Inside This Issue - Southern Utah University

notebook
the
Southern Utah University Student Services
Volume 2, Issue 2
Inside This Issue
College Ruled
Keeping Things in Perspective
Take This Fish and Look At It
Recruitment and the New Road Map
The Binding
A Novel Idea for Moving
R.E.A.L. Peers
Bullet Points
Keeping Up With An Army Of Students
Cedar City’s Woman of the Year
Student Services Excellence Award
Between The Lines
Milestones
Highlighting Bradley Niederhauser
Birthdays
About This Publication
Wednesday, February 24, 2010
College
Ruled
Keeping Things in Perespective
by Dale Orton
S
pring semester 2010 is proving to be a very
challenging yet gratifying semester. Challenging in the sense that there seems to be more
and more to do in serving students and assisting
them with their needs. Gratifying in the sense
that we have the privilege of working with some
of the best students in the country. Each day we
have the opportunity to interact with students
who are passionate about their education, they
possess a commitment of service to others, they
are caring and enthusiastic about life and they
are trying to reach their educational dreams and
goals. We also have the privilege of working with
some who may be struggling with some aspects
of life and here again, we have the opportunity to
assist in making a difference in their lives.
It is clear that our students have many
demands placed upon them along with a myriad of choices. Often, they seek for guidance or
someone to listen to them and help them reason
through their opportunities. We should count
it a wonderful opportunity to be the individual
whom is sought out for assistance.
The next 10 weeks will be filled with
p.2
wonderful
opportunities
for us as Student Services
Professionals to make
a difference
to the campus community. Service
and Learning Spring
Break, Student
Support Services
Recognition,
Founders Day, SUUSA Elections and of course
Graduation are but a few of the exciting upcoming events that make a difference in the lives of
our students. They provide opportunities to celebrate successes and even setbacks which have
occurred and have helped individuals grow and
achieve their goals.
Recently a student sent an email to some
individuals in our Student Service division which
said “I got accepted to NYU, with a scholarship.
the notebook - V.2 I.2 - February 24, 2010
Thank you guys so much for your help. I know I
have not been the most easy to have around but I
am truly thankful for you guys putting up with me
for all of these years. You guys are the real winners.
Thank you so much.”
Experiences like this are a payday for the
time and effort spent in assisting students. I know it
happens every day within our division and we thank
you for your genuine concern and caring.
Over the coming weeks, months and even year, let us
remember the mission, vision and values of Student
Services at Southern Utah University which are:
ultimately prepares students to become engaged, responsible members of a global society.
Our Vision
Southern Utah University Student Services will
serve at the heart of university life where positive,
empathetic professionals with ample resources offer
personalized student services and create successful
co-curricular and residential learning environments
across campus and in the community.
Our Vaues
Sincerity, Empathy, Teamwork, Respect, Integrity,
Leadership, Life-long Learning, Schoalrship, SerOur Mission
Southern Utah University Student Services serves vice.
as a catalyst for student growth and change using
dynamic relationships and quality services that fos- Best to all!
ter personal discovery, life skills development, and
Take This Fish and Look At It
The lessons that our students learn do not always come from the classroom, or from the most obvious places
… often we are called upon to guide our students through the odd life lessons that hurt in the beginning,
but make the strongest impact. The following is included as part of a freshman experience textbook. I can’t
find the original publisher, but it was written by Samuel H. Scudder of Harvard University in 1874 and is
found in its entirety in Your Utah State Experience: Strategies for Success, 8th edition, by Noelle A. Call
and LaVell E. Saunders. It discusses “the value of patient observation and meticulous description,” and
brings to mind for me the people in my life who have pushed me harder and farther than I thought I could
go … and then reminded me that they never doubted me.
by Samuel H. Scudder
I
t was more than fifteen years
ago that I entered the laboratory of Professor Agassiz, and
told him I had enrolled my name
in the Scientific School as a student of natural history. He asked
me a few questions about my object in coming, my antecedents
generally, the mode in which I
afterwards proposed to use the
knowledge I might acquire, and,
finally, whether I wished to study
any special branch. To the latter I
replied that, while I wished to be
well grounded in all departments
of zoology, I proposed to devote
myself especially to insects.
“When do you wish to begin?” he asked.
“Now,” I replied.
