I         Mission

In support of the mission of the University, the Division of Student Affairs is committed to the personal, social, and intellectual development of students as they live and learn within a diverse community.  Programs, services, outreach activities, and facilities enhance the ability of current and prospective students to apply learning outcomes as they develop independent thought, take advantage of community involvement, and understand global responsibility.

II        Vision

The Division of Student Affairs will be an integral partner in assuring a premiere student-centered and inclusive learning community at Western Carolina University.  Such a community will offer diverse and dynamic opportunities for student learning which are designed to create educated, ethically and morally responsible, fully-functioning leaders who contribute to the global society.           

III        Values

The Student Affairs Vision and Mission Statements are advanced through endorsement of the central values of Student Learning, Personal and Social Development, and Community Enhancement and Service.  These concepts are in turn supported by the values of student, holistic learning, active learning, creativity, standards and recognition, and assessment; integrity, accountability, empowerment, collaboration, caring, and wellness; and inclusiveness, diversity, civility, and stewardship, as defined below.

Student Learning

Student: We promote serving youth and adults of all ages through our programs and activities.

Holistic Learning: We promote experiences, knowledge, and values; cognitive, affective, behavioral, and spiritual learning; and visual, auditory, and kinesthetic learning processes.

Active Learning: We promote experiential learning through learning outcome application, service activities, and utilization of local and global resources.

Creativity: We promote flexibility, diverse opportunities, and freedom of expression.

Standards and Recognition:  We promote high expectations, ethical and moral standards, and positive reinforcement and recognition.

Assessment:  We promote evaluations and feedback to enhance future learning experiences.

Personal and Social Development

Integrity:  We promote self knowledge and understanding and independent thinking to enhance authenticity and honesty in our self expression and relationship interactions.

Accountability: We promote personal responsibility for our individual and social behaviors and choices.

Empowerment:  We promote personal power, leadership, advocacy and social equity among all persons and groups.

Collaboration:  We promote cooperation, communication, teamwork, and partnerships, among representative persons and groups working on, or affected by, similar issues.

Caring:  We promote respect, support, trust, and compassion for others.

Wellness:  We promote physical, emotional, social, intellectual, and spiritual well being.

Community Enhancement and Service

Inclusiveness:  We promote a common purpose and shared goals and acceptance of all persons, groups, and ideas.

Diversity:  We promote the exploration and celebration of differences and uniqueness in persons and groups.

Civility:  We promote safety and security for all individuals and the community and promote equity and fairness in resolving conflicts and differences.

Stewardship:  We promote helping others and taking responsibility for the welfare of individuals, groups, and the environment in the local and global community.

IV        Foundation Documents

Principles of Good Practice

In 1996 Paul Oliaro, President of the American College Personnel Association (ACPA), and Suzanne Gordon, President of the National Association of Student Personnel Administrators (NASPA), initiated a joint association effort to draft Principles of Good Practice for Student Affairs.  The Division of Student Affairs at Western Carolina University has adopted these principles and recognizes that good practice in student affairs:

1. engages students in active learning,
2. helps students develop coherent values and ethical standards,
3. set and communicates high expectations for learning,
4. uses systematic inquiry to improve student and institutional performance,
5. uses resources effectively to achieve institutional missions and goals,
6. forges education partnerships that advance student learning, and
7. builds supportive and inclusive communities.

The Learning Imperative

The Student Learning Project was initiated by ACPA President Charles Schroeder in the fall of 1993 by convening a small group of higher education leaders to examine how student affairs educators could enhance student leaning and personal develpment.  The result was the 1996 document The Student Learning Imperative: Implications for Student Affairs.  The Division of Student Affairs at Western Carolina University has adopted this document and believes that a student affairs division committed to student learning and personal development exhibits the following characteristics.

1. The student affairs division mission complements the institution's mission, with the enhancement of student learning and personal development being the primary goal of student affairs programs and services.
2. Resources are allocated to encourage student learning and personal development.
3. Student affairs professions collaborate with other institutional agencies to promote student learning and personal development.
4. The division of student affairs includes staff who are experts on students, their environments, and teaching and learning processes.
5. Student affairs policies and programs are based on promising practices from the research on student learning and institution-specific assessment data.

Powerful Partnerships

In 1998, a joint report was developed by the American Association for Higher Education, the American College Personnel Association, and the National Association of Student Personnel Administrators entitled “Powerful Partnerships:  A Shared Responsibility for Learning.”  Western Carolina University’s Division of Student Affairs embraces the following ten principles from the Report and advocate that collaborations between academic and student affairs personnel and organizations are especially effective in achieving better learning for students.

1.      Learning is fundamentally about making and maintaining connections:  biologically through neural networks; mentally among concepts, ideas, and meanings; and experientially through interaction between the mind and the environment, self and other, generality and context, deliberation and action.

2.      Learning is enhanced by taking place in the context of a compelling situation that balances challenge and opportunity, stimulating and utilizing the brain’s ability to conceptualize quickly and its capacity and need for contemplation and reflection upon experiences.

3.      Learning is an active search for meaning by the learner- constructing knowledge rather than passively receiving it, shaping as well as being shaped by experiences.

4.      Learning is developmental, a cumulative process involving the whole person, relating past and present, integrating the new with the old, starting from but transcending personal concerns and interests.

5.      Learning is done by individuals who are intrinsically tied to others as social beings, interacting as competitors or collaborators, constraining or supporting the learning process, and able to enhance learning through cooperation and sharing.

6.      Learning is strongly affected by the educational climate in which it takes place:  the settings and surroundings, the influences of others, and the values accorded to the life of the mind and to learning achievements.

7.      Learning requires frequent feedback if it is to be sustained, practice if it is to be nourished, and opportunities to use what has been learned.

8.      Much learning takes place informally and incidentally, beyond explicit teaching or the classroom, in casual contacts with faculty and staff, peers, campus life, active social and community involvements, and unplanned but fertile and complex situations.

9.      Learning is grounded in particular contexts and individual experiences, requiring effort to transfer specific knowledge and skills to other circumstances or to more general understandings and to unlearn personal views and approaches when confronted by new information.

10.  Learning involves the ability of individuals to monitor their own learning, to understand how knowledge is acquired, to understand capacities and limitations, and to be aware of their own ways of knowing in approaching new bodies of knowledge and disciplinary frameworks.

Council for the Advancement of Standards

The Division of Student Affairs at Western Carolina University recognizes standards set by the Council for the Advancement of Standards in Higher Education as fundamental standards guiding the work of units and program areas within the division.

The Council for the Advancement of Standards in Higher Education was established more than 25 years ago to develop and promulgate standards of professional practice for higher education practitioners and their institutions, especially in regard to work with college students. Currently, CAS is composed of delegates from 37 professional higher education associations from the United States and Canada. Organized as a Board of Directors, CAS embodies a broad range of the higher education community concerned with student learning and personal development, particularly the services and programs that are commonly identified as the field of student affairs. In addition to its thirty functional area standards of practice, CAS has also adopted a set of academic program standards at the master's degree level to guide the preparation of student affairs entry level practitioners.

The Council for the Advancement of Standards in Higher Education was established with the intent of accomplishing several purposes from a profession-wide perspective. The following five statements reflect the mission that has guided CAS initiatives from the beginning.

1. To establish, adopt, and disseminate with broad consensus timely professional standards for student services, student development programs, academic support services, and related higher education programs and services.

2. To promote the improvement of higher education services and programs through the use of CAS standards for program self-study and evaluation.

3. To establish, adopt, and disseminate with broad consensus timely professional preparation standards for the education of student affairs practitioners.

4. To promote the improvement of professional preparation programs for student affairs practitioners through self-study, evaluation, and the use of CAS standards.

5. To promote inter-association efforts to address the issues of quality assurance, student learning, and professional integrity in higher education.

