• Strategic Plan

    The Student Life strategic plan is tied directly to the University Strategic Plan. In fact, each “pillar” is linked to specific university goals. The Student Life strategic plan includes growth and increased scope of personnel, facility improvement and enhancement, and program/policy strengthening and/or development.

    The following Student Affairs quotes from the 2009 book, Learning is not a Sprint, undergird the Student Life Strategic Plan:

    “Institutional leaders will too often, but perhaps understandably, act without full appreciation of the substantive contributions of their institution’s student affairs functions.” (p.2)

    “While students are ultimately responsible for their choices and the amount of effort that they bring to the learning experience, educators are responsible for creating an environment that is conducive to the highest and deepest level of learning possible…The engaged learning environment model takes learning beyond being simply integrated to also being sequenced and increasing steadily in levels of challenge for students. The engaged learning environment "assumes students can develop into mature scholars and citizens if educators provide a coherent, sequenced curriculum and co-curriculum." (p.36)

    “Educators must become purposeful about everything in the college experience and capitalize on each facet of the student’s educational encounter. In the best-case scenario, this purposeful planning is coordinated across the institution, and students experience a seamless learning environment where there is consistency and synergy within and between experiences.” (p.37)

    “Student Affairs must define learning in an environment where tests are not administered, papers are not assigned, and no accrediting body defines what students who participate in the activities should learn.” (p.45)

    “…faculty and student affairs differ on the very definition of learning: Faculty prepare students for a product (knowledge) while student affairs focuses on guiding them through a process that never ends. Even though the approach to learning may be different, learning is the responsibility of all who work in higher education, both inside and outside the classroom.” (p.45)

    “it is important for student affairs professionals to take the first step in opening dialogue with faculty.” (p.58)

    “student affairs is identified as “integral to the learning process because of the opportunities it provides students to learn through action, contemplation, reflection and emotional engagement as well as information acquisition.” (p.59)

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