5. Resources for You and Your Students

A. Advising

B. Dean of Students

The Dean of Students Office plays an important role in assessing, maintaining, and enriching a sense of community at the University of Arizona. We see that all students have a voice in campus affairs through our student advisory groups and semesterly brown bag lunches. Our office provides assistance to students, faculty members, and parents who are navigating their way through various campus procedures. We develop and support guidelines and policies (including the Code of Conduct and the Code of Academic Integrity) and, at the same time, educate students to be accountable for their actions in order to promote a safe campus environment. We enthusiastically support the academic mission of the institution and provide a variety of opportunities for students to interact with faculty members (including the Faculty Fellows Program, the weekly Speaker Series, and the Student/Faculty Interaction Grants Program). Finally, we recognize and celebrate the accomplishments of our outstanding students and student organizations through various awards.

The Dean of Students Office has administrative oversight of the following areas in Student Life:

• Arizona Student Media (including the Arizona Daily Wildcat, KAMP Radio, and TV-3)
• Arizona Student Unions (including the Park and Memorial Student Unions, Student Programs, Greek Life, and the Off-Campus Student Center)
• UofA Bookstores
• Career Services
• Department of Multicultural Programs and Services (African American, Asian/Pacific American, Chicano/Hispano, and Native American Student Affairs; Multicultural Academic Affairs; and the Math and Science Learning Center)
• Military Sciences
• Residence Life

C. Department Of Multicultural Programs and Services

Central Office

African American Student Affairs

1322 E. 1st St.
Dr. MLK, Jr. Bldg., Room 209
621-3419
http://dmps.arizona.edu/aasa/

Monday-Friday, 8:00 a.m. - 5:00 p.m.

Alex Wright, Director

We facilitate a collaborative team effort between the community and our students. We assist students in developing effective life skills. We promote programs that share the history and cultural heritage of African Americans, such as highlighting a diversity of artists from the visual arts to the performing arts. We serve students through:

• MLK Student Resource Center
• Multicultural programming
• Advocacy in the University community
• Partnerships with the community
• A comfortable study environment
• Computer lab and study rooms

As an Advocate for African American students, this office is available to listen to students' concerns, assist students by mediating in various situations between students and University departments, as well as student organizations.

In addition, programs such as the Speaker/Lecture Series contribute significantly toward raising the level of awareness of African American culture and contributions.

This office also provides a strong sense of belonging to African American Students and promotes heritage and history. A designated student area within the Cultural Resource center is equipped with a student telephone.

Asian Pacific American Student Affairs

Old Main 104
621-3481
apasc@w3.arizona.edu
http://dmps.arizona.edu/apasa/

Monday-Thursday, 8:30 a.m.- 5:30 p.m.
Friday, 8:30 a.m. - 4:00 p.m.

Josephine Gin, Director

The mission of the Office of Asian Pacific Student Affairs is to develop and maintain a campus environment that is conducive to an appreciation of diversity and cultural harmony which supports the University of Arizona's recruitment and retention efforts. The Asian Pacific American Cultural Resource Center provides academic and student support services that enable students to feel comfortable exploring their personal development and to to feel a sense of belonging at this institution.

The staff and student board of directors provide opportunities for:

• Campus leadership and advocacy
• Student programs and activities
• Leadership and identity development
• Student involvement in campus and community affairs
• Computer lab and study rooms

The staff of the office provides campus leadership and advocacy for Asian Pacific American student issues, plans and implements programs, and encourages leadership and identity development in students through ongoing opportunities for involvement in campus and community affairs.

Chicano/Hispano Student affairs and Resource Center (CHSA)

• Student advocacy and referral
• Academic counseling
• Faculty, community, and student speakers' series
• Community outreach
• Cultural, academic, and leadership activities
• Computer lab
• Student club advising
• Drop-in and study center
• Si Se Puede! Club
• Faculty Fellow

Chicano/Hispano Student Affairs is actively involved in the university community in order that multicultural perspectives be incorporated across disciplines and programs. The CHSA staff seeks to contribute towards shaping the university into one that meets the needs of Chicano/Hispano students, as well as those of all students.

Native American Student Affairs

Old Main, Room 111
621-3835
http://nasa.web.arizona.edu/

Monday-Friday, 8:00 a.m. - 5:00 p.m.

Karen Francis Begay, Director

Since 1989, the Native American Student Affairs (NASA) has served approximately 600 UA Native American undergraduate students from 50 tribal nations on an annual basis. Our overall mission is to provide our students with academic support, retention services, and referrals to resources on campus.