Currently, divisional units use standards developed for their functional areas including:

Alcohol, Tobacco and Other Drug Programs

Campus Activities

College Health Programs

College Unions

Commuter Student Programs

Counseling Services

Disability Support Services

Educational Services for Distance Learners

Fraternity and Sorority Advising

Housing and Residential Life Programs

International Student Programs and Services

Judicial Programs and Services

Leadership Programs

Lesbian, Gay, Bisexual, and Transgender Programs and Services

Minority Student Programs and Services

Outcome Assessment and Program Evaluation

Recreational Sports

Service Learning

TRIO and Other Educational Opportunity Programs

Women Student Programs and Services

Master’s Student Affairs Preparation Programs

Learning Reconsidered

Published in 2004 by the National Association of Student Personnel Administrators (NASPA) and American College Personnel Association (ACPA), Learning Reconsidered is an argument for the integrated use of all of higher education’s resources in the education and preparation of the whole student.  It is also an introduction to new ways of understanding and supporting learning and development as intertwined, inseparable elements of the student experience.  It advocates for transformative education – a holistic process of learning that places the student at the center of the learning experience.  The learning outcomes of a transformative liberal education include:

            Cognitive complexity

            Knowledge acquisition, integration, and application

            Humanitarianism

            Civic Engagement

Interpersonal and intrapersonal competence

            Practical competence

            Persistence and academic achievement

V.      The Student Affairs Planning Process

          Division Strategic Plan

In the fall of 2001, a Student Affairs Strategic Planning Steering Committee was formed to take responsibility for the development of this plan.  Appointed by the Vice Chancellor, the Committee was chaired by the Associate Vice Chancellor and included the Assistant Vice Chancellor and three other senior department heads.  The Vice Chancellor also appointed four sub-committees which were accountable to the steering committee.  The subcommittees included:

External Scanning

Internal Scanning

Values

Assessment

The External Scanning, Internal Scanning and Values Subcommittees conducted background research and submitted the first drafts of the appropriate sections herein.  The assessment committee developed a Student Affairs Assessment Plan which is not found in this document in its entirety, rather, it serves as a guiding document for Student Affairs assessment activity.  In the spring of 2002 at a mid-year division retreat, the initial work of the subcommittees was presented to the division for feedback.  The steering committee then considered the feedback from the divisional staff in its review, revision, and editing of the reports for inclusion in this document.

The Steering Committee spent the 2002-2003 academic year reviewing Unit Strategic Plans (described below) and adjusted the division plan draft accordingly to establish direct ties between the unit plans and division plan.  Department Heads received direct feedback from the Steering Committee on their respective unit plans and adjusted them accordingly.

The Steering Committee spent the 2003-2004 academic year updating the external and internal scanning documents, updating the strategic goals to address current institutional priorities and unit plan revisions, and submitted the final draft of this plan to the Vice Chancellor in the summer of 2004.

Committee Memberships

2001-2002 Steering Committee

Bill Haggard, Chair, Associate Vice Chancellor for Student Affairs

Jane Adams-Dunford, Assistant Vice Chancellor for Student Affairs

Deborah Beck, Director of Health Services

Tim Jacobs, Director of the University Center

Suzie Orr, Director of University Housing

 

Internal Scanning Analysis

Linda Riouff, Chair, Associate Director of University Center

Bill Clarke, Director of Ramsey Center

Jeff Davis, University Physician

George Swindoll, Area Coordinator, University Housing

 

External Scanning Analysis

Dick Cameron, Chair, Director of Orientation and International Student Services

Michelle Lynch, Assistant Director for Programs, University Center

Jackie McHargue, Director of Student Judicial Affairs

Todd Murdock, Director of Educational Talent Search

 

Values Inventory

John Ritchie, Chair, Director of Counseling and Psychological Services

Rebecca Caldwell, Coordinator of Women’s Programs

Mike Creason, Director of Intramural Sports

Elizabeth Shelly, Associate Director of University Housing

 

Assessment

Todd Powell, Chair, Director of Enrollment Support

Karen Oldham, Director of Fitness Center

Karen White, Nutritionist, Health Services

Shane Williams, Assistant Director for Outdoor Programs, University Center

 

2002-2003 Steering Committee

Bill Haggard, Chair, Associate Vice Chancellor for Student Affairs

Jane Adams-Dunford, Assistant Vice Chancellor for Student Affairs

Deborah Beck, Director of Health Services

Tim Jacobs, Director of the University Center

Keith Corzine, Director of Residential Living

John Ritchie, Director of Counseling and Psychological Services

 

2003-2004 Steering Committee

Bill Haggard, Chair, Associate Vice Chancellor for Student Affairs

Jane Adams-Dunford, Assistant Vice Chancellor for Student Affairs

Deborah Beck, Director of Health Services

Keith Corzine, Director of Residential Living    

Julie Walters-Steele, Director of University Center

Wayne Robinson, Director of Service Learning

Unit Strategic Plans

As mentioned above, in the fall of 2001 each administrative unit within the Division of Student Affairs was charged with the development of a unit strategic plan.   These plans were developed in direct consultation with the division Strategic Planning Steering Committee.  By the end of the 2001-2002 academic year, each administrative unit had submitted a final Unit Strategic Plan to the Steering Committee for review and consideration. 

The Unit Strategic Plans include specific and measurable goals which tie directly to the divisional strategic goals herein, and which relate specifically to:

·        Personnel

·        Facilities

·        Programs/services

·        Policies/procedures

·        Budget/financial resources

Student Affairs administrative units are expected to conduct on-going reviews of Unit Strategic Plans to maintain currency of the strategic unit goals.

Relationship Between Division Strategic Plan and Unit Strategic Plans

The division strategic goals herein represent the next level of specificity from the strategic emphases, however, are still general in nature to allow administrative units within the division to bring the actual life to the general goals.  The division strategic goals are fulfilled in the more specific goals found in the unit strategic plans which manifest direct tie-backs to the division goals.

Annual Action Plans

Each year in January, student affairs staff members come together for a day-long work session to evaluate progress on, review, revise, eliminate and add to divisional action items which drive the actual work of the division in an academic year.  The division action items represent the most specific level in the planning process by stating specific actions which tie back directly to division strategic goals, university strategic goals, and the foundation documents described above.

Each summer, individual administrative units within the division prepare an action plan for the coming academic year.  This plan serves the same purpose as described above for that unit.

At the end of each academic year an annual report is prepared at the unit and division level to document progress on divisional and unit action items.

The Role of Assessment in Planning

The Division of Student Affairs is engaged in on-going integrated assessment for the purposes of continuous improvement and evidence that the programs, services and activities of the Division effectively contribute to the accomplishment of unit, division, and University missions.

At the division level, assessment takes place through contribution of specific items to University-wide assessment efforts of the Office of University Planning.  Specific examples of such efforts include, but are not limited to, Freshmen Surveys, Sophomore Surveys, and Senior Surveys.  Results from these surveys are disseminated by the Office of University Planning to appropriate Student Affairs units.  The units utilize these data in the development of action items in the annual Unit Action Plans. The most extensive assessment activity takes place at the unit level.  By the summer of 2002, all student affairs units had completed a Unit Assessment Plan to guide the assessment activities of each unit.  Annual unit assessment reports are submitted to the Director of Enrollment Support for compilation.

The Unit Assessment Plans follow the format below:

• Mission Statement of the Unit
• Outcomes – a list of specific outcomes to be achieved by students who take advantage of the unit’s programs and services including program outcomes, learning outcomes, and developmental outcomes
• Assessment Measures
• Criteria for Success
• Annual Update of Activities

Individual units in the division utilize annual assessment data to influence action items in the Unit Action Plan for the subsequent year, thus closing the planning loop.

VI      External Environmental Scan

          Introduction

It is the purpose of this section to report on external factors (community, region, state and national) that may have a potential effect on the future operations of the Division of Student Affairs at Western Carolina University.

Diversity

Overall, the US population is becoming increasingly diverse due to changed patterns of immigration and differential birth rates among various racial and ethnic groups. The majority of immigrants to the United States in the first half of the 20^th century came from European countries, whereas the majority of immigrants in recent years have come from Asia and Latin America. According to the United States Census Bureau projections, by 2020, Hispanics will constitute 16% of the US population and African Americans 13%.

North Carolina has a larger percentage of African-American (21.6%) and American Indian (1.2 %) residents than the national average (12.3% and .09% respectively). It has a lower proportion of Caucasian residents (72.1%) with a national average of 75.1%. North Carolina is one of the most diverse states in the nation and projections are that it is becoming more diverse.