This seemed to please him,
and with an energetic “Very
well!” he reached from a shelf a
huge jar of specimens in yellow
alcohol. “Take this fish,” he said,
“and look at it; we call it a haemulon; by and by I will ask what you
have seen.”
With that he left me, but in
a moment returned with explicit
instructions as to the care of the
object entrusted to me.
“No man is fit to be a naturalist,” said he, “who does not know
how to take care of specimens.”
I was to keep the fish before
me in a tin tray, and occasionally
moisten the surface with alcohol
from the jar, always taking care to
replace the stopper tightly. Those
were not the days of ground-glass
stoppers and elegantly shaped exhibition jars; all the old students
will recall the huge neckless glass
bottles with their leaky, wax-besmeared corks, half eaten by insects, and begrimed with cellar
dust. Entomology was a cleaner
science than ichthyology, but the
Southern Utah University Student Services
p.3
example of the Professor, who
had unhesitatingly plunged to the
bottom of the jar to produce the
fish, was infectious; and though
this alcohol has a “very ancient
and fishlike smell,” I really dared
not show any aversions within
these sacred precincts, and treated the alcohol as though it were
pure water. Still, I was conscious
of a passing feeling of disappointment, for gazing at a fish
did not commend itself to an ardent entomologist. My friends at
home, too, were annoyed when
they discovered that no amount
of eau-de-Cologne would drown
the perfume that haunted me like
a shadow.
In ten minutes I had seen all
that could be seen in that fish, and
started in search of the Professor
– who had, however, left the museum; and when I returned, after
lingering over some of the odd
animals stored in the upper apartment, my specimen was dry all
over. I dashed the fluid over the
fish as if to resuscitate the beast
from a fainting fit, and looked with
anxiety for a return of the normal
sloppy appearance. This little excitement over, nothing was to be
done but to return steadfast gaze
at my must companion. Half an
hour passed – an hour – another
hour; the fish began to look loathsome. I turned it over and around;
looked it in the face – ghastly;
from behind, beneath, above,
sideways, at a three-quarters view
– just as ghastly. I was in despair;
at an early hour I concluded that
lunch was necessary; so, with infinite relief, the fish was carefully
replaced in the jar, and for an hour
I was free.
On my return, I learned that
p.4
Professor Agassiz had been at the
museum, but had gone and would
not return for several hours. My
fellow students were too busy to
be disturbed by continued conversation. Slowly I drew forth that
hideous fish, and with a feeling of
desperation again looked at it. I
might not use a magnifying-glass;
instruments of all kinds were interdicted. My two hands, my two
eyes, and the fish: it seemed a
most limited field. I pushed my
finger down its throat to feel how
sharp the teeth were. I began to
count the scales in the different
rows, until I was convinced that
was nonsense. At last a happy
thought struck me – I would draw
the fish; and now with surprise I
began to discover new features in
the creature. Just then the Professor returned.
“That is right” said he. “A
pencil is one of the best of eyes.
I am glad to notice, too, that you
keep your specimen wet, and your
bottle corked.”
With these encouraging
words, he added, “Well, what is it
like?”
He listened attentively to my
brief rehearsal of the structure
of parts whose names were still
unknown to me: the fringed gillarches and movable operculum;
the pores of the head, the fleshy
lips and lidless eyes; the lateral
line, the spinous fins and forked
tail; the compressed and arched
body. When I was finished, he
waited as if expecting more, and
then, with an air of disappointment:
“You have not looked very
carefully. Why,” he continued
more earnestly, “you haven’t even
seen one of the most conspicuous
features of the animal, which is
as plainly before your eyes as the
fish itself; look again, look again!”
And he left me to my misery.
I was piqued; I was mortified.
Still more of that wretched fish!
But now I set myself to my task
with a will, and discovered one
new thing after another, until I saw
how just the Professor’s criticism
had been. The afternoon passed
quickly; and when, towards its
close, the Professor inquired:
“Do you see it yet?”
“No,” I replied. “I am certain
I do not, but I see how little I saw
before.”
“That is the next best,” said
he, earnestly, “but I won’t hear
you now; put away your fish and
go home; perhaps you will be
ready with a better answer in the
morning. I will examine you before you look at the fish.”