• Academic intervention
• Family mentor program
• Student advocacy and referral
• O'odham Ki, a residential community for Native American freshman
• Survival and orientation workshops
• English 101/102 taught by Native American instructors
• Partnerships with community and tribal nations
• Computer lab and study rooms

The NASA is primarily an academic support center. The overall mission of the NASA is to provide academic support, retention services, and networking referrals in an environment that is supportive of the various cultures represented by the students. The NASA offers a common room where students study and visit, a computer laboratory for student use, a conference room that can be reserved for meetings and study groups, and a mentor program. In addition, the NASA provides local phone use, FAX services, a microwave oven, mini-fridge, and complimentary coffee.

D. University Learning Center

Mission

Old Main, Room 201
621-4548
http://www.ulc.arizona.edu

The University Learning Center (ULC) is a great resource for new and returning students interested in learning how to become more active, independent learners. Through our programs and services, students have the opportunity to explore their individual ways of learning and the learning/study strategies that can be most effective for each class. During 2000-2001, the ULC will offer the following learning assistance programs and services.

Learning Assistance Workshops and Courses

Academic Counseling

Tutoring Services

Testing Office

Website Learning

F. Disability Resource Center

The University of Arizona is committed to equal educational opportunities for disabled students and recognizes that accommodations may be necessary to ensure access to campus courses, services, activities, and facilities.  The Disability Resource Center (DRC) is the office designated to review disability documentation, determine and recommend reasonable accommodations, and develop plans for the provision of such accommodations.  DRC provides consultation, training, and technical assistance to the campus community to help ensure equal learning and working opportunities.  If you have any questions regarding disability and access, please contact DRC at 1224 E Lowell St, Highland Commons Building or 520-621-3268.  More information is available at http://www.drc.arizona.edu.

Testing Accommodation Services

Faculty often find it helpful to rely on DRC to administer tests with accommodations, and we are happy to partner with you in coordinating this reasonable accommodation for your students.  However, if you prefer to provide testing accommodations to your students within your academic department, our staff can assist you assuring that appropriate arrangements are in place.  The accommodation must be effective regardless of which method is used.  If you choose to have DRC administer your exams with accommodations, please assist us in making the system work by visiting http://drc.arizona.edu/instructor/testing.shtml

Common testing accommodations include:  

• Extended time (typically time and half but sometimes double time
• Exam readers and/or writers
• Computer technology, including word-processing, Braille display, or enlarging and voice devices as necessary
• Large print, Braille, or taped exams
• Minimal distraction environment

Note-taking Services

Students, regardless of disability status, are primarily responsible for their own notes.  However, if note-taking is determined to be a reasonable accommodation for a student with a disability, the University has a role to play in helping to assure access to appropriate classroom notes.  The DRC has established a process of shared responsibility designed to empower students to advocate for themselves and to educate faculty on the benefit of universal design over individual accommodation.  Faculty can assist students in gaining access to a set of complete notes by:

• Creating and maintaining a website that includes complete, daily class notes.  The University Technology Preceptor program and CCIT are resources for developing such a website.

• Asking a specific student, TA or preceptor to take notes for the student.

• Providing a hard copy of their own notes for the student's personal use.

• Reading the DRC Class Announcement at the beginning or during two consecutive class periods to assist in recruiting a volunteer note-taker.  Students who qualify for note-taking services from the DRC are given:  A Class Announcement for faculty to read in locating a note-taker, NCR paper, a letter of agreement for a volunteer note-taker.

Sign Language Interpreting and Computer-Aided Real-time Reporting

Sign Language interpreters are certified by the Registry of Interpreters for the Deaf and operate under a strict code of confidentiality and ethical standards.

CART reporters are trained court reporters who, utilizing a steno machine, laptop computer and software, are able to write everything you say verbatim and in real-time.  As you speak, the reporter will type the text of your lecture to be displayed on a computer monitor for the student to read.  At the conclusion of each class, the reporter will provide a copy of the lecture text to the student.  This copy is for the student only and is not shared with other class members.

Assistive Listening Devices (ALD)

Alternate Print Formats

Assistive Computer Technology

General Guidelines for More Accessible Classes

The following suggestions are appropriate for teaching all students and are especially effective in working with students with disabilities:

• Provide students with a detailed course syllabus that clearly addresses expectations at the beginning of the semester.
• Announce reading assignments well in advance; students may need time to receive their reading materials in alternative formats or to complete reading assignments.
• Start each class period with an outline of material to be covered that day and briefly summarize key points at the end of the lecture.
• Speak directly to students, using gestures and natural expressions to enhance understanding.
• Present new vocabulary and give course assignments in a variety of ways - in lecture, through examples, on the blackboard, on handouts, web sites, etc.
• Allow students to tape record your lectures.
• Provide opportunities for questions and answers and schedule review sessions.
• Discuss the format of your tests with the class and, if possible, provide a sample test or copies of exams you have used previously.
• Provide copies of overheads and/or PowerPoint type presentations.