System-wide, much of the increase in enrollments and degrees conferred in the last two decades is due to much higher rates of college attendance by minorities, women, non-traditional students, and college students returning for post- baccalaureate studies. In fall 2003, African-American enrollment at historically white UNC institutions reached the highest percentage ever, 10.62 %, up from 10.51 % in 2002. Overall minority student enrollment at the historically white institutions was 18.2 %. Overall fall 2003 female enrollment at UNC constituent institutions was 56.5 % of the total.

System minority enrollment increased by 3,437 students (7.2%) and is 29% of the university’s enrollment adjusted for those whose race is not known, up from 28.2% in 2002.  In percentage terms, the growth for the four identified minority groups exceeded the growth rate for white students, which was 1.9 % or 2,282.

The current trend is that the largest growth by 2012 will be Hispanic and Asian students.

Strengths

Due to programs such as Project CARE and other programs designed to enhance retention of African-American students, it has been found that once African-American Students choose to come to Western, they persist at a rate higher than the majority population.

Weaknesses

Absence of a significant presence of people of color in the local community results in a lack of services targeted to minority populations, an absence of visible cultural presence, and a lack of faith community opportunities for students of color, especially African-Americans. 

Opportunities

A more diverse student enrollment would enhance the problem solving and communication skills of the entire campus.  Programs such as learning communities, Honors College and residential life will benefit from the infusion of new viewpoints and ideas.

A growing Hispanic/Latino population in North Carolina and Jackson County provides an opportunity for outreach and recruitment of Hispanic/Latino students.

As enrollment grows and new positions are created there will be increased opportunities to recruit and hire minority staff.

Internationalization of the curriculum and enhanced recruitment of international students will create opportunities for international student theme housing and year-round housing options.

Threats

The financial responsibilities associated with a four-year institution may be an increased burden for today’s college students.  Increases in tuition and fees, especially compared to two-year institutions, may price Western out of some students’ range.

Assembling a diverse student population does not mean an institution has achieved an inclusive environment.  The current number of minorities in student affairs (faculty and administration for that matter) does not mirror the projected student enrollment.

References:

Report from the UNC Office of the President 01-08-2004

Academic Planning Department

Diversity

Dr. Alan Mabe

University of North Carolina Board of Governors

Long-Range Plan 2004-2009

Rapp, Janet L. “Staff Diversity: The need for enhancing minority participation in Student Affairs.” College Student Affairs Journal, Spring 1997.

Legislative Action 

Strengths

Compliance with the Health Insurance Portability and Accountability Act (HIPAA) will provide students with greater protection of privacy related to medical records.

Compliance with recent North Carolina meningitis legislation will enhance prevention efforts related to traditional-aged students being at high risk for meningitis.

Compliance with the Jeanne Clery Act has resulted in enhanced policy development related to campus safety.

Compliance with recent Student Visitor and Exchange Information System (SEVIS) legislation will enhance the safety and security of the campus community.

Opportunities

Funds from the recent education bond referendum will provide increased opportunity to enhance student services through new facilities and facility renovations.

Exceptions to FERPA have provided an opportunity to involve parents in interventions for students found in violation of alcohol and/or drug policies.

Threats

The Umstead Act limits the extent to which certain services can be provided to students on campus.

An increasing litigiousness in our society results in greater limitations and expenses related to tort liability.

Efforts of Security on Campus, Inc. to open disciplinary proceedings to the public may have a chilling affect on attempt to adjudicate certain conduct code offenses such as sexual assault.

The rising cost of higher education in America has caused the Governor, North Carolina General Assembly, and system Board of Governors to be exceedingly cautious related to increases in tuition and fees.  Fee caps imposed by the Board of Governors limit progress in improving programs and services.

SEVIS has resulted in additional workload for institutions and a decrease in privacy for international students.

Increased demand on the North Carolina Subsidized Child Care Program has resulted in a decrease in funding to families in need of subsidized funding for child care.  This could have a detrimental impact on the Kneedler Child Development Center, therefore adversely affecting student retention.

A trend of intrusion of state legislators into the day-to-day operations of higher education institutions threatens local autonomy in policy development.  The regulation of colleges and universities by the federal government has become increasingly complex and costly. Higher Education Reauthorization – Federal Reauthorization legislation could have an effect on consolidation of loans, loan limits and other aspects of federal aid to students.  Proposed accountability standards could have an effect on institutions raising tuition and fees.

Other non-financial amendments which, if approved, could impact the work of the division include sections pertaining to Academic Bill of Rights, Release of Disciplinary Records, and Campus Crime Clarification.  Proposed reauthorization may also threaten the existence of some current programs and services.

Changing federal priorities continues to present a threat to the funding for Upward Bound and Talent Search programs.

Off Campus Life / Sylva Connection

There are more than fifteen restaurants in the Sylva area and one movie theatre.  Three video stores serve the surrounding area.  The University is surrounded by various hiking and outdoor activities such as kayaking, canoeing, boating, caving, rock climbing, mountain biking and road biking. Crafty niches like Dillsboro are also available. There are no actual bars or dance clubs in the area; Atlanta is 2 1/2 hours away from the University and is the closest major metropolitan area.  The University Center coordinates numerous outings to local outdoor activities as well as field trips to Asheville and Atlanta, and the recently opened movie theatre and night club.

Sylva and Cullowhee are not ideal stereotypical college towns.  Cullowhee has very limited resources and the town-gown relationship falls by default to Sylva.

By providing students with the array of restaurants and anchored by Walmart, Sylva becomes the university town.  Many older residents of Sylva adamantly feel that Sylva will never be WCU’s “college town.” They see the university’s presence as a hindrance, rather than a benefit. Students do not feel that Sylva or the surrounding area has much to offer in entertainment or night life (clubs, bars, places to dance).  Many students travel to Asheville or go home on weekends. The limited public transportation limits our students who do not have automobiles. Despite these concerns, the 1999 Freshman Satisfaction Survey reported that most students (66%) were highly satisfied or satisfied with the availability of campus social activities.

The lack of bars and clubs in the area has placed pressure on the Greek community (off-campus IFC fraternities, specifically) to serve as the local “nightclubs.”  A long term result has been incidences of underage drinking, alcohol poisoning and fighting.  In the past seven years, five fraternities have lost their charters either directly or indirectly as a result of alcohol-related incidents.

Recent collaborative relationships between Student Affairs and Sylva Partners in Renewal (SPIR), the downtown Sylva business district revitalization group organization, has allowed Western to spotlight Sylva through the annual Homecoming Parade and an organized shopping trip to historic downtown Sylva for families during Family Weekend.  In addition, the executive director of SPIR serves on various committees at Western, such as the Service Learning Committee and the Homecoming Committee.

Recently, the Executive Director of SPIR was named as the new (and first) Town Manager of Sylva.  There is great potential for a more successful collaboration between Sylva and the University.  The Town Manager will serve on various committees and help foster a positive and healthy town-gown relationship. New grant opportunities from local funds have been a result of this enhanced relationship.  Specifically, alcohol grant initiatives in partnership with the Town of Sylva have resulted in enhanced programs and services for students and local merchants.

Strengths

Surrounding environment is one of the finest in the country, is visited by millions, and is attractive to those relocating for retirement.

Western’s rural location helps make it one of the safest campuses in the country.

Western’s predominantly residential campus and beautiful surroundings gives it a “private feel” at public prices.

While some may perceive Western as isolated, the University is actually near many popular destinations such as: The Great Smoky Mountains National Park, Cherokee Reservation and related attractions, Nantahala Outdoor Center, Blue Ridge Parkway, Roy Taylor Forest, Shining Rock Wilderness Area, Panthertown Valley, Middle Prong Wilderness Area, Asheville, Knoxville, Greenville/Spartanburg and Atlanta.

In the past five years, availability of restaurant and night life options in Sylva for students have increased.

Local tax dollars and ABC revenues have provided a new grant funding source for alcohol initiatives.

