Longwood University

Summary of Student Affairs’ Progress on the Six Student Development Goals 2004-05 Academic Year

The programs and services offered by Student Affairs intentionally contribute to Longwood’s commitment to student learning. We help students to use their personal resources in taking full advantage of the learning opportunities at Longwood University.

Goal 1. Mastery of a broad body of knowledge in the liberal arts and sciences, so students can see things in perspective, appreciate and enjoy artistic expression, and critically, creatively, and logically respond to the complex world around them.

The Office of Leadership and New Student Programs contributed to new students learning about and becoming acclimated to the academic community.

Prior to the start of classes, new students learn what to expect in the classroom on a typical day and examine a sample syllabus.
New students learn about general education requirements and resources available to them.
New students also learn about the history of Longwood’s honor code and its role in our community.

The evidence presented for the other five goals demonstrates that Student Affairs contributes to general knowledge in many areas. However, we have provided the examples under the other goals because the learning appears to be more specific to those goals.

Goal 2. Mastery of a specialized body of knowledge, so students will have the expertise to be competitive and successful in their chosen careers.

Student affairs offers internship opportunities in departments such as the Counseling Center, Office of Fraternity and Sorority Life, and the Student Health and Wellness Center to allow students to use the skills they are developing in their majors in a practical work setting.

One of the interns in the Counseling Center indicated that she gained practical experience in counseling and learned to have dialogues with clients instead of question and answer sessions. Both learned to apply counseling theory and other class work to practice.
One of the interns in the Office of Fraternity and Sorority Life indicated that she “learned how to better trust [her] own judgment and create a scholarly piece of work that will be of use to others.”
The intern working with Wellness Issues indicated that she “now see[s] what goes into the development of a [wellness] program for the campus… This experience and knowledge will help [her] in the future.”

The Career Center taught students how to relate and integrate the skills, knowledge, and abilities gained through academic and curricular activities and work experiences that relate to their career goals.

Students learned:

To ask questions of the employer
To relate life experiences
To gear answers to job description and requirements
To research the position and employer prior to the interview
To know personal expectations and requirements so that can be used as part of the employment decision making process

The Office of Leadership and New Student Programs offers leadership development opportunities where students explore their values and leadership skills.

Student Educators for Active Leadership members and Orientation Leaders learned about facilitating small groups.
New Student Leadership Program participants, Mountain Lake Leadership Conference participants, and Women’s & Men’s Leadership Symposium participants learned about working effectively with others (examples include the importance of communicating and listening, valuing other people and their opinions, gender differences, and ways in which to make situations comfortable for all involved.)
Citizen Leader Day participants gained a better understanding of political parties and platforms, and the effect a winning political party will have for political appointments.

Members of the Student Health and Wellness Center staff teach and/or present in health-related classes.

Students indicate through in-class discussion and evaluation that they understand the material presented and how it relates to their life and coursework.
Students talk with their faculty about their learning and demonstrate their knowledge on tests, assignments, and papers.

Goal 3. A sense of personal direction, so students can plan their future wisely and with honor, acquiring self-understanding, self-confidence, and a meaningful philosophy of life.

Many departments in Student Affairs showed evidence that their work with students increased the students’ confidence levels. For example students gained confidence in:

Searching for jobs and careers
Requesting accommodations for disabilities
Serving as the President of a Fraternity or Sorority
Exploring the many ways of being a leader
Challenging oneself or others
Recognizing and working with the strengths and weaknesses of other people and groups
Embarking on the first year of college
Making and being accountable for choices in regards to social issues
Planning, organizing and implementing programs and events for other students

The Counseling Center provided individual counseling and crisis intervention.

Students gain self-understanding, self-esteem, greater sense of purpose, and increased personal meaning.
Three themes emerged from the assessment of case files: self-understanding, self-confidence, and the development of a meaningful philosophy of life.

The Office of Honor and Judicial Programs sponsored an Honor and Integrity Week to encourage students to explore these issues within the community and themselves.

In response to the showing of the movie “Erin Brockovich,” discussion centered on the importance of personal integrity and not basing one’s impression of a person on appearances. Comments from students show a better understanding of how honor is important in everyday life.

The Office of Residential and Commuter Life affects students’ personal development in many ways (for example, programming in the residence halls and serving as a student staff member).

Student focus groups indicated that students understand the role of policies and community standards that help all students be successful.
The Resident Survey indicated that students understand the influence that alcohol has over students’ actions.

Goal 4. A balanced and healthy lifestyle, which means making responsible choices related to values, friends, family, work, recreation, and life-long education.

The Student Union and Student Activities worked with Greek presidents and members of student organizations on issues related to balance.