* LEGAL TIP *
Confidentiality: Don't keep any medical documentation. Return it to the student. Treat as confidential the fact that the student has a disability - the particular diagnosis, as well as the fact that the student is getting an accommodation. Never share confidential information with another student. Also, do not share this information with other faculty unless necessary to provide and accommodation.

G. SALT Center of Learning Disabilities

Our Mission: Empowering Excellence

Dr. Diane Perreira, Director
The SALT Center 1010 N. Highland Avenue
621-1242

The Strategic Alternative Learning Techniques (SALT) Center values the achievement of individuals with learning disabilities. Through a holistic approach, the SALT Center provides an array of services to maximize student success and support the UA community. We collaborate with local school and community-based programs that facilitate educational pursuits and enrollment in postsecondary institutions. We initiate and promote advanced research designed to identify, develop, and disseminate practices that support a culturally diverse community of learners. The SALT Center aspires to be the leading promoter of higher education achievement for the diverse community of individuals with learning disabilities.

SALT reflects a way in which each student is guided to find the most useful strategies by which to learn. Education has sometimes referred to this process as finding one's personal learning style. At SALT, learning styles are only part of the puzzle. Strategy, defined by Webster, is skillful planning and management, a plan for acquiring and managing knowledge. Development of the plan requires an evaluation of the learning tasks, characteristics of the learner, and an understanding of the desired result.

The term "alternative" implies choice, a concept at the heart not only of SALT, but central to the process of making education accessible to all people who learn differently. By providing alternatives, SALT trains students to see their education not just as a process of going to class. Each individual must find his or her best routes to acquiring knowledge and the expression of what that knowledge means. All students must be able to recognize both the strengths they bring to learning and the limitations presented by their learning disabilities. No two individuals with learning disabilities assimilate or use information in the same way. One of the keys to successful learning rests in finding the best alternative among the choices for each student.

SALT strategy includes a plan of each student's alternative for approaching education - which tools will be used, which information will be acquired, which goal will be sought, and which techniques will be used to acquire the end result: the diploma!

A Long History of Success

The SALT Center was founded in 1980. Today, SALT serves 520 undergraduates yearly and is recognized as one of the foremost university level programs for the education and personal development of students with learning disabilities.

SALT students are found in a wide variety of degree programs, including architecture, the natural sciences, engineering, humanities, media arts, fine arts, communication, psychology, and family studies. Approximately 80% of SALT students entering the UA graduate. Many continue their education at the UA and other fine institutions, pursuing advanced degrees or professional accreditation.

A team of 23 full-time professionals supports SALT's mission. Highly trained learning specialists develop individual assessments of each student's needs and identify services that can enhance the student's educational experience. For students choosing to participate, over 100 specially trained peer tutors provide additional individual and group instruction.

SALT Services Available

All students participating in the SALT Center may access SALT's Computer Resource Lab, a learning lab designed to meet the needs of students with specific learning disabilities. This lab includes areas for tutorial support and features the assistive technology designed to meet the adaptive needss of students with learning disabilities.

The SALT Center also provides professional support to improve the writing skills of participating students. Offering individual, group, and seminar support, SALT's writing services work to improve each student's ability to use writing as an effective means of self-expression and as a critical tool in articulating research.

Students are also offered a wide variety of learning workshops in areas ranging from learning strategies and time management to career guidance and disability rights.

Services of the Learning Specialist are divided into two primary areas, relating directly to both the student's educational development and to the typical demands of the University environment.

SALT Learning Specialists

From the time each student is admitted to SALT, his/her opportunity for success begins. Individualized support is provided in an environment that is encouraging, accepting, and non-judgemental. Individualized services include a commitment by staff to provide an integrated approach to Tutoring, Writing Support, and Learning Specialists. A Learning Specialist is assigned to coordinate and monitor critical issues relating to learning disabilities in the university setting.

Learning Specialists assist with:

• Transition:enrolling in and graduating from, the UA with regard to LD/ADD issues.
• Educational Planning: taking into account the impact of the LD/ADD on course and major selection and the need for on-going monitoring of academic performance.
• Learning Strategy Intervention:e exploring uses of compensatory learning strategies for LD/ADD weaknesses and the utilization of learning strengths based on a learning disability / learning strategy profile.
• Self-Advocacy: building self-esteem and self-confidence through skill building.
• Psychological Issues: understanding the impact of the learning disability in interpersonal and social settings.
• Legal Rights: understanding the importance of antidiscrimination laws in academic and workplace settings.
• Career Exploration and Planning: linking interests with skills, abilities, and work values.