Community members utilize a variety of programs and services offered by departments in Student Affairs such as merchant tables at Valley Ballyhoo, summer concerts, festivals, etc.  Community involvement in these activities enhances the town/gown relationship.

Weaknesses

A long heritage of poor town-gown relationship.

Absence of night life opportunities result in an increase in risk management concerns for off-campus activities, both student organization sponsored and non-sponsored.

Absence of mall-type shopping experiences.

Local movie theatre is outdated and offers limited movie options.

Community perceptions of students are driven by off-campus social functions involving alcohol.

A historical poor relationship between law enforcement agencies has caused a negative impact on off-campus student safety.  Historically, campus police do not have jurisdiction off campus and local law enforcement agencies view off-campus students as being the responsibility of “the college.”

Due to the absence of a visible presence of people of color in the local community, many students of color to travel to experience cultural activities.

Liquor by the Drink - Jackson County is considered a dry county.  Hard liquor may be sold in the one ABC store is Sylva and beer and wine may be sold in the Sylva town limits.  Liquor by the drink referendums have failed in the last two elections.  This past election, Liquor by the Drink failed by nine votes.  Until there is passage of a Liquor by the Drink referendum, there will not likely be any chain restaurants such as Applebee’s, Chili’s, etc. in this area. Many students feel this contributes to the perception of a limited off-campus social life. 

Opportunities

Population growth in the region offers new opportunities for prospective students, audiences, and service industries that may target a student clientele.

There continues to be an opportunity to enhance social alternatives related to evening and weekend entertainment for students. Allowing students to feel there are exciting and entertaining options for them will encourage more students to stay in Cullowhee on weekends.  This will begin to dispel the “suitcase college” perception of some of our students.

The University Center offers a diverse range of activities providing social, recreational and educational opportunities on evening and weekends, including:  monthly “Up All Night” events; movies each Thursday, Friday and Saturday evenings; lectures and guest speakers; programs in Illusions night club; outdoor programs including caving, hiking, rafting, kayaking, backpacking, camping, skiing, etc.  Opportunities to enhance such programming to fill community gaps still exist.

Marketing of activities in the surrounding area can be enhanced to reach more on-campus students, off-campus students, and distance learners.

Town-gown relationships can be enhanced with increased efforts to educate students on reducing off-campus risk management problems due to alcohol.

Town-gown relationships can be enhanced through expansion of service learning activities.

Increased voter registration of students could result in enhanced services to students through more active local engagement.  Example: student voter registration could result in passage of liquor by the drink legislation.

Enrollment growth can result in more student-oriented businesses locating to Cullowhee and Sylva.  There are opportunities to continue to work with various constituencies to try to attract businesses which meet the needs of the traditional college community.  Additions such as a bowling alley, additional fast-food restaurants and more student-orientated restaurants are evidence of recent improvement.

Initiatives with Sylva Partners in Renewal and the Town of Sylva to market retail opportunities in Sylva could enhance a feeling that Sylva is the local college town.

New on-campus affinity housing may draw some social activities on campus which could in turn reduce off-campus disturbances.

A continued increase in the popularity of this region for outdoor pursuits creates an opportunity for enhanced outdoor programming which could assist student recruitment and enhance student satisfaction.

Recent passage of “Liquor by the Drink” legislation in Sylva may increase the availability for more chain restaurants which are attractive to students.

Threats

The incorporation of Forest Hills was an effort to protect single family dwellings.  This effort has resulted in students being denied the opportunity to live in one of the closest neighborhoods to campus.

Recent rapid construction of attractive off-campus housing may draw some students away from on-campus residential options.

A continuing poor town-gown relationship could hamper development of student-centered businesses in the local community.

Diminishing resources for mental health services in the community decreases opportunities for referral of our students to quality mental health care.

References

1999 WCU Freshman Satisfaction Survey

Richard McHargue, Sylva Town Manager, past SPIR Executive Director

Interviews with students

The Sylva Herald

Student Recruitment and Enrollment

Western Carolina University is a focused-growth institution as designated by the Office of the President of the University of North Carolina.  As numbers of high school graduates in North Carolina increase, Western is expected to serve the people of North Carolina by enrolling increasing numbers of those students.

Strengths

Since 1996, Western has been able to improve student quality through increased SAT scores and high school GPAs, while at the same time growing in enrollment.  Both the enrollment of first-year students and total enrollment reached record highs in 2003.

Rapid academic program expansion has provided new opportunities to recruit new students to these specific new majors.

Facility renovation and construction has enhanced Western’s image as a place where exciting things are happening.

Growth projections continue to be positive for the fall 2004 class.  Projections are for a first-year class of at least 1700 and an over-all enrollment exceeding 8000.

Units within the division have enhanced efforts to assist with student recruitment, primarily with recruitment visits and applicant follow-up strategies.

Weaknesses

Student Affairs staffing has not grown proportionately with student enrollment.

At the same time enrollment has increased, state revenues shortages have resulted in rescissions in state E&G revenues.

Western is still ranked very low in the UNC system regarding freshmen-to-sophomore retention.

Opportunities

Increased revenues that accompany enrollment growth will provide some opportunity to expand programs and services.

Increased revenues that accompany enrollment growth will provide some opportunity to develop new staff positions.

Emphasis on enrollment growth provides new opportunities for Student Affairs partnership with Enrollment Management on recruitment and retention initiatives.

Trio programs Talent Search and Upward Bound Math and Science engage in outreach activities that may draw outstanding students to Western.

Increased parental involvement offers new challenges for student affairs professionals.

Enrollment growth provides new opportunities as a result of additional growth-related resources.

Enrollment growth necessitates an increase in peer education programs.

The development of a new enrollment management plan may affect the role of Student Affairs units in recruitment and retention efforts. 

The increasing role of parents in the lives of their students creates an opportunity to enhance parent and family programs.

Threats

Other focused growth institutions will be competing for the same students.

Enrollment may grow before necessary additional programs and services are developed.

Increased number of first-year students in residence halls may force some upper class students off campus before new on-campus residences are built.

Eighty-four North Carolina male college students were diagnosed with new HIV infection between January 2000 and December 2003. The outbreak had a dramatic increase in cases beginning in 2001 and cases have continued the increase in 2002 and 2003. Eighty-seven percent of the cases were black males. Thirty-seven North Carolina colleges and universities have been named in connection with this outbreak (WCU was not identified as one of the thirty seven). An additional seven schools in five other Southeastern states have been linked to the outbreak, thus indicating the outbreak is regional in scope. While approximately 60% of the cases were identified as men who have sex with men (MSM), approximately 40% identified as men who have sex with men and women (MSM/W) or men who have sex with women (MSW).  Fifty-six (13%) of four hundred newly HIV positive men in North Carolina attended twenty-eight colleges. Of the fifty-six newly reported HIV positive cases , 88% were African-American and 91% were men who have sex with men (MSM) or men or who have sex with men and women (MSM/W).  These data suggest a substantial number of heterosexual college women are at a significant unrecognized risk for HIV infection. Information from North Carolina’s enhanced screening program led to detecting and rapidly describing an epidemic in college students primarily involving African-American MSM and MSM/W. Acute HIV testing combined with partner notification and contact tracing should be used to identify emerging sexual networks of active HIV transmission and provide insight into areas in which to focus limited prevention resources.

Increased parental involvement offers new challenges for student affairs professionals.

Enrollment growth provides challenges to meet the needs of a growing student population.

References

HIV/STD Prevention and Care Branch, NC Department of Health and Human Services

WCU Fact Book

WCU Admissions Office

Public Schools in the 6 western counties

Staff Recruitment and Retention

Recruiting and retaining a diverse and qualified staff is becoming more and more difficult for many universities across the country.

Strengths

Many staff members who come to Western do enjoy the work and living environments and stay for a long time.  Commonly, these are staff members who are married with children and their spouses find employment.

Our beautiful surroundings and environment attract certain people to this University because of its location.

Most professional staff positions are currently held by professionals with appropriate degrees and experience.

Campus connections and resources may be Western’s greatest assets. WCU offers superior recreation opportunities, tuition remission, leave time for volunteerism and encourages professional development. Furthermore, Western has begun to move in the direction of a more family-friendly work environment with the creation of the childcare center.

