Student Affairs Committees

Purpose:
The Staff EXP Committee is a standing committee dedicated to the engagement, support, and development of professional staff members within Student Affairs. The committee dedicates focused time and energy toward continuous improvement in the experience of staff and develops opportunities for professional development, training, social engagement, recognition, cross department communication, and staff advocacy.

Goals:
1. Develop clear communication strategies to share resources, news, events and professional development opportunities with staff across Student Affairs.
2. Advocate for measures of transparency and accountability within Student Affairs and the university.
3. Conduct regular assessments within Student Affairs to evaluate professional staff experiences.
4. Promote professional development and cross-departmental networking opportunities for both new and continuing professional staff within Student Affairs.
5. Plan and facilitate social events throughout the year to engage professional staff within Student Affairs.
6. Celebrate staff and recognize their work and accomplishments within Student Affairs.
7. Support on-boarding and integration efforts for new Student Affairs staff members through orientation, education, events, and resources.

Leadership Liaison
Rich Rocheleau, associate vice president for student life

Chair:
Amiya Powell-Hodge, associate director for residence life

Steering Committee Membership and Projects

Members:
Chair for Staff EXP, MT liaison, and subcommittee co-chairs

Areas of work for Steering Committee members:

• Committee oversight
• Committee infrastructure policy
• Divisional Committee and Engagement Interest Survey
• Staff Climate Survey
• Staff morale
• Transparency and accountability infrastructure for Student Affairs

Sub-Committee Membership and Projects:

Social Committee

• Co-chairs: Isabella Ferrante, Victor Diaz
• Members: Oli Rodriguez, Denise Folga

Projects:

• Annual divisional socials (fall gathering, Christmas party, end of year party)
• Networking opportunities and events

Professional Development Committee

• Co-Chairs: Ron’na Lytle
• Members:

Projects:

• Diversity, equity and inclusion training and development
• Staff pipeline programs and opportunities
• Promoting external professional development opportunities

New Staff Orientation and Staff On-Boarding

• Co-chairs: Caitlyn Ratcliffe, Yadi Enciso
• Members: Jenny Fukunaga, Rainey Lynch, Matt Reinig

Projects:

• New Staff Orientation and on-boarding series
• Staff on-boarding practices and procedures

Communication and Advocacy Subcommittee

• Chair: Maribel Andrade, Adrienne Walker
• Members:  Becca Okida; Cathy Rosario

Projects:

• Student Affairs LEO site
• Coordinating event announcements and invitations

Staff Morale and Recognition

• Co-chairs: Isabel Villalobos-Galeana, TBD
• Members: Frank Albergo

Projects:

• Of the Month Awards
• Annual Staff and Program Pillar Awards

Professional Development Skills:
1. Teamwork
2. Communication Skills
3. Professional Development Facilitation
4. Event Planning
5. Project Management
6. Advocacy and Active Listening
7. Cross-departmental Collaborations

Purpose:

The purpose of the Student EXP Committee is to provide comprehensive opportunities for students and staff to meaningfully engage, explore, practice, and master the 5 Pillar Practices of the Student EXPerience. Our aim is to enliven the co-curricular life of campus, and intentionally support the student experience through the lens of the five pillar practices. The committee coordinates divisional communication strategies, training and development opportunities for students and staff, pillar education initiatives, and pillar programming/resource offerings.

Goals and Objectives:

1. Inspire a culture within the division of Student Affairs that centers the pillars at the conceptual stages of planning for events, programs, and resource offerings. 
2. Educate students on the five pillar practices.
3. Coordinate professional development and training for divisional staff and programmers. 
4. Increase marketing (and knowledge of marketing resources) for campus events, resources and programs.
5. Provide pillar education and divisional programming administration and support for staff.
6. Coordinate divisional calendaring and planning meetings.
7. Inspire cross-departmental communication and collaboration around the Student EXP and pillars. 
8. Orient new staff to the Student EXP, divisional staff, divisional work, and divisional ethos. 

Outcomes:

1. Creative, innovative, and intentional pillar connections that enliven the Student EXP at LMU.
2. Divisional buy-in, engagement, and accountability for the Student EXP and pillars.
3. Cross-departmental communication and collaboration around the Student EXP and pillars.
4. Centralized and consolidated programming resources.
5. Clear, consumable, decongested marketing/communication package for greater market saturation. 
6. Divisional ethos of collegiality, collaboration, transparency, trust, support, and fun!

Chair:
Briana Maturi, director of Student Transitions and Success

Appointed Team Members:

• Ashley Skutt, communications, standing
• Vacant, assessment, standing
• Vacant, LEO lead, standing
• Briana Maturi, management team
• ASLMU advisor, standing (in any capacity)
• ASLMU programming advisor, standing (in any capacity)
• MANE Entertainment, standing (in any capacity)
• RHA advisor, standing (in any capacity)
• SFL advisor, standing (in any capacity)
• SOC advisor, standing (in any capacity)
• All SA staff members with programming responsibilities
• All SA resource units responsible for pillar implantation 

Sub-Team Positions:

• Pillar Education
• Pillar Programming
• Professional Development and Training

Professional Development Skills:
1. Develop programming skills and expertise.
2. Develop communications and marketing techniques and skills.
3. Develop budget responsibilities, tools, and skills.
4. Participate in divisional assessment exercises and data collection.
5. Develop leadership models, mentorship, and skills.
6. Discover opportunities and pathways for promotion and divisional responsibilities.
7. Influence divisional programmatic decisions, programs, and initiatives. 
8. Work collaboratively with various colleagues, units and departments across Student Affairs.

