University of the Pacific offers several signature programs that help create a positive college experience for students.
- Tiger Nights
is a staple of Pacific's weekend campus life, offered three times each semester. Every Tiger Nights' event offers a unique theme and features free live entertainment, activities, giveaways, and food. Past themes have included: "Block Party," "Night of Mystique," "Casino Night," and "De-stress Fest." Now in its sixth year, Tiger Nights has twice been the recipient of the National Association of Campus Activities West Region's Outstanding Program of the Year. Tiger Nights is one of Pacific's most popular social events. The program attracts an average of over 500 students per event and provides students the opportunity to relax and socialize in a safe and fun environment without having to travel off campus.
- New Student Orientation
(NSO) at Pacific supports and complements the mission of the institution by preparing new students with the necessary support and information to be successful. NSO programming is student-centered and assists students to begin utilizing campus services, take advantage of educational opportunities and support services, meet academic requirements, and become part of the diverse social and cultural fabric of the Pacific Community. New students are also introduced to Pacific's rich history and traditions at orientation. The Office of New Student and Family Programs at Pacific provides high quality, relevant orientation programming that continues to serve as the first crucial step in supporting student success by:
- Providing opportunities for new students to learn about the many programs, services, and facilities available to them at Pacific.
- Providing inclusive opportunities for new students, transfer students, and their families to meet each other and form important social connections.
- Providing opportunities for new students to establish key connections to Pacific faculty and staff members.
- Providing opportunities for new students and their families to reflect on, and prepare for the complex transition ahead, and to support students and families as they navigate these important personal and social changes.
- Continuing to systematically review and revise Pacific's orientation programs in response to local and regional conditions and national best practice standards.
Click here for additional information about New Student Orientation.
- One Word
"What if somebody asked you to trade in your name for One Word that would represent you as your 'ideal self'? What One Word would you choose and why?" Launched as a new leadership initiative in 2008 here at the University of the Pacific, the Pacific One Word Project has evolved into a signature part of the Pacific experience. Informed by Richard Boyatzis' (2001) Intentional Change Model and Leadership Identity Development Theory (Komives et. al., 2005), the Project was designed to assist students in expanding their levels of self-awareness by asking students to focus on the differences between their real and aspirational identities. Due in large part to the high quality artistic work of the student design team it became apparent that more than just first year students because interested in joining the One Word community.
To date, over 2,000 students faculty, staff, and alumni, including President Eibeck, have participated in One Word. The Project has expanded into the local Stockton community through high school and middle school outreach sessions, to other colleges and universities around the country, and even globally to young rural women in Paraguay. From new student orientations through to commencement, One Word lives as a representation of the diversity and culture of the Pacific community. The Project lives as a mosaic art display in our DeRosa University Center spanning 36 feet wide and over eight feet tall, serving as a visual reminder of the community, as well as online at the project website, www.pacificoneword.org. The website serves as the Project's living art display that grows in members weekly during the academic year.
One Word's success has transformed the early idea of leadership development into a celebration of people by displaying the diversity of cultures, individuals, and ideas that unite the members of the Pacific community. Within the National Association of Student Personnel Administrators (NASPA), the Pacific One Word Project was recently the topic of a program session at the 2010 NASPA National Conference. Also in 2010, the Project was the recipient of the Region VI Innovative Program Award and featured at the Western Regional NASPA Conference in a program session. One Word was also recognized with a Council for Advancement and Support of Education (CASE) Award for exemplary programming in 2011. The Project website contains many members of the Pacific One Word Community, with new members added each week. For more information on the Project or to explore our community, please visit www.pacificoneword.org. If you are a past or preset member of the Pacific Community and want to participate, please sign up to attend a shoot at the Stockton campus this Spring.
- SUCCESS TRiO program funded by a federal grant from the U.S. Department of Education to increase the retention and graduation rates of students from first generation college and low-income backgrounds. SUCCESS does not stop with just helping its students complete their undergraduate degrees but encourages students to pursue graduate education. SUCCESS coordinates Pacific's participation in the annual California Forum for Diversity in Graduate Education, held at various university/college campuses in northern California. In November 2011, students traveled by charter bus to the University of San Francisco. They attended workshops ranging from how to write a winning statement of purpose to how to finance your graduate school education. Students also visited with recruiters from over 100 of the nation's leading graduate schools. www.pacific.edu/success
- Community Involvement Program (CIP) was established in 1969 by a group of students, community members, faculty, and staff who wanted to provide educational opportunities to the local community and diversify the University of the Pacific campus. The program serves the educational needs of low-income, first-generation students by providing access to college and support services while students pursue higher education. Since the inception of this scholarship program, there have been over 1,000 CIP alumni. As part of the recruitment efforts, two signature events are held each year as a way of "PARTNERING TO PROVIDE EDUCATIONAL ACCESS". Our High School Counselor Information Session held in the fall and the Delta College Counselor Information Session in the spring on the Pacific campus. They provide an opportunity for local counselors to learn about the CIP application process which in turn, will assist them in advising and providing resources to potential students. An exciting part of these programs is the opportunity for counselors to hear about the experiences of current students in the program on a student panel. Counselors are engaged with administrators and staff from the Offices of Admission, Financial Aid, and the Educational Equity Programs at Pacific. For more information visit Community Involvement Program site.