Weaknesses

Shortage of employment opportunities for spouses in the local community.

Weak State of NC benefit package including expensive health insurance with high deductibles and co-payments.

Local community culture favors couples with children.  Young single professionals typically find it difficult to adjust to the local community and often work longer hours or socialize with work colleagues to compensate.

Shortage of appropriate affordable housing. The cost of real estate continues to rise in Jackson County making it increasingly difficult to recruit young professionals to the area. 

Opportunities

Growth of Jackson County has resulted in an increase in amenities which could help in the recruitment of new staff.

Enrollment growth can result in additional revenues to create new positions.

Threats

Absence of a strong presence of people of color in the local community makes it difficult to recruit professionals of color.

Many candidates are researching what the private sector has to offer. Often a state benefit package cannot compete with the investment opportunities, travel allowances and salaries of those in private enterprise.

Many other institutions and private sector employers are providing job search assistance to the spouses/partners. Many have also begun offering moving assistance while new staff members at WCU are faced with a shortage of quality, affordable housing.

References

Mielke, Pat. “How the changing job market is changing the face of student recruitment.” NASPA’s Net Results, February 5, 2001.  (http://www.naspa.org/netresults)

Komives, Susan R.  “The changing nature of work in higher education.” Higher Education Trends for the next Century. (http://www.acpa.nche.edu/seniorscholars/trends6.htm)

VII.   Internal Environmental Scan 

The purpose of the Internal Scanning Committee is to look at internal factors that affect operations of the Division of Student Affairs at Western Carolina University.  Internal is defined as anything within the University physical boundaries and anything within the University as an organization.

Facilities

Strengths

A University Facilities Master Plan has been developed which addresses many facility needs of the division.

The recent Facilities Bond Referendum has provided opportunities to build and/or renovate student life buildings with state funds including Central Drive Residence Hall, Bird Health and Counseling Center, and the Graham Service Learning Residential Center.  Other campus infrastructure enhancements funded through the bonds have had an indirect positive effect on student life.

Other self-liquidating projects include a newly renovated 34,000 sq. ft. addition to the University Center which houses a state-of-the-art movie theatre, a student mail center, a campus store, Java City, increased meeting space, an enhanced catering kitchen, Multicultural Center, Women’s Center and the Center for Student Involvement.  Future self-liquidating projects include a new indoor recreation center, and a new privatized affinity housing complex designed to house seventeen student organizations in 252 beds.  Because recent legislative changes have enabled the University System to consider privatized construction projects which typically save design and/or construction time and, in some cases, expense, there can be greater flexibility and response time to changing campus needs precipitated by growth and/or special interests.  Privatization of construction projects may well become the standard process by which most construction and/or renovations are undertaken.

Other campus construction exemplifies the university's commitment to progress.  This manifestation of progress creates a contagious optimism for the future of the University.

The physical landscaping is excellent and helps present the campus in an extremely complimentary way.  It enhances the natural beauty of the local surroundings.

Imminent improvements to the broadcast capability of the WWCU radio station will significantly increase the listening area.

The Department of Residential Living is preparing to contract with a master planning design firm to provide the foot print and schedule for modernizing residential facilities to better meet current and future student needs.  Issues such as current and future housing demand, both local and on-campus housing availability, existing housing configurations, desired housing configurations, existing facility conditions, etc. will contribute to and ultimately shape our future residential offerings.

The new Fine and Performing Arts Center offers new opportunities for student programming and activities.

Enrollment growth has provided the opportunity to build two new self-liquidating residence halls.

Weaknesses

Outdoor recreation facilities are woefully inadequate.  Fields are too few in number, are not centrally located, are of poor quality, some are not lighted, and none have restroom facilities.  Even with the development of the millennial campus, new outdoor recreation facilities may not be able to keep pace with growth.

There is currently no on-campus housing for students with children.

Several residence halls were built with designs that are now obsolete for today’s students.  Many current residence halls do not have air conditioning; private or semi-private baths and offer limited private rooms.  The current desks in the rooms were not designed for the required computer equipment. As other on-campus and off-campus housing facilities improve, the obsolete facilities may become more difficult to fill.  At the same time, enrollment growth and need for bed space will hinder opportunities for renovation.

Many facilities used by student affairs units have accessibility deficiencies (no power doors, etc.).

Pedestrian safety is a concern for many students.  An absence of sidewalks in high-traffic areas makes for dangerous walking at peak traffic times.

There is not a mid-range venue for some entertainment productions (i.e. Illusions is too small and Ramsey is too big).

There is inadequate space for students to hang out in between classes.  According to "Powerful Partnerships, A Shared Responsibility for Learning," a joint report by the American Association for Higher Education, the American College Personnel Association and the National Association of Student Personnel Administrators, "Much learning takes place informally and incidentally, beyond explicit teaching or the classroom, in casual contacts with faculty and staff, peers, campus life, active social and community involvements, and unplanned but fertile and complex situations."  One of their recommendations to facilitate informal learning is adequate space for gathering of faculty, staff and students.

The current fitness center is too small.

There is no challenge course to facilitate team/group development.

Opportunities

The Millennial Campus will provide a plethora of opportunities for residential and recreational facilities including an outdoor recreation area for intramural sports, other outdoor recreation facilities and activities, and residences for special populations.

A challenge course would enhance leadership and team building initiatives.

Elimination of the road through the center of campus will improve pedestrian safety and may provide new facilities and programming opportunities in the center of campus.

A new shuttle service funded through student transportation and/or parking fees will improve student access to the center of campus from remote parking areas.

The new fine and performing arts center will provide new venues for student cultural and entertainment opportunities.

The property which is the site of the current golf range could be redesigned and renovated as recreation space which could serve new residents of this section of campus.

The opportunities for improved retention, reputation, student services and quality learning are boundless.  Newer facilities and master planning will allow for growth in the above areas now and in the future.

Threats

Continued enrollment growth could put a strain on current facilities.

Continued enrollment growth is a threat to the logistics of renovation of many current housing facilities.

Current budget constraints are resulting in deferred maintenance of many facilities.

Construction will continue to affect campus traffic patterns, classroom usage and recreational use.  Other inconveniences resulting from the various construction projects include loss of water and possibly electricity, and interruption of work patterns as the actual construction occurs.

Adequate resources for operations and maintenance may not follow the construction of new facilities.

As remodeling and renovation projects take place, various offices will need to be moved to permanent or temporary homes.  The moving will result in interruptions.

Some of the recent new construction and renovations will not meet demands of a growing enrollment.

The new Fine and Performing Arts Center may draw acts away from existing venues offering new challenges for those venues.

Staffing increase as a result of enrollment growth will result in a critical need for staff office space.

References

WCU students

WCU staff

"A Joint Report, Powerful Partnerships: A Shared Responsibility for Learning," American Association for Higher Education, American College Personnel Association, National Association of Student Personnel Administrators.  (http://www.aahe.org/teaching/tsk_frco.htm) 

Programs and Services

Programs and services are a primary focus in the Division of Student Affairs.  Today's student population represents more diversity in age and ethnicity than ever before.  More than half the undergraduate population is under 21 and 41% are over 24 years old.  Traditional programs and services may no longer meet the needs of current and future students.

Strengths

The opportunity for the Division to be creative in developing new programs and services is greater than ever.  There are numerous opportunities to collaborate with faculty and staff to create programs and services, but to also allow students the opportunity to implement theories, thoughts and ideas they have learned in the classroom.

One of the newest strengths of the division is the Kneedler Child Development Center.  While serving children of community members, faculty and students, its focus is providing students with quality care for their children. 

Strong intramural sports and club sports programs involve a large number of students.

Student entertainment programs are plentiful and well-received by students.

Base Camp Cullowhee offers outstanding outdoor activities that make the most of our surrounding environment.

Multicultural programming has expanded and is meeting the needs of new minority populations.

Residential living programs delivered in the residence halls are expanding in number and frequency.

The Masters Program in College Student Personnel, and new commitment of funds for graduate assistants, will enhance programs and services through the addition of qualified graduate assistants contributing too many program and service areas.