This was disconcerting. Not
only must I think of my fish all
night, studying, without the object
before me, what this unknown but
most visible feature might be; but
also without reviewing my discoveries, I must give an exact account of them the next day. I had
a bad memory; so I walked home
by Charles River in a distracted
state, with my two perplexities.
The cordial greeting from the
Professor the next morning was
reassuring; here was a man who
seemed to be quite as anxious as I
that I should see for myself what
he saw.
“Do you perhaps mean,” I
asked, “that the fish has symmetrical sides with paired organs?”
His thoroughly pleased “Of
course! Of course!” repaid the
wakeful hours of the previous
night. After he had discoursed
the notebook - V.2 I.2 - February 24, 2010
most happily and enthusiastically
– as he always did – upon the importance of this point, I ventured
to ask what I should do next.
“Oh, look at your fish!” he
said, and left me again to my own
devices. In a little more than an
hour, he returned, and heard my
new catalogue.
“That is good,
that is good!” he
repeated; “but that
is not all; go on;”
and so for three
long days he placed
that fish before my
eyes, forbidding me
to look at anything
else, or to use any
artificial aid. “Look,
look, look,” was his
repeated injunction.
This was the
best entomological
lesson I ever had – a
lesson whose influence has extended to the details of
every subsequent study; a legacy
the Professor had left to me, as
he has left it to so many others,
of inestimable value, which we
could not by, with which we cannot part.
A year afterward, some of
us were amusing ourselves with
chalking outlandish beasts on the
museum blackboard. We drew
prancing starfishes; frogs in mortal combat; hydra-headed worms;
stately crawfishes, standing on
their tails, bearing aloft umbrellas; and grotesque fishes with
gaping mouths and staring eyes.
The Professor came in shortly after, and was as amused as any at
our experiments. He looked at the
fishes.
“Haemulons, every one of
them,” he said; “Mr. ________
drew them.”
True; and to this day, if I attempt a fish, I can draw nothing
but haemulons.
The fourth day, a second fish
of the same group was placed beside the first, and I was bidden to
point out the resemblances and
differences between the two; another and another followed, until
the entire family lay before me,
and a whole legion of jars covered
the table and surrounding shelves;
the odor had become a pleasant
perfume; and even now, the sight
of an old, six-inch, worm-eaten
cork brings fragrant memories.
The whole group of haemulons was thus brought in review;
and, whether
engaged upon
the dissection
of the internal organs, the
preparation
and examination of the bony
framework, or
the description
of the various
parts, Agassiz’s
training in the
method of observing facts
and their orderly arrangement
was ever accompanied by the urgent exhortation not to be content with them.
“Facts are stupid things,” he
would say, “until brought in connection with some general law.”
At the end of eight months, it
was almost with reluctance that
I left these friends and turned to
insects; but what I had gained by
this outside experience has been
of greater value than years of
later investigation in my favorite
groups.
by Jared Wilcken
calls and dozens of campus recruiting events, no day in admissions is the same. As we look to
the future with SUU’s Academic
road map, the recruitment team
is committed to bringing the best
and the brightest students to campus.
You may have heard discussion about raising the Admission
Index or the requirements for
getting into SUU. At this point,
“This was the best entomological
lesson I ever had – a lesson whose
influence has extended to the details
of every subsequent study; a legacy
the Professor had left to me, as he
has left it to so many others, of inestimable value, which we could not
by, with which we cannot part.”
Recruitment And The New Road Map
L
ife in the Admissions Welcome Center is never boring.
Between the hundreds of mailing
campaigns, thousands of phone
Southern Utah University Student Services
p.5
the admission index remains the
same as it has for years. Students
last year and this year who have
an 85 index have been and are being admitted to SUU. Nothing
has changed with this admission
index number. What is changing are the number of students we
are admitting below the 85 index.
Last year about half of the students who were admitted below
85 didn’t successfully complete
their first semester. We want to
ensure that students admitted to
SUU are going to be successful.
The best indicator for their success is their GPA and ACT/SAT
scores. By admitting fewer students below the 85 index, we are
ensuring more students will be
successful.
There are three programs that
we are currently engaged in, that
will help us fulfill the Provost’s academic goals. The first is Distinguished Scholars Day. You might
remember these days in November, when 300-400 students and
parents are wandering campus all
dressed up. We have two of these
days that focus on the academic
strengths of SUU. There is a real
partnership between the academic
colleges and student services to
create the best experience possible. The benefits of this program
are increased enrollment from top
academic students. All students
must have a 3.5 minimum GPA to
attend the event and when things
are all said and done, nearly 60%
of those students who attend enroll at SUU.
