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Division of Student Affairs

Noel Schulz, Mary Jo Gonzales, Amy Sharp talking at a table.


OUR MODELS OF PRACTICE

STUDENT-DRIVEN 

Students play important role in the life of the institutions through investment in campus planning and management, students feel valued and supported in their learning and engagement.

• Trust in students’ ability to manage college functions
• Potential of college environment to teach leadership
• Belief in empowered students
• Students feel like their contributions are valued, like they matter
• Students identify strongly with culture, purposes, and goals of institution
• Students learn by becoming involved
• All personnel responsible for assisting students to develop body, mind, and character


See Model in Practice

Read about Cougar Safe Rides

students at the Cougar Safe Rides call center

SEAMLESS LEARNING

Everyone contributes to student learning. In/out of classroom learning blurred. Joint structures if not unified organization.

• Student learning has potential to result from all student experiences
• SA complements the mission with the enhancement of student learning and personal development being the primary goal
• Academic and SA work together to contribute to student experience
• Faculty and staff appreciate each others’ contributions to learning and support one another through challenges
• Shared initiatives – one unit alone not responsible for student learning
• Faculty interact with students outside of class
• Examples include: undergrad research initiatives, internships, service learning; master calendar of events and academic deadlines to avoid conflicts and create complementary situations



See Model in Practice

Read about University Recreation

UREC student staff teaching a fitness class

ACADEMIC & STUDENT AFFAIRS COLLABORATION

With student learning at center of academic and student affairs, there is institutional coherence about student success. Mutual territory and combined efforts on engagement and success mean that student affairs and faculty jointly facilitate intellectual mission and appreciate each other’s strengths.

• Partners in the learning enterprise
• Shared educational mission and language concerning student learning and success
• Shared language around student success
• Student Affairs and Academic Affairs both responsible for creating learning environments
• Academic Affairs and Student Affairs influence each other to improve learning environments and opportunities
• Collaboration with faculty a priority and guiding principle (more than asking faculty to contribute to Student Affairs work – SA staff contribute to faculty initiatives)
• Student Affairs professionals make significant contributions to learning both in and out of the classroom
• Student life programs and policy emphasize intellectual growth and challenge