Wellness initiatives, “Healthy Campus 2010” strategies, and nutrition and fitness programming are resulting in enhanced opportunities for students to develop a healthy lifestyle.

Administrative responsibility for the Ramsey Center has resulted in new opportunities for students to utilize the facility.

Weaknesses

Commuter Services are weak.  As more students of varying ages enter the University, the needs of the commuting student will change.

Graduate students and adult learners are populations that have not received adequate attention in the delivery of programs and services.

The needs of the student parent are not met on our campus as well as they could be.

Services for students with disabilities need to be enhanced.

Lack of Student Affairs involvement in contract negotiations with the food service vendor limits Student Affairs opportunity to make the most of the food service contract in enhancing student satisfaction.

Very low numbers of individuals in certain underrepresented groups make it difficult to build a cultural identity for these students and establish a community presence.

Except for Upward Bound Math and Science, Educational Talent Search, and recent grants related to alcohol education, student affairs staff do not make the most of opportunities to enhance programs and services through grant writing.

Opportunities

Distance learners are a growing population with their own set of needs.  Programs and services will need to be developed for this special population.

Recent feedback from department heads validates the notion that more programs are needed to promote involvement from our growing graduate student population.  Because we offer a wide array of graduate programs, targeting graduate students for program development input and marketing should be a high priority.

Our location makes the delivery of outdoor experiential opportunities ideal. 

Since adult learners represent 41% of the current student population nationally, there is a great opportunity to enhance programs and services for this population.

A new commitment to regular and frequent communication with members and units of the Division of Academic Affairs provides a great opportunity for new partnerships and the development of new initiatives to enhance the quality of student life.  New initiatives involving Enrollment Management, academic deans, faculty, the Committee on Student Learning, and the Faculty Center must be a high priority in developing action plans.

Given the current rapid academic program expansion and the residential nature of our campus, student affairs staff members have a tremendous opportunity to work proactively to develop new partnership initiatives such as theme halls, faculty fellows, residential learning communities, and other creative strategies to enhance the living/learning environment.

The proposed indoor recreation center will address certain needs for expanded fitness and recreation opportunities.

The new Elder in Residence program provides new opportunities to enhance the University’ relationship with the Eastern Band of the Cherokee Indians and to improve the Cherokee student experience.

New Resource 25 scheduling software will off new opportunities to maximize the use of University facilities.

Enrollment growth provides new opportunities as a result of additional growth-related resources.  At the same time, growth necessitates re-evaluation and prioritization of current programs and services.

Threats

Availability of financial and human resources may not keep up with expanded programming needs.

Limited access to reserves in fee-based accounts, combined with a poor history of private donations, makes it difficult to make significant expenditures on facilities renovations and other large purchases that would have a significant positive impact on student life.

Competition with larger markets makes it difficult to attract big-name entertainers to Cullowhee.

Caps on fee increases may make it difficult to fund new programs and services.

Increased campus development is encroaching on green spaces.

Current staff will be challenged to keep up with the increase in the incidence of risky behaviors by students.

The rising cost of health care in America continues to provide challenges in delivering quality health care in the Health Center.

References

WCU students 

WCU staff

Magolda, Marcia Baxter and Terenzini, Patrick T. "Learning and Teaching in the 21st Century: Trends and Implication for Practice."  ACPA website.  (http://www.acpa.nche.edu/seniorscholars/trends4.htm).

Collaboration

University enrollments more than quadrupled during the second half of the twentieth century.  As universities addressed growing needs, they developed compartmentalized departments, or functional silos. Hierarchies and bureaucracies became the norm. Collaboration was isolated and rare.

Strengths

Within the Division of Student Affairs interdepartmental collaboration has increased with shared responsibility for events like Valley Ballyhoo, Up All Nights, Welcome Weeks, and wellness activities.  Staff members collaborate on task forces and committees such as the Drug and Alcohol Task Force, Task Force on Sexual Assault and Other Forms of Abusive Behavior, Wellness Committee, Eating Disorders Treatment Team, Safe Zone Committee, Web Development Committee, and the Critical Incident Communication Team.

Staff members recognize the co-curricular value of involving students in as many as aspects of our programs and services including planning, implementation, assessment, and advisory councils.

Partnerships with Enrollment Management include FYE Cabinet, Orientation, Learning Communities, Experience Western, Open Houses Campus Tours, Sneak Peek, and the work of the Director of Enrollment Support.

Partnerships with Academic Affairs and faculty are growing with a new Faculty in Residence, Faculty Fellows in Service Learning and Judicial Affairs, Honors College, Student Media, USI 130 instruction, Counselor Education Advisory Committee, and other departmentally specific partnerships.

Partnerships with the local community include Service Learning activities, representation on Sylva Partners in Renewal, Homecoming Parade, campus ministers, community representatives on task forces and advisory committees such as the Jackson County Domestic Violence Task Force.

A general strength in collaborations is that it is usually the student affairs person who is taking the initiative to build the partnership.

Weaknesses

More enduring hard-wired links with academic entities related to student learning, cross-functional work teams, and jointly established programs with specific learning outcomes need to be developed.

Critical incident response is fragmented throughout the University.

Some philosophical differences with University Police hinder collaboration on crime prevention and education activities.

Collaboration with some units in the Division of Administration and Finance need to be improved.

Opportunities

The Director of Service Learning position allows excellent opportunities for the growth in collaboration and support of co-curricular activities.

Regular staff meetings and summer work sessions with Enrollment Management may enhance recruitment and retention success.

Director of Enrollment Support may focus on enhancing communication and building new partnerships with units in Academic Affairs and other divisions.

Joint meetings with police and new initiatives in staff training may enhance working relationships with University Police.

Following a similar model of current communication strategies with Enrollment Management may prove advantageous if also implemented with the Division of Administration and Finance.

Meetings with the Associate Vice Chancellor, Assistant Vice Chancellor and members of the Deans Council may foster new partnership activities to enhance student learning.

Enhanced relationship with the Human Resources program in the College of Education and Allied Professions through the Leadership Development Program provides new opportunities for academic partnerships including the development of a leadership minor.

Threats

Initiating, motivating and maintaining collaborative partnerships becomes taxing on student affairs personnel.  Resources are becoming more and more restricted as the demands on staff time become fuller.  The "24-hour" culture that is emerging demands access to services.  Keeping those services going is becoming more difficult.

According to Charles C. Schroeder, a professor at the University of Missouri, Columbia, collaboration is prohibited by "fundamental cultural difference between faculty and student affairs educators in terms of personality styles, educational preparation, values, and purposes; the historical separation of the formal curriculum from the informal co-curriculum; a prevailing view that the role of student affairs is ancillary, supplementary or complementary to the academic mission of the institution; competing assumptions about what constitutes effective undergraduate learning; and, different institutional expectations and rewards for academic faculty and student affairs educators."

References

Schroeder, Charles.  "Collaboration and Partnerships."  ACPA website.  (http://www.acpa.nche.edu/senrioscholars/trends/trends7.htm).

WCU staff

Policies

Strengths

Policy development and revision is one method Student Affairs Units frequently use to improve the quality of student life.

The BYOB policy in Illusions provides a safe and controlled opportunity to have programs and events with alcohol.

The Code of Student Conduct is continuously revised to protect student rights and clarify student responsibilities.

The 24-hour visitation policy has improved student satisfaction in some residence halls.

New opportunities for substance-free halls has increased student satisfaction and enhanced a healthy environment.

Critical Incident Communication Team protocol has enhanced communication and response to emergencies.

HIIPA has improved student confidentiality related to health records.

SARS and Meningitis policies have improved efforts to prevent disease.

Faculty and Staff access to Health Services fosters a healthier campus community.

The Parental Notification Policy enhances efforts to address student problems related to alcohol and drugs.

Extended hours in the University Center, Ramsey Center and Fitness Center have improved the quality of student life.

Extension of the Code of Student Conduct off-campus for certain violations has enhanced student safety off campus.

Recent amendments to state hazing legislation will provide the opportunity to enhance educational sanctions related to hazing violations.

Weaknesses

Housing contracts limited to the academic year do not meet the needs of special student populations.

Lack of Student Affairs input into some contract negotiations limits Student Affairs influence into key areas that affect the quality of student life.