Each student has a unique profile of strengths and weaknesses. The Learning Specialist will work with the students individually, but will also encourage them to attend the many valuable workshops offered by SALT. The Learning Specialists interact with students on a weekly, or as needed basis, using a variety of modalities to assist students in meeting their won academic and personal goals. Close contact is maintained with the Tutor coordinator and the Writing Skills Coordinator in order to maximize the learning potential of each student. In this way, SALT can promote and provide individualized service to each student.

SALT Tutoring Services

All students participating in SALT are eligible to receive tutoring services. The amount of tutoring received varies in conjunction with the needs of the individual student.

Tutors provide interactive, content-based tutoring, ancillary to the primary relationship between student and teacher. They help to provide students with cognitive bases upon which to construct meaningful relationships with course materials. Tutors create an enriched learning environment by providing content tutoring for all objective courses in a multiplicity of modalities suited to students with learning disabilities. Each tutor is trained by the SALT Center to work with differing learning styles and needs of the individual student. SALT tutors adhere to the University Code of Academic Integrity and are expected to help students recognize their own roles and responsibilities in the education process.

University Accommodations

UA makes available individualized services to accommodate the needs of students with disabilities through the Disability Resource Center (DRC). Students participating in the SALT Center receive approval for accommodations through DRC.

Admission to SALT

H. The Honors College

A community of scholars - that is what The Honors College at the UA is all about. The UA Honors College provides students with a unique opportunity to join an innovative, personal, and challenging learning environment.

Honors students participate in a personalized educational setting that focuses upon Honors classes and enhanced opportunities for independent research.

The average class size in Honors is 15 students, allowing for interaction with fellow Honors students and outstanding professors. Honors classes emphasize the development of writing, speaking, and analytical skills. Students may enroll in Honors courses which fulfill general education requirements, provide learning experiences in their major or minor, serve as elective credit, or design their own experiences in independent study. Students can gain Honors credit in non-Honors courses by negotiating an Honors contract with the instructor. To graduate with Honors, students need to complete 18 to 30 units of Honors course work, including a Senior Honors Thesis.

Our community of scholars is strengthened by a variety of activities - study abroad opportunities, Honors Forum luncheons, summer research grants, and undergraduate involvement on faculty research projects.

Participation in Honors affords students a number of special privileges. Honors students have extended library benefits, access to the Honors computer lab, and special Honors advising, both within specific departments and in The Honors College. For those who choose to live on campus, members of The Honors College are eligible to reside in one of four residence halls reserved exclusively for Honors students (Arizona, Sonora, Yuma, and Yavapai halls).

Honors admission is offered to a select group of students each year based upon their record of academic and creative accomplishments. Prospective students need only complete the UA's general application to be considered for admission. Transfer students must have a cumulative 3.70 grade point average on a 4.00 scale. Current UA students with a 3.50 cumulative grade point average can be nominated by a professor to join Honors.

UA Honors students describe their experiences as filled with challenge, innovation, and ultimately, accomplishment. The Honors College fosters an atmosphere of excellence that challenges students to develop intellectually, academically, and socially. We invite you to be part of this exciting program by calling 621-6901, or visit our web site at http://www.honors.arizona.edu/.

I. Career Services

Career Services
Student Union Memorial Center
621-2588
http://www.career.arizona.edu

Career Services offers a variety of programs which assist students and alumni to develop and implement career plans, gain work-related experience, seek part-time work while enrolled in school, and gain professional employment after graduation. Workshops on resume writing, interviewing, and job-search strategies are offered, as well as Cat Traks, a web-based job listing service.

1. Services for Undecided Students (621-4224):
Students who are trying to decide on a major or career choice have a variety of resources available to them, including individual career counseling; career planning workshops; computerized career planning tools (DISCOVER); career and employer library; Career Week, an employer fair; Career Forums, highlighting specific disciplines throughout the semester; and, TheMain Event, a nonprofit career fair held in the spring.

2. Services for Students Wanting to Obtain Career Experience (621-5800):
Students who want to obtain career experience prior to graduation should enroll in our Connections Program. Students seeking career-related experience have several resources available to them, such as: walk-in or scheduled counseling to discuss career choices and / or ways to secure an internship or Cooperative Education position; career and employer library; workshops on resume writing, interviewing, and job search; Career Week, an employer fair; The Main Event, a nonprofit career fair; and, Career Forums. Career related experience includes:

• Cooperative Education: Coops are always career related positions. These can be full-time (usually during the summer), or part time (20+ hours per week, combined with a minimum of 7 units of study) during the semester. Students work in positions in business, industry, and government throughout the United States.
• Internship: Internships are also career-related positions that can come in a variety of types: paid, unpaid, part-time, academic credit received, academic credit not received. Internships are listed in books in the Career Information Center (Old Main 104), in individual academic departments, and on the CatTracks.

