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How can the Division of Student Affairs contribute to this strategic direction as it relates specifically to high impact programs? What strategies should we focus on in helping the University advance this goal?

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What opportunities exist for Student Affairs areas to capitalize on in an effort to support the development of our students as civic minded learners while advancing this university direction? How can we make the most of those opportunities?

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How might the Division of Student Affairs increase our contribution to student success in the areas of faculty collaboration, integrated care, and creating an engaged student body? How do and should the values represented on our University Plan craft our thinking and actions around student success?

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Getting students to go out and meet the community.

How do we support students who are interested in community

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Academic Rigor- Living Learning Communities. 

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Academic Rigor- Living Learning Communities. 

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Taking what's learned in the classroom and applying it in and outside the  classroom

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Offers programs that allow Students to learn  skills to succeed in the academic area.

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--Involving students and inviting them into our world
-Encouraging students to study abroad; gain new insights
-Develop multidimensional insights on students sharing their on experiences
-Support students learning from students

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-Developing life skills that incorporate what they learn outside the class
-Lunch time challenge...encourage students to talk and not spend alot of time on cell phones

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Doing Well:
Living-Learning Communities
Student Employment: (Internships)
Service and community-based learning
Sustained accountability
Life skills

To Be Improved:
Student Employment (implementation, growth)
Student leadership
Faculty relationships (value of student learning)
How to sustain student-led programs (ex. Hyannis)
Invest in FYE (coping, life skills)

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-Increase academic affairs and student affairs collaboration with short term study abroad programs-mirror Ghana

-Applying academic learning of sustainability in areas of Student Affairs focus (dining, housekeeping, etc.)
-Liberal arts focus on great cultural competencies, but does it touch on other extra curricular life areas (financial literacy, vehicle maintenance, etc.).
-Utilizing the skills and resources of professional staff outside of their functional area. Builds relationship and helps us grow professionally
-Teach law enforcement literacy

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Academic Rigor:·         PEPAH: Allows students who are studying health and wellness or psychology to use those skills in a practical way and learn leadership. Allows students to plan programs, develop strategies, set goals, organization, public speaking, etc. Distinguishing accurate and relevant information.

·         Partnerships with academic departments and student trainings to promote hard skills like chemical and hazardous waste management with the Emergency Management department

·         AVID learning model: SA staff partnering with faculty to create interdisciplinary LAC courses

·         Incorporate critical thinking about class-room lessons into conversations regarding student employment opportunities, especially during the end-of-year evaluation conversations

·         Orientation Leadership course: OLs learn about the university and leadership and student development theory

·         Support larger university initiatives like freshman reading book

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Academic Rigor:
- Participation in AVID - Staff co-teaching, 1st year academic courses.
- SA always provides a reflective piece i in programming.
Making students take what they have learned really processing it.

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Academic Rigor: -Any co-curricular leadership program will contribute to classroom leadership.

-Lifeskills will be gained through participation (either as a leader or student) in high impact programming in a way that can not be gained through academic exposure alone.

-High Impact programming will contribute to the health an well being of students so that they will see increased performance within their academic rigor

-Happy housing=happy students

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Academic Rigor: Resident Assistant programming model - get resident students to go to programs across campus to bring the gap between classroom and out-of-classroom experiences

Living Learning Communities - bring faculty into residence halls

Keep students safe and healthy (Health & Counseling) so students are able to fully engage in co-curricular programs

Employment/internships to gain life skills

Police educational programs - ALICE, active shooter training

Bystander Invention/SafeZone trainings for students/RAs

Student Success Program

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Teaching accountability skills

Encourage students to be successful in and out of the classroom.

Teaching the students to be more than just a consumer.

We need to be better collaborators in and out of the Division.  Make more connections with everyone.

Holding students accountable by doing what we say we are going to do.

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LLCs - partner with faculty, applying classroom learning to out-of-classroom experiences

Student Success Programs - get speakers from across campus to teach real life skills to freshman students (financial literacy, mental/physical health, resiliency, academic recovery, diversity, etc) - we incorporate student feedback to plan topics

Developing coping skills

More internships/campus jobs will increase engagement and interactions, creating mentor relationships

Failure is not the end of the world.  Students can hide behind a smile, encourage relationships so students feel comfortable seeking help when needed.