The recruitment office also
runs The Governor’s Honors
Academy each summer at SUU.
This program has the same focus,
bringing top academic students to
p.6
SUU. Each year out of hundreds
of applicants, we select the top 50
students to spend ten days on campus. During those ten days, students listen to dozens of speakers
on many different topics, they experience the Tony Award winning
Utah Shakespearean Festival, and
visit the national parks. They are
academically challenged while at
the same time we’re helping them
to recognize their own potential.
They participate during the summer before their Senior year and
then return back to their schools
helping us promote SUU. Nearly
40% of these students enroll at
SUU each year.
The final program is the SUU
Leadership Weekends.
This
unique program combines the
resources of five different organizations on-campus to give students the chance to get involved
even before enrolling at SUU.
They are introduced to Student
Involvement & Leadership, Service Learning, Student Alumni
Association, Presidential Ambassadors, and University Housing.
Nearly 70% of the students who
attend the leadership weekends
enroll at SUU. Leadership weekends are the perfect beginning to
experiential learning proposed by
Provost Cook.
the notebook - V.2 I.2 - February 24, 2010
The
Binding
A Novel Idea For Moving
H
ave you ever moved and realized that you suddenly resent
every book you ever purchased?
Imagine moving a library! In
1969, the collection was moved
from the Auditorium building to
the ELC, which was then called the
New Library. Rather than boxing
up the entire collection, faculty,
staff, students, and even community members lined up and formed
a human chain to get the books, in
order, onto new shelves. This process was repeated in 1996 when
the library collection moved from
the ELC to the Sherratt Library.
Now that’s a community
working together!
Southern Utah University Student Services
p.7
R.E.A.L. Peers
by Nikki Gwin
W
e’ve all heard the saying,
“If you’ve got your health
you’ve got everything.” Well,
the peer health educators live by
this. Southern Utah University’s
R.E.A.L Peer Health Educators
promote healthy lifestyles by
informing their fellow students
and peers about the risks that can
occur from alcohol, drugs, and
other various health-related issues. R.E.A.L stand for, “Real
Education Affecting Life, and the
p.8
peers strive to educate students at
SUU about the various resources
that are available on campus, they
offer a listening ear, as well as
educate students on ways to live
a more healthy, safe, and responsible life.
Some ways in which the
peers strive to achieve this is first
through assessment. The peers
have administered surveys, evaluations, or even a simple suggestion box to gain feedback from
their fellow peers. This assists
the peers in brainstorming ideas
for campaigns and events that
they feel would be most affective,
as well as what will fit the needs
of the students at SUU. Once
the data and information is collected the peer health educators
meet weekly to brainstorm ideas,
plan and organize for upcoming
campaigns and events. The peers
work together to present on topics that they feel need to be addressed on our campus. They also
look for various ways to partner
with other organizations and departments on campus who have
the notebook - V.2 I.2 - February 24, 2010
the same approach and goals in
mind. For example this month
the peers are partnering with the
Counseling and Psychological
services and the Center for Women and Families to host the Health
Body Image Awareness Campaign. Working with other departments and organizations not
only assists the peers in hosting
larger events, but also helps them
forge connections with other campus personnel. The peers’ most
popular campaign is their “Safe
Spring Break”. This campaign is
typically held one day during the
week prior to spring break. The
peers have various activities going on during the campaign along
with tips and information on how
to stay safe during spring break.
These topics range from impaired
driving to sexual responsibility.
Alternative Late Night Events
are another service provided by
the R.E.A.L Peer Health Educators. These events are held twice
a month around various parts of
campus. The events typically run
on a Friday nights from the late
hours of 9pm to midnight. These
alternative events are open to all
SUU students and are a way to
draw students in to a healthy and
fun environment that allows them
to socialize and develop friendships with other students on their
campus. The peers plan events
that they feel will draw students
in and allow them to experience
safer alternatives than going to
bars or parties on the weekends.
The peers have hosted events,
such as Movie Night, Casino
Night, Speed Dating, Dodge ball
Tournament, Girl’s Night, and
much more.
