AMS Student Services Review

AMS Student Services Review

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November 2016 - February 2017

(Submitted on February 13, 2017)

Prepared by

Hussam Zbeeb

AMS Student Services Manager

Adassist

Typewritten Text

SCD180-17


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Acknowledgements

The AMS Student Services Review and Report were made possible by the involvement and contribution of countless individuals and groups, including but not limited to the AMS Services Coordinators, Services Staff and Volunteers, Archival Assistants, Services Review Planning Group, Executive Committee, Policy Advisor, previous Student Services Manager Ron Gorodetsky, previous Senior Manager Student Services Daniel Levangie, UBC Advisor to the Strategic Support Team Jenna Omassi, AVP Academic & University Affairs, numerous Campus Partners, and all the students who took the time to complete the student survey. The previous Review and Report, completed by VP Academic & University Affairs Kiran Mahal, was invaluable in setting the framework for this effort.

Contact Details

Please contact the Student Services Manager at [email protected] for any inquiries or issues related to this report. To reach the author of this report, please contact Hussam Zbeeb at [email protected].

mailto:[email protected]



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Executive Summary With the last review of the Student Services Department taking place in the summer of 2013, the AMS is presented with an opportunity to assess the progress of the department since, evaluate any shortcomings that have arisen or that have yet to be addressed, and set the strategic direction for individual Services and the department as a whole moving forward. This report presents the results of the review that took place between November 2016 and February 2017. As a subset of the AMS Student Life Committee, the framework for the Review was set and approved by the Services Review Planning Group, composed of the AMS Policy Advisor, Vice President Finance, Managing Director, and Student Services Manager. The consultations, data collection, and data analysis processes were spearheaded by the Student Services Manager with contributions from the above-mentioned groups. The report is presented in the following four sections: an overview of the Student Services Department and Review process, recommendations for the AMS Services collectively and individually using established key performance indicators, recommendations for gaps in services currently being offered, and finally an outlined implementation process. Overall, the Services Department as a whole was found to require more regular reviews, streamlined inter-Service referrals, and a greater overlap to other services offered by the Society. In addition, a need for a more robust and standardized orientation for student staff was identified given the annual turnover faced by the department. Furthermore, students identified a complete absence of a centralized platform that makes available any and all services offered by both the AMS and the University. Individual Services, such as the Food Bank and Advocacy Office, were found to be operationally strong, although new initiatives are needed for these Services to become more relevant to the needs of student users. Speakeasy, despite having the potential to fill a substantial gap in mental health and wellbeing support services on campus, was found to require increases in its usage and uptake by students. Volunteer Services were found to overlap heavily with services being provided by various bodies within the University. Finally, recommendations were made to begin tackling service gaps that exist for career, textbook, and housing support for students. A summary of all recommendations resulting from the Review can be found at the end of this report.


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Executive Summary………………………………………………………………………………………………………………………………..3 PART I: Background & Methodology………………………………………………………………………………………………………5

1. Background…………………………………………………………………………………………………………………………………5 2. Purpose & Objective of Review…………………………………………………………………………………………….....…5 3. Evaluation Criteria & Metrics………………………………………………………………………………………….…………..6 4. Methodology……………………………………………………………………………….……………………………………………..6 5. Limitations of Review…………………………………………………………………………………..……………………………..7

PART II: Review of Department and Current Service Offerings………………………………………….…………………..8

1. Student Services Department…………………………………………………………………………………..…………………8 2. Tutoring…………………………………………………………………………………..……………………………………………….14 3. Safewalk…………………………………………………………………………………..……………………………………………….18 4. Advocacy…………………………………………………………………………………..………………………………………………22 5. Volunteer Avenue and Team……………………………………………………………………..……………………………..25 6. Vice…………………………………………………………………………………..………………………………………………………28 7. Food Bank…………………………………………………………………………………..…………………………………………….31 8. Speakeasy…………………………………………………………………………………..………………………………………….…34

PART III: Gaps and Opportunities for Missing Services…………………………………………..…………………………….40

1. Housing Services…………………………………………………………………………………..…………………………………..40 2. Textbook Services…………………………………………………………………………………..………………………………..42 3. Career Services…………………………………………………………………………………..…………………………………….43

PART IV: Summary of Recommendations and Next Steps…………………………………………..……………………….46

1. Summary of Recommendations…………………………………………..……………………………………………………46 2. Implementation Next Steps…………………………………………..………………………………………………………….51

Appendices Appendix A: Environmental Scan…………………………………………..………………………………………………………………52 Appendix B: Interview Questionnaires…………………………………………..………………………………………………………60 Appendix C: AMS Services Review Survey Results…………………………………………..……………………………………..61


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PART I – BACKGROUND & METHODOLOGY

1 Background The AMS currently offers a wide variety of services to its membership, including food services, paid services such as the Health and Dental Plan, building services related to bookings in the Nest, advocacy efforts led by the Executive, and Student Services such as Tutoring and the Sexual Assault Support Centre (SASC). The AMS Student Services that were examined for the purposes of this Review include the following:

1. Tutoring 2. Safewalk 3. Advocacy 4. Volunteer Avenue & Volunteer Team 5. Vice 6. Food Bank 7. Speakeasy

Due to both its atypical service operation with permanent staff and the Service’s new direction given the recent management turnover, the SASC was excluded from this Review. Nevertheless, it is recommended that the SASC be included in future reviews of the AMS Student Services. Also, please note that a feasibility study for the Entrepreneurship Hub (eHub) Service was being researched and developed at the time of this Review, with references to its recommendations found later in the report. The AMS Student Services have historically been funded by the now-abolished Student Services Fund, originally collecting $7.17 from every active student. Funding for the annual operations of the department is now largely subsidized by both the general membership fee collected by all active students and business contributions. The day-to-day operations of all Student Services are led by students that turnover annually. Each Service is led by a Coordinator, with the two largest Services - Tutoring and Speakeasy - also having Assistant Coordinators. Every Student Service, with the exception of Advocacy and Volunteer Avenue/Team, has student staff or volunteers that interact directly with students accessing the Service. The department also holds a position for an Assistant Student Services Manager, responsible for both overseeing the daily operations of the Food Bank, Advocacy, and Volunteer Avenue Services as well as all outreach efforts pertaining to the Student Services. All the aforementioned positions report either directly or indirectly to the Student Services Manager, who is tasked with setting the strategic direction for the department and overseeing the delivery of all seven Student Services.

2 Purpose & Objective According to AMS Code, the mandate of an AMS Student Service is to:

“offer services and resources to the membership which are in significant demand and aim to

further the well-being of the membership as a whole; aim to enable all students to achieve their

potential.”

The AMS Student Services face the challenge of continuously adopting and being relevant to the changing needs of students year-to-year. While not specific to the AMS Services Department, the annual


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turnover faced by the Services leadership has made the implementation of higher level strategic advancements challenging. With this in mind, the objectives of the review are outlined as follows:

1. Services are relevant to the current and predicted future needs of students 2. Services fill substantial service gaps on campus 3. Services match the mandate of an AMS Service as outlined in Code 4. Services balance the best interests of the Society (fiscal and otherwise) 5. Services match the vision and mission of the Society 6. Services receive the necessary resources to fulfill their mandates

3 Evaluation Criteria & Metrics The evaluation criteria and metrics used to assess the AMS Student Services for the outlined review objectives are as follows:

Evaluation Criteria Metrics

Engagement Volume of students that have used the service in a specified period of time

Usage rate trends

Depth of engagement

Need Environmental Scan for peer service delivery at the AMS and UBC

Future needs of students based on trends

Students’ rating of the importance of support services based on student survey

Relevance Most frequent reasons for usage of a Service based on usage rate data collection

Available demographics of users

Client surveys

Finances Cost of running the Service annually

Portion of overall Student Services budget

Cost per student interaction

Cost trends

Table 1: Evaluation Criteria & Metrics Used to Evaluate AMS Student Services

4 Methodology A combination of internally and externally sourced data was collected and used to develop recommendations for the Review. Recommendations were made using both qualitative and quantitative data that was either already available (i.e. usage rates), calculated (i.e. financial metrics), or collected throughout the Review (i.e. student survey). The following methods were used to collect additional data for the Review:

1. General Student Survey 2. Coordinator Survey


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3. Services Staff & Volunteers Survey 4. Executive Committee Consultation 5. Consultation with Previous Student Services Manager 6. Consultations with Campus Partners

An Environmental Scan was also conducted to assess peer service delivery, if any, within the AMS, at UBC, and at other Universities across Canada. Services offered by both the Universities and Student Societies at the University of Toronto, University of Alberta, University of Western Ontario, and McGill University were compared to those offered by the AMS and UBC. The results of the Environmental Scan can be found in Appendix A.

5 Limitations of Review It is important to recognize limitations that existed throughout the Review process. Firstly, several Services were missing usage rate data that extended beyond the past two years, making analyzing usage rate trends fairly challenging. Data from September 2015-April 2016 data was used to assess Tutoring (rather than January-December 2016 that was used for most other Services) due to an operational challenge faced by the Service in collecting data encompassing all users that term. Data for Volunteer Team was only available from September to December 2016 due to its recent launch. Due to its launch in January 2017, no usage rate data was available for the evaluation of Vice. Secondly, it is also important to recognize that the Review process was spearheaded by the Student Services Manager. While benefits regarding having an in-depth understanding of the department may exist, future reviews should be conducted at an arm’s-length. Finally, it is also important to recognize that consultations were only conducted with Services Coordinators and Services Staff/Volunteers from this year. This was due to time constraints that existed in completing the Review before hiring for the next year’s Services leadership team began. Future reviews should aim to consult Coordinators, Staff/Volunteers, and Student Services Managers from several years to examine any operational trends that exist within the department.


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PART II – REVIEW OF DEPARTMENT & CURRENT SERVICE OFFERINGS

1 Student Services Department 1.1 Review Process & Frequency As previously mentioned, the last review of the Services Department took place in the summer of 2013 by then VP Academic & University Affairs Kiran Mahal. Prior to that, an evaluation had not taken place since the entire Society was reviewed by the AMS Committee for Organizational Review and Planning in 1994. For the Services to fulfill their mandate of “offer[ing] services and resources to the membership which are in significant demand”, the AMS must continuously strive to reevaluate existing offerings to ensure that they fall in line with the changing needs of students. Demand for certain Services unsurprisingly change over time, as evidenced with the closure of the Minischool Service in 2013 after its offerings had become provided by several AMS clubs. ________________________________________________________________________

1. Recommendation: AMS Council require a review of the AMS Services Department every 3 years. The terms of reference of such reviews should include a review of service offerings, key performance indicators, and operations of the Department and each Service.

2. Recommendation: AMS Council require the incoming Student Services Manager report on the status of any approved recommendations to Council.

Recommendation 1 was essentially developed and approved by AMS council during the last Review, although this key piece of institutional knowledge was not transitioned over after annual turnover. In addition, no particular position was mandated to spearhead future reviews of the department. The options explored regarding different positions that could be tasked with reviewing the department in the future are as follows:

Position Feasibility

Student Services Manager While this position would have an in-depth understanding of the operations and challenges faced by both the department and individual Services, it is important that reviews be conducted at an arm’s-length to ensure objectivity of all recommendations brought forward.

Executive (President or Vice President Academic & University Affairs)

On one hand, these positions would be suited to conduct the review given their a) proximity to the department, b) understanding of the functioning of the Society, and c) interaction and familiarity with University Services. However, the sheer number of hours required for an in-depth and nuanced review dictates that this would only be feasible if a review of the department was identified as a goal for the individual Executive while running for their position.

External Consultant While clear value may exist in having professional consultants review operations and key offerings of the department, the frequency at which the


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review is recommended to be undertaken would pose the effort as significant financial undertaking.

Part-time Student Staff This option would allow for a) a position solely dedicated to conducting a review and b) the review be conducted by someone outside the department. The position would leverage any departmental knowledge required for the Review from the Student Services Manager and any ongoing support from the President whom they would report to.

Table 2: Options Explored for Different Positions Tasked with Leading Future AMS Services Reviews ________________________________________________________________________ 3. Recommendation: AMS Council require future Services Reviews be led by a part-

time staff member that reports to the President – Executive Special Projects Assistant, Services Review - with support from the Student Services Manager.