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- teach transferable skills during student employment
- help students create goals/path for  future
-  advocate for departments/resources for student support
-  offer life skills programs, leadership opportunities

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Integrated Care:
Coping skills, Building student relationships
How do we use failure as a learning tool?
Care communication (need to improve model)

Engaged Student Body:
Value different student learning styles?
How to reel in the over-involved students
(expectations, handling failure, etc.)
Student "ownership" of UNC Asheville
Post-graduation success (Stanford "populi")

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-Effective Programming leads to engaged students

-AVID

-Housing maintenance contributes to happy and healthy student living and more student success

-Health forums for students to ask questions to health professionals

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- Student ownership of their own success; learning to not make excuses
- Problem solving skills; resiliency; implementation of Socratic method to guide students to possible, own solutions.
- Real world application of classroom-learned skills
- Provide trainings and opportunities for students within your own department for education and growth outside of the classroom
- Be open to learning from the students; be receptive to new ideas, concepts, and perspectives that you might not have heard before (inter-generational learnning/teaching)
- Be a resource for students (doesn't have to be specific to your department); also be aware of resources available to students to direct them to these resources

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Themes of Access and preparation.

-Critical freshman year engagement -  house visits with off campus freshman. Offering services.
-Faculty engagement in high impact programming. Rockypalooza.
- Access: eliminate red tape. Reduce hurtles to be more accessible. Funds and scholarships to help students who may need it. Students who struggle to purchase food, pay parking tickets, buy books.
-Teach real world experiences, accountability, don't hand hold through their experience there.
-Unique student body. Mental wellness.  Some of our students may not succeed at a larger institution. We are hosting students who have more needs.
-Forward thinking, prepare them for careers, resumes...

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·         Helping students realize their individual definition of success. Helping students find major or career that is both realistic and attainable for that individual. Helping students find their academic and personal voice. Being flexible and resilient within these frameworks throughout life and adapting to their environments.

·         Discomfort and uncertainty are catalysts to progress and development. Being able to tolerate discomfort and uncertainty is a necessary skill to arrive at the individual definition of success.

·         Shifting focus of control to a personal responsibility (from a focus of “things are being done to me”) in order to obtain individual success.

·         Innovation promotes integrated care. Integrated care is sustainable and efficient.

·         Helping faculty understand student issues and what is motivating students.

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Construction of Residence Halls & research that it directly supports student success.
SA is a leaders in understanding student success, and the process it requires.
Through the opportunities we offer to do community service.
Through student organizations to develop friendships, soft and career skills.
Student Employment on-campus, through the sense of belonging to a small community, in learning what is acceptable at work.

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Dining - whatever choice student makes is going to effect the community. Food goes back to community so their choice is going to impact day;
How do we all talk about community service vs service learning vs civic engagement.

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Key Center/Service Learning, MLK day of service.  LLC involvement in community.  Sport clubs must have involvement with community.  Getting publicity for the service events we participate in within the community.
Key Connect. Using our own community service leave and communicating with students about how we do that. Some students might not have time to contribute. Is there a way to interweave it into our programs.

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Supporting Civic-Minded Learning:
Joint student-staff service projects
Peer model catalyst

Capitalizing on Opportunities:
Align as strong partners with new re-org
Invite controversial speakers
Training student orgs on service

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- Facilities open to public
- Group fitness instructors teach free community classes
- UNCA is a Reunification Site; the University becomes, publicly, a facility/resource for Asheville.
- Are our social activist students engaging with the communities/groups for whom they are advocating? What can the University do to encourage this kind of activism?
- Can the University reach out to these community groups to find out what they need? Create partnerships, volunteers, etc.

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How can we broaden the sanctions students receive through Citizenship Education? Rather than only working with the housekeeping staff, we should have students working with our maintenance and operations teams. Additionally, after completing their sanctions, the students should be either writing a reflection or having a reflective conversation to talk about why they were given this sanction and what they actually learned from it in a more meaningful way. Additionally, maybe we could be building partnerships with more outside organizations to provide sanctions as well. This would require administrators to build partnerships with our local community but it could be impactful.

Also, helping students better understand what our University Police Officers are doing for our community. Can we be finding intentional ways for our students to be interacting with our officers to help them see how the resources from UPD are put in to practice in every day situations.

We can be incorporating student leadership programs with community leadership programs. This could allow our students to be actively engaged in Asheville in a more meaningful area. Additionally, this provides an already established relationship to take some of the angst out of students getting of their campus to make an impact.

Providing more training for students so they are not functioning with a "white savior" mindset. Helping students understand what true service means. Also, helping the students better understand the communities they are entering BEFORE they enter the community. Helping students understand how we need to be learning from each other - meaning our students needs to be learning from the community members they are working with and vice versa.

Also,  we should be mindful of how we define community and civic engagement for our students. This will be particularly important when we start measuring our strategic plan.