Opportunities

Student Affairs units are free to revise obsolete policies within their control.

Recent amendments to smoking legislation have increased opportunities to offer smoke-free facilities.

The new affinity housing village offers the opportunity for a twelve-month on-campus residence.

Threats

The lack of flexibility and high cost of the various meal plans are a burden to the student.

As Student Affairs reaches out to collaborate and support academic units and initiatives, caps on fee increases and competition for fee increases with non-student affairs units makes it more difficult to fund new initiatives.

References

WCU staff

Departments

Strengths

There has been a marked increase in the involvement of Student Affairs staff in professional associations, including holding national and regional offices and hosting regional meetings.

All departments continue to move forward and enhance programs and services in the face of limited resources.

Awareness of and dedication to University and Divisional priorities has increased.

Departments in the division are hiring more qualified staff.

The transition to a resident director model has enhanced the professionalism of the Residential Living Staff.

Weaknesses

Conservative interpretation of the Umstead Act limits some departments from delivering services desired by students.

Limits on revenue sources other than student fees put the cost of improvements and maintenance on the backs of the students.

Split responsibility for services to students with disabilities limits opportunities to enhance services to this population. A written agreement on split service delivery exists with International Programs and Services, but continuous enhanced communication is needed to ensure that all departments providing direct service to international students are informed of problems or changes in service delivery.

Staff members of color are still under-represented in the division.

Opportunities

Departments can work with the Office of Human Resources to reclassify positions and enhance salaries throughout the division.

Fee-based departments need to work to develop new methods for generating revenues such as user fees, summer conferences, grants, and private funding to limit as much as possible student responsibility for funding improvements.

Enrollment growth may result in new positions creating new opportunities to recruit minority candidates.

An increased emphasis on low income student access to higher education may give TRIO programs more prominence on campus.

Threats

Some departments have experienced loss of outstanding personnel due to low salaries and benefits.

Departments are limited in how they may tangibly award outstanding employees who are SPA which results in low staff morale and poor retention in some cases.

Many departments still struggle with positions that are non-exempt SPA positions that don’t fit the nature of the work.

Inconsistency of employee treatment throughout the University sometimes results in low morale for some Student Affairs staff.

Competition for enrollment growth funds may reduce the opportunity to grow programs and services.

Due to state budget cuts, some state-funded positions may need to shift to fee-funded which will reduce fee budgets at a rate that cannot be recovered with 5% increases.

Planning and Assessment

Strengths

All units have developed unit strategic plans.

All units have developed assessment plans.

The Division uses an inclusive process in the development of annual action items.  Units tie departmental action items to divisional action items.

All units are actively conducting assessment activities.

Weaknesses

Most units still need to show evidence that quality enhancement has resulted from responding to assessment data (closing the loop).

While student satisfaction data is abundant, gathering data on achieving learning outcomes needs to be improved.

Opportunities

Improved partnership with the Office of University Planning, especially at the department level, will enhance assessment efforts.

Annual review and update of unit strategic plans will enhance the integrity of those plans.

The SACS re-accreditation process offers additional opportunities to assess effectiveness and enhance quality of current programs and  services.

Threats

Lack of financial and human resources to conduct planning and assessment activities at the unit and divisional level results in placing the burden of such tasks on the shoulders of staff who are already have full work loads.

Technology

Western Carolina University has made technology a high priority through initiatives including, but not limited to: being one of the first public institutions in the country to enact a computer requirement for all students; being one of the first institutions in North Carolina to have a port by every pillow; actively enhancing the classroom experience through technology; increasing distance learning opportunities; and developing new academic programs with a technological emphasis.

Strengths

“Port by every pillow” and Resnet services enhance learning and communication opportunities for students.

Computer requirement provides opportunities to enhance programs and services through new software applications and web-based services.

Many programs and services have been enhanced through the use of computer technology including, but not limited to:  new health information software and hardware enhancement in Health Services;  new mental health records software in Counseling and Psychological Services; on-line room reservation and student organization registration in the University Center; on-line alcohol courses used in sanctioning in the Office of Student Judicial Affairs; and enhanced web presence for most Student Affairs units.

Weaknesses

Many Student Affairs units have not fully maximized opportunities to enhance programs and services through web-based delivery.

Many units do not have the benefit of using current state-of-the-art software packages.

There is currently no visible plan for replacing computer hardware as it becomes obsolete.

Most students do not use their campus-based email addresses which weakens email communication opportunities.

Many current professional staff members are not up-to-date with leading-edge technological opportunities in student affairs.

Opportunities

University Banner implementation will provide opportunities to enhance the interface of some student eservices with student records.

Many units have the opportunity to enhance web-delivered services.

Student email lists using students’ personal addresses that they use, would enhance communication and notification opportunities.

The computer requirement and Resnet increase opportunities for web-based assessment activities.

In cooperation with the IT division, a new IT position funded through enrollment growth to support student affairs programs and services is being requested.

Threats

Hardware obsolescence, costs of new software packages, and lack of staff positions dedicated to technology, make it continuously difficult to keep pace with leading-edge uses of technology.

Feedback from the Office of University Planning indicates that students are becoming “burned out” with web-based surveys. Current state budget and fee revenue limitations will make it difficult to upgrade equipment and fund positions dedicated to technology.

VIII     Strategic Emphases

A new Strategic Plan for the University (2006-2011) was approved by the Board of Trustees at its June, 2006 meeting.  The new plan will become official pending approval by the Board of Governors.  The new strategic directions of the University are outlined below:

The University’s Strategic Directions:

1.      Advance institutional quality with a special emphasis on academic excellence.

2.      Advance academic engagement inside and outside the University as a central education strategy.

3.      Meet the expectations, challenges, and opportunities of a focused growth institution.

4.      Respond to regional needs and opportunities.

5.      Enrich the student experience.

6.      Prepared students to succeed in an increasingly diverse, interrelated global society.

7.      Enhance the effectiveness of management processes.

8.      Create expanded funding opportunities that support university priorities.

Student Affairs Strategic Emphases

The Student Affairs Strategic Planning Steering Committee has identified twelve strategic emphases that provide a framework for the Division’s strategic goals.  They are:

Enrollment Growth

First Year Experience

Campus Leadership

Student Leadership

Student Learning

High Quality of Student Life

Community Building

Collaboration

Diversity

Resources

Accountability

Professional Standards

Efficiency

IX.       Strategic Goals Addressing the Strategic Emphases

Following each goal in italics there will be references to connections to University Strategic Directions (SD).

Enrollment Growth

1.      Develop enduring connections with the Enrollment Management Division in the development of new initiatives to enhance recruitment and retention. (SD 3)

2.      Foster a Successful first-year experience.  (SD 3,5)

3.      Foster a healthy campus community.  (SD 3,5)

4.      Maximize opportunities to make the best use of our surrounding environment.  (SD 3,5)

5.      Identify and respond to student populations who are at a high risk.  (SD 3,5)

6.      Seek new opportunities to strengthen the “town-gown” relationship to enhance student satisfaction and retention.  (SD 3,4)

7.      Maintain “increasing our retention rate” as a central theme in planning and resource allocation.  (SD 3,5)

8.      Develop a plan to provide on-campus housing for students with families to enhance recruitment and retention of this special population.  (SD 3,5)

9.      Increase retention of commuter and graduate students through enhanced programming and service.  (SD 3,5)

First Year Experience

1.  Develop a meaningful first-year experience through enhanced collaboration with faculty, enrollment management units and other University departments and programs.  (SD 3,5)

2.  Develop new initiatives to assist students in making connections.  (SD 2,3,5,6)

Campus Leadership

1.      Be a leader in identifying issues that have impact on student success. (SD 3,5)

2.       Enhance campus committee productivity and efficiency  (SD 7)

3.       Develop new avenues to enhance the Student Affairs image.  (SD 5)

4.      Maximize regional engagement opportunities provided through Educational Talent Search and Upward Bound Math and Science.  (SD 2)