Services Reviews allow for a revaluation of the strategic direction of the department, as well as the identification of any institutional or operational inefficiencies. In addition to the proposed frequency of the Services Review, the department should also be reviewed on a more frequent basis to ensure that certain targets regarding student uptake of the Services are met. In collaboration with the Executive Special Projects Assistant, Governance and Policy, the following key performance indicators were established for annual review of the Services:

Key Performance Indicator Measurement

Cost Per Student Interaction Annual cost of operating Service/Total student usage

Proportion of Overall Services Budget Annual cost of operating Service/Total Student Services budget

Overall Student Engagement Annual sum of student usage across all Student Services (Total & Unique Interactions)

Inter-Service Usage Number of users that have also accessed other AMS Student Services

Table 3: Key Performance Indicators Established to Review the Services Department on an Annual Basis ________________________________________________________________________ 4. Recommendation: AMS review the delivery of all Student Services annually using

the established key performance indicators. 5. Recommendation: AMS Council require the Student Services Manager to integrate

review findings into annual council updates in February. The latter two recommended KPIs require that a standardized usage tracking process be developed that can be applied to all Services. While each Service currently tracks all users that access any of the Service’s offerings, each does so differently; methods include utilizing names, student numbers, or an anonymous count of users. The development of a standardized procedure must factor in confidentiality constraints posed by certain Services. ________________________________________________________________________

6. Recommendation: Student Services Department develop a standardized procedure for tracking student usage across the entire department.


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1.2 Academic Experience Survey A portion of the Review, as demonstrated through the general student survey, asked students to rate both the importance of and their satisfaction with various UBC support services. The annual AMS Academic Experience Survey presents a valuable opportunity to gage the relevance of various AMS and UBC support services on a more frequent basis. Over the past several years, integration of AMS Student Services into the Academic Experience Survey has been limited to primarily asking students their usage of these Services, with far more accurate data already being collected and reported by the Service Coordinators on a monthly basis. ________________________________________________________________________

7. Recommendation: Future iterations of the Academic Experience Survey to ask students their awareness of all AMS Student Services.

8. Recommendation: Future iterations of the Academic Experience Survey to ask students their satisfaction with UBC Wellbeing, Academic, Emergency, Safety, and Career support services.

1.3 Service ‘Excellence’ The AMS Services department has expanded its focus over the past year to include a measurement of the quality of Services offered to students, rather than utilizing usage rates as the sole determinant of successful Service performance. For most Services, this took the form of client surveys that get manually distributed to students after their accessing of an AMS Service. The surveys include questions regarding the quality of users’ experiences, as well as recommendations for improved Service offerings and delivery. However, uptake of the client surveys has been minimal at best for several of the Services. The Assistant Student Services Manager, in collaboration with the Food Bank Coordinator, have recently begun to explore incentives like increasing the cap placed on the number of visits permitted to each UBC student a term in order to increase survey responses. ________________________________________________________________________

9. Recommendation: The AMS Student Services develop incentives for increased uptake of client surveys among student users.

1.4 Promotion of Student Services In addition to providing services that fill substantial service gaps on campus, the AMS is tasked with promoting its various offerings to its membership. An overwhelming consensus existed among survey respondents who completed the general student survey that there lacked a centralized platform to actually search for and access any of the mentioned AMS and UBC Services. ________________________________________________________________________

10. Recommendation: In collaboration with UBC Communications and UBC Student Development & Services, AMS develop a centralized platform that houses all services accessible to students at UBC.

When delving into the outreach methods adopted by the service-providing bodies of the Society, each group has historically promoted its own services individually. While this has largely taken place due operational constraints, this has understandably lead to confusion among students regarding the full suite of services the AMS actually offers its membership. This year, outreach initiatives related to the Student Services have simultaneously included promotion of the SASC. Nevertheless, no efforts have been taken to promote a developed bundle of all the AMS’ service offerings to its membership.


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________________________________________________________________________ 11. Recommendation: In collaboration with the Communications Department, AMS

develop methods to better communicate the full range of services the Society provides its membership.

1.5 Streamlined Referrals In their current form, the AMS Student Services have developed long-standing relationships with various University support services centered on student referrals. Often times, this takes the form of referring students from services providing peer support to those offering professional support (i.e. Speakeasy in relation to UBC Counselling Services). However, an effective referrals procedure is lacking entirely within Student Services department itself. Often times, students that access one of the AMS’ Services could benefit from utilizing another, although no streamlined process exists for doing so. For example, a student seeking peer support from Speakeasy related to anxieties around poor academic performance could also benefit from academic support provided by Tutoring. ________________________________________________________________________

12. Recommendation: Services Department develop a process for streamlined service referrals between the AMS Student Services.

1.6 Permanent Staff Support Over the past three years, the Student Services Manager has reported directly into the Executive Committee, followed by a report to the Executive Director, to now reporting to the Managing Director. The current structure is best suited to providing managerial oversight to the Services department. However, there currently lacks a dedicated holder of institutional knowledge pertaining to University partners. The Student Services collectively have dozens of campus stakeholders that play vital roles in the success of the delivery of the AMS Services each year. A large part of the role of the Student Services Manager centers around both up-keeping and developing these partnerships on an ongoing basis. Given the annual turnover faced by this position, it is crucial that a permanent staff member be dedicated to retaining this institutional knowledge year-to-year. Given their knowledge and dealing with University affairs, the AMS Policy Advisor was identified as an appropriate permanent staff member to aid in filling this gap. ________________________________________________________________________

13. Recommendation: AMS establish support relationship between the Student Services Manager and the Policy Advisor regarding University partnerships as they pertain to the Student Services.

14. Recommendation: The current Student Services Manager transition the Policy Advisor on all matters pertaining to University partnerships for the Services.

1.7 Orientations & Turnover

1.7.1 Student Services Coordinator Orientation While not specific to the AMS Services, the Services Coordinators have regularly expressed a sense of disconnect from the rest of the AMS outside of the Services Department. This lack of belonging to the rest of the Society stems from three factors:

1. A lack of awareness surrounding the organizational structure and functioning of the Society 2. A lack of awareness surrounding the work being completed by other divisions of the Society 3. A lack of financial literacy as it pertains to funding for the Services


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The Executives and Governance Student Staff, along with the Student Services Manager, attend an annual onboarding session centered on familiarizing student employees with other sectors of the Society. The Services Coordinators have been excluded from this orientation in the past.

________________________________________________________________________ 15. Recommendation: AMS include Student Services Coordinators in all future

orientations for Student Staff as deemed appropriate. As it currently stands, there is no standardized orientation offered to Service Coordinators year-to-year. The Student Services Manager has historically been tasked with orientating staff on matters that apply to all Coordinators, including financial processes, HR procedures, and goal-setting for the year. The annual turnover of the Student Services Manager, in addition to the often times unfamiliar background of the student in the position, has made a comprehensive orientation somewhat challenging in the past. A similar recommendation was developed at the last Services Review with little follow-through. ________________________________________________________________________

16. Recommendation: The outgoing Student Services Manager work with the Human Resources Department to develop a comprehensive orientation plan for the onboarding of the new Student Services Team.

1.7.2 Student Services Manager Orientation Over the past year, orientation for the Student Services Manager has been filled by the four-week overlap that exists between the incoming and outgoing Managers. While this overlap provides sufficient time for a high-level overview of the operations of all Student Services and transitions with key campus stakeholders, there lacks a gap in support for higher-level strategic goal-setting for the department. Given the breath of the Student Services Manager’s portfolio and the amount of time required for an in-depth understanding of the different Services, it is recommended that this goal-setting take place a few months into the start of the SSM’s term. ________________________________________________________________________

17. Recommendation: The Student Services Manager work with Managing Director to develop an annual strategic plan for the Services Department.

Despite the orientation provided by the outgoing Student Services Manager, there continues to exist gaps in knowledge regarding the support that can be offered by permanent staff in other departments of the Society. Given the fact that the hiring timeline for the position aligns with that of the elections, the Student Services Manager should be receiving the same transition offered to the Executives by permanent staff of the Society. ________________________________________________________________________

18. Recommendation: Student Services Manager partake in annual Executive orientations and onboarding.

1.7.3 Carry Over of Recommendations Higher-level systemic issues or major opportunities for growth for individual Services are often times not fully identified by Coordinators until the latter portions of their terms; this inevitably leaves minimal time for any substantial work to be completed regarding these areas. Given that the initial portion of a Coordinator’s term is often times focused on operational components of running the Service, any higher level recommendations (written or verbal) regarding the advancement and development of a Service are often lost with annual turnover.


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________________________________________________________________________ 19. Recommendation: The Student Services Coordinators and Student Services

Manager include recommendations for the growth of the Services in their transition reports annually.

20. Recommendation: The Student Services Manager include the feasibility and implementation status of recommendations developed by the outgoing Services team in their first Ternary Report.

1.8 Constituency Support The ‘Ad-Hoc Committee on the AMS’ Relationship with Constituencies’ has recently completed a thorough report on the methods in which the Society could be better supporting the work being accomplished by Constituencies. An opportunity for further support lies in the methods in which the Student Services Department could better collaborate with these constituencies. An example of a benefit of this partnership includes the collaboration between AMS Tutoring and the Arts Undergraduate Society over this past year in providing free group tutoring services at Buchanan. The benefits of an overlap between Student Services and the Constituencies is two-fold:

1. General awareness of the Student Services the AMS provides that can be relayed back to the constituents of the various Undergraduate Societies

2. Specific partnerships or areas of support that the Student Services can provide the Undergraduate Societies

The proposed development of an annual orientation tailored to increasing support for Constituencies presents a valuable opportunity to meet the two needs identified. ________________________________________________________________________

21. Recommendation: Student Services Manager provide an orientation of the Services Department at the annual Constituency orientation.


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2 Tutoring 2.1 About AMS Tutoring currently serves its mandate of providing academic support for students in two ways:

1. Group Tutoring - Free tutoring services for core first and second year courses. Current partnerships exist with the Chapman Learning Commons, Residence (Totem Park, Place Vanier, and Orchard Commons), Arts Undergraduate Society, Commerce Undergraduate Society, Faculty of Land and Food Systems, as well as specialized offerings with the WUSC and MasterCard programs.

2. Appointment Tutoring - Paid 1-on-1 tutoring that students can access through a centralized database (HelpHub). Appointment tutoring provides support in numerous courses in a wide variety of faculties and year levels.

With the exception of a 60-40 split with Residence, all group tutor wages are subsidized entirely by the respective partners. All appointment tutor wages are paid for by the students seeking access to the respective tutor. Tutoring that takes place in the Chapman Learning Commons, responsible for the largest portion of group tutoring offerings and usage, is subsidized by the UBC Teaching and Learning Enhancement Fund (TLEF) administered by the UBC Library. 2.2 Data & Calculations Services Review Survey

5 4 3 2 1

Very Important Important Neutral Unimportant Very Unimportant

Importance

Very Satisfied Satisfied Neutral Unsatisfied Very Unsatisfied

Satisfaction

Table 4: Rating Scale for Student Services Review Survey Please rate the importance of academic support services offered at UBC:

Figure 1: Students’ Rating of the Importance of Academic Support Services Offered at UBC

87

45 49

133

212

99 96 111 112

72 75

110 109

58 30 40 36 40

12 10

47 61

39 33 24

0

50

100

150

200

250

Tutoring Database forAppointment

Tutoring

Peer AcademicCoaching

Exam ReviewSessions

Access to PracticeExams

5 4 3 2 1


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Please rate your satisfaction with academic support services offered at UBC:

Figure 2: Students’ Rating of their Satisfaction with Academic Support Services Offered at UBC

Quantitative Metric Value

Engagement 1,002 drop-ins*

Cost Per Student Interaction $36.79

Annual Budget $36,869.41

Proportion of Services Budget 9.8% *Appointment Tutoring usage was excluded.

Table 5: Tutoring Quantitative Metrics for September 2015-April 2016 2.3 Review Results 2.3.1 Chapman Learning Commons Partnership The largest external support for the ongoing operation of AMS Tutoring stems from the contributions of the Chapman Learning Commons. Firstly, the UBC Library administers up to $44,000 of funding annually for the operation of group tutoring at the Chapman Learning Commons in the Irving K. Barber Learning Centre. Secondly, staff support for AMS Tutoring from the Chapman Learning Commons and Centre for Student Involvement & Careers includes but is not limited to the following: support with training for tutors, facilitation of data collection across all group tutoring locations, and holders of institutional knowledge regarding the delivery of AMS Tutoring. The support team also has the potential to play a significant role in enhancing the quality of service being delivered. The partnership provides potential for support with ongoing professional development for tutors and the integration of academic support best practices in future service delivery. With this in mind, the partnership between AMS Tutoring and the Chapman Learning Commons over the past 10+ years has been challenging to say the least. The annual turnover faced by the Service has meant that learnings and mutual understandings reached by both groups in one year do not translate over to the next. The expectations placed on AMS Tutoring for hosting group tutoring in the Chapman Learning Commons, as defined in the Memorandum of Understanding, has often times led to a relationship that requires ‘policing’ of AMS Tutoring and one that is essentially transactional. Furthermore, concerns by the support team regarding the quality of academic support offered by AMS Tutoring has further contributed to complications in the partnership. In January 2017, AMS Tutoring met

17 12 18 23 22

81 65 75

99 90

197 212

195

148 137

34 35 39 56 62

19 24 21 22 37

0

50

100

150

200

250


Tutoring


Exam ReviewSessions


5 4 3 2 1


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with the Chapman Learning Commons support team to revaluate the nature of the partnership in regards to its ability to best serve students moving forward. The two most feasible options explored can be found in Table 4 below.