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-  create opportunities for students to participate in community service/volunteering/internships beyond a 5 miles radius
-  promoting programs to off campus community
- show school spirit while off campus
- UNC AVL teams to participate in events off campus

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-Required community service/engagement for all students
-Students/faculty/staff out in community is less intimidating than trying to bring community members to campus
-Although difficult, if staff aren't working together outside of the school and within the community, how can we tell our students they need to?
-Within our own campus community how do we balance "engaging every student" and respecting students wishes for autonomy.

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-How do we balance having/requesting students do more work? How do we say yes to this purpose?

-How do we engage students who live off campus to get involved?

-How do we support activism to encourage students to express themselves and their interests?...Especially those who feel they cannot make a difference...?

-Perhaps we can help cultivate students voice being heard. Helping students understand that change does take time, and helping them walk through what can be done in the interim

-What can the University do to press on issues that should be pressed forward? Should we be involved on city councils, county of commissions, etc.? How do we assist in breaking down the systematic social constructs?

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·         Programming opportunities, like pre-rendezblue, which incorporates community service AND engaging with local businesses, alumni, and community members

·         Encouraging students to perform community service for credit

·         Helping students understand their individual contribution to the community, even when that differs from peers’ focus

·         Helping students connect their student employment/leadership role to the larger university strategy/role in the community – what impact/ripple effect does the student’s work have

·         Being able to take criticism in stride and being resilient within a volatile situation

·         Bringing off-campus resources onto campus

·         Opening our campus to community events. Breaking down the barriers to bringing events onto campus, like charges for using on-campus spaces (ex: Mtn View Room). Fostering the connection between City of Asheville and the campus in order to bring events on campus so that community members become more familiar with campus and what is going on here.

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-Keys of success inlcude listening to the community group and grants

-Cultural awareness and competence
-Define community service and listen to community needs and not try and provide what we think they need.
-Think globally but act locally. (Local Appalachian poverty).
-Social Justice campaigns (Asheville is not immune)
-Multiple community identities.
- Stronger connections with key center, student affairs, academics,  and our community.
- Model it!
- High school connection where students shadow professionals on our campus.
-Juntos grant

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What is the number one priority for the Division to consider, address, or develop regarding this strategic direction? How does this priority advance our organizational capacity and enhance the student experience on our campus?

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-Utilizing autonomy and mastery in our positions  in order to shape the programs and projects we create for students (increase capacity when we're able to be creative)

- Assessing those in positions of supervisory roles to be sure they are cultivating a space of growth professionally

-Establishing a shared value system holistically

-Teaching and monitoring failure resistance within organization

-Increase capacity and flexibility around how the job is done

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What's #1?
Efficiency
Active partners w Advancement
Balance of community partners + students with facilities (conferences, etc.)
Learning to say "no" (no impact, why?)
Campus vs. online programs/offerings

How to enhance stu exp?
Intentional student employment
Replicate festival-style event on Quad

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Focus on room for growth for the non-traditional learner.

- Care team works with students who take on too much. Students need help prioritizing. Make good decisions.
- Growth, what is out capacity to increase enrollment? Graduate enrollment? Can we be the regional higher ed institution? While still attracting the best and brightest. Retain what we are doing without loosing the strong, small, liberal arts experience. Market for evening and graduate level classes for adult learners. MBA program may serve Asheville professionals.
-Married student and family housing. Start small. There is interest. As well as faculty and staff housing. Start small with faculty in residence. Convert a village building? Public and private partnerships?
- Community engagement with Cherokee students is a recruitment method.
-Admissions criteria. SAT optional. Looking at the whole student, their potential for success.
-Organizational health through hiring and retention of underrepresented faculty and staff.

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Efficient with resources by cross training, collaborating (reaching across campus including academics)
Multi use space
Build UNC Asheville brand loyallty

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Increase branding/community presence to increase awareness and work with community partners

Examine first year experience - reduce redundancy, use resources more efficiently, keep students engaged to increase retention.

Continuing to invest in building the on-campus population - students are more successful/engaged on campus, improved retention.  Increase diversity of residence hall options (new hall is apt. style).

Making the campus more visible to the community will increase community support. More awareness and school spirit will increase support and donations among local businesses and alumni, and attract potential new students.

Assessments of student success and learning.  Data to support that we are reaching these goals, proving the value of the UNC Asheville experience/education.

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Priority-Build Awareness of UNCA
-Sliding scale for facility rental fees that shows that we want everyone able to utilize us as a resource
-Build awareness and incentive for local area high schools.
-This kind of awareness can enhance the student experience by building on the previous goals
-"UNC Asheville" should be just as synonymous as "Asheville" when it comes to the appeal for perspective students

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- Having/creating/building a united image to present to the community
- Need to maximize/capitalize on resources for funding; charge groups/events outside the University that wish to use spaces on campus
- Streamline spread of information/resources
- Event Coordinators needed to focus solely on events, marketing those events, set up, etc.
- Strengthen connection with faculty to promote SA; encourage collaboration

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Fair Labor Standards Act, how does that impact organizational capacity.

