UIC Student Affairs Annual Report FY 2022
UIC Student Affairs summarizes the ways in which we engage students and support their success through an Annual Report of the units reporting to the Vice Chancellor for Student Affairs. This report provides a year in review through highlights and accomplishments of our individual units, demonstrates our commitment to measuring student satisfaction, impact, and contributions to student learning, as well as thanks our many supporters of Student Affairs.
UIC Student Affairs summarizes the ways in which we engage students and support their success through an Annual Report of the units reporting to the Vice Chancellor for Student Affairs. This report provides a year in review through highlights and accomplishments of our individual units, demonstrates our commitment to measuring student satisfaction, impact, and contributions to student learning, as well as thanks our many supporters of Student Affairs.
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21<br />
<strong>2022</strong> ANNUAL REPORT<br />
<strong>Student</strong> <strong>Affairs</strong> oversees campus programs and services<br />
that aim to support students both academically and socially.<br />
However, it is unclear whether, and how, <strong>UIC</strong> programs<br />
and services integrate T-SEL principles and practices into<br />
their interactions with undergraduate students. This mixedmethods<br />
study will examine (1) the extent to which T-SEL<br />
practices are used by <strong>UIC</strong> student supports and services<br />
and (2) how <strong>UIC</strong> undergraduate students perceive and<br />
respond to T-SEL practices in the support that they receive.<br />
Pathways from Community College to a 4-year<br />
University: Experiences of <strong>Student</strong>s with a Foster<br />
Background<br />
Principal Investigator: Jennifer Geiger, PhD<br />
Despite the known benefits of earning a college degree, it is<br />
estimated that approximately 3-5% of youth with foster care<br />
experience graduate with a bachelor’s degree, compared to<br />
almost a third of the general population in the U.S. Despite<br />
recent estimates showing a growing number of youth in<br />
care pursuing community college, with many transferring<br />
or desiring to transfer to a 4-year institution, little is known<br />
about how these youth experience the transition from<br />
community college to a 4-year institution and how programs<br />
and staff serve a role in supporting this transition. This<br />
study aims to increase our understanding of this transition<br />
from the perspective of the student through in-depth<br />
interviews. This knowledge can inform multiple areas of<br />
practice within student affairs, financial aid, admissions,<br />
transfer services, first year initiatives, and various supports<br />
on and off-campus.
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