Purpose:
The purpose of the Student Affairs Mission Integration Committee is to better help Student Affairs staff understand the unique mission of LMU, why it matters, and how to apply it to personal and professional development of staff and students.

Goals:

1. To create programs and engagements that provide Student Affairs staff opportunities to engage in discernment that yields a deeper sense of meaning and purpose in one's life and career.
2. To facilitate an increased understanding of the three founding religious orders of Loyola Marymount University and the impact the history, spirituality, and pedagogy can offer students and staff in our present reality.
3. To engage in and be engaged by others in this purpose of mission for one's personal growth.

Outcomes:

1. In consultation with Staff EXP and The Center for Mission and Identity, create professional and personal development programs focusing on the mission and identity of the university.
2. Work with the Pam Rector Center for Service and Action to create two-three staff service days annually.
3. Work with Marketing and Communications to distribute mission related information and content that help staff learn and discern.
4. Through the practice of subsidiarity, the committee will come together at the start of each year to develop relevant and timely intended outcomes that will best help all staff be more familiar, connected to, and animated by the mission.

Chair:
Patrick Furlong

Selected Team Members:
Number of open selected team member positions: 6-8

Professional Development Skills:

1. Opportunity to learn more about Ignatian, Marymount, and CSJ Pedagogy, Spirituality, and Organizational Culture.
2. Opportunity to create enlivening programs and experiences that help diverse staff with and without religious affiliation to better understand the unique mission of Jesuit, Marymount and CSJ traditions of education.
3. Have a chance to engage in reflection and discernment with other staff drawn to the university’s unique mission and identity of the campus.

Purpose:
Represents and advises the Division in assessment and research aimed at supporting a culture of intentional inquiry.

Goals:
1. Advise Division and individual departments on assessment and research efforts.
2. Represent individual departments to both the SARAC committee and back at home departments.
3. Assist the Division with developing assessment and evaluation measures.
4. Identify Divisional assessment projects.
5. Support the Division in all WSCUC-related activities.
6. Support University-wide student focused assessment.
7. In cooperation with the Office for Surveys and Evaluation, manage the SARAC survey calendar and serve as agents for responsible use of surveys in assessment and research.

Outcomes:
1. Successful integration of any new data/annual report related products.
2. Division wide collaboration and support of all national surveys conducted by SAR&A.
3. Continued education on departmental assessments/projects.
4. Open place to share research and assessment findings from all areas of the Division.

Chair:
Brandon D. Harris, Ed.D.

Co-Chair:
Julia Wade, Ed.D.

Appointed Team Members:
To Be Announced

Selected Team Members:

Number of open selected team member positions: varies each year

Professional Development Skills:
1. Communication Skills:

• Keep others adequately informed and;
• Convey information in both verbal and written formats as appropriate for the needs of the target audience.

2. Demonstrate Critical Thinking and Cognitive Reasoning:

• Demonstrate the ability to obtain and analyze facts, consider related impacts, and arrive at sound conclusions.

3. Develop Management and Leadership Skills: 

• Work in a complex environment, and completing tasks within regulation and compliance criterion.
• Articulate team goals and expectations to team members, and motivating them to achieve their best.
• Explain big picture scenarios, and showing how responsibilities relate to the larger organization.

Purpose:
The purpose of the Student Leadership Initiative is the implementation of a coordinated and collaborative student leader training program designed around student learning needs that accomplishes both department and divisional priorities.

Goals:
1. Identify student leader training needs on an annual basis.
2. Create a comprehensive student leader training program.
3. Provide networking and relationship building opportunities for student leaders.
4. Provide soft skill leadership training opportunities for student leaders.
5. Streamline and coordinate duplicitous training programs.
6. Communicate Divisional messages and priorities to student leaders.
7. Create shared leadership experiences and a shared language for student leaders.

Outcomes:
1. Curate independent online training opportunities for student leaders.
2. Coordinate unit specific student leader on-boarding programs.
3. Create community wide training opportunity(s) for student leaders across campus.

Selected Team Members:
Number of open selected team member positions: 8-10

Professional Development Skills:
1. Enhance knowledge of student leadership education best practices.
2. Develop large scale leadership education programming skills.
3. Work collaboratively with colleagues in the Division on overall program development.
4. Work independently to deliver specific elements of the overall project.
5. Develop communication and marketing skills, including written, verbal and social media skills.
6. Perform assessment and data collection of student leadership education programs.

Time Commitment:
Estimated time commitment, by hours, per week: 1 hour per week during the year; Summer-September increased time commitment.

Purpose:
To adjudicate conduct cases and provide students with an education-based process that allows them to critically assess their own behavior and how it impacts the greater community.

