Student Affairs Impact Report 2017-2018

Student Affairs

2017-2018

A Letter from the Vice President for Student Affairs Dear SMU Community, I am pleased to present the 2017-18 Impact Report for SMU’s Division of Student Affairs. This is the inaugural publication of the Student Affairs Impact Report, and we are both humbled and energized by the contents of this report. The Impact Report offers an opportunity to all of us as staff, students, alumni, faculty, and campus stakeholders to pause and celebrate the achievements of our Division’s labors by telling our collective story. Equally as important, however, this report represents an additional avenue for us to engage in and demonstrate our commitment to continual improvement.

The 2017-18 Impact Report comes on the heels of our Division’s adoption of our new strategic plan, Cultivating Courageous Change. As indicated in that foundational document, the Division of Student Affairs at SMU is embarking on a pathway toward emboldened action and innovation designed to ensure we are delivering an exceptional experience to every student within the SMU community.

To that end, our work is designed to empower and prepare students for excellence in their endeavors beyond SMU as leaders in their communities and the global environment.

On behalf of the Division, I welcome you to navigate this report to learn more about the impact of our programs and services through the stories of our students, and by extension, the collective story of the SMU Division of Student Affairs.

Sincerely,

K.C. MMEJE, Ed.D VICE PRESIDENT FOR STUDENT AFFAIRS

STUDENT AFFAIRS ORGANIZATIONAL STRUCTURE

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STUDENT AFFAIRS STRATEGIC GOALS

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IMPACT REPORT CONTENTS

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UNVEILING A NEW STRATEGIC PLAN

SIX DOMAINS OF STUDENT LEARNING

CULTIVATING COURAGEOUS CHANGE STUDENT AFFAIRS UNVEILS 2018-2023 STRATEGIC PLAN

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ith great excitement, on December 18, 2017, the Division of Student Affairs Strategic Plan, Cultivating Courageous Change, launched to the Division of Student Affairs. This launch served as a foundation for future trainings and laid the framework and vision for the next five years. Specifically, the plan’s goals and objectives inform the work of the Division while the learning domains inform the experience students will have during their time at SMU. Members of the division were invited to explore concepts of the plan, the upcoming Division reorganization, and the future opportunities for engaging in the implementation of the plan both in their everyday work and through committee participation.

CHAMPIONS

Following the Division launch in December, the Strategic Planning Committee identified individuals across the Division to serve as Champions for the plan.

Each Goal and Learning Domain was assigned two Champions.

Ultimately, 14 Champions were appointed. The Champion role is two-fold: FIRST: These individuals serve as the project managers for the plan’s Goals and Objectives.

This responsibility includes coordinating and overseeing the execution of each objective within the Goal the Champion is assigned. The Champions, in consultation with the Division’s senior leadership team, will

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define the scope for each objective and will finalize the necessary deliverables that indicate the objective is complete.

SECOND: The Champions serve as content area experts within their respective areas and will advocate to ensure sights remain set on the priorities listed within the plan.

Once identified, the Champions participated in a number of trainings to orient and familiarize them with the Strategic Plan.

The Champions first learned about the overarching concepts of the Strategic Goals and Objectives and took a critical look at the current resources, programs, and services supported by the Division.

The Champions then spent time diving into the Learning Domains and practiced mapping resources, programs, and services to the domains. These trainings provided insight into the current landscape of Student Affairs, and the Champions are empowered to lead the Division to where the plan indicates we will be in 2023.

Following the initial trainings, in mid-June the Champions received Project Management and department mapping documents for their respective areas. The Project Management resources include a scoping document that outlines the intention behind each objective, project phases, key stake holders, current resources, and committee needs. In addition,

a timeline was created for each Goal that outlines the completion sequence for each objective within the Goal. In an effort to ensure appropriate spacing, the timelines consider the human resources available and gravity of the tasks.

With these documents, the Champions are reviewing and revising their Goal’s timeline and refining and finalizing the scope for each objective within their Goal. Alongside these tasks, the Champions are identifying priorities and the committee support needed to accomplish the objectives within their areas.