Are we overextending staff?  Do we have to reevaluate how we do what we do?

How do we become more efficient and remain effective?

Can we look at other methods to increase revenue?  Grants, philanthropy.

Can we combine programs to become more efficient?

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Internships with dining that includes sustainability program.
Student employment that is transferable with classroom experience.
Making connection between academics and employment and programs in Student Affairs.

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Hands on experience with available resources and facilities;
Integrated care of Health and Counseling as one entity to prevent further health issues.
Infrastructure of Res Halls foster community for student success;
Transferable skills of student employees;
Fostering community through programs which leads to student success academically;

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-Consider the question..."how will we measure success of the student without knowing the student first?" Ideally this should be the initial goal

-Encourage students to define what does success look like for them and not putting them in a box; as practitioners we become learning partners and meet students where they are; tailor to their goal

-Perhaps institution develop a framework to seek out how students defining success upon entry; can be updated yearly

-Developing life skills from campus jobs and utilizing transferable skills

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Academic Rigor: Being a Resident Assistant
Being a supervisor in Cam;pus Rec, Outdoor Programs.  Participating in PEPA as a leader,  Trying to gain collective knowledge from students to move that population forward.  Challenging students outside the classroom as well as inside classroom, make learning accessible.
Helping them to apply knowledge that's learned.
Developing a positive community contributes to academic rigor.

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Academic Rigor: Asking students to engage in research prior to facilitating various workshops for their student organizations. Asking them to turn in reference lists to show how research influence practice. This could be used for both student leaders and student employees in various departments.

Breaking down the CAS Standards to provide a framework for student leaders to be planning more meaningful campus programming. This could be used for both student leaders and student employees in various departments.

Using forms like journaling to critically reflect experiences, particularly for marginalized populations, to provide data that can then inform the QEP of the University. This partnership would be
most effective if started by student groups or programs that are heavily involved with the student academic experience (ex. Connections, PEPAHs). Then, information and expectations could be shared with all student employees or leaders.

Working with our students to break away from a Eurocentric philosophy for our liberal arts education. Making sure the curriculum is more diverse, therefore forcing all students to be more critically engaged with truly diverse thoughts.

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Table 11

-Student employment (transferable skills, lifelong)
-Cross Campus Collaborations  (Work smarter, not harder. Enhance existing collaborations. What works, what can be improved, who is missing from the table.)
-LLC's (continuos engagement in class and co-curricular).
-Define success (combat perfectionism)
-Mental health (resiliency, model how we respond and move on from making mistakes.)
-Teaching communication skills (approach a professor, peers, staff)

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- Collaborate with faculty for programming
- Opportunities for students to apply what the learn in the classroom to co-curricular and/or community programs and projects

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Having students view success be viewed as what contributions they're making in the community, not just related to graduation. Development of life skills as equates to success. Gaining independence and confidence to navigate life.Taking ownership of my choices.Learning from mistakes.

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Having students view success be viewed as what contributions they're making in the community, not just related to graduation. Development of life skills as equates to success. Gaining independence and confidence to navigate life.Taking ownership of my choices.Learning from mistakes.

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How do we promote student safety in the classroom? Particularly surrounding salient identities that are marginalized? Why are we continuing to call conversations "difficult" when that tag is not important? Why are we not requiring cultural competency training sessions for faculty and staff members? Our trans students consistently report the classroom as one of the most marginalizing spaces. Additionally, our students of color face microaggressions in their classroom settings all the time. We cannot expect students to be "successful" if their dignity and humanity is not being respected. We need to be finding ways to incorporate cultural competency into every Divisional program, both for students and staff.

Additionally, how can we expect students to be "successful" if their basic human needs (Maslow) are not being met? How do we encourage students to seek help for mental health concerns, financial concerns, social concerns? All of these things impact a student's ability to be "successful." How are we promoting student's self advocacy skills? This cannot be the work of one department but often times it is expected to be.

Additionally, how are we helping students define "success"? This has to be an individual definition and far too many people are guiding their selves based upon someone else's ideals. How are we having conversations with students to help them think about their steps after college? How are we encouraging students to set goals and definitions of their selves that are reasonable and attainable to them? Ultimately, if a student has been "successful," they should feel a sense of confidence about the steps they are taking and competent in their abilities to contribute meaningfully to this world while also earning an income.