Partnership Model Agreements Notes

Transactional Transfer of funds to AMS Tutoring

AMS Tutoring to take place in the Nest

While this model would provide the AMS the greatest autonomy,

it would simultaneously not provide future Tutoring

Coordinators the ability to leverage any of the key support services provided by the staff at

the Chapman Learning Commons and CSI&C.

Transformational Transfer of funds to AMS Tutoring

AMS Tutoring to take place in the Nest

Mutual transfer of institutional knowledge

Key support services from Chapman Learning Commons

Annual report on AMS Tutoring from the AMS to the Chapman Learning Commons

This model would provide AMS Tutoring the ability to leverage the key support services that

would not have otherwise been accessible. Transfer of Tutoring

to the Nest would shift expectations placed on AMS Tutoring and would require a

genuine professional relationship.

Table 6: Partnership Models Explored Between AMS Tutoring and the Chapman Learning Commons ________________________________________________________________________

22. Recommendation: AMS Tutoring redefine relationship with the Chapman Learning Commons as described in the ‘Transformational’ section.

23. Recommendation: Student Services Manager and Tutoring Coordinator better integrate Chapman Learning Commons relational agreements into annual transition.

24. Recommendation: In collaboration with the Chapman Learning Commons, AMS Tutoring review its academic support model and better integrate service delivery best practices with consultation from UBC Faculty.

25. Recommendation: In collaboration with the Chapman Learning Commons, AMS Tutoring develop an annual plan to provide ongoing professional development opportunities to AMS tutors.

26. Recommendation: AMS share Services Review results regarding student academic support needs with the Chapman Learning Commons.

2.3.2 Tutoring Coordinator and Assistant Coordinator Job Descriptions As identified by a member of the Chapman Learning Commons support team who has worked with AMS Tutoring for over a decade, the scope of the roles and responsibilities required of the Tutoring Coordinator and Assistant Coordinator positions are far too large and demanding. The Tutoring


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Coordinator (20 hours per week) and Assistant Coordinator (15 hours per week) are collectively responsible for hiring, training, and overseeing 40-50 student staff, developing and up-keeping numerous stakeholder relationships, promoting the Service on an ongoing basis, in addition to a multitude of other tasks like scheduling and payroll. This has historically led to challenges in the ongoing management of the Service by the two Coordinators, sometimes even resulting in the resignation of past Tutoring Coordinators part-way through the year. ________________________________________________________________________

27. Recommendation: In collaboration with the Chapman Learning Commons, AMS review the job descriptions of the Tutoring Coordinator and Assistant Coordinator positions to reduce the scope of responsibilities required.

2.3.3 Outreach The Assistant Student Services Manager has historically been tasked with the creation of an annual outreach plan for individual Services, as well as the Services Department as a collective. While an outreach plan is developed each year for the Services, the single largest majority of users that access AMS Tutoring are incoming first-year students. With this in mind, previous years’ outreach efforts developed to raise awareness of the existence of the Service do not reach these incoming students each year. As such, particular focus needs to be placed on promoting AMS Tutoring to incoming first years on an annual basis. ________________________________________________________________________

28. Recommendation: AMS Tutoring create an annual promotional plan for all group tutoring offerings tailored to incoming first year students.

2.3.4 Arts & Upper Level Tutoring When asked to identify gaps in support services offered, students who completed the general Services Review survey had identified gaps that existed for support in both Arts and upper-level courses. Current tutoring support provided by the Arts Undergraduate Society is focused on core first-year Psychology and Economics courses. Feedback from students to the Assistant Director of Residence Life has also identified a gap in support for writing-intensive courses and Arts courses more generally. Support for upper-level courses is essentially absent from any group tutoring offerings and can only be found via paid appointment tutoring. The cost of Appointment Tutoring has sometimes been cited by students as a barrier to accessing appointment tutoring services, although wages for tutors are benchmarked to market prices for one-on-one tutoring. ________________________________________________________________________

29. Recommendation: In collaboration with the Assistant Director of Residence Life, AMS Tutoring review the Service’s offerings in Residence to expand support for first-year Arts courses.

30. Recommendation: In collaboration with the Arts Undergraduate Society, AMS Tutoring review the Service’s offerings to expand support for first-year Arts courses.

31. Recommendation: AMS Tutoring expand appointment tutoring offerings for upper-year and Arts courses.


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3 Safewalk 3.1 About Safewalk fulfills its mandate of promoting campus safety by providing accompanied transfers for students anywhere across campus at night. Initially created in 1990 and operated by volunteers, the Service has shifted to being operated by two teams composed of student staff each night. The Service has also shifted in recent years from being a walking service to a primarily driving-based service. The Service currently operates with two vehicles: one car owned by the Society and another purchased by the VP Students Office to be used by UBC Building Operations during the day and by Safewalk at night. 3.2 Data & Calculations Services Review Survey

Do you feel safe on campus?

Figure 3: Students’ Rating of How Safe They Feel on Campus How likely would you be to use…

Figure 4: Students’ Rating of How Likely They Would Use a Walking vs. Driving Service at Night

85%

9% 6%

Yes

No

Prefer not to answer

67

123

100

58

90

112

85

61

0

20

40

60

80

100

120

140

Very Likely Somewhat Likely Somewhat Unlikely Very Unlikely

A walking service that operated within campus at night

A driving service that operated within campus at night


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Engagement 15,261 total users, 3,244 unique users


Annual Budget $132,338.23*

Proportion of Services Budget 35.21% *Please note that this includes Canada Summer Jobs funding for the Safewalk Coordinator

Table 7: Safewalk Quantitative Metrics for January-December 2016 3.3 Review Results 3.3.1 Financial Contributions & Operations In its current form, Safewalk plays a core role in the ongoing promotion of campus safety and security. At the point in which the last Services Review was completed in the summer of 2013, Safewalk was averaging anywhere between 5 to 10 walks per night. Overhead costs were comparable to current costs, leading to a $240 cost per transfer based on data collected in 2012-2013. After a string of highly publicized sexual assaults that took place on campus in October 2013, usage rates for the Service increased eightfold that month and then increased again in November. The following 14 months saw a decrease in usage of the Service to a range of 18-20 walks per night. Usage then doubled after a second round of highly publicized Sexual Assaults that occurred in March 2015, followed by another increase in April of 2015. The VP Students Office purchased the second vehicle currently used by Safewalk during this time. The start of the school year in September 2015 saw Safewalk’s usage increase once again to an average of ~1,500 monthly transfers – a conservative representative of current rates that have eventually levelled off. It is difficult to distinguish exactly what the largest contributor to the high levels of usage the Service currently faces. This high uptake is likely linked to a combination of students feeling unsafe on campus, increased awareness of the Service as a resource after the publicized Sexual Assaults, as well as the introduction of a second vehicle that converted Safewalk into a driving service. As depicted in Table 5, the cost per student interaction has decreased drastically from 2013 to $8.91 this past year. Nevertheless, Safewalk still poses as a significant financial undertaking to the Society on an annual basis, single-handedly compromising over a third of the total Student Services budget. The largest majority of the ongoing costs stems from student staff wages (~$95,000). During the Environmental Scan, it was discovered that most other Universities that operated similar programs operated entirely with volunteers. While options surrounding reverting back to a volunteer model have been explored, Safewalk provides part-time employment to roughly 20 students at any given point, in line with the Society’s mission to provide student jobs to its membership. Also during the Environmental Scan, it was discovered that some programs at comparable institutions operate similar services as a joint venture between the University and the respective Student Union. While the purchase of the Toyota Prius in 2015 was a significant contribution from the University, greater contributions are required for ongoing operational costs.

________________________________________________________________________ 32. Recommendation: AMS engage in conversation with the UBC VP Students Office

regarding financial contribution to the ongoing operating costs of Safewalk. 3.3.2 Misuse & Operations Greater awareness and uptake of Safewalk by students has also resulted in greater misuse of the Service. Since the introduction of the vehicles, Safewalk staff have anecdotally reported frequent use of the


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Service by some students as a free taxi shuttle. This misuse has contributed to longer wait times for other clients and made the Safewalker position both challenging and frustrating for many. This year’s introduction of policies limiting the amount of walks students can request a night, a grace period in-between calls, as well as the supplementary suspension policy, has led to a significant decrease in ongoing misuse of the service. Nevertheless, Safewalk should continue making efforts to raise awareness of appropriate use of the Service to ensure it is adhering to its core mission of transferring students who feel unsafe walking across campus alone at night. ________________________________________________________________________

33. Recommendation: Safewalk focus outreach efforts on raising awareness about the appropriate use of the Service.

Other options have been explored regarding both tackling misuse of the Service and reducing the annual operating costs. One of these options has been reverting one of the nightly teams from a driving team to a walking team. The reintroduction of more frequent walking teams would mean that a far greater proportion of users requesting the Service in the future would not be driven. Concerns about potential increases in the waiting time for clients seeking the Service can be addressed in two ways. Firstly, the vehicles are not currently permitted to operate on pedestrian-only roads on campus. This means that certain transfers, especially those in the vicinity of the Nest, might be attended to in comparable times. Longer transfers (i.e. Wesbrook Village) would be served by the team in the vehicle. Secondly, this switch would coincide with the expansion of the current partnership with Athletics, indicating that a third volunteer walking team would be available more frequently. This option would also allow for the cut-down of any ongoing costs with operating the vehicle (i.e. fueling), annual insurance costs, and any repair costs which have contributed largely to the financial overhead of the service. ________________________________________________________________________

34. Recommendation: AMS continue future nightly operations of Safewalk with one vehicle and transform the second team to a walking team.

3.3.3 Athletics Partnership After the Football team’s volunteering with the Service at the end of the 2016 Block Party, the Football coach had reached out to the Service in desire of making this partnership permanent. The summer was spent developing this partnership, with its official launch taking place in September 2016. On busier nights of the week that the Service faces, two Football players are sent and paired up with Safewalk staff, allowing for the creation of a third walking team. Feedback from both Safewalk staff and Varsity players has been largely positive and encouraging of the continuation of this partnership. As the Review was underway, plans for expansion of the partnerships with a number of female Athletics teams was in progress, including the Soccer, Track & Field, and Field Hockey teams. ________________________________________________________________________

35. Recommendation: Safewalk expand its partnership with Athletics to increase more frequent availability of a third walking team.

3.3.4 Outreach Opportunities for the Rest of the Society With over 15,000 individual interactions in 2016 alone, Safewalk acts as one of the largest avenues in which the Society most frequently interacts with its membership. As such, this factor presents a unique opportunity to highlight other key offerings or initiatives housed by the AMS. One method in which this can be done is through the installation of automatic screens behind the headrests in the AMS-owned vehicle. Another example could be the adoption of Safewalkers as ‘ambassadors’ of any significant initiative the Society is aiming to highlight, allowing for the promotion of this initiative in conversations with students during transfers.


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________________________________________________________________________ 36. Recommendation: AMS explore methods to utilize Safewalk as an avenue to

highlight key offerings provided by other parts of the Society. 3.3.5 Expanding Offerings As part of the Service’s mandate to promote campus safety, Safewalk has the opportunity to expand the methods in which it can meet this duty. In the past, the Service has partaken in a number of initiatives to do this outside of transferring students at night, including a focus on safety promotion activities like the “UBC Personality Security Maps”. The longstanding relationship with UBC Campus Security presents a valuable opportunity to actually expand these offerings in collaboration with the University. ________________________________________________________________________

37. Recommendation: In collaboration with Campus Security, Safewalk expand its service offerings in promoting campus safety.