The Champions also are working to define the descriptor terms underneath their respective domain. Through this exercise, the Champions are identifying research, resources, and assessment tools that members of the Division can employ when constructing and designing programs within a Learning Domain. The Champions are reviewing the Learning Domain map for their area, a similar exercise to the Goals and Objectives. This process informs the current student experience and allows Champions to conceptualize what is needed to elevate the student experience to align with the Strategic Plan.

ASSESSMENT

While the Champion selection and training sessions progressed, department heads and staff members were trained on the expectations of the upcoming Annual Reporting process

2017-2018 Student Affairs Impact Report

The Division of Student Affairs Strategic Plan, Cultivating Courageous Change, was created to guide our continued efforts and at once defines our commitment to our work, our desired impact on our students, and the way in which our students will impact the world.

LEARNING DOMAINS Learning happens everywhere. It is imperative activities enhancing the student experience are intentional and focused on student learning. As a division, each program and service we offer will map to one or more of the learning domains.

COURAGEOUS LEADERSHIP

GLOBAL CONSCIOUSNESS

PERSONAL CONGRUENCE

SOCIAL RESPONSIBILITY

HOLISTIC WELLNESS

AMPLIFIED CAPACITY

DEVELOP STRATEGIC PARTNERSHIPS

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UNDERSTAND DIVERSE PERSPECTIVES

PROMOTE COMPREHENSIVE WELL-BEING

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DEVELOP A COMPREHENSIVE STUDENT EXPERIENCE

DATA-INFORMED DECISION-MAKING

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OUR GOALS ONE

The Orientation Leaders within the Office of the Student Experience were the first students trained on the details of the plan. This presentation focused on the Learning Domains and equipping the Orientation Leaders with the ability to speak about the new and exciting components to the student experience that will be implemented this Fall.

The Orientation Leaders serve as small group facilitators for the incoming students and will encourage the newest class of Mustangs to participate in the opportunities across the Learning Domains.

STRATEGIC PLAN

In concert with launching SMU’s Second Century, the University’s Strategic Plan for 2016-2025, the Division of Student Affairs is essential to SMU’s mission of “shaping world changers who contribute to their communities and excel in their professions in a global society.”

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STUDENT LAUNCH

2018-2023 DIVISION OF STUDENT AFFAIRS

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Annual Report and Strategic Plan Maps provide invaluable information to the Champions in identifying the most immediate needs and priorities of those listed within the Strategic Plans.

CULTIVATING COURAGEOUS CHANGE

INTRODUCTION

THE PLAN at a glance

and Strategic Plan Mapping exercise. Multiple Goals within the plan note a need for baseline information. Baseline information affords an opportunity to reduce or expand efforts in an area to ensure alignment with the Strategic Plan. To establish baselines within the identified areas, the Student Affairs Annual Report was revised to serve as a data collection tool. Department heads and assessment contacts were asked to provide information in new ways to serve as a foundation for the plan.

In addition to the revision of the Annual Report, Department heads and assessment contacts were trained on the Strategic Plan Mapping exercise Each department was charged to list their programs, services, resources, events, and initiatives and map them to the Goals and Objectives and Learning Domains.

ADVANCE PROFESSIONAL EXCELLENCE

OUR COMMITMENTS In conjunction with SMU’s philosophy of developing world changers through the vital foundation of a liberal arts education, the Division of Student Affairs has established commitments, to direct how our staff approach their work holistically supporting students in the development of meaningful lives.

BREAKING DOWN BARRIERS

ACTING RESPONSIBLY

MODELING THE WAY

BEING A POSITIVE AGENT OF CHANGE

INNOVATING OUR WORK

DEVELOPING WORLD CHANGERS

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A NEW DIVISION

STUDENT AFFAIRS OPERATIONALIZES A NEW ORGANIZATIONAL STRUCTURE In June of 2018, the Division of Student Affairs completed a reorganization that enhanced the ability to achieve goals outlined in the University’s strategic plan, Launching SMU’s Second Century, and the Division’s new strategic plan, Cultivating Courageous Change.

