Student Services

Student services programs and activities contribute to students' intellectual, cultural, and social development outside of the formal instructional process. Student services programs and activities include counseling and career guidance, tutoring, student health services, social and cultural activities, admission and registrar operations, financial aid and loan collection administration, and services to students with disabilities. Student services are primarily supported from student fee income.

Included in the funding principles in the new Partnership Agreement with the Governor is a recognition that the University may request funding above the general support provided for the basic budget for special initiatives that are of importance to the State. Funding for these initiatives would be dependent upon the availability of additional State resources.

Consistent with this principle, the University is requesting an increase of $6 million in 2001-02 for student retention programs. The funding will be used to expand counseling and career guidance programs, tutoring, summer bridge and orientation programs, and services to students with disabilities. Funds will also be used to expand retention programs within the University’s MESA Engineering Program, and the Science, Mathematics, and Technology Program.

New funds would be used to improve persistence and graduation rates among all undergraduate UC students, with special attention given to students who have participated in UC outreach programs and who come from educationally disadvantaged backgrounds. This is particularly important as the number of students from educationally disadvantaged backgrounds continues to increase steadily as a direct result of the University’s expanded outreach initiatives. UC’s outreach efforts for K-12 students include a wide range of activities, from efforts to improve individual students’ academic skills to programs aimed at improving entire schools.

Improving access for such students, however, is only half the battle. Complementary efforts are needed to ensure that, once enrolled, these students succeed in completing their undergraduate degrees at UC at a solid level of achievement. Not only does this increase their chances of success at the undergraduate level, but it also greatly enhances the students’ chances of success in pursuing advanced studies.

Of those students who fail to graduate from UC, the great majority drops out before the end of their second year. As the scholarly evidence suggests on this point, the initial experience at UC is a period of adjustment and transition for most undergraduates. If freshmen are successful in making the necessary adjustments and persisting at UC through their first two years, they are very likely to graduate from UC.

One of the most effective ways to ensure success for students transitioning to a four-year college program is to work with the student during the summer before he or she arrives for the first term at UC. Summer bridge programs have proven remarkably successful in helping students make the transition to college-level work. Program elements may include a residential experience, support structures (mentoring, tutoring, and experiential aspects) a research dimension, a stipend, and an opportunity to complete regular, for-credit university instruction.

Assembly Concurrent Resolution 3 (Vasconcellos, 1985) established a committee of representatives from the California Postsecondary Education Commission, the three public postsecondary education segments, the Association of Independent California Colleges and Universities, and the State Department of Education to develop a plan for serving "all disabled students who are able to profit from instruction." The funding recommendations made by this committee were embodied in Assembly Bill 746 (Hayden), chaptered in September, 1987. The law states legislative intent to provide full State funding for the actual cost of providing services to students with disabilities based on specific guidelines. In fact, the State has never fully funded services to students with disabilities at the University of California, due primarily to severe budget constraints in the State budget in the 1980s and early 1990s. However, State and federal law require that universities provide services to students with disabilities. They are unavoidable costs that must be covered whether or not funds are provided by the State. In the absence of adequate State funds for this purpose, funds are redirected from other programs within student services in order to adequately fund this program. The University currently provides services to approximately 5,100 students with disabilities and currently spends $5.6 million on these services.

New funds for retention services will also be used to expand two programs: the first is the MESA Engineering Program (MEP) and the second is the Science, Mathematics, and Technology (SMT) program.

MEP is the college component of the Mathematics, Engineering, Science Achievement (MESA) Program, serving 6,000 California undergraduates studying engineering and computer science. Due to the expansion of MESA efforts at the pre-college and community college levels, the number of students seeking to study engineering and computer science, and thus seeking support from MEP, is expected to increase significantly in the near future.

New funds would also be used to enhance existing academic services, such as Academic Excellence Workshops in mathematics and science, advising, counseling services and recruitment. Total funds for MEP in 2000-01 are $3.3 million, including a $1 million augmentation from the State provided in the 2000 Budget Act, bringing the State-funded portion to $1.7 million, $765,000 from community college budgets, and $760,000 in federal funds. MESA is also described in the Public Service chapter of this document.

Modeled in part after MEP which focuses on engineering and computer science, the Science, Mathematics, and Technology (SMT) program aims to raise the number of Bachelor of Science degrees granted in these fields to educationally disadvantaged students. Faculty-mentored laboratory research is a cornerstone of this program. New funding would expand three areas: undergraduate development, especially that focused on the needs of transfer students; K-12 science and mathematics teacher development; and undergraduate transition to scientific and technology-based careers and graduate programs.

In both the MEP and SMT programs, participants are able to build lasting relationships with faculty and establish a team mentality for success that manifests itself in clustered enrollment and group study. These strategies have a clear record of success in improving levels of student achievement and degree acquisition.
 

The University of California provides childcare to approximately 2,000 children of students, faculty, and staff through its own centers and contracts with vendors. Every UC center is operating at or near maximum capacity with a waiting list systemwide of approximately 2,000 children. The unmet need may be much greater because many individuals become discouraged from even seeking a place on a waiting list.

By the end of this decade, the University expects to recruit 7,000 new faculty and related numbers of staff in order to accommodate 52,600 additional students and replace retiring faculty. As part of the student enrollment growth, the University hopes to increase graduate students by 1,000 students per year. Graduate students tend to be older and are more likely to have children than undergraduates. Moreover, many new faculty will be in the beginning of their careers, and these faculty are more likely to have children. The University foresees not only that the growth in the sheer numbers of students and employees will increase the demand for childcare, but also that there will be a higher percentage of parents in that group.