Goals:
1. Education of students on behavioral expectations.
2. Understanding of the policies and procedures and being able to articulate them to various constituencies.
3. Provide students with a positive interaction and connection point within Student Affairs.
4. Make challenging decisions free of bias or favoritism.

Outcomes:
1. Better understanding of the Student Conduct Code and behavioral expectations.
2. Create relationships with students that provide a positive spin on what can sometimes be negative situations.
3. Provide students a check-in to see how they are transitioning to life at LMU, as well as whether they are being successful at the university.
4. Understand the needs of the student community and be able to identify and address many of the issues students struggle with.

Chair:
John Orozco, director of OSCCR

Co-Chair:
Julia Wade, associate director of OSCCR

Appointed Team Members:
• Francesca Piumetti, associate dean of students
• John Orozco, director
• Julia Wade, associate director
• Angela O’Malley, associate director

Selected Team Members:
Number of open selected team member positions: varies each year

Professional Development Skills:
1. Attentiveness to detail
2. Communication skills
3. Dealing with gray areas

Purpose:
Student Affairs Resource Administrators (SARA) are trained members of the Student Affairs team in policy, resources, and support. This role will help you gain an understanding of the sexual and interpersonal misconduct (SIM) process, which is a helpful thing to add to your portfolio of professional experience. SARAs are assigned to students when the university receives a report of SIM, regardless of whether the student chooses to bring the case through the conduct process. The SARAs' primary role is to identify university and community resources that may benefit the student and to serve as an objective, nonjudgmental source of support after the student reports SIM or after the student learns they have been accused of SIM. If you want to accompany students in a challenging experience, offer empathy and advocacy, and become more familiar with resources on and off campus for students in crisis, please consider joining our team of SARAs. Documentation and communication with students are critical parts of the role.

Goals:
1. Objectively and nonjudgmentally support students who have either filed a report or who have been accused of sexual or interpersonal misconduct.
2. Provide resources for the aforementioned students.
3. Build connection with students and other members of Student Affairs.
4. Work cross-sectionally within LMU.
5. Partner with members of the LMU community and the greater Los Angeles community when providing support to the student.
6. Document all communication with student and update documentation regularly.

Outcomes:
1. Create cross-campus and community partnerships.
2. Connect with students during a critical time in their lives.
3. Case management for highly sensitive issues.
4. Implement supportive measures including housing and academic accommodations, among others.

Chair:
Becca Okida, associate director of OSCCR

Appointed Team Member:
Francesca Piumetti, associate dean of students

Selected Team Members:
Number of open selected team member positions: varies each year

Professional Development Skills:
1. Communication
2. Case management work with sensitive issues
3. Critical thinking
4. Emotional intelligence
5. Attention to detail

All incoming students are required to register for a section of ORNT 1000/2000. In these courses, instructors engage students in robust and genuine discourse about topics including sexual misconduct prevention, bystander intervention, resilience, alcohol and other drugs, civic engagement, anti-racism and interfaith leadership. These courses are developed and coordinated by LMU CARES in Student Transitions and Success. 

The Ignatian Leadership Institute (ILI) at LMU is an initiative of Student Affairs and housed in the Pam Rector Center for Service and Action. ILI provides education, development, and training to cultivate personal leadership in all students.

The program is composed of a series of three academic courses (EDLA 489, 490 and 491) that focus on individual, group and community leadership. This program is based on the Social Change Model of Leadership Development and includes a curricular, co-curricular capstone experience.

If you are looking for ways to increase your experience and professional development in student conduct, but without all of the documentation requirements, consider being an advisor. Students in the student conduct process have the right to an advisor and may request one to be appointed by the university. Advisors may participate in the procedures including interviews with Public Safety, report review, hearing preparation meetings as needed, and hearings. Advisors may not appear on behalf of students, may not interject their thoughts, or speak for students, but are a critical role in providing students support in navigating the process, being present in the proceedings, and assisting them in formulating questions that may be needed in the hearing as well as understanding possible outcomes. If you would like another way to support students in administratively complex processes, we encourage you to join our group of advisors. SARAs and Conduct Administrators may also serve as advisors. 

Goals:
1. Objectively and nonjudgmentally support students who have either filed a report or who have been accused of sexual or interpersonal misconduct.
2. Understanding of the policies and procedures and being able to articulate them to various constituencies.
3. Provide students with a positive interaction and connection point within Student Affairs.
4. Offer information and advocacy to students free of bias or favoritism.

Outcomes:
1. Better understanding of the Student Sexual and Interpersonal Misconduct Policy and Title IX regulations.
2. Create relationships with students that provide a positive interaction on what can be negative situations.
3. Understand the needs of the student community and be able to identify and address many of the issues students struggle with.

Professional Development Skills:
1. Attentiveness to detail
2. Communication skills
3. Advocacy and Resource support
4. Participate in hearing processes and procedures

The mission of LMU Restore is to strengthen our campus community through restorative justice values, principles and practices. Restorative Justice Facilitators will contribute to LMU Restore’s mission by providing equitable and inclusive ways for our community to engage in listening and developing respectful relationships and providing a process to repair relationships when conflict naturally occurs.