3.3.6 Safewalk Coordinator Job Description The management of Safewalk has historically included both a Safewalk Coordinator and Assistant Coordinator, with the Assistant position being removed in recent history. While the removal of this position made sense due to one Coordinator being able to accomplish the weekly Service tasks, the 20 hours per week currently allocated to the Safewalk Coordinator is insufficient in meeting these tasks and simultaneously developing the Service as recommended. ________________________________________________________________________

38. Recommendation: AMS expand the weekly hours worked by the Safewalk Coordinator to 23 hours per week.


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4 Advocacy 4.1 About The Advocacy Office offers support with appeals to any student in formal conflict with the University. The office helps students navigate the appropriate University bodies and policies related to their cases. Common areas of support with appeals include academic misconduct, academic standing, non-academic misconduct, housing appeals, and parking disputes. The nature of support includes preparation of formal appeals and cases, as well as the ability to attend hearings with students. 4.2 Data & Calculations Services Review Survey Statistics

I know what to do if I am in a situation where I disagree with a mark or grade I received in a course or assignment.

Figure 5: Students’ Knowledge of Academic Appeals Support Services I know where to go on campus if I am in a situation where I need assistance regarding academic and non-academic disputes or disciplines.

Figure 6: Students’ Knowledge of Support Services for Academic and Non-Academic Disputes

56% 22%

22%

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No

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34%

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No

Unsure


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Engagement 98 cases



Proportion of Services Budget 3.6%

Table 8: Advocacy Quantitative Metrics for January-December 2016

4.3 Review Results Throughout the consultation period, a number of questions were raised regarding the unique value proposition provided by the Service when considering the existence of the AMS and UBC Ombudspersons. These offices are mandated to remain impartial regarding the various student issues they are dealing with. On the other hand, the AMS Advocate is mandated to always advocate on behalf of the student to the University. Secondly, the AMS Ombudsperson primarily deals with cases regarding the AMS (i.e. clubs, constituencies, etc.), while the Advocacy Office deals with cases external to the AMS and facing the University. The three Services are currently collaborating on the creation of a University roadmap to help students navigate the various support bodies. 4.3.1 Support for the Advocacy Coordinator The specialized background knowledge required for the navigation of appeals processes facing the University means that a big part of the success of the Advocacy Coordinator is dependent on the transition they receive, as well as their reading of the Service’s ‘Operation Manual’. The Advocacy Coordinator has on occasion expressed a desire to receive a second opinion on challenging or complex cases, resulting in the Student Services Manager filling this gap. Nevertheless, the Student Services Manager does not possess the same background knowledge required to actually provide guidance on University appeals bodies, processes, and policies. ________________________________________________________________________

39. Recommendation: Integrate the Advocacy Office’s ‘Operation Manual’ into the annual transition of the Student Services Manager.

With the above recommendation in mind, the Student Services Manager also turns over annually with the Advocacy Coordinator. This indicates that any knowledge gained by the Office over the previous year, specifically regarding new information about University bodies, processes, and policies, could be lost at the turnover. The Policy Advisor’s background and in-depth knowledge of navigating the University makes this an appropriate position to address the identified gap. ________________________________________________________________________

40. Recommendation: Advocacy Office establish support relationship with the Policy Advisor regarding University affairs.

4.3.2 Compensation & Workload The Advocacy Coordinator is the sole Advocate available to take on any potential student cases requiring formal appeals facing the University. Currently situated at 17 hours per week, the workload required to take on all cases coming through the office regularly requires 20+ hours each week. ________________________________________________________________________

41. Recommendation: AMS expand the weekly hours worked by the Advocacy Coordinator to 20 hours per week.

The resolution time for cases often times requires anywhere from a couple weeks to several months depending on the complexity and severity of the case at hand. With this in mind, the annual turnover


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faced by the Office can often times disrupt the support the Advocate has previously provided to a particular student. This has often times led to the previous Advocates volunteering their time months after their terms have ended to continue attending and supporting cases and hearings with students. ________________________________________________________________________

42. Recommendation: The VP Finance and Student Services Manager develop a transitional honorarium for outgoing Advocacy Coordinators.

4.3.3 Outreach The nature of cases that seek the support services provided by the Advocacy Office fluctuate throughout the year. Students’ needs at the start of the year (i.e. housing appeal) may vary greatly from those at the end of the year (i.e. academic standing). ________________________________________________________________________

43. Recommendation: Advocacy Office tailor annual outreach initiatives to varying students’ needs throughout the year.

4.3.4 Support Framework Given the challenging nature of the cases the Advocacy Office is tasked with supporting, the Advocacy Coordinator often times deals with students that are distressed. When examining the entire ‘student experience’ from first facing an issue with the University all the way to finally receiving a response on an appeal, a student would have understandably undergone a challenging and sometimes exhausting process. As such, the AMS should ensure that the Advocate possessed the necessary identified skills required to effectively support these students. It is recommended that the Advocate receive annual training in active listening and peer helping. ________________________________________________________________________

44. Recommendation: AMS Advocacy office integrate a peer support framework into future service delivery.

4.3.5 University Lobbying As identified in the last Review, the Advocacy Coordinator is uniquely qualified in recognizing systemic issues faced by students when dealing with formalized conflict with the University. The Advocate’s direct insight into these barriers presents a valuable opportunity to contribute to or formulate the lobbying efforts of those student leaders who are involved in lobbying the University. Since the Services do not partake in this nature of advocacy, it is recommended that the Advocate present an annual report to the Student Senate Caucus and the Office of the VP Academic & University Affairs on these systemic issues. ________________________________________________________________________

45. Recommendation: Advocacy Coordinator complete an annual report to the Student Senate Caucus and VP Academic & University Affairs on systemic policy and procedural issues faced by students.


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5 Volunteer Avenue & Team 5.1 About Volunteer Avenue, in its current form, was rebranded after the recommendation of the closure of its parent Service, Volunteer Connect, at the completion of the last Review in 2013. Although Volunteer Connect previously had close ties to the former Internship and Externship programs, the core Service offerings have fundamentally remained the same since the rebranding. The Service delivers two key offerings:

1. Connection to Volunteer Opportunities - Provides students the platform to connect to various volunteer opportunities. This occurs via both online postings on the AMS website and the UBC Careers page, as well as through in-person volunteer exploration for students unsure of how to match their strengths/interests to specific opportunities.

2. Volunteer Fairs - Biannual fairs that provide external groups the ability to link up with UBC student volunteers.

Several months after the completion of the last Review, council had decided to continue offering Volunteer Connect as an AMS Student Service. The AMS had rejected an offer from UBC to take hold of the Service after the University required a financial compensation that exceeded the cost of operating the Service at the time. This past year, an arm of Volunteer Avenue was launched after months of development by the previous Volunteer Avenue Assistant Coordinator. This portion of the Service aims to provide opportunities to get involved on or off-campus through short-term, non-committal volunteer positions. The Volunteer Team Coordinator currently sends out biweekly newsletters to registered students promoting any upcoming volunteer opportunities made available by various partners. These opportunities are primarily focused on non-profit groups. 5.2 Data & Calculations Services Review Survey Statistics Please rate the importance of career support services at UBC:

Figure 7: Students’ Rating of the Importance of Career Support Services Offered at UBC

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Interests toCareers Options

PreparingApplications to

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Please rate your satisfaction with career support services at UBC:

Figure 8: Students’ Rating of their Satisfaction with Career Support Services at UBC


Engagement 272 consults




Table 9: Volunteer Avenue Quantitative Metrics for January-December 2016


Engagement 103 placements




Table 10: Volunteer Team Quantitative Metrics for September-December 2016 5.3 Review Results 5.3.1 Volunteer Avenue Results from the general student survey indicated that students value support in volunteer opportunities relatively highly. With this in mind, Volunteer Avenue in its current form is not providing volunteer services that are particularly relevant to the current needs of students. With the Service’s unique value proposition of aligning a student’s strengths and interests to volunteer opportunities, students very frequently approach consults with a predetermined idea of what opportunities they are looking to seek and simply would like to know what list of opportunities are available. This need does not necessitate an in-person conversation or “coaching”, as it can be filled by accessing many of the countless UBC and external volunteer postings databases. There also appeared to be significant overlap with the work being completed by the Service and those provided by UBC at the Centre for Student Involvement & Careers. In the past 12 months, the Centre has posted 1,300+ available volunteer postings on the UBC Careers online platform – many of which overlap

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with those being provided by Volunteer Avenue. The Centre currently has two full-time student staff that deal with all students coming to seek one the many offerings provided by the Centre. While these student staff do not currently provide volunteer “coaching”, a consultation with the Centre had led to the agreement that the roles of these students could be expanded to fill this gap. The Centre also hosts biannual career fairs that connect students and organizations looking to recruit students together. While the Centre does not currently hold volunteer fairs, the consultation also led to the agreement that different options can be explored to have the Centre spearhead future volunteer fairs. With both gaps intended to be provided by the Centre, the AMS currently holds little to no reason to continue offering the Service. ________________________________________________________________________

46. Recommendation: AMS cease operations of Volunteer Avenue by April 2017 and discontinue it as an official AMS Student Service.

47. Recommendation: AMS sign a Memorandum of Understanding with the Centre for Student Involvement & Careers ensuring that gaps currently met by Volunteer Avenue are provided by UBC after closure of the service.

48. Recommendation: AMS work with Centre for Student Involvement & Careers to ensure a smooth phasing out of Volunteer Avenue.

5.3.2 Volunteer Team The biweekly newsletters sent out to the roughly 400 students registered with Volunteer Team usually makes available 3-5 upcoming short-term volunteer opportunities. Similar to the core offerings of Volunteer Avenue, Volunteer Team’s offerings are not entirely in line with student’s needs in this space. The Service does not provide the ability for student customization or personalization of volunteer opportunities they would like to receive. While adopting this approach has been explored, the operational barriers to doing so deemed this approach infeasible. The Service, in its current form, is better suited at meeting the needs of groups looking to recruit student volunteers rather than students themselves wanting to partake in volunteer opportunities. The groups that have requested and seen the largest volunteer registration have come from within the AMS – AMS Events and Sustainability. With the former already having a large group of volunteers and continuously expanding, future departments of the AMS are able to highlight various volunteer opportunities through both postings on the AMS website, UBC Careers online, and/or through the AMS-wide newsletters. Furthermore, Volunteer Team is the only division of the Student Services department that does not provide direct face-to-face support in the ways that other Services do. Relative to the type of support offered by other AMS Services, the cost per student interaction for the online promotion of volunteer opportunities is noticeably high. Nevertheless, this branch’s unique value proposition lies in the active approach it provides when promoting available opportunities. The consultation with the Centre for Student Involvement & Careers also led to an agreement that the Centre should explore a similar approach to promoting future volunteer opportunities made available.

________________________________________________________________________ 49. Recommendation: AMS cease operations of Volunteer Team by April 2017. 50. Recommendation: AMS include clause in Memorandum of Understanding with

UBC asking for an active approach in promoting ongoing volunteer opportunities.


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6 Vice

6.1 About Vice, the newest addition to the AMS Student Services, has officially launched as of January 2017. Vice’s mandate centers on supporting students in finding their balance in regards to their alcohol, drug, and technology use. It fills this mandate through three prongs:

1. Peer Dialogue – Group peer support sessions centered on fostering honest and open conversations about substance use patterns.

2. Mentorship – One-on-one support for students deciding to seek professional support. Students are paired with mentors to collaborate on a course of action to best support the student in achieving their desired goal.

3. Outreach & Education – Education campaigns and workshops focused on raising awareness of healthy consumption and usage of alcohol, drugs, and technology.

6.2 Data & Calculations Services Review Survey Statistics Please rate the importance of mental health and wellbeing support services offered at UBC:

Figure 9: Students’ Rating of the Importance of Mental Health & Wellbeing Support Services Offered at UBC

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Please rate your satisfaction with mental health and wellbeing support services offered at UBC:

Figure 11: Students’ Rating of their Satisfaction with Mental Health & Wellbeing Support Services Offered at UBC


Engagement N/A

Cost Per Student Interaction N/A

Annual Budget $16,158.76*

Proportion of Services Budget 4.29% *Please note that this includes Canada Summer Jobs Funding for the Vice Coordinator

Table 10: Vice Quantitative Metrics 6.3 Review Results 6.3.1 Need It was challenging to conduct a holistic review of the Service given that it had just launched at the time of the Review; no information regarding its usage or feedback from students was available. Nevertheless, a UBC Environmental Scan was conducted at the time of the Service’s development last summer. Students with addictions are often referred to UBC Counselling Services, Student Health Services, and then referred to off-campus resources like those at Vancouver General Hospital. It is important to note the development of Vice has shifted quite significantly since its initial conception and approval by Council back in April 2016. The initial conception focused on Vice being a support service for students facing addictions with alcohol, drugs, and technology. In consultation with Student Health Services, UBC Counselling, and representatives from the Centre for Addictions Research, tasking non-professional students with providing addictions support would not only duplicate professional services that already exist but actually pose a serious risk to those students seeking support. With this in mind, a gap was identified in low barrier peer support for students who may consume any or all of alcohol, drugs, and technology on a frequent basis. Essentially, the Service has adopted a health promotion framework focused on preventative measures. Overall, Vice aims to “engage students in critical reflection, intentionality and agency to foster a greater capacity to manager their own health”.

