- Enhance recruitment and retention efforts to increase enrollment
- Strengthen student-friendly operations and customer service
- Improve diversity and inclusion efforts to provide a safe and inclusive environment for students
- Align financial and human resources to operate more effectively and efficiently
- Promote student development, engagement, and leadership
Student Learning Outcomes for 2017-2018
DIVERSITY AWARENESS AND SOCIAL ENGAGEMENT
- 1A: Demonstrate respect for cultural and demographic differences
- 1B: Assess how power and privilege impact themselves and others
- 1C: Define strategies that emphasize compromise and cooperation
- 1D: Balances needs of self with needs of others
- 2A: Define personal values
- 2B: Identify self-advocacy skills
- 2C: Practice personal accountability
- 2D: Identify barriers to interpersonal communication
- 3A: Articulate strategies to manage social well-being
- 3B: Articulate strategies to manage physical well-being
- 3C: Articulate strategies to manage emotional well-being
- 3D: Explore issues of purpose and meaning within the context of higher education
- 4A: Assess obstacles to change
- 4B: Utilize a process for decision making
- 4C: Incorporate ethical reasoning into action
- 4D: Practice sound money management principles
- Each Student Affairs department has developed a strategic plan, including timelines and responsible parties.
- Each department has identified at least two areas that will be assessed this year. One will map to a Student Learning Outcome, and one will be focused on program improvement. For each the departments will identify how the data will be used to make improvements.
Student Affairs staff serve on eight committees currently working toward HLC accreditation in 2019-2020.
- Staff members developed professional strategic plans for 2017-18, and supervisors have been encouraged to review these with their direct-reports at least quarterly.
- Student Affairs implemented a 360 annual review process in April 2017, which involved all staff getting feedback from their supervisor, peers within the division, other peers across campus, students, and when applicable, the staff they themselves supervise. The results from this process will help focus professional development needs for individual staff, as well as for the division as a whole.