Greek presidents increased their organizational skills to be able to accomplish the requirements of their position while maintaining good academic standing.
Members of student organizations thought about their involvement and realized that they may be over-committed. One student said she would now reexamine her involvement to see if she was truly giving 100% to all organizations.

The Office of Residential and Commuter Life addressed issues of personal balance and wellness in many ways.

Residents Assistants maintained high grade point averages (3.15 average in Spring 2005) while succeeding in job responsibilities.
Programs on wellness-related issues were offered and students have taken action to develop night time and non-alcoholic opportunities on campus.

The Office of Leadership and New Student Programs encouraged students to explore issues of personal balance and wellness.

Emerging Leaders participants learned about the elements of their lives that are in and out of balance, and the impact that lack of balance can have on everyday lives. In addition, they learned the importance of stress management.
New Lancer Days participants learned about issues of sexual assault and alcohol use. On both topics, students explored a realistic view of those issues on campus how to handle situations if faced with them.

A team of student affairs professionals provides the alcohol and drug education for students found responsible violating these policies.

Students in First Round agree or strongly agree that the course helped them 1) reflect on personal pros and cons of drinking choices, 2) learn to prevent or minimize the harm associated with decisions, and 3) learn to be responsible for my choices and subsequent consequences.
First round students learned about alcohol and alcohol poisoning, the consequences of drinking, what they can do to change and make better choices, health facts as they relate to alcohol, and that they are not alone.
Students in Last Call agree or strongly agree that the course helped them 1) understand addiction, 2) understand the harmful effects of alcohol and marijuana on the body, 3) explore the pros and cons of high risk behavior, 4) understand the effects alcohol has on the college/university experience, and 5) become aware of treatment options.
Last call students learned the effects, consequences and responsibility as they relate to alcohol.

Goal 5. Interpersonal effectiveness and an appreciation of diversity and differences, so that students can establish genuine, trusting, and honorable relationships within the broad family of humanity.

The Career Center sponsored volunteer/service learning opportunities that encourage students to become more aware of the social issues that exist, questions their views about people that are different from them, and gain a greater sense of responsibility to the community.
The Office of Leadership and New Student Programs encouraged students to explore issues of interpersonal effectiveness and appreciation of diversity.

Participants at the Women’s & Men’s Leadership Symposium gained a better understanding of how women and men approach tasks/challenges and the particular strengths of each gender.
Participants in New Lancer Days report that the “Faces of America” program encouraged them to appreciate differences and understand the realities of America today.

The Office of Multicultural Affairs worked with the Office of Residential and Commuter Life to train Resident Assistants on multicultural issues. Resident Assistants reported that the training prepared them to deal with diversity-related programs and activities and helped them develop an operational definition of diversity.
Residential and Commuter Life facilitated students exploring issues of diversity through programming and hosting international students. Students attending programs about diversity indicated that they learned more about their own privilege through exploring other races and cultures.
In a survey about the International Studies Hall in a residence hall, American students indicated that their exposure and interaction with international students increased their understanding and appreciation of international culture. In a survey of international students, they indicated that they gained an understanding of American culture and students.
The Office of the Student Union and Involvement assisted student staff in becoming more interpersonally effective. The student staff members have improved their communication and social skills as evidenced by addressing the needs of those who come into the office and conducting themselves professionally on the phone.
The Office of Fraternity and Sorority Life has trained officers in social Greek organizations on conflict resolution. Participants learned that their reaction is central to the way a conflict progresses and are working to understand different conflict resolution styles.

Goal 6. Responsible citizenship, so that students can do their best in ways uniquely their own and have the motivation to contribute to a better life for all through community participation and leadership.

The Office of Honor and Judicial Programs encouraged students found responsible for honor and judicial violations to reflect on the impact that their behavior has on the community and to give back to the community through service hours. Approximately 60% of the written assignments appeared to have provoked some insightful though on the part of the student.
The Office of Leadership and New Student Programs challenged students to explore the idea of citizenship in Citizen Leader Day and the Emerging Leaders Program.

Participants in Citizen Leader Day learned about national politics and parties. They indicated that as a result of the program, they were more comfortable making an informed choice in the 2004 Presidential Election.
Participants in the “What is Citizen Leadership” workshop at Mountain Lake Leadership Conference explored why Longwood’s mission is citizen leadership, what it means to be a citizen leader, and how to define it individually.

Students at Longwood are active contributors to the university community and the community at large. Some examples of students in these roles are the health-related Peer Educators, Resident Assistants, Orientation Leaders, Lancer Productions members, Greek officers, Student Government Association members, Big Siblings, and Honor & Judicial Board members.

For more detailed information, see each department's 2004-05 Learning Plan on its web page.