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With this, Vice engages students with their peers to foster open and honest conversations about student usage patterns, challenging common misconceptions surrounding substance use, and sharing key best practices and techniques that promote healthy consumption of alcohol, drugs, and technology. Vice still aims to act as the first point of contact for students facing addictions in these areas. These students are paired up with mentors who act as a source of ongoing support in their seeking of professional recovery services. In order to ensure that Vice is effectively meeting its mandate in the most relevant way to the current needs of students, it would be prudent to review uptake and feedback of the Service after it completes its first term of operation. ________________________________________________________________________

51. Recommendation: Student Services Manager conduct a review of Vice and report back to council by April 2017.

6.3.2 Overlap with Speakeasy In its current form, students may still utilize Speakeasy for a one-time drop-in peer support session regarding concerns surrounding their alcohol, drug, and technology use. Due to a shared overlap of their mandates, options surrounding the consolidation of Vice with Speakeasy were explored. This was considered in an effort to create one centralized point of contact for all peer support services offered by the AMS, with preliminary explorations also including the SASC. This was ultimately deemed infeasible at this particular time for a number of reasons, including potential uncertainty surrounding Vice’s success as a Service this term, as well as the recommended expansions of the service offerings by Speakeasy. It is recommended that future reviews explore this option further after both Services have their service delivery offerings more solidified.

________________________________________________________________________ 52. Recommendation: Future Services Reviews explore methods of streamlining AMS

peer support Services.


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7 Food Bank

7.1 About The AMS Food Bank provides emergency food relief to any UBC student in need. The Food Bank offers a wide variety of goods, including non-perishable foods, personal hygiene supplies, as well as the recent introduction of perishable foods. Any student with a valid UBC card can access the Food Bank up to six times per term. Each student is provided a bag of supplies upon visit, with students with dependents receiving two bags. Over this past year, nutrition has been a large area of focus for the Food Bank. More nutritious foods have been ordered and sought out through donations, nutrition education passives are being developed, and a blog for nutritious recipes using foods available at the Food Bank has recently launched. Usage of the Food Bank has increased drastically over the past several years. It is difficult to distinguish to what extent this can be attributed to a rise in food insecurity on campus or the increased awareness of the Service’s existence. Usage rates doubled from 264 to 540 total visits in 2013-2014, increased to 761 visits in 2014-2015, and increased again to 830 visits in 2015-2016. Current usage rates are comparable to those of the 2015-2016 school year. Food Bank Coordinators are regularly tasked with increasing the ongoing supply of the Service’s food inventory. The Food Bank obtains its food inventory through a number of processes, including a budget allocation from the AMS, both food and financial donations by external partners, annual events like Trick or Eat with UBC Meal Exchange, and a number of campaign initiatives like Food for Fines with the UBC Library and Parking Services. 7.2 Data & Calculations Services Review Survey Consultation Please rate the importance of basic support services offered at UBC:

Figure 11: Students’ Rating of the Importance of Basic Support Services Offered at UBC

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Food Bank Emergency Housing Emergency Loans


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Please rate your satisfaction with basic support services offered at UBC:

Figure 12: Student’s Rating of their Satisfaction with Basic Support Services Offered at UBC


Engagement 893 visits




Table 12: Food Bank Quantitative Metrics for January-December 2016 7.3 Review Results The Food Bank is one of the few Services that possesses a fairly comprehensive process to track a number of demographical factors of its users. Anywhere between ⅓ to ½ of students accessing the Service each month have self-identified as international students. On average, ¼ of students accessing the Service have self-identified as having dependents. Furthermore, roughly ½ of users have stated that they receive some form of financial contribution or income through the following: bursaries, scholarships, disability grants/benefits, student loans, family support, and/or part and full-time work. 7.3.1 Physical Accessibility Due to the renovations of the Old Sub, the Food Bank has temporarily relocated to the Nest for the year. Throughout the Review process, it was noted that the Food Bank’s temporary location was difficult to identify by certain students due to the lack of available signage around the Nest in the new location. While intentionally relocated in its current location to ensure the privacy of its users, the AMS could better highlight its location through a number of means including the use of banners and digital signage. ________________________________________________________________________

53. Recommendation: AMS take measures to improve signage and physical accessibility of the Food Bank.

7.3.2 Operating Hours The Food Bank currently operates Mondays and Tuesdays from 12-4pm, as well as Wednesdays from 11-3pm. Throughout the Review, it was identified that the hours of operation for the Food Bank are not

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sufficiently diverse. It is recommended that the Food Bank be open on Fridays as well for students intending to receive food before the weekend. It is important to note that students have the option to drop by the Food Bank outside of the regular operating hours by appointment. Nevertheless, this only adds an additional barrier to students actually seeking to receive support from the Service. ________________________________________________________________________

54. Recommendation: Food Bank expand its hours and days of operation. 7.3.3 Food Vouchers In line with revaluating the ‘student experience’ of those seeking support services from the Food Bank, the ability for students to take greater autonomy in deciding what foods they consume was identified as an opportunity of growth for the Service. Over the past two years at least, financial donations to the Food Bank have regularly exceeded the amount spent annually on food purchases. Rather than entirely being carried over to future years, the net donations allow for the development of a system surrounding the provision of food vouchers to students accessing the Food Bank. ________________________________________________________________________

55. Recommendation: Food Bank develop a procedure for the provision of bursaries for food purchases.


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8 Speakeasy

8.1 About Speakeasy was founded on the mandate of providing information to students regarding mental health and wellbeing subject matters, phone and drop-in peer support, as well as the creation of referrals to on and off-campus resources. Peer support offered over the phone was discontinued and is no longer offered as part of the Service. Students can access a one-time peer support session by approaching the front desk located on the main concourse in the Nest. The Service is the largest of the Student Services, hosting a team of roughly 60 student volunteers at any given point. Team Leaders oversee groups of volunteers that each focus on particular facets of student mental health and wellbeing. Speakeasy volunteers and Team Leaders are overseen by a Speakeasy Coordinator and Assistant Coordinator. The most frequent reasons that students have been seeking drop-in peer support sessions are as follows:

1. Academic Stress – By far the most common issue faced by students seeking the Service this year

2. Anxiety – Academic performance anxiety, social anxiety, and generalized anxiety 3. Relationship issues – Romantic and non-romantic relationships 4. Loneliness – Issues related to making friends, getting involved on campus, and homesickness 5. Suicidal Ideation – Suicidal ideation that does not require volunteers to enact emergency

procedures (those that do occur far less frequently). 8.2 Data & Calculations Services Review Survey Consultation Please rate the importance of mental health and wellbeing support services offered at UBC:

Figure 13: Student’s Rating of the Importance of Mental Health and Wellbeing Support Services Offered at UBC

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109 88

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Please rate your satisfaction with mental health and wellbeing support services offered at UBC:

Figure 14: Student’s Rating of their Satisfaction with Mental Health and Wellbeing Support Services Offered at UBC


Engagement 96 peer support sessions




Table 13: Speakeasy Quantitative Metrics for January-December 2016 8.3 Review Results 8.3.1 Delivery Platforms

Speakeasy, serving as one of the AMS’s oldest standing Student Services, has an incredibly high potential to significantly contribute to enhancing the wellness of UBC students through its various Service offerings. Despite steadily increasing, uptake of the Service continues to be noticeably low when considering the potential the Service has to serving the membership. The desire for ongoing mental health and wellbeing support was clearly identified by students throughout the review process, although Speakeasy’s low uptake places its cost per student interaction as the highest for any Service even when factoring in the depth of engagement the Service offers.

Financially speaking, the single highest contributor, apart from the Coordinator and Assistant

Coordinator wages, is the $13,500 budget line allocated for ongoing training of the roughly 60 volunteers. Despite cuts being made to this budget line in the previous year, this contribution is crucial to ensuring volunteers continue to provide a high quality service when dealing with sensitive matters the Service regularly encounters.

With this in mind, a number of options were explored regarding significantly increasing uptake of the

Service. Firstly, options exist surrounding expanding the service delivery platforms. Students rated online peer support as the second most important method of peer support. This option would prevent

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students from solely having to come to the Nest for peer support and allow the Service to be accessible remotely. While this option would pose as a significant contributor to enhancing uptake of the Service, training restrictions would prevent its effective implementation. A conversation with the Crisis Centre revealed that peer support not provided in-person would require far more specialized training in order for peer supporters to be able to recognize signs remotely and effectively support these students. This training is far more extensive in terms of the time and costs required.

The expansion of the Service to include peer support groups was also considered. While value exists in having peers of students group together surrounding conversations centered on mental health and wellbeing, one-on-one in-person peer support is better suited at providing personalized support, especially in relation to referrals to other on and off-campus resources as deemed necessary.

A third option was explored regarding having Speakeasy operate a resource line. Current resource lines

referring callers to mental health and wellbeing support services do not refer people over to UBC resources. In this case, students could either be referred to Speakeasy or the appropriate mental health and wellbeing support service as deemed appropriate. Logistically, this would take the form of having a third volunteer be scheduled at any given shift who would be tasked with operating calls to the line. The line would operate at all times that the Speakeasy front desk was open.

________________________________________________________________________ 56. Recommendation: Speakeasy develop and operate a mental health and wellbeing

resource line. 8.3.2 Lifting One-time Peer Support Cap Speakeasy has historically only permitted students to make use of a peer support drop-in once during their attendance at UBC. Adopting a cautionary approach, this was set with the assumption that Speakeasy volunteers are not sufficiently trained to provide ongoing support to students facing a wide variety of mental health and wellbeing challenges. While student peer support should in no manner replace professional support services that some cases may require, the severity of cases that Speakeasy faces are diverse in scope. Students seeking to speak to peers on an ongoing basis may not necessarily require the support of professionals. In doing so, this initiative would contribute to greater ongoing usage of the Service. Support services for students facing mental health and wellbeing emergencies seem to be relatively effective and available through UBC Counselling Services; students that were facing crises were put on high priority and were mostly able to see Counsellors right away. The need that was identified through the Review process was ongoing support regarding students’ mental health and wellbeing. Removing this cap for certain cases would amend Speakeasy’s mandate to providing more ongoing support. If implemented, this proposal would require the development of a rigorous procedure and training for volunteers to recognize what cases could continue to receive Speakeasy support and which ones would need to be referred to professional support services. This initiative would need to be developed in collaboration with UBC Counselling Services and the appropriate mental health and wellbeing support professionals. ________________________________________________________________________

57. Recommendation: Speakeasy develop procedure for expanding one-time drop-in limit.


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8.3.3 Training for Supporting Peers In addition, the option of expanding service offerings to include basic training on supporting peers and friends was also explored; this was done after a desire was expressed by students in receiving training in this area. If implemented effectively, peers who receive this training could provide support to students who may not reach out to resources that may be beneficial to them, contributing to greater support being provided on an ongoing basis between peers. An option for the implementation of this initiative could be periodically scheduled 1-2 hour training workshops that students could attend. ________________________________________________________________________

58. Recommendation: Speakeasy expand offerings to include basic training on how to support peers.

8.3.4 Outreach Speakeasy has historically and continues to place a large emphasis on various outreach efforts, ranging from the delivery of workshops, educational videos, or boothing throughout the year. The Service has very recently expanded to include a second Outreach Team Leader, with the hopes of expanding the Outreach Team in the upcoming year. In addition to continuing the aforementioned efforts, the Speakeasy will need to innovate the ways it in which it aims to raise awareness of the Service, whether it be through developing partnerships with orientations or making its boothing initiatives more engaging. ________________________________________________________________________

59. Recommendation: Speakeasy continue expanding outreach initiatives to increase student engagement and usage of the Service.