Student Leadership

1.      Develop a highly visible comprehensive student leadership program.  (SD 5)

2.      Enhance promotion and increase enrollment in leadership classes for credit.  (SD 1,5)

3.      Enhance our leadership scholarship efforts.  (SD 3,5)

4.      Foster the development of additional opportunities that meet students’ current needs in the area of leadership development.  (SD 1,5)

5.      Maximize the use of student advisory committees to empower students to enhance student voice and influence in decision making.  (SD 5,7)

6.      In collaboration with academic affairs, develop a Leadership minor.  (SD 1,5)

Student Learning

1.      Identify and assess learning outcomes for all programs and activities.  (SD 5)

2.      Increase opportunities for active learning.  (SD 2,5)

3.      Enhance the development of programs with an emphasis on a holistic approach to student development. (SD 5)

4.      Partner with Academic Affairs in addressing issues of academic integrity. (SD 1)

5.      Continue to enhance programs and services related to the responsible use of alcohol in an effort to increase retention and enhance student learning opportunities.  (SD 3,5)

6.      Assist in the implementation of recommendations from the Committee on Student Learning.  (SD 1,2,5,6)

High Quality of Student Life  

1.      Improve quality of programs and services through meaningful and continuous use of assessment data.  (SD 5,7)

2.      Enhance advocacy efforts for all students.  (SD 3,5)

3.      Make “institutional statements” that students are important.  (SD 3,5)

4.      Foster student traditions.  (SD 5)

5.      Maximize opportunities for major student entertainment programs.  (SD 4,5)

6.      Continue to collaborate with the Jackson County Sheriff and other community agencies to improve off-campus safety and reduce off-campus risk management problems.  (SD 4,5)

7.      Enhance web-based services for students.  (SD 3,5)

Community Building

1.      Develop a service learning residential plan.  (SD 1,2,4,5)

2.      Develop service learning opportunities.  (SD 1,2,4,5)

3.      Identify and enhance common themes to promote community building.  (SD 3,5)

4.      Construct new facilities that build community such as a new indoor recreation center, a challenge course, a residential center for service learning, and other new residential facilities, including opportunities for year around residency.  (SD 5)

5.      Develop new initiatives to enhance the transition from student to alumnus(a).  (SD 5,8)

6.      Enhance opportunities for students to practice responsible freedom and learn to be accountable for their behaviors.  (SD 1,5)

Collaboration

1.      Enhance collaborative initiatives with the division Enrollment Management.  (SD 3)

2.      Foster an atmosphere of cooperation and respect. (SD 5)

3.      Develop new opportunities to partner with faculty.  (SD 1)

4.      Increase student involvement in decision making.  (SD 5,7)

5.      Teach classes in the CSP master’s program.  (SD 1)

6.      Work with faculty from the CSP program to develop meaningful graduate assistantship and practicum experiences for CSP master’s students.  (SD 1)

7.      Work with Distance and Continuing Education and other academic units to creatively address the needs of distance learning students.  (SD 1,3,5)

8.      Work with University Police and other units in the Division of Administration and Finance to enhance the quality of student life.  (SD 5)

9.      Work with the Information Technology Division to increase student usage of student email accounts  (SD 5,7)

Diversity

1.      Attract and retain minority staff members.  (SD 5,6)

2.      Provide campus leadership and support in the effort to increase presence of under-represented minority populations.  (SD 3,5,6)

3.      Increase programs and services for non-traditional students.  (SD 3,5)

4.      Advocate and support efforts to increase disability services and ADA compliance, especially accessibility issues.  (SD 1,3,5)

5.      Identify gaps in services for minority populations in the local community and plan, when possible, to fill these gaps with on-campus services.  (SD 3,5)

Resources

1.      Continue to fulfill five-year staffing needs to keep pace with enrollment growth by 2009.  (SD 3,5)

2.      Secure enrollment growth money to fill growth-related staff positions and support programs and services.  (SD 5,8)

3.      Increase fees when possible to fund program and service enhancement.  (SD 5) 

4.      Increase outdoor recreation space.  (SD 5)

5.      Develop a plan to raise private dollars, grant-dollars, and other sources.  (SD 8)

6.      Enhance and expand facilities to meet growth demands.  (SD 5)

7.      Develop Graduate Assistant positions for CSP masters program.  (SD 1,5)

8.      Maximize new opportunities to enhance the quality of student life through the Millennial Campus.  (SD 4,5)

9.   Develop a strategic plan for the student Emergency Medical Service.   (SD 5,7)  

Professional Standards/Accountability

1.      Use national benchmarking and standards when available, to assess divisional effectiveness.  (SD 5,7)

2.      Seek accreditation in all appropriate areas.  (SD 5)

3.      Meet CAS standards in all appropriate areas and other professional standards in areas not addressed by CAS.  (SD 5)

4.      Use assessment data for continuous quality improvement.  (SD 5,7)

5.      Fully comply with SACS standards and contribute in an enduring and meaningful way to the Quality Enhancement Plan.  (SD 5)

Efficiency

Enhance the effectiveness of management processes

1.  Improve management information systems and procedures that support data-based decision making, planning, and assessment. (SD 3, 5, 7)

2.  Implement seamless and reliable internal and external communication systems. (SD 3, 4, 5, 7)

3.  Improve integration of planning and budgeting processes.  (SD 1, 2, 3, 4, 5, 6, 7, 8)

4.  Streamline day-to-day processes for greater efficiency.  (SD 1, 3, 5, 7)

Five Years

In five years the University will have achieved its current enrollment growth projections and will have an enrollment approaching 10,000.  The Division of Student Affairs will have accomplished most of the strategic goals in this document.  Another SACS self-study and accreditation experience will have passed and Student Affairs will have shown continuous quality improvement through utilizing learning outcome assessment data.  The number of staff members has grown with enrollment growth funds and increased fee revenue.  New staff positions have been created consistent with University priorities and current student needs.  Many new partnership initiatives have been developed in collaboration with Enrollment Management and other academic units.  These new partnership initiatives have resulted in new programs and services which have improved student learning experiences, such as new academic integrity initiatives.  Freshman to sophomore retention has improved significantly due to the improved student learning experiences.  The size of the freshman class has continued to grow in number and in quality as a result of new recruitment initiatives in the context of new collaborations with Enrollment Management.  The student body is more diverse and the staffing in Student Affairs has diversified accordingly as a result of a concerted effort to recruit and hire more candidates of underrepresented groups.  Student learning has been enhanced through new learning experiences that are the result of collaborative work of Student Affairs professionals with faculty and academic administrators.  Technology applications have enhanced the delivery of programs and services to students.  The number of distance learners has grown dramatically and Student Affairs is responding with new and innovative services to this growing student population.  The Masters Program in College Student Personnel is enrolling fifteen students per year and the Division of Student Affairs is responding with a broad array of assistantship and internship opportunities.

Central Drive Hall, The Village, and an additional privatized residence have become thriving living-learning centers.  Additional new on-campus residences are in the planning stages.  A new indoor recreation center has opened and has enhanced the quality of student life through new programs and recreational/fitness opportunities.  The UC lawn has become a real center of campus activity through the opening of the indoor recreation center, the closing of Centennial Drive, and the opening of a newly renovated Dodson Cafeteria.  Western is a leader in the region in the area of Service Learning due in part to the opening of a state-of-the-art Service Learning Residential Center in the Graham Building.  University Center staff members are in the programming stage of a second addition to the UC to meet current student needs.  The Millennial Campus property has been purchased and many Student Affairs units are working diligently to plan for new recreational and residential opportunities.

Ten Years

Western Carolina University has become a national leader among regional comprehensive universities.  The economy of the region has improved dramatically through the development of a thriving Millennial Campus.  A new Intramural Sports Complex has opened in Millennial Campus along with other special facilities such as a mountain bike trail, a challenge course, and new residences for faculty and students with families.  The student body has continued to grow in size and quality.  The Division of Student Affairs is recognized nationally for its partnership initiatives that have improved student learning experiences and for its response to changing student demographics.  Student Affairs programs, services and facilities have changed and improved dramatically compared to a period of status quo which characterized the ‘80’s and early ‘90’s.  Many alumni of the turn-of-the-century period don’t recognize Student Affairs facilities, programs and services because they have continuously changed with a rapidly changing student culture.