In restructuring the Division, several themes emerged: student wellbeing, student engagement, the development of an intentional and cohesive student experience, and the need for enhanced collaboration within the Division and beyond. The Division’s new organizational structure is comprised of five units:

STUDENT WELLBEING AND SUPPORT Dean of Students STUDENT SUPPORT, ADVOCACY, AND ACCOUNTABILITY Office of Student Conduct and Community Standards Office of Student Support Office of Violence Prevention and Support Services DR. BOB SMITH HEALTH CENTER Medical Services Counseling Services Office for Community Health Promotion DEDMAN CENTER FOR LIFETIME SPORTS Operations and Events Outdoor Education Programs Aquatics Programs Fitness Intramurals and Sport Clubs Mustang Band

STUDENT ENGAGEMENT AND SUCCESS Assessment and Strategic Initiatives First Year Experience Marketing and Communication STUDENT INVOLVEMENT Hughes-Trigg Student Center Fraternity and Sorority Life Programs and Events

STUDENT DEVELOPMENT Women and LGBT Center Office of Social Change and Intercultural Education Multicultural Programs and Services Community Engagement and Social Justice Programs

Office of the Student Experience Orientation and Transition Programs Leadership Programs Special Population Support

Spirit Rotunda Yearbook

HEGI FAMILY CAREER DEVELOPMENT CENTER

RELIGIOUS LIFE Office of the Chaplain

Employer Relations Career Development

Center for Faith and Learning

RESIDENCE LIFE AND STUDENT HOUSING Office of Residence Life Office of Housing Operations Office of Academic Initiatives

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2017-2018 Student Affairs Impact Report

As SMU increases its focus on student persistence and retention, the Division recognized the opportunity to better align programs that engage students with campus and the Dallas community, help them build strong connections with their peers, and develop the necessary skills for life after graduation.

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LEARNING HAPPENS EVERY WHERE STUDENT AFFAIRS INTRODUCES SIX DOMAINS OF STUDENT LEARNING

Learning

happens everywhere. It is imperative activities enhancing the student experience are intentional and focused on student learning. All programs and services within our division promote or facilitate student learning. We have developed six learning domains: Courageous Leadership, Global Consciousness, Personal Congruence, Social Responsibility, Holistic Wellness, and Amplified Capacity. Each domain will encourage learning for each individual and help focus on developing each students’ identity, self-knowledge, and unlock what skills they possess. In addition, each learning domain will also develop how a student approaches society and how they are able to shape the world.

Intentional on-campus experiences help students in the real world through development of each learning domain. Skills such as critical thinking, effective communication, and a confident self-identity will not only help students in a classroom setting but can set students up for success in the future to cultivate courageous change.

GLOBAL CONSCIOUSNESS Students with global consciousness are able to recognize and positively engage with diverse cultures and perspectives to understand how each viewpoint contributes to our global society.

Students who exemplify a global consciousness have a high level of cultural intelligence, have multicultural competence, and understand the topic of intersectionality. In addition, these students have an understanding and knowledge of social issues and strive to better the society through social entrepreneurship and the social change model.

STORY OF IMPACT International Student Employees in Dedman The Dedman Center for Lifetime Sports Operations employed 18 international graduate/undergraduate students composing approximately 50% of the team roster to provide convenient on-campus employment, income, and marketable experience. The Center provided weekend trips for international students as a chance to get out of Dallas and experience Texas and its neighbors. This department made intentional decisions to provide more support for minority groups, such as transfer and international students, to gain experience as student workers in the Dedman Center.

With the integration of international students in the Dedman Center, there is a broadened understanding and global consciousness for not only the international student, but also their domestic peers within the community.

SOCIAL RESPONSIBILITY The social responsibility domain empowers students to employ their gifts and skills to affect positive social change. Students learn asset-based community development, are trained in bystander responsibility, and have an active interest in social justice, allyship, advocacy, and social innovation.

HOLISTIC WELLNESS Holistic wellness is an ongoing journey that challenges students to integrate healthy practices into every aspect of his or her life to establish a productive and

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sustainable lifestyle. Students are encouraged to participate in physical activity, mental wellness, and emotional intelligence. Relational health, spiritual development, and social integration are also a crucial part of a student’s holistic wellness.

AMPLIFIED CAPACITY The amplified capacity learning domain equips students with the knowledge, skills, and abilities to develop into productive, confident, and capable individuals.