3. Service Learning:
Service Learning is an educational pedagogy that incorporates meaningful service into the requirements of a particular course. Community Service is volunteer work in a public or nonprofit agency or organization, not necessarily associated with academics. Some scholarships, clubs, and / or professional organizations encourage members to participate in philanthropic community service.

4. Services for Graduating Students (621-4517):
Students who are graduating have a variety of resources to assist them in their job search or graduate school campaign; individual job search and graduate school counseling; career and employer library; workshops on resume writhing, interviewing, and job search; Career Week, an employer fair; Round-Up, an educator's job fair; maintenance of educator's placement files; and, two on-campus interviewing programs with national employers or school districts.

5. Wildcat Joblink
Wildcat JobLink is UA's student job listing and campus interviewing system. In order to access the system you must be logged into the UA Career Services website. Click the appropriate link below to login.
* LEGAL TIP *
Requesting References/Responding to Requests for References:
If you provide a reference, be sure that you get a request from the student to do so, especially if you are giving information about the student that is or may be protected under federal laws or University policies protecting privacy. Without a request from the student or a release, it is better not to respond. When you do provide information, avoid subjective appraisals about personality or character. Concentrate on performance, education, training, experience, and qualifications. Individuals who have had a negative experience with a student, or who have been the subject of grievances or ill-will, should avoid providing information about the student to others. You are not required to give references; however, if you do give a reference, to avoid defamation claims, send a copy of the letter to the student's last known address, unless the student has "waived" his/her right to see the letter. Nothing is really "off the record," including phone inquiries and e-mails. Remember, although "truth is a defense" to a defamation claim, even the truth can create liability if the information you provide serves to embarrass the student or reveals private facts about him/her that are not relevant.

K. Diversity Related Resources

The UA boasts an impressive range of diversity-related resources. Following is a partial list of offices, organizations, and services available to provide information and resources to our campus community.

Academic Preparation for Excellence 626-2300
African American Student Affairs 621-3419
African American Studies 621-5665
American Indian Graduate Center 621-7989
American Indian Studies Program 621-7108
Arizona Center on Aging 626-6854
Asian-Pacific American Student Affairs 621-3481
Association of Women Faculty 626-6827
Bisexual, Gay and Lesbian Student Association 621-7585
Bloom Southwest Jewish Archives 621-5774
Bureau of Applied Research in Anthropology 621-6282
Center for Disability Related Resources 621-3268
Center for English as a Second Language 621-3268
Center for Global Student Programs 621-4627
Center for Middle Eastern Studies 621-5450
Chicano / Hispano Student Affairs 621-5627
Committee on Lesbian / Gay / Bisexual Studies 621-5839
East Asian Studies 621-7505
Equal Opportunity and Affirmative Action 621-3081
Hillel Center 624-6561
International Affairs 621-1900
Judaic Studies 621-9114
Latin American Area Center 622-4002
Mexican American Studies and Research Center 621-7551
Minority Engineering Program 621-8103
Native American Research and Training Center 621-5075
Near Estern Studies 621-8013
OUTReach 621-0767
President's Council on Diversity 621-8676
Russian and Soviet Studies Program 621-7341
S.A.L.T. Center for Learning Disabilities 621-1242
Sankofa 621-1145
Southwest Folklore Center 621-3392
Southwest Institute for Research 621-7338
Women's Commission 621-8676
Women's Resource Center 621-3919
Women in Science and Engineering 621-5656

L. UA Life & Work Connections

UA Life & Work Connections is dedicated to increasing personal and professional effectiveness for UA employees. Most of our voluntary confidential services are for benefits eligible staff, appointed personnel, and faculty only. We are committed to serving the needs of students through providing specific child care and family assistance in support of your academic endeavors.

There four components within our family of services: Employee Assistance counseling/Consultation, Child Care and Family Resources, Worksite Wellness, and Elder Care and Life Cycle Resources. Working together, our programs can help you to find the right balance between home and work, body and spirit. Each unit operates independently, yet with the full resources of the other areas, as well as all of the other campus and community resources available for referral. We provide help when you need it and as circumstances change, we can assist you with strategies and resources that can address you evolving needs.