The peer health educators are
trained and certified at the beginning of each year. The training
consists of communication skills,
listening skills, responding and
referral skills, intervention skills,
and programming and presentation skills to name a few. Some
of the peers have also had the opportunity to travel to other states
to see how peer health education
works on other college campuses.
This is a wonderful experience
for them, because they are able
to see a large number of students
who are just as passionate about
peer health education as they are.
They also create connections with
other colleges, as well as putting
a face to our own college campus. They bring back to SUU a
stronger more passionate drive to
strengthen our own peer program
and campus.
R.E.A.L Peer Health Educators are students who understand
the influences that surround them
while at college, and they are also
sensitive to the fact that many
students may choose to drink and
attend weekend parties while at
college. With this sensitivity they
approach their fellow students
with a non-judgmental open mind
in hopes of educating their peers
on how to drink responsibly and
party safe. Peer Health Education
began six years ago at SUU and
the peers hope to continue to grow
and affect the lives and well-being
of students at SUU. Thank you to
all the faculty and staff who has
assisted and supported the peer
health education program here at
SUU. The R.E.A.L Peers express
their genuine gratitude and hope
to continue to serve this campus
for at least another six years.
Southern Utah University Student Services
p.9
Bullet
Points
Keeping Up With An Army of Students
T
his year SUU has the largest class of veteran students ever (or that anyone could remember) with 161
students. Christine Byrnes has been kept busy serving all these students and keeping up to date with
regulation changes. Thanks for all you do Christine!
Cedar City’s Woman of the Year
P
am Branin was recognized as Cedar City’s
Woman of the Year on January 14th in recognition of her contribution to service in our community.
Pam has created not just service opportunities within
the community, but an active interest on the part of
our students in filling those needs. Between alternative breaks, bread and soup nites, and Flight School
Service Saturday, it is impossible to imagine just
how many hours of service have been contributed
as a result of Pam’s efforts. Congratulations, Pam,
on this hard-earned and well-deserved recognition!
For details about Service Saturday, please reference
Volume 1, Issue 1 of the Notebook.
Pictured (left to right): Lacie Jo Robinson, Keri
Mecham, Pam Branin and Earl Mulderink
Student Services Excellence Award
B
everly Anderson was recognized as the Fall 2009 recipient of the Student Services Excellence Award.
Nominated by Steve Harrison and Cameron Brown, Bev was recognized for her enthusiasm, inspiration, and genuine concern for our students in University Housing. Congratulations, Beverly! We appreciate your hard work! Details on Bev and the other nominees can be viewed at http://www.suu.edu/ss/
award/2009fall.html.
p.10
the notebook - V.2 I.2 - February 24, 2010
Bet ween
the
Lines
Milestones
TIANA AMOSA, congratulations! Tiana Amosa (Financial Aid) and her husband Moe on the arrival of
their second daughter, Moriah, on January 14th! Moriah ws 8 lbs 1oz and 19 inches long, and joins big
sister Moeana!
CATHLYN ALLRED is excited to welcome home son Seth from his LDS mission to Brazil on February
5th. We think this Thunderbird will be glad to have a full nest for awhile!
Dina Nielsen has an odd request … A friend in San
Jose, CA, works with a church group to make sock monkeys for all the children who have to spend time at the
Lucile Packard Children’s Hospital. These cute little monkeys are given to bring a little company and cheer to sick
children. They are stuffed with pantyhose (the legs of the
hose make the arms, legs, and tail; the rest is used in the
body and head). Due to the economy, donations of hosiery
are way down. If anyone has old hosiery that they’d like to
donate, please bring it to me and I’ll send it to my friend.
Color and runs are irrelevant, but please bring them clean.
It’s for the kids, and you’re just going to throw them out
anyway! Thank you!
Southern Utah University Student Services
p.11
Highlighting Bradley Niederhauser
Building Repairs & Renovations Supervisor, University Housing
Full name: Bradley Niederhauser
Preferred Name: Brad
Place of birth: Ogden, UT
Date of birth: December 25
Where did you grow up? Clinton, UT
What did you want to be when you grew up? Helicoptor
Pilot
What is your favorite memory? Summer camping trips
with my kids when they were young
What is your favorite toy? Schwinn mag scrambler
What is your favorite TV show? UFC baby!!