8.3.5 UBC Counselling Services Over the course of the Review, the most significant dissatisfaction by far articulated by survey respondents was centered on UBC Counselling Services. In response to the question asking students to identify gaps in support services that exist at UBC, dozens of students had made clear their frustrations with having attempted or received a Counsellor. Concerns were two-fold:

1. Wait times – Students reported to have regularly been put on an average of a three-week wait list when trying to access Counselling Services. Students that approached the support service with a mental health emergency were marked as a priority and dealt with immediately. However, anyone that was not deemed as having faced a crisis was asked to come back for an appointment weeks later. Several students articulated concerns with the fact that student cases that may be manageable at the moment may not be at a later time before they actually meet with a professional.

2. Quality of service – Several respondents reported that they felt their mental health concerns when speaking to professionals at Counselling Services were not sufficiently addressed or were deemed as insignificant. Respondents also revealed that they felt some professionals they received support from were not “educated” on effectively supporting students.

While a current established referrals process exists from Speakeasy to Counselling Services, one does not exist the other way around. The presence of long waiting times for non-emergency cases reveals a unique opportunity for Speakeasy to provide peer support to certain students waiting on seeing a Counsellor. With once again being cautious about switching out support from professionals to peers, Speakeasy can situate itself as a support service for certain students wanting to seek support as they wait on accessing Counselling Services. The extent of support that Speakeasy could provide in the meantime would obviously be dependent on the nature and severity of cases presented.


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________________________________________________________________________ 60. Recommendation: Speakeasy establish formal referrals process with UBC

Counselling Services as students are waiting on accessing a Counsellor. With this in mind, measures need to be adopted regarding the extent that students face dissatisfaction with UBC Counselling Services. UBC’s recent investment of $2.5 million in mental health and wellbeing led to the expansion of a number of support service professionals, including the addition of nine new counsellors. Even with this expansion, the increase in support staff did little to drastically decrease the wait times for students accessing Counselling Services. ________________________________________________________________________

61. Recommendation: AMS share Services Review results regarding student wellbeing needs with UBC Counselling Services.

62. Recommendation: AMS lobby UBC for improvements in the delivery and availability of Counselling Services.

8.3.6 Front Desk Location The current Speakeasy front desk that provides peer support to drop-ins is located on the main concourse in the Nest. While this high traffic area contributes to making the Service more visibly available, its public setting has been viewed as a barrier by some to accessing the Service. Some students facing a variety of wellness challenges or crises would understandably prefer a less public setting when seeking support. ________________________________________________________________________

63. Recommendation: Speakeasy explore relocating front desk to alternative location in the Nest or Old Sub.

8.3.7 Proactive Wellbeing Training Speakeasy’s mandate to provide support services that enhance the wellbeing of the campus body should not simply halt at the provision of support after a student is facing a crisis. A unique opportunity exists for providing proactive training to students, establishing the necessary skill set to manage future struggles with their own wellness. Speakeasy has begun to tackle this through the provision of occasional workshops, although the delivery of these sporadic sessions have been challenging. The implementation of the initiative could take the form of a training series conducted in partnership with the appropriate wellness campus stakeholders. ________________________________________________________________________

64. Recommendation: Speakeasy develop training program centered on equipping students with skills to proactively tackle future wellness challenges.

8.3.8 Hours of Operation Speakeasy’s current days and hours of operation are Monday-Friday from 9am-5:30pm. An examination of the number of drop-ins at different times of the day revealed that 12-1pm and late afternoon hours are the most frequently used times for the Service. With this in mind, considerable value exists in having Speakeasy operate later in the day. Options surrounding pushing back the hours of operation were examined, although the Service was still being used early on in the day. ________________________________________________________________________

65. Recommendation: Speakeasy front desk expand daily hours of operation.


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8.3.9 Coordinator Hours The Speakeasy Coordinator and Assistant Coordinator are currently compensated for 20 and 15 hours per week respectively. The hours allotted are not sufficient for meeting the day-to-day operations of the Service. It is recommended that the weekly hours for the Speakeasy Coordinator increase to 25 hours per week, as well as the hours for the Assistant Coordinator increase to 17 hours per week. Annual costs to the Society would increase by roughly $4,500 if the recommendation is adopted. Nevertheless, the increase in hours is not only crucial to fairly compensating for the work that is regularly put in by both students, but also for providing sufficient time to implementing the above-mentioned recommendations for increasing student engagement with the Service.

________________________________________________________________________ 66. Recommendation: AMS expand hours worked for the Speakeasy Coordinator to 25

hours per week and the Assistant Coordinator to 17 hours per week.


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PART III – GAPS FOR MISSING SERVICES

1 Housing Services

1.1 Data Services Review Survey Statistics

If a Service meant to assist students with addressing housing needs existed at UBC, how important would the following offerings be?

Figure 15: Students’ Rating of the Importance of Potential Housing Support Service Offerings

1.2 Review Results When asked to identify gaps that exist in support services at UBC, there was prominent consensus that greater support is required for students in terms of housing services. Students identified three housing-related challenges they currently face:

1. Availability of both on and off-campus housing 2. Affordability of accommodation of options that are available 3. Support in handling disputes with landlords and roommates

It was also made clear that students rate the importance of all the following services relatively highly: rental posting database, information about tenant rights, assistance with determining fair rent prices, assistance with finding roommates, and assistance with handling disputes with landlords. UBC plans on investing $450 million on expanding its development of on-campus housing projects to create 12,500 new beds between 2015-2020. Nevertheless, there continues to remain a demand for student on-campus housing options that far exceeds what is currently available. Students have regularly identified the search for off-campus housing to be both frustrating and challenging to navigate. The AMS previously offered an off-campus rental database for landlords looking

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to lease to UBC students – Rentsline- although this was halted after liability-related concerns. The extent of support provided by UBC for the search for off-campus accommodation includes a section on the Student Housing & Hospitality Services website that includes the following: links to rental posting databases, links to tenant rights resources, steps to consider after finding accommodation, as well links databases for short-term accommodation. The Environmental Scan conducted revealed that the nature of support offered to students across peer institutions primarily takes the form of an online rental posting database, with a few potential add-ons depending on the University. A feasibility study was conducted by the Executive Coordinator Student Services, VP Finance, and Services Review Associate after the completion of the last Services Review to explore the feasibility of the recommended creation of new Services. The feasibility study explored a number of different housing service options, ranging from the creation of a website that lists resources to the development of a full housing-support Student Service. All options were eventually deemed infeasible, since it was decided that off-campus housing support should lie on the responsibility of the University. The study’s recommendation centered on having the Office of the Vice President Academic & University Affairs lobby the University for increased support services in this area. Regarding the unmet needs identified above, a number of online resources already exist that tackle most or all of these gaps. A gap exists in having one centralized location that guides students through all things housing-related. With relatively minimal cost in terms of staff hours to create and update, an off-campus housing guide can be created as extension on the AMS website that links students to the appropriate online resources in the identified housing-support gaps. ________________________________________________________________________

67. Recommendation: AMS develop extension of website to house off-campus housing guide.


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2 Textbook Services

2.1 Data Services Review Survey Statistics

How likely would you be to use the following textbook services:

Figure 16: Students’ Rating of the Likelihood They Would Use Potential Textbook Service Offerings 2.2 Review Results The Review process revealed that students identify a lack of support services available in their ability to buy and sell used textbooks. During the feasibility study that was conducted after the completion of the last Services Review, a recommendation was developed to hire a Coordinator to run a consignment service. After a student would approach the AMS with a desire to sell their used textbooks, the AMS would provide an avenue to sell the used textbooks to other students. If the textbook was sold, the AMS would take a small cut of the revenue and provide the rest to the original student. Over the past year, the AVP Academic & University Affairs has explored the feasibility of having an AMS-run consignment service. This option was deemed infeasible due to the following reasons:

1. Bundling of textbooks with online materials that may only be available for the original student 2. Instructors regularly amend textbooks used for their courses year-to-year 3. A number of platforms, such as UBC Book Exchange and a number of prominent Facebook

groups, already exist that fill this gap. One of the most effective ways to overcoming issues related to purchasing and selling textbooks centers on the use of Open Educational Resources (OERs). With the understanding that the benefits of OERs are numerous, instructors that adopt OERs result in students not having to purchase textbooks altogether for their courses. ________________________________________________________________________

68. Recommendation: Office of the Vice President Academic & University Affairs continue lobbying for greater adoption of Open Educational Resources.

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50

100

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Selling Used Textbooks Buying Used Textbooks Textbook Exchange


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3 Career Services

3.1 Data Services Review Survey Statistics Please rate the importance of career support services at UBC:

Figure 17: Students’ Rating of the Importance of Career Support Service Offered at UBC Please rate your satisfaction with career support services at UBC:

Figure 18: Students’ Rating of their Satisfaction with Career Support Service Offered at UBC

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3.2 Review Results The Review process also identified a number of gaps that exist regarding career support services at UBC. The UBC Centre for Student Involvement & Careers (CSI&C), with one of its mandates being to provide career resources to students, offers online resources, workshops, and in-person appointments for a number of areas including:

1. Resume & cover letter preparation 2. Online job search platform 3. Interview preparation 4. Salary negotiation 5. Leveraging LinkedIn 6. Networking & career events 7. Career exploration

Nevertheless, survey comments revealed that satisfaction with in-depth services surrounding career exploration were lacking significantly. Specific areas that students identified included methods of exploring different career options based on their academic background and matching strengths and interests to career options. The services offered by the Centre fail to provide the in-depth support students deemed as necessary to sufficiently meeting their needs in the identified areas. Furthermore, services that do exist in these areas are not promoted sufficiently to students that would benefit from accessing these resources. The AMS has been engaging in conversation with the appropriate University representatives regarding developments in these areas. Specifics asks thus far have focused on increasing staff available at the Centre to allow for a) better promotion of existing resources and b) undertaking a review of UBC career support services as part of the UBC Strategic Plan. ________________________________________________________________________

69. Recommendation: AMS share Services Review results regarding student career support needs with the Centre for Student Involvement & Careers.

70. Recommendation: AMS lobby the University for the increased promotion of existing career support offerings and the development of in-depth career support services.

It is important to note that the feasibility of developing a new Service aimed at supporting student entrepreneurial endeavors was undertaken at the same time of this Review. About half of the Services Review survey respondents rated support in entrepreneurship or starting a business as either important or very important, with a number of students identifying support for entrepreneurship for students outside the Sauder School of Business as lacking entirely. The most prominent entrepreneurial support body that exists on campus is e@UBC. With its mandate of providing support services in line with entrepreneurial incubators, a gap exists in providing low barrier services for “the first 15%” of a student’s entrepreneurial journey, whether it be support with the necessary steps required before approaching an incubator (i.e. testing entrepreneurial hypotheses, competitive landscape assessment, etc.) or exploring entrepreneurship as a suitable option for a student in the first place. A far more in-depth analysis of this matter can be found in the “Entrepreneurship Hub Feasibility Study” report. ________________________________________________________________________

71. Recommendation: AMS develop a Service aimed at supporting student entrepreneurial endeavors.


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With discussions surrounding the development of the Entrepreneurship Hub, it was identified throughout the Review process that there lacked a standardized process for the development and approval of new AMS Services.

________________________________________________________________________ 72. Recommendation: Student Services Manager develop a standardized procedure

for the creation of new AMS Student Services. 73. Recommendation: Student Services Manager bring the developed procedure for

the creation of new AMS Student Services to Council for approval.

PART IV – SUMMARY OF RECCOMENDATIONS

1 Summary of Recommendations Recommendations: Decision Made

by: Implemented by:

Recommended Deadline:

Page

1. AMS Council require a review of the AMS Services Department every 3 years. The terms of reference of such reviews should include a review of service offerings, key performance indicators, and operations of the Department and each Service.

AMS Council Special Projects Assistant, Services Review

Ongoing 8

2. AMS Council require the incoming Student Services Manager report on the status of any approved recommendations to Council.

AMS Council Incoming Student Services Manager

August 2017 8

3. AMS Council require future Services Reviews be led by a part-time staff member that reports to the President – Executive Special Projects Assistant, Services Review - with support from the Student Services Manager.

AMS Council AMS President

Ongoing 9

4. AMS review the delivery of all Student Services annually using the established key performance indicators.

AMS Council Student Services Manager

Ongoing 9

5. AMS Council require the Student Services Manager to integrate review findings into annual council updates in February.


Annual (February)

9

6. Student Services Department develop a standardized procedure for tracking student usage across the entire department.

Student Services Manager


August 2017 9

7. Future iterations of the Academic Experience Survey to ask students their awareness of all AMS Student Services.

VP Academic & University Affairs


Annual (February)

10

8. Future iterations of the Academic Experience Survey to ask students their satisfaction with UBC Wellbeing, Academic, Emergency, Safety, and Career support services.