(Students Emerging as Pacificans) Program assists incoming African-American students through their transition to college life. Pacific community members, including faculty, staff, current students, and alumni work directly with STEPs participants, introducing them to University and community resources to enhance their academic and personal success. STEPs begins with a 2-day residential, pre-college program that continues through the entire academic year, offering academic enrichment, mentoring and networking opportunities as well as purposeful access to campus and community resources.
- Your Future is Now Career and Internship fair happens each spring bringing employers from industry, government, education and non-profit organizations to campus. Employer representatives interact with students, providing information about their internship and employment opportunities, while students are able to network and share their resumes directly with employers. Drawing hundreds of students each year, this signature event is offered to assist students on the road to achieving their career goals.
- Sexual Assault Prevention
In a longitudinal study of college women, Humphrey and White (2000) found that the greatest risk for sexual victimization occurred during the first year, with more than 20% victimized across the 4-year period . In order to address this tragic statistic, Pacific has implemented a comprehensive, multi-layered prevention program that unites Student Life and Academic Affairs in an innovative and synergistic effort to combat sexual misconduct.
Pacific's comprehensive approach begins with a required viewing of the online training, "Unless There's Consent," which is completed by all new students prior to their arrival to campus. Male student scores went from 54% to 87% and female scores went from 56% to 88% after taking the online course.
Reinforcement of the consent messages from the online training occurs during a stage production called, "As We See It", which highlights the trials and tribulations of a group of new students through their first-year at Pacific. Following this production is a discussion of campus policies, including alcohol and sexual misconduct, facilitated by trained Student Advisors and Ambassadors (Orientation Leaders).
Approximately one month later, a review and expanded discussion of conduct and consent occurs during the Pacific Seminar 1 course, "What is a Good Society," taken by all first year students. The course includes a chapter devoted to how personal relationships contribute positively and negatively to a society or community. One session is devoted to a critical examination of sexual misconduct issues. The students read an excerpt from "Consent and Autonomy" by Joan McGregor. Faculty instructors receive training from the Director of Student Conduct and the Director of the Women's Resource Center on the course topic and how to approach the session. Learning outcomes for this session include,
Students will be able to:
- Understand and be able to articulate Pacific's definition of consent and sexual misconduct,
- Understand how to access and utilize Pacific's support resources and reporting procedures,
- Be able to identify and think critically about predominant myths surrounding the issues of sexual misconduct, and
- Be familiar with sexual misconduct prevention and bystander intervention strategies.
Faculty conduct a post assessment survey and writing assignment after the class session. Results from the class session demonstrated achievement of the student learning outcome goals.
Following the class discussion, peer advisors conduct a follow-up session with their advisees on the relationship between alcohol and consent. 69.1 % of students who are involved in unwanted sexual intercourse report using alcohol or other drugs proximal to the violence (Core Survey, Spring 2009). The topic of alcohol is introduced not as a excuse for, but an explanation of, the significant role alcohol impairment plays in situations of sexual misconduct. The learning outcomes for this presentation are:
- Explain the role alcohol plays in sexual assault,
- Describe the stages of alcohol impairment,
- Know at least three factors that affect how the body responds to alcohol,
- Identify standard drink sizes, and
- Know multiple strategies for reducing alcohol related risk.
In October, Pacific hosts an annual program titled, "Keep It Consensual", which includes a variety of workshops and presentations led by a national expert on sexual consent and student conduct issues. This combination of programming provides multiple methods for students to gain information about this important topic and emphasizes the University's intention to be pro-active in its efforts to reduce campus violence and enhance the safety of our community.
 Humphrey, J.A., White, J.W. Women's vulnerability to sexual assault from adolescence to young adulthood. J Adolesc Hlth. 2000;27:419-424.