organizational renewal with Century Campus Housing Management.	The Housing staff will incorporate the structure, strategies, and critical skills, procedures and processes identified by CCHM which are instrumental for success, change, and growth of the department and the individual.	Productivity, efficiency, effectiveness, process and procedures, and satisfaction levels will be measured and evaluated by internal and external stakeholders via critiquing methods and instruments.
Marketing Identify available current marketing strategies in an effort to increase occupancy levels through attracting new residents and retaining current residents.	Attend ACHUO-I Marketing Workshop for ideas and strategies. Involvement: Office Manager	October 11, 2000
Office Administration Identify the new organizational structure. Expand upon the use of the HMS CBORD program to include the use of the Work Orders Module and establish efficiency in the use of the program by all staff. Set up Campus Police Department on CBORD so they can browse resident information for forwarding address' and occupancy.	Hold group meetings to receive input from CCHM and staff to identify the new organizational structure for dividing and grouping of tasks, location of decision centers or authority, and the process for coordination, control, and conflict resolution. Receive further education/training and provide in-depth training of CBORD software. Clean up and improve upon attributes and queries. Purge past data.	Monitoring of the internal strengths and weakness of work loads and tasks will be identified through strategic thinking and planning. Changes or adjustments will be incorporated, if needed. Attend CBORD Conference and Training October 1-3 at Pamona, CA. Provide education sessions to all office staff.
RESIDENCE LIFE Increase involvement in floor and area wide hall programming. Attitude - please see attached. Skills - please see attached.	Provide thorough and ongoing training on quality residence life programming. Provide programming resources such as programming idea binders and the Paper Clip Communications Programming Power CD.	Compare total programming numbers for each RA at the end of the semester with the totals from last year. Survey residents at the end of the semester as to the activities they have attended.

ATTITUDE: Personal accountability; tolerance patience
INPUT (Student)	ENVIRONMENT (Program)	OUTCOME	ASSESSMENT
Residence Hall Students Myopic views of world Intolerance and rejection of significantly different value systems Little patience when neighbors in community infringe on "space" physical auditory Generation unwilling to own nonproductive behaviors. Blame lies elsewhere. Latch key TV generation. Disinterested in true participation in community life.	Significant exposure to student leaders and opportunity and encouragement to become a leader. Student live-in staff steeped in knowledge about his generation of students and their challenges. Opportunities to attend fun, catchy programs designed to safely push some of the value boundaries. Student staff who intervenes in negative behaviors. Disciplinary staff trained in disciplinary counseling to challenge students to first "own" behavior then decide if they want to keep it. Rich, intense community life of 30-35 people sharing common space.	Students who "feel" their experience in on-campus housing has changed their attitudes about people, life, education, and the world around them in positive ways. Represents following two competencies: Intrapersonal Interpersonal	One question as an end of year survey which shows more than 50% indicating "positive" rather than "negative". Focus group decision to dig deeper into the intricacies of the experience which has so changed them.
Defining learning for Student Affairs; holistic vision of student learning organized into four broad dimensions of learning. Cognitive Competence: critical thinking, reflective judgment, the ability to apply knowledge Intrapersonal Competence: coherent sense of identity, self-authored belief system, capacity for self-awareness and reflection Interpersonal Competence: collaboration, appreciation of diversity, communication, problem-solving skills, and concern for the community Practical Competence: managing one's daily life and tasks and career and personal decision making

SKILLS: Healthy Living; Conflict Resolution; How to Learn; Individual Choice; Communications
INPUT (Student)	ENVIRONMENT (Program)	OUTCOME	ASSESSMENT
Residence Hall Students: Limited experience with making choices regarding academics Limited experience in designing a healthy, balanced lifestyle for selves Latch-key, TV generation, challenged communicatively 50% academically "at risk" and don't realize it - "college tier" Limited exposure to other cultures/languages and backgrounds	Environment rich in opportunities to: Attend intentionally designed programs: conflict resolution healthy lifestyles study skills Run with/or live in communities of folks from around globe. Student staff trained to intervene in conflicts. Student staff trained to academically mentor at risk students. Student staff trained at intervention of unproductive or potentially harmful behaviors.	Students who have achieved higher levels of competency in Interpersonal Communication Students who have achieved confidence in academic progress and acquired a value of interacting with people of different backgrounds and cultures. Represents following two competencies: Interpersonal Practical	Survey of self report at year end re: skill acquisitions Focus group to discuss further insight into impacts made by residence hall living.
Defining learning for Student Affairs; holistic vision of student learning organized into four broad dimensions of learning. Cognitive Competence: critical thinking, reflective judgment, the ability to apply knowledge Intrapersonal Competence: coherent sense of identity, self-authored belief system, capacity for self-awareness and reflection Interpersonal Competence: collaboration, appreciation of diversity, communication, problem-solving skills, and concern for the community Practical Competence: managing one's daily life and tasks and career and personal decision making

Updated: September 26, 2000

Contact the
Student Affairs
Webmaster

Today is 6/9/2026 2:14:10 PM