How about your favorite movie? The original Terminator
What is your favorite book or magazine? Not really a favorite
What’s on your ipod: Dead air; I don’t have one! Tool, if I did.
What are your hobbies? Anything outdoors (except work!), bow hunting, my ranch, and hangin’ with my
grandkids (Erik-18 months; Hanna-1 year; and Megan-1 month)
Pets? 2 dogs, 1 three-legged blue heeler and 1 hanging tree dog (Google them!) and some chickens
What are your pet peeves? Wow! I’m getting grouchy in my old age, there’s a lot of them! What are your
Tell us about a current project: Doing the door renovation on the Eccles complex
Birthdays
January 5
January 11
January 12
January 23
January 25
January 29
February 2
February 14
February 18
March 2
March 8
March 14
March 14
March 16
March 20
March 21
March 23
March 28
March 29
March 29
p.12
Barb Gray
Nikki Gwin Trudy Smith
David Smailes
Josh Neilson
Sharon Batt
Lohra Wolden
Stephen Allen
Lynne Brown
Dina Nielsen
Cindy Nelson
Lee Chamberlain
Kristin Wiggins
Annette Damavandi
Leanne Maxwell
Quinn Mortensen
Juliann Smith
Jontelle Randall
Tonya Taylor
Paula Parry
VPs Office
VPs Office
Admissions
Admissions
Public Safety
Chartwells
Student Support Center
Enrollment Management
Student Support Center
VPs Office
Bookstore
University Housing
Registrar’s Office
Chartwells
Upward Bound
Admissions
Admissions
University Housing
Bookstore
Admissions
the notebook - V.2 I.2 - February 24, 2010
About This Publication
T
he Notebook is an electronic newsletter pub- for Student Services office. Please email submislished bi-semesterly for the Divison of Student sions to Dina Nielsen (NielsenD@suu.edu) before
Services at Southern Utah University. It includes the content submission deadline.
the following four sections:
CONTENT SUBMISSION GUIDELINES
College Ruled
The Notebook is designed to be relatively informal;
This section emphasizes continuous personal however, in an effort to foster clear communication,
and professional improvement by featuring please consider the following guidelines and sugarticles that provide insights into the world of gestions when submitting content:
higher education. It also contains an article
from the Vice-President for Student Services
• Differentiate personal from professional inoffice and articles related to the improvements
formation (i.e. A co-worker experiencing two
realized by Student Services departments.
events—1) receiving a professional honor and
2) celebrating a marriage—requires two sepaThe Binding
rate articles).
This section celebrates the purpose of Student
• Announcements excluded, article submissions
Services: SUU and its students. Each issue feafor Bullet Points should report significant adtures an article revealing obscure SUU history
ministrative or professional events (e.g. major
and culture. Surrounding articles focus on stupromotions, honors, departmental advancedent achievements, reinforcing the connection
ments, etc.).
between SUU students and Student Services.
• Use full names
• Use specific dates or time references
Bullet Points
• Employ 3rd person point of view when arContent within this section is administrative
ticles are of a more professional nature. For
and professional related. Division announcepersonal related articles, 1st person point of
ments, upcoming events, departmental news,
view is suitable, but not required.
professional achievements and department rec• Include pictures when possible (except photo
ognitions characterize Bullet Points.
directory pictures, which are already filed)
• Submit the article to Dina Nielsen (NielsenD@
Between The Lines
suu.edu) in an electronic format (word or text
Focusing on individuals within the division,
document, email, etc.)
this section announces personal achievements/
milestones, anniversaries, birthdays, special For assistance or clarification with content submisnon-professional recognitions, etc. Each issue sions, please contact Dina Nielsen (NielsenD@suu.
also features an article highlighting a division edu) or Ty Jewkes (JewkesT@suu.edu).
member.
SUBSCRIPTION REQUESTS
PUBLICATION SCHEDULE
To request The Notebook for yourself or a co-workNext issue: April 2010
er not currently receiving issues, please email your
name, department, and email address to Dina NielsCONTENT SUBMISSIONS
en (NielsenD@suu.edu).
Individual departments are encouraged to submit articles and information to The Notebook, particularly
information for the Bullet Points and Between The
Lines sections. Guidelines for submissions can be
found below or requested from the Vice President
Southern Utah University Student Services
p.13