Annual (February)

10

9. The AMS Student Services develop incentives for increased uptake of client surveys among student users.


Services Coordinators

August 2017 10

10. In collaboration with UBC Communications and UBC Student Development & Services, AMS develop a centralized platform that houses all services accessible to students at UBC.


UBC, AMS Communications, Student Services Manager

April 2018 10

11. In collaboration with the Communications Department, AMS develop methods to better communicate the full range of services the Society provides its membership.

Managing Director/ Student Services Manager

AMS Communications

Ongoing 12

12. Services Department develop a process for streamlined service referrals between the AMS Student Services.


Student Services Managers, Services

August 2017 12

AMS Services Review

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Coordinators

13. AMS establish support relationship between the Student Services Manager and the Policy Advisor regarding University partnerships as they pertain to the Student Services.

Policy Advisor Human Resources, Managing Director, Student Services Manager, Policy Advisor

April 2017 12

14. The current Student Services Manager transition the Policy Advisor on all matters pertaining to University partnerships for the Services.


Student Services Manager, Policy Advisor

April 2017 12

15. AMS include Student Services Coordinators in all future orientations for Student Staff as deemed appropriate.

Human Resources Human Resources, Student Services Manager

Annual (May) 12

16. The outgoing Student Services Manager work with the Human Resources Department to develop a comprehensive orientation plan for the onboarding of the new Student Services Team.


Student Services Manager, Human Resources

April 2017 12

17. The Student Services Manager work with Managing Director to develop an annual strategic plan for the Services Department.

Managing Director Student Services Manager, Managing Director

Annual (August) 12

18. Student Services Manager partake in annual Executive orientations and onboarding.

Human Resources Human Resources, Student Services Manager

Annual (May) 12

19. The Student Services Coordinators and Student Services Manager include recommendations for the growth of the Services in their annual transition reports.


Services Coordinators/ Student Services Manager

Annual (April) 13

20. The Student Services Manager include the feasibility and implementation status of recommendations developed by the outgoing Services team in their first Ternary Report.


Annual (July) 13

21. Student Services Manager provide an orientation of the Services Department at the annual Constituency orientation.

Student Services Manager, AMS President


Annual 13

22. AMS Tutoring redefine relationship with the Chapman Learning Commons as described in the ‘Transformational’ section.

Chapman Learning Commons, Student Services Manager


April 2017 16

23. Student Services Manager and Tutoring Coordinator better integrate Chapman Learning Commons relational agreements into annual transition.


Tutoring Coordinator, Student Services Manager

Annual (April) 16

24. In collaboration with the Chapman Learning Commons, AMS Tutoring review its academic support model and better integrate service delivery best practices with consultation from UBC Faculty.

Chapman Learning Commons, Student Services Manager, Tutoring Coordinator


August 2017 16

25. In collaboration with the Chapman Learning Commons, AMS Tutoring develop an annual plan to provide ongoing professional development opportunities to AMS tutors.



Annual (August) 16

26. AMS share Services Review results regarding student academic support needs with the Chapman Learning Commons.



April 2017 16

27. In collaboration with the Chapman Learning Commons, AMS review the job descriptions

Chapman Learning Commons, Student

Chapman Learning Commons, Student

April 2017 17

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of the Tutoring Coordinator and Assistant Coordinator positions to reduce the scope of responsibilities required.

Services Manager Services Manager, Tutoring Coordinators

28. AMS Tutoring create an annual promotional plan for all group tutoring offerings tailored to incoming first year students.


Assistant Student Services Manager, Tutoring Coordinators

Annual (August) 17

29. In collaboration with the Assistant Director of Residence Life, AMS Tutoring review the Service’s offerings in Residence to expand support for first-year Arts courses.

Assistant Director, Residence Life, Student Services Manager

Assistant Director, Residence Life, Student Services Manager, Tutoring Coordinators

August 2017 17

30. In collaboration with the Arts Undergraduate Society, AMS Tutoring review the Service’s offerings to expand support for first-year Arts courses.

Student Services Manager, AUS VP Academic

Tutoring Coordinators, AUS VP Academic

August 2017 17

31. AMS Tutoring expand appointment tutoring offerings for upper-year and Arts courses.


Tutoring Coordinators

Ongoing 17

32. AMS engage in conversation with the UBC VP Students Office regarding greater financial contribution to the ongoing operating costs of Safewalk.

UBC VP Students Student Services Manager, AMS Executives

August 2017 19

33. Safewalk focus outreach efforts on raising awareness about the appropriate use of the Service.


Assistant Student Services Manager, Safewalk Coordinator

Ongoing 20

34. AMS continue future nightly operations of Safewalk with one vehicle and transform the second team to a walking team.


Student Services Manager, Safewalk Coordinator

April 2017 20

35. Safewalk expand its partnership with Athletics to increase more frequent availability of a third walking team.

Varsity Coaches, Student Services Manager

Varsity Coaches, Student Services Manager, Safewalk Coordinator

Ongoing 20

36. AMS explore methods to utilize Safewalk as an avenue to highlight key offerings provided by other parts of the Society.

AMS Communications, Student Services Manager

AMS Communications, Safewalk Coordinator, Safewalk Staff

Ongoing 21

37. In collaboration with Campus Security, Safewalk expand its service offerings in promoting campus safety.

Student Services Manager, Campus Security

Safewalk Coordinator, Safewalk Staff

Ongoing 21

38. AMS expand the weekly hours worked by the Safewalk Coordinator to 23 hours per week.



April 2017 21

39. Integrate the Advocacy Office’s ‘Operation Manual’ into the annual transition of the Student Services Manager.



Annual (April) 23

40. Advocacy Office establish support relationship with the Policy Advisor regarding University affairs.

Policy Advisor Advocacy Coordinator

April 2017 23

41. AMS expand the weekly hours worked by the Advocacy Coordinator to 20 hours per week.



April 2017 23

42. The VP Finance and Student Services Manager develop a transitional honorarium for outgoing Advocacy Coordinators.

Student Services Manager, VP Finance

Student Services Manager, VP Finance

April 2017 24

43. Advocacy Office tailor annual outreach initiatives to varying students’ needs


Advocacy Coordinator,

Ongoing 24

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throughout the year. Assistant Student Services Manager

44. AMS Advocacy office integrate a peer support framework into future service delivery.


Advocacy Coordinator

April 2017 24

45. Advocacy Coordinator complete an annual report to the Student Senate Caucus and VP Academic & University Affairs on systemic policy and procedural issues faced by students.



Annual (January) 24

46. AMS cease operations of Volunteer Avenue by April 2017 and discontinue it as an official AMS Student Service.

AMS Council Student Services Manager, Volunteer Avenue Coordinator

April 2017 27

47. AMS sign a Memorandum of Understanding with the Centre for Student Involvement & Careers ensuring that gaps currently met by Volunteer Avenue are provided by UBC after closure of the service.

Centre for Student Involvement & Careers


April 2017 27

48. AMS work with Centre for Student Involvement & Careers to ensure a smooth phasing out of Volunteer Avenue.



April 2017 27

49. AMS cease operations of Volunteer Team by April 2017.

AMS Council Student Services Manager, Volunteer Team Coordinator

April 2017 27

50. AMS include clause in Memorandum of Understanding with UBC asking for an active approach in promoting ongoing volunteer opportunities.



April 2017 27

51. Student Services Manager conduct a review of Vice and report back to council by April 2017.


April 2017 30

52. Future Services Reviews explore methods of streamlining AMS peer support Services.


Special Project Assistant, Services Review

2020 30

53. AMS take measures to improve signage and physical accessibility of the Food Bank.


Food Bank Coordinator, Assistant Student Services Manager

August 2017 32

54. Recommendation: Food Bank expand its hours and days of operation.



April 2017 33

55. Food Bank develop a procedure for the provision of bursaries for food purchases.

Student Services Manager, Managing Director


August 2017 33

56. Recommendation: Speakeasy develop and operate a mental health and wellbeing resource line.


Speakeasy Coordinator

August 2017 36

57. Speakeasy develop procedure for expanding one-time drop-in limit.

Student Services Manager, UBC Counselling Services


August 2017 36

58. Speakeasy expand offerings to include basic training on how to support peers.



August 2017 37

59. Speakeasy continue expanding outreach Student Services Speakeasy Ongoing 37

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initiatives to increase student engagement and usage of the Service.

Manager Coordinator, Assistant Student Services Manager

60. Speakeasy establish formal referrals process with UBC Counselling Services as students are waiting on accessing a Counsellor.

UBC Counselling Services

Student Services Manager, Speakeasy Coordinator

August 2017 38

61. AMS share Services Review results regarding student wellbeing needs with UBC Counselling Services



April 2017 38

62. AMS lobby UBC for improvements in the delivery and availability of Counselling Services.

Student Services Manager, AMS Executives

Student Services Manager, AMS Executives

Ongoing 38

63. Speakeasy explore relocating front desk to alternative location in the Nest or Old Sub.



August 2017 38

64. Speakeasy develop training program centered on equipping students with skills to proactively tackle future wellness challenges.



April 2018

38

65. Speakeasy front desk expand daily hours of operation



August 2017 38

66. AMS expand hours worked for the Speakeasy Coordinator to 25 hours per week and the Assistant Coordinator to 17 hours per week.



April 2017 39

67. AMS develop extension of website to house off-campus housing guide.


AMS Communications, Student Services Manager, VP External Affairs

April 2018 41

68. Office of the Vice President Academic & University Affairs continue lobbying for greater adoption of Open Educational Resources.



Ongoing 42

69. AMS share Services Review results regarding student career support needs with the Centre for Student Involvement & Careers.



April 2017 44

70. AMS lobby the University for the increased promotion of existing career support offerings and the development of in-depth career support services.

VP Academic & University Affairs, President

VP Academic & University Affairs, President

April 2017 44

71. AMS develop a Service aimed at supporting student entrepreneurial endeavors.

AMS Council Student Services Manager, Entrepreneurship Hub Coordinator, VP Finance

April 2017 44

72. Student Services Manager develop a standardized procedure for the creation of new AMS Student Services.



April 2017 45

73. Student Services Manager bring the developed procedure for the creation of new AMS Student Services to Council for approval.


April 2017 45

74. Current Student Services Manager begin implementation of all recommendations approved by Council.

51

75. Current Student Services Manager orient 51

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next year’s Services Team on all relevant recommendations approved by council.

Table 14: Summary of Recommendations from the 2016-2017 AMS Student Services Review

2 Implementation of Recommendations This Report, and its accompanying recommendations, can only hold sufficient value to the Services Department if the approved recommendations are thoroughly followed up on. As was evident in the last Review, valuable recommendations that were developed and addressed issues faced by the department today were not implemented altogether. The table summarizing all recommendations brought forth from the Review contains the appropriate decision-making and implementation bodies, as well as the recommended timeline for their implementation. The current Student Services Manager is tasked with spearheading the implementation of all recommendations approved by AMS Council. This will take the form of the actual implementation of recommendations before their term is over, transitioning the appropriate decision-making and implementation bodies outside the Services Department, and the development of systems and procedures to allow for follow-through of the aforementioned recommendations by future AMS teams.

__________________________________________________________________ 74. Recommendation: Current Student Services Manager begin implementation of all

recommendations approved by Council. 75. Recommendation: Current Student Services Manager orient next year’s Services

Team on all relevant recommendations approved by council.

APPENDICES Appendix A: Environmental Scan

University of Alberta

Student Service Provider Provided at UBC Provider Notes

Student Society University AMS UBC

Aboriginal Student Services Centre

Y First Nations House of Learning

Career Centre Y

Student Success Centre

N Provides professional support to help students strengthen their academic skills and achieve their academic goals

Centre for Writers Y Provides workshops tailored to improving student academic writing, as well as free appointment tutoring. The UBC Learning Commons provides support for the former

Student Accessibility

Services

Y Access & Diversity

Office of the Student Ombuds

Y

InfoLink Y/N Peer advice from students regarding academic related issues (i.e. exam policies). UBC faculty advisors provide some of the information provided by InfoLink

Student Legal Services

Y Student Legal Fund Society

T2U – Transitioning to

University

N Online courses tailored for high school students preparing to enter the University of Alberta.

Transition Year Program

Y Orientations for Aboriginal students

International Student Services

Y International Student Development

Access Fund N Financial assistance to students who are either ineligible for student loans, have reached the maximum in their student loan amounts or simply do not have access to

http://www.aboriginalservices.ualberta.ca/



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sufficient funding. AMS bursaries administered through UBC financial aid process.