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Include all academic programs and integrate in our program

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Include all academic programs and integrate in our program

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Academic Rigor:
-Tie academic curriculum into programming
-Supporting athletics and improving school spirit

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-Increase student accountability in their own success. Give them autonomy and identify success themselves.
-Provide opportunities but don't give them the answers.
-How do you get students to take the initiative?
-Helping students understand and process failure.
-Outline departmentally how you contribute to the greater picture.
-Understand that faculty and staff are a team and not in competition.

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Getting RAs off campus to partner with community organizations to engage in charitable work and community activities during RA training.  Can improve by expanding these activities throughout the year.

Encourage faculty/staff to take part in similar community activities - role modeling for students

Campus engaging more with summer camps, so they get to know more than the physical campus.

LLCs that focus on community engagement and sustainability

Work on being a resource for the Asheville community, so they will think of us to partner with if they have a need.

Citizenship Education process - students often haven't thought about the impact of their behavior on those around them, we talk through that with them.  Community Service sanctions.

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The student conduct process provides learning opportunities for our students to understand the impact of their behavior in the campus community.

Emergency Management: How this is done with the community and withing the university. Students learn the importance of working with and being part of the community.

The role of annual events in fostering and deepening partnerships with the community

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Table 3 Response:Organizational Capacity: 

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Table 3 Response:Organizational Capacity: 

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-Accountability intensive
-What are the real student needs and how do we currently satisfy that need. Are there ways we can better serve students?
-How do we utilize our time knowing work restrictions may limit us in the near future.
-Breaking down high expectations (society, family, personal)

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- continue to brake down functional silos and collaborate
- figuring what to stop doing what does not make an impact (not just add)
- structure schedules for services and programs to better match students needs
- focus on scholarships

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One priority is communication across divisions, department, and within departments. For departments that work with many campus constituents, problems in this area can create a great deal of extra work.
Communication leads to being proactive instead of reactive.

Having the number of staff needed so work loads are evenly spread and we continue to work efficiently

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·         Not a lot to offer young professionals at UNCA and in Asheville: low financial compensation, expensive community, limited relationship opportunities in Asheville

·         Capitalizing on staffs’ dedication to community and job – giving professional development opportunities

·         Define non-financial draws for professional: what is valuable to people? Capitalize on those items in order to keep professional staff here.

·         What message does our salary level portray about our university? Ex: UNCA brought 25-30 people’s pay UP to poverty level??

·         Reexamine the way we use our resources and if it provides benefit to students of what we are spending money on. Fundamentally question the need for each major, each office (ex: two professors teaching all the courses for one major). Take a step back and look at what we are using to attract students

·         Staff retention is expensive, so it’s important to invest in long-term core staff
- ON CAMPUS CHILD CARE for children of students and faculty/staff (possible partnership with Education Department)

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Table 1 Response Organizational Capacity:

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Table 1 Response Organizational Capacity:

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Ultimately, our biggest responsibility as a division is the various ways we promote the retention and persistence of our students.

How can individual departments begin working on ways to develop revenue? Recognizing that our budgets are relatively finite, how can we raise more money? One way is to engage alumni in a different way and engage current students in the importance of philanthropy.

How are we recruiting more students of color? But, also, how are we supporting our currently enrolled marginalized students? How are we supporting faculty and staff from marginalized populations as well? These are things that need to be looked at.

Assessment is key, in many different ways. Physical space - we need to be assessing how accessible each building is. This is something that is important for physically welcoming folks.Also,  as departments, making sure we engage in student outcomes based assessment for their programs and initiatives.

How are we taking care of our current faculty and staff? How are we working to combat burnout? Are we working to ensure that our faculty and staff are proud of their institution? Additionally, is the institution doing enough to recognize the work we are doing to promote morale? Are we working to make sure our faculty and staff are proud to be members of this community.

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-Teaching effective conflict management skills. Encourage skills for dealing with challenging conversations.
-Dissecting civic engagement experiences that can contribute to a futuristic and holistic way.
-Where do we want to leave our mark?
-Creating signature experiences that define our contribution to the community (building a Habitat home, the state of Black Asheville, etc.).
-Ways to embrace the work folks are already doing in the community on a private level.
-Creating an LLC
-Helping breakdown language barriers that effect our students and their families.

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- Teaching life skills (safety, setting boundaries, communication, environmental safety, etc.)
- Teaching coping mechanisms, and enforcing the idea that learning doesn't stop outside the classroom
- Internships with different departments to widen scope of learning
- Safety and security walkthroughs - integrate student community
- Extensive Redzone Programming
- Providing opportunities for students to explore where they "fit in"; what path is right for them and who they are.