Please find detailed information on each of our program services below:

Employee Assistance Counseling and Consultation

Child Care and Family Resources

Worksite Wellness

Elder Care and Life Cycle Resources

M. Campus Health Center

 http://www.health.arizona.edu

We want your experience at the Campus Health Service to be a good one. We have listed below information that is frequently asked by UA students. If you have questions, please don't hesitate to ask one of the Campus Health staff members

Mission Statement

We will promote health, wellness, and safety at the University of Arizona and in the surrounding community by:

• assisting the institution in health related policy development
• providing quality medical and psychological care
• providing health education

Vision Statement

Who Can be Seen at Campus Health Service

Services Provided by Campus Health

* General Medicine
* Counseling and Psychological Services (CAPS)
* Urgent Care
* Women's Health
* Pharmacy
* X-Ray
* Lab
* Physical Therapy
* Immunization and Travel Information
* Special Clinics, Including
- Dermatology
- Sports Medicine
- Orthopedics
- Minor Surgery
* Nutrition Education and Counseling
* Massage Therapy
* Acupuncture
* Health Promotion and Prevention Services
* Oasis Center for Sexual Assualt and Relationship

How to be seen at Campus Health

1. Appointments:
Appointments are the most efficient way to receive medical care at Campus Health. Visit http://www.health.arizona.edu/webfiles/location.htm for a full list of contact numbers.

3. Triage:
Triage is for walk-in patients with urgent health concerns or questions. A health care professional will evaluate your health concern and advise one of the following:

• Schedule a future appointment
• Schedule a same day appointment in our Ganeral Medicine area
• Schedule to be seen in the Acute Care area. Acute problems are seen in order of urgency.

Location

Hours

Charges

Insurance

Accreditation

Health Promotion and Preventive Services (HPPS)

Counseling and Psychological Services (CAPS)

http://www.health.arizona.edu/webfiles/caps.htm

Counseling and Psychological Services (CAPS) provides confidential counseling to students with personal problems and/or other psychological and emotional problems that get in the way of academic success. Services include individual couple, and group counseling; crisis intervention; and consultation with parents, faculty, and staff regarding students who may not be functioning adequately.

A death in the family, relationship and family problems, excessive anxiety and procrastination, depression, thoughts of suicide, general stress - all these are problems students may experience during their college years. CAPS is here to listen, to talk, to help.

CAPS staff also respond to campus psychological needs in the wake of crisis and traumatic events.

The first visit is free to students. All services are confidential and no information will be released except upon written request of the student.

CAPS is on the second floor of the Campus Health Center and is open Monday, Tuesday, Thursday, and Friday from 8:00 am - 4:30 pm and Wednesday from 9:00 am - 4:30 pm. For further information, please call 621-3334.

Oasis Center

Student Health Advisory Council

Confidentiality

Key Phone Numbers

Administration Office 621-6489
Appointments and Information 621-6490
Appointment Cancellations 621-4447
Business Office 621-6487
Counseling & Psychological Services 621-3334
Health Promotion/Preventive Services 621-6483
Immunization/Travel Clinic 621-2292
Insurance and Records 621-6486
Medical Records 621-4068
Nurse-on-Call 621-6493
Oasis Center 626-2051
Pharmacy 621-6516
Women's Health 621-6512

Visit the Campus Health Service website at: http://www.health.arizona.edu

N. Counseling and Psychological Services

Mission

The mission of CAPS is to help students successfully achieve their educational goals and contribute to a campus climate strongly committed to a healthy mind/body/spirit.

CAPS provides crisis intervention, brief counseling, and consultation designed to help students:

• resolve personal problems that get in the way of school success
• cope with college life pressures
• resolve life crises that threaten persistence in college
• deal with problems stemming from medical or physical concerns
• learn skills to optimize personal and academic effectiveness

CAPS staff are available to consult with faculty and staff regarding students who are experiencing difficulties or who are exhibiting signs of distress. CAPS staff also respond to campus psychological needs in the wake of crisis and traumatic events.

CAPS is on the second floor of the Campus Health Center. We are open from 8:30 am to 4:30 pm, Monday through Friday. Students who have never been to CAPS before may come to walk-in and they will be assigned a time ot be seen that same day.

For consultation regarding a student, please call 621-3334.

The first visit is FREE to students. All services are COFIDENTIAL. No informatiiion is released except upon written request of the student.

Signs of Student Distress

Common signs of student distress which warrant a referral to CAPS include:

1. References to Suicide:
All references to suicide must be taken seriously rather than discounted or ignored. While an attentive listener is usually able to distinguish between a theoretical discussion of suicide and an expression of hopelessness and despair, it is wise to check out any concerns directly with the student. It is okay to ask, "Are you having thoughts about suicide?" If the student answers in the affirmative, or when you are in doubt about the student's feelings or intentions, a consultation call to CAPS is a good way to help you reach an appropriate judgment about what action to take. NOTE: If a student identifies the specific how, when and where of a suicide plan, immediate consultation and referral is critical.

2. Depression:
Most of us have experienced brief episodes of depression in our lives. Depression which lingers and interferes with normal patterns of functioning, however, is likely to require professional intervention. Such depression may be precipitated by a significant loss - loss of a loved one, loss of a special role in life, loss of a physical ability due to illness or injury, loss of self esteem after failing to reach an important goal. Perfectionism, setting unrealistically high goals, or expecting to be in control of everything in our lives, can set us up for depression.