Campus Food Bank

Y

Community Service Learning

Y UBC Centre for Community Engaged Learning

Institute for Sexual Minority

Studies and Services (ISMSS)

Y Outreach and advocacy for Sexual and Gender Minorities

Disclosure Services

N Disclose concerns about how university policies, procedures, or ethical standards are being applied. This includes concerns about fraud, discrimination, harassment and bullying or research misconduct

The Landing Y Offers a wide variety of support services, including drop-in sessions for gender and sexual diversity. At UBC, the service is matched by those provided by a number of groups including the Pride Collective and the Equity & Inclusion Office

University Health Centre

Y

Undergraduate & Graduate Student Health and Dental

Plans

Y

Peer Support Centre

Y Offers confidential help line not currently being provided by Speakeasy

Sexual Assault Centre

Y

Safewalk Y UofA service is volunteer-based

Faculty of Extension

N Professional development programs and courses offered by the university





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University of Toronto (St. George Campus)

Student Service Provider Provided at UBC

Provider Notes


First Nations House Y

Academic Success Centre

1,2,3 N

1From Intention to

Action (FITA) N Although UBC student have access to different

services (mental health & wellbeing and academic coaching), none provide support that tackle both concurrently

2First in the Family

(FITF) N Peer support aimed at addressing challenges for

students who are the first in their families to receive a post-secondary education

3Write Now! Program N Reflective writing sessions led by student peer

mentors

Accessibility Services Y Access and Diversity

The Anti-Racism and Cultural Diversity

Office

Y Equity and Inclusion

Career Centre Y

Centre for International Experience

Y International Student Development & Go Global

Family Care Office

Y/N Provides a variety of services & resources to students with dependents including child care, school programs, mentorship program, and eldercare. Certain services (i.e. childcare) are currently provided by UBC

Health & Wellness Centre

Y Provided by UBC Student Health Services, Wellness Centre

Sexual and Gender Diversity Office

Y Provided at UBC by the Equity & Inclusion Office and the Pride Collective

Income Tax Clinics Y UBC Tax Assistance Clinic for Students








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Financial Assistance Y UBC financial aid and AMS subsidies/grants

Discount Services Y Office Services (i.e. printing and faxing), TTC Metropass, and entertainment discount services

Food Services Y Food bank, Community Garden, and Free Vegan Breakfast Program

Blue Crew Y A select group of students who volunteer for the campus community and other Student Union activities. Equivalent at UBC currently being filled by the AMS Volunteer Team

Service Groups

Y Covered at UBC by AMS resource groups and Student Legal Fund Society

Places4Students.com N Online service aimed at helping students find off-campus housing. Includes property listings and roommate finder



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McGill University


Provider Notes


Campus Life & Engagement

Y Go-to hub for navigating and connecting students to resources and opportunities available to them (i.e. orientations, campus involvement, peer programs, etc.). Provided at UBC by the Centre for Student Involvement and Careers

Career Planning Centre

Y

Counselling & Mental Health

Programs

Y

First Peoples’ House

Y

International Student Services

Y

Office for Students with

Disabilities

Y

Office of Religious and Spiritual Life

Y/N Raises religious literacy around world religions, as well as connects students with their existing faith communities both on and off campus. Chaplains and certain AMS clubs provide some of these services

Student Health Services

Y

Tutorial Service Y Private tutors that provide academic assistance in course material, assistance with proof-reading, and exam preparation

McGill Students’ Emergency

Response Team

Y Emergency Medical Aid Team (EMAT)

Black Students’ Network

Y Provided at UBC by certain AMS clubs

Peer Support Centre

Y

McGill Students’ Nightline

N Confidential, anonymous and non-judgmental phone service for crisis management





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Union for Gender Empowerment

Y Equity & Inclusion office and the Pride Collective.

Queer McGill Y

The Plate Club N Reusable dishwasher service as well as inventory rental

SSMU Volunteer Service

Y Currently provided by Volunteer Avenue

The Flat Bike Collective

Y AMS Bike Co-op

Sexual Assault Centre

Y Volunteer-based service that supports survivors of sexual assault and their allies through direct support, advocacy, and outreach

Musicians Collective

Y Various AMS clubs

Midnight Kitchen Y Volunteer-run collective dedicated to providing daily pay-what-you-can vegan meals

Drivesafe/ Walksafe

Y Service is volunteer-based





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University of Western Ontario (Western University)


Provider Notes


The Student Success Centre:

Careers, Leadership, &

Experience

Y/N Provides dozens of career programs, including career workshops, support in starting a business, career counselling, as well as support in discovering job opportunities in different sector. The CSI&C currently provides general job search platform (CareersOnline) and career workshops/programs

Student Development

Centre (SDC)

1,2,3,4,5

Y

1Psychological

Services Y Services pertaining to counselling, sexual violence, gender

and sexuality, and eating disorders support 2Students with

Disabilities Y

3Volunteers in

Progress Y

4Learning Skills

Services Y

5Writing Support

Centre Y The Centre for Writing and Scholarly Communication

provided by the UBC Learning Commons

Indigenous Services

Y

Propel Entrepreneurship

Centre

Y Provides space, mentorship, and seed funding at the incubation level for startups

Wellness Education Centre

Y

Leadership Education Program

Y/N A series of modules on topics such as career management, communication, conflict management and diversity. Certain career events provided by the Centre for Student Involvement & Careers.

Chiropractic Clinic Y Subsidized by Studentcare Student Health plan

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First Aid Y/N Provides volunteer-based first aid team. Also provides First Aid and CPR courses.

Foot Patrol Y Volunteer-driven

The Peer Support Network

Y

Purple Bikes Y

Western Dietician Services

Y Provided by UBC Student Housing & Hospitality Services

Wellness Education Centre

Y


Appendix B: Interview Questionnaires Services Coordinators Survey

1. How would you describe the mandate of the AMS Services? 2. Can you summarize the offerings that your Service provides to students? 3. What would you define as the “unmet need” that your Service provides to students? 4. What is the ideal student experience and how does your Service contribute to creating this

experience? 5. What is your relationship with key stakeholders and what are the roles and responsibilities of all

groups involved? Please include all partners/stakeholders. 6. Do you find that your Service has overlap with any other services currently offered? What are

these services? How do you differentiate your service? Services Staff and Volunteers

1. How would you describe the mandate of your Service? 2. Based on your interactions with students, what are the most frequent reasons students access

you Service? Have you noticed any trends? 3. What would you define as the “unmet need” that your Service provides to students? 4. Do you feel you have enough resources to carry out your duties and deliver Services at the level

you would like to? What is missing? What would make your job easier? 5. How could the delivery of the Service be improved? 6. Where do you see your Service in 3-5 years?

Executive Committee Consultation

1. What responsibilities does a Student Society have in providing Services to students? 2. How do any of the Services overlap with work being done in your individual portfolio? 3. What concerns do you have with the a) existence and b) operation of any of the Services? 4. What service gaps, if any, have you recognized in your interactions with/knowledge of students? 5. Which Services, if any, should the University be responsible for providing instead of the AMS?

Previous Student Services Manager Consultation

1. What do you think is the appropriate division of balance between the University offering Services and the AMS offering Services? What should the mandate of the AMS Services be?

2. Do you feel that the Department has the resources and capacity to keep up with and adapt to the changing needs of students? If not, what do you think would need to be put in place to facilitate this?

3. Which Services gaps that the AMS currently fills, if any, should the university be partially or completely responsible for filling?

4. Which Services do you believe to be the most in touch with students’ needs? Why? 5. Of the Student Services currently offered by the AMS, which ones do you believe to be least in

touch with students’ needs? Why? 6. Which Services, if any, share considerable overlap with services offered internally by the AMS? 7. What Service gaps have you recognized that the AMS should consider filling?

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Appendix C: AMS Services Review Survey Results The AMS offers a range of Services to meet the needs of UBC students. We are currently looking for your feedback on where improvements can be made to better support students. This survey will take approximately 5-10 minutes to complete. At the end you will have an option to provide your email to be entered into a contest to win a $100 AMS meal card. Email addresses will not be linked to responses. The data will be used by the AMS in a Services Review process and published in a final report in aggregate form. If you have any questions about this survey, please contact Hussam Zbeeb at [email protected]. Rating Scales

5 4 3 2 1

Very Important Important Neutral Unimportant Very Unimportant

Importance

Very Satisfied Satisfied Neutral Unsatisfied Very Unsatisfied

Satisfaction

Demographics Please indicate your year level at UBC:

Year Level Percentage of Respondents (%)

1st 23.2

2nd 20.1

3rd 16.7

4th 16.7

5th+ 8.3

Graduate 14.9

I am a _______ student.

Domestic or International Status Percentage of Respondents (%)

Domestic 84.5

International 15.5

My faculty/school is _______.

Faculty/School Percentage of Respondents (%)

Applied Science 11.2

Arts 28.4

Commerce 5.5

Dentistry 0.3

Economics 1.1

Education 2.9

Forestry 2.6

Kinesiology 2.3

Land and Food Systems 8

Law 0.6

Medicine 5.2

Music 0.6

Nursing 0.3


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Pharmaceutical Science 2

Science 27.3

Other 1.7

Academic Support Services Please rate the importance of academic support services offered at UBC:

Please rate your satisfaction with academic support services offered at UBC:

87

45 49

133

212

99 96 111 112

72 75

110 109

58 30 40 36 40

12 10

47 61

39 33 24

0

50

100

150

200

250


Tutoring


Exam ReviewSessions


5 4 3 2 1

17 12 18 23 22

81 65 75

99 90

197 212

195

148 137

34 35 39 56 62

19 24 21 22 37

0

50

100

150

200

250


Tutoring


Exam ReviewSessions


5 4 3 2 1

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Career Support Services Please rate the importance of career support services at UBC:

Please rate your satisfaction with career support services at UBC:

134

75

162 168 170 168

134

95 103 107 103 101

59

111

54 52 52 51

12

42

18 13 14 13 8

24 10 7 8 14

0

20

40

60

80

100

120

140

160

180




Support





Graduate School

5 4 3 2 1

44

18

41 39 28 23

115

56

101 81

71 67

141

205

153 164 167

176

31 42

33 42

55 52

16 26 19 21 26 29

0

50

100

150

200

250




Support





Graduate School

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Basic Support Services Please rate the importance of basic support services offered at UBC:

Please rate your satisfaction with basic support services offered at UBC:

158

106

55

14 15

164

113

46

10 15

154

114

50

15 14

0

20

40

60

80

100

120

140

160

180

5 4 3 2 1


38

77

201

17 15 22

61

212

27 26 25

62

211

23 27

0

50

100

150

200

250

5 4 3 2 1


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Mental Health and Wellbeing Please rate the importance of mental health and wellbeing support services offered at UBC:

Please rate your satisfaction with mental health and wellbeing support services offered at UBC

134

109 88

226

134 145

123 123 111

76

121 105

60 81

102

32

64 67

13 16 25 2

16 14 18 19 22 12 13 17

0

50

100

150

200

250



Peer Support(Phone)



Peers


5 4 3 2 1

30 17 17 24 15 19

92 72 75 70

58 60

181 198 196

161

195 195

23 31 27 39 41 37

22 30 33 54

39 37

0

50

100

150

200

250



Peer Support(Phone)



Peers


5 4 3 2 1

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Self-Advocacy I know what to do if I am in a situation where I disagree with a mark or grade I received in a course or assignment.

I know where to go on campus if I am in a situation where I need assistance regarding academic and non-academic disputes or disciplines.

56% 22%

22%

Yes

No

Unsure

35%

34%

31% Yes

No

Unsure

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Safety on Campus Do you feel safe on campus?

How likely would you be to use…

85%

9% 6%

Yes

No

Prefer not to answer

67

123

100

58

90

112

85

61

0

20

40

60

80

100

120

140


A walking service that operated within campus at night

A driving service that operated within campus at night

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Housing Services If a Service meant to assist students with addressing housing needs existed at UBC, how important would the following offerings be?

Textbook Services How likely would you be to use the following textbook services:

258

62

16 12

246

75

14 13

181

111

38 18

0

50

100

150

200

250

300


Selling Used Textbooks Buying Used Textbooks Textbook Exchange

164 162

186

141 155

129 131

111 125

139

39 44 40

68

40

8 6 6 6 8 8 5 5 8 6

0

20

40

60

80

100

120

140

160

180

200

Rental PostingDatabase

Information AboutTenant Rights

Assistance withDetermining Fair

Rent Prices

Assistance withFinding Roomates

Assistance withHandling Disputes

with Landlords

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Documents

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