Importance of Providing Quality Childcare
Childcare helps the University fulfill its mission of teaching, research, and public service, improves the lives of children and parents within its communities, is an asset in recruitment efforts for faculty and staff, and provides valuable assistance to the University’s students. UC’s childcare centers provide child development programs of high quality that benefit not only children at its own centers but also serve as models for childcare programs locally and statewide. UC childcare programs provide all service components of educational programs appropriate to the needs of young children, including parent involvement and education, health and social services, community involvement, nutrition, and staff development.

Childcare services are critical to both employees and students. To meet the demands of their academic and work schedules, faculty and students often need childcare services that allow them to use the facilities on a part-time, drop-in, and extended hour (evenings and weekends) basis. Childcare available at all hours opens many opportunities to student parents, including the ability to attend evening laboratories, use libraries and other facilities in the evenings and weekends, remain for important post-lecture discussions, and have time to prepare for and take exams, which are sometimes administered on the weekends. Such flexibility is often critical to student parents to enable them to stay in school and complete degree requirements.

Major employers, like the University of California, recognize that much can be done in support of work/life needs by creating a productive work environment that serves to attract prospective employees and retain valuable current employees. UC’s childcare services and related work/life programs can give the University a critical advantage in the employment market. This is particularly true in today’s extremely competitive climate where other employers can provide benefits UC cannot, such as stock options and salaries much greater than those that can be offered by an educational institution.

At the request of its faculty, the University did a survey in April 1999 of childcare services at the "comparison eight" institutions that the University utilizes for faculty compensation studies. All but one of the universities in the comparison eight group provide childcare, and one provides in-home care for ill children (for ages up to 13 or older, if the child has special needs and cannot be left at home alone). All institutions that provide childcare had waiting lists. Recruitment and retention issues for faculty were reported as one of the reasons for providing childcare services, with one institution also mentioning provision of services as part of its recruitment and retention strategy for its hospital staff as well as its medical school students and faculty.

2001-02 Budget Request
The University anticipates the State will have one-time resources available in 2001-02. Therefore, the University will work with the Administration and the Legislature on proposals for one-time funds that may include funding for high priority areas, such as expansion of childcare facilities.

One-time funds are needed to expand current facilities so that we meet more of the current and future demand for childcare from the University’s faculty, students, and staff. Depending upon the availability of one-time funds at the State level, the University will request State General Fund support in 2001-02 for planning and construction of new childcare facilities on each of the campuses. One-time funding of $20 million would enable the University to

In July 1999, the Governor requested that the University of California consider his call to establish a community service requirement for undergraduate students. In addition, the new Partnership Agreement with the Governor includes an objective for the University to provide opportunities for all students to participate in community service or service learning activities.

There is broad support for community service within the University. In a recent review of community service, the Academic Council has developed several proposals to increase voluntary student public service at the University. These proposals will offer ways to increase the visibility of public service programs among students; make participation possible among more low-income students, who often cannot afford to participate in community service activities without compensation; focus on projects that present learning opportunities; and increase UC undergraduate student participation in community service from the current level of 33% of all undergraduate students to a goal of 66% or more by 2005-06. It is projected that a good share of this increase will be accomplished by 2002-03.

Students may visit a counselor concerning such issues as scholastic performance, choice of major, personal concerns, assessing interests and aptitudes, or exploring long-range career opportunities. Group counseling is provided on many campuses. In addition, campuses sponsor career planning and placement services that provide students and alumni with assistance in defining their career objectives, teach job search skills, and promote on-campus interviewing opportunities for summer or career employment.

Campuses provide academic support services that offer tutoring and learning skills assistance to students at learning centers. Learning skills staff provide individual and group tutorial services in writing, mathematics, study skills, and preparation for graduate and professional school exams.
 

Campuses offer a wide range of cultural and social activities to enhance the quality of life for students and the campus community. Such activities include music, dance and drama events; speakers; and sports activities.

Student Health Services provide students with primary care and other services to keep students healthy. Services include general outpatient medical care, specialty medical care, and health education. On-campus services are supported primarily through student fees and fees-for-service. Graduate students on all campuses and undergraduate students on the Berkeley and Santa Cruz campuses have approved campus ballot initiatives requiring all students to have health insurance as a condition of attending the University. In September 2000, The Regents approved a proposal to require proof of health insurance coverage as a non-academic condition of enrollment for all University undergraduate students, effective with the fall term 2001. The requirement for health insurance is waived if students provide proof of comparable coverage.
 

Campus admissions and registrar operations include the processing of applications for admission, enrollment and registration of students, scheduling of courses, maintaining and updating student academic records, preparing diplomas, and reporting statistics. Through Pathways, the University’s new Web-based application and advising system, prospective applicants can explore each campus, receive admissions and financial aid information, and initiate their application for admission by completing forms at the Web site. Students can also communicate online with University staff regarding admissions questions.

Campus financial aid officers counsel students about their financing options, determine and monitor the eligibility of students for financial assistance, and develop financial aid packages for students which include scholarships, fellowships, grants, loans, and work-study jobs from federal, State, University, and private fund sources. The University is committed to providing adequate financial aid as one means of ensuring that a student’s financial circumstances do not preclude access to higher education. This is discussed in more detail in the Financial Aid chapter of this document.

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Last Updated December 2000.