Some common signs of depression include:

• persistent feelings of sadness
• crying at unexpected times
• social withdrawal
• feelings of helplessness, despair, worthlessness
• feelings of hopelessness about the future
• chronic feelings of fatigue, difficulty concentrating and remembering
• anxiety and agitation
• obsessive worry or fear
• outbursts of anger, irritability

3. Sudden Changes in Behavior Patterns or Unusual Behavior:
Acute stress is likely to precipitate a breakdown in a person's predictable, familiar patterns of function.

Behavior that may be cause for concern include:

• withdrawal from social interaction
• mood shifts, as when someone who is usually friendly becomes sullen or cynical
• agitation, such as restlessness, pacing, incessant talking
• unexplained absences from class or work
• marked drop in academic commitment or performance
• recurrent physical ailments (e.g. stomach pains, headaches)
• obsessive thoughts or ritualistic behaviors
• abuse of alcohol or drugs

4. Significant Life Changes and Crises:
Life presents all of us with sudden, unexpected, and often unavoidable changes and crises that can interfere with our ability to work, study, and participate fully with others. These crises usually interfere only temporarily, but discussing them with a professional is often helpful; and if they interfere longer than just "temporarily," consulting a professional is definitely indicated.

Examples of such life crises that many students encounter include:

• death or illness of a family member or close friend
• divorce of parents
• traumatic injury to self or someone close
• breakup of significant relationship
• inability to accomplish an important professional goal

How to Make a Referral

O. Oasis Center

Irene Anderson, M.Ed., Director
234 Old Main
626-2051
Monday-Friday, 9:00 am - 5:00 pm

Mission

The mission of the Oasis Center for Sexual Assault and Relationship Violence is:

• To reduce campus incidence of sexual assault and relationship violence
• To coordinate and promote effective administrative, legal, medical, and therapeutic responses to students, staff, and faculty
• To provide resources and services including consultation, advocacy, referrals, and educational training
• To facilitate confidential reporting on the UA campus
• To collaborate with and provide linkages between the campus community and the City of Tucson
• To promote data collection and research efforts
• To expand prevention and intervention programs through the State of Arizona
• To acknowledge and serve women and men of different racial, ethnic, religious, and class backgrounds and sexual orientations

The Oasis Center was established to provide a variety of direct services to students, staff, and faculty of the University community who are impacted by sexual assault and relationship violence. All services are confidential, require no fee, and are available from 9:00 am to 5:00 pm, Monday through Friday.

Confidentiality is protected and support is provided for anyone who reports incidents of sexual assault or relationship violence to the Oasis Center. It is the right of a victim to determine if, how, and where the incident is reported and how much information is to be released. The Oasis Center is mandated to report instances of abuse and/or assault of minors under the age of 18.

The Oasis Center is the designated unit on campus to collect confidential reports. All UA community members are encouraged to report such incidents by contacting our office in Old Main or by calling our staff at 626-2051.

Services Include...

* walk in and telephone assistance
* crisis counseling and safety planning
* consultation, support, and advocacy
* information and referral regarding campus and community resources
* review of legal, medical, and counseling options
* facilitation of confidential reporting
* orientations, classroom presentations, and departmental training.
* special workshops for residence halls, campus organizations, and clubs

Identifying or "naming" sexual assault and relationship violence is often difficult and confusing. These experiences, which range in severity, include violations of physical, sexual, or emotional boundaries, and often involve people who are acquainted or intimate. Victims of abuse often blame themselves and believe others will too. They may be reluctant to share information because of fear, shame, and embarrassment. Well-meaning friends, parents, and teachers may not recognize the seriousness of disclosures and attempt to explain abuse and / or assault as an indication of a "bad" relationship or sexual experience.

The following definition makes clear that sexual assault and relationship violence are criminal.

According to the law, sexual assault occurs when an individual intentionally or knowingly engages in sexual intercourse or oral sexual contact with anyone who does not consent. Sexual contact includes fondling or manipulating genitals, anus, or female breast. Sexual assault and rape may be committed by a person known to the victim (i.e. acquaintance, partner, or spouse) or unknown to the victim (i.e., stranger). Rape is penetration without consent and is a form of sexual assault.

Sexual assault (sexual contact or penetration without consent) occurs if the victim is coerced by the use or threatened use of force; is unable to give consent to the sexual act because of mental disorder, drugs, alcohol, sleep, or any other similar impaired state (which is known and should have reasonably been known to the perpetrator); or is intentionally deceived as to the nature of the act.

Civil liability related to sexual harassment may include:
* unwelcome sexual advances,
* requests for sexual favors, and / or
* verbal or physical conduct of a sexual nature including the establishment of a hostile work or school environment.

Relationship violence may be legally described as "domestic violence" when the individuals involved are of the opposite sex, and:
* reside or have resided in the same household
* have a child in common, and / or
* are related by blood or marriage (spouse, former spouse, parent, child, brother, sister, grandparent, or grandchild).

Relationship violence may be treated by the legal system as simple assault or disorderly conduct when the individuals involved:
* are or have been dating, but:
-have never lived together, and
-do not have a child together, or
-are gay or lesbian.

In addition to the physical, sexual, and / or psychological assaults associated with relationship violence, other related issues which may or may not be criminal (depending on specific facts) include:
* verbal, emotional, and / or economic abuse,
* threats of harm, and / or
* attacks against property or pets

Sexual Assault and Relationship Continuum

The following continuum identifies abusive behaviors which may occur separately or in combination, and are most likely to occur in relationships where people are acquainted and / or intimately involved. All forms of abuse can cause varying degrees of emotional or psychological trauma. These behaviors tend to increase in frequency and severity without counseling intervention and / or legal action.

Types of Abuse:

Verbal, Emotional, Psychological

• Controls
  • abuses power and authority
  • threatens to leave/take child
  • controls money/property
• Intimidates
  • name calling
  • insults accuses
  • screams
  • violent threats
  • stalk
• Isolates/Interrogates
  • holds hostage
  • kidnaps
  • threatens with weapon
  • death threats

Physical

• Intimidates/Abuses
• Physically Attacks
• Uses Deadly Force

Sexual

• Harasses/Uses Coercion
  • unwanted advances
  • contact pressures with alcohol
  • drugs obscene calls
  • comments
• Sexually Abuses
  • uses threats/authority
  • unwanted touching
  • pressures
  • unsafe sex
• Assaults/Rapes
  • hurtful/harmful sex
  • forced sexual contact
  • forced penetration

Things to Consider if You or Someone You Know is Assaulted

1. Medical Attention:
* It is critical that someone who has been sexually and / or physically assaulted to receive medical attention for injuries and medical concerns. It is safer to act quickly, but medical concerns can be addressed regardless of how long ago the assault occurred.

• Medical attention also addresses STD's, HIV, and pregnancy, which are important concerns for someone who has been sexually assaulted. These concerns can be addressed confidentially and / or anonymously at both Theresa Lee Clinic and Planned Parenthood.
• If a victim of sexual assault or relationship violence goes to a hospital emergency room, medical personnel are require to contact law enforcement.
• If a victim of sexual assault reports to the hospital or police within 72 hours and cooperates with a police investigation, then:
  -An advocate from the Tucson Rape Crisis Center can be called to the hospital to answer questions and support the person who was assaulted
  -A female nurse from SARS (Sexual Assault Response Services) can provide medical attention, document injuries, and collect medical evidence

2. Legal Support and Protection:

• Seeking support, safety, and legal options for yourself and / or those you care about is extremely important. Please consult confidential agencies such as the Oasis Center, Tucson Rape Crisis Center, and / or the Domestic Violence Advocacy Center.
• A sexual assault must be reported to law enforcement within 72 hours for medical evidence collection to be an option. It is best to do this before showering or changing your clothes. A report can still be made after 72 hours, but much of the "physical evidence" will have been lost. To report an assault from the hospital, call 911 directly, or seek support from 24-hour agencies such as the Tucson Rape Crisis Center.
• In case of relationship violence, harassment, or stalking agencies are available to help obtain orders of protection or injunctions against offenders. This can increase safety from harassment, threats, and / or acts of violence.

3. Emotional Support:

• People need to know they don't have to face this alone
• Trusted friends or relatives can provide support
• Resources are available
• The Oasis Center at the UA and / or the Tucson Rape Crisis Center in the community will help review options for counseling, crisis intervention, and advocacy

Please remember, a person who has been assaulted:

• Is not at fault
• Has the right to be safe
• Has the right to choose with whom this information is shared
• Must be listened to, believed, and supported in making his/her own decisions about safety. These decisions must be respected.

Campus and community Resources and Support Services

P. Campus Recreation

Mission Statement

http://web.arizona.edu/~src/

The Department of Campus Recreation provides programs, facilities, and educational opportunities which seek to meet the diverse recreational, fitness, and wellness needs of our students and community.

Vision Statement

We are a progressive, fiscally responsible department dedicated to excellent fitness, wellness, and recreational services that contribute positively to our diverse university and global community.

Office Hours

Programs

Facilities

Lockers

General Facility Policies

Student Recreation Center Membership

Guest Policies

Information

Insurance Coverage

Funding

Tours

Family Day

Q. Associated Students of the UA (ASUA)

ASUA Escort Service