Students grow in grit, critical thinking, effective communication, conflict management, accountability, individual discipline, and financial literacy.

STORY OF IMPACT What I Learned as a Resident Assistant “Some of the biggest things that my time in Loyd as a Resident Assistant helped prepare me for was having to communicate and work with people who are very different from you. I have to be patient and recognize that everyone works and communicates differently. Having a background as an RA got me in the door of Human Resources. People know you deal with sensitive issues and you have to be careful about what you say and how you handle workplace issues. If they know you can conduct yourself properly then you’ll get more important information, rather than being shut out and kept in the dark. Being an RA also gave me a really strong backbone. I am the youngest person and only woman at my workplace, so remembering everything I have already dealt with in the past shows that I can handle whatever they throw at me. I definitely gained a lot of confidence from being an RA! Being an RA also makes you think on your feet and teaches you how to problem solve. It is rare that you have the same issues come up again and again, so there is never really a perfect ‘cookie cutter’ response to fix it.

You just have to use previous experience, your training, and your gut to solve whatever is in front of you! All in all being an RA has been AMAZING experience for the real world, even outside of work.”

-Margie Anderson, Class of 2018, Loyd Commons Margie was one of 95 RAs for the 2017-2018 academic year. RAs learn first-hand conflict management and grow in their confidence throughout the year through mentorship from Residential Commons Directors. These practical skills give RAs a boost in their careers after graduation.

2017-2018 Student Affairs Impact Report

PERSONAL CONGRUENCE The personal congruence domain fosters identity development to help students clarify their values to live with integrity and conviction.

Students who live with personal congruence have a deep awareness of self, show moral courage, are exploring their faith, and are ethical decisionmakers.

The Office of Social Change and Intercultural Engagement, the Human Rights Department and the Provost Office continued to expand the Human Rights 1101: Foundation of Community, Inclusion, and Diversity Pilot initiative. We are in the second phase of the pilot, and this year, 134 students enrolled in the course. The majority of students who took the course were either first or second years (71%).

When we asked students to anonymously reflect and share what they learned, one student said, “I learned how to have engaging dialogue with someone who had different views from me on a controversial topic. I also learned how to actively listen to their argument and understand where they’re coming from rather than thinking of ways to destroy their argument.”

Students are able to actively apply learning about diverse perspectives into their daily life. One student shared, “I will commit to being less critical of other people in order to see what experiences shaped them and caused them to have differing views in order to form common ground and create a dialogue.”

COURAGEOUS LEADERSHIP This learning domain supports valuesbased leadership for students to leverage as they lead with conviction and integrity regardless of formal positions or roles. We hope to see students step up to lead whether they are the President, an active member, or even a volunteer in an organization. Students who demonstrate this learning domain have a sense of ethical, values-based, and inclusive leadership, and are seen to be a servant leader.

STORY OF IMPACT What I Learned as an Orientation Leader “Working in Transition & Orientation for the past two summers led to more personal growth than I ever thought possible when first coming to SMU. Coming to AARO as a first-year, I watched the Orientation Leaders in awe, desiring the opportunity to represent our university as well as they did.

Later that year, I applied and was chosen as an alternate, which originally was difficult for me to grasp, as I viewed it as personal failure. When I started on the team, I was not confident and found myself comparing my quiet and detail-oriented style to the confident and extroverted demeanor of my fellow Orientation Leaders. I was not comfortable with change and didn’t voice my opinion often.

After my summer as an OL I had found my voice as a confident public speaker and small group leader, while maintaining and further developing my attention to detail. The following summer, I was selected to serve as one of two Orientation Mentors and had the opportunity to lead my peers and oversee both large-scale projects and detailed, recurring appointments for both Mustang Corral and AARO. The moment I realized how much I had changed was during International AARO at the end of the summer when some of our room assignments changed for small groups, and I was quickly and confidently able to find new locations to assist our Orientation Leaders, solving the problem at hand on my own. I am still processing through all the ways I have changed and grown, but I know the girl sitting at AARO two and a half years ago would never recognize the confident leader Student Transitions & Orientation helped me become today.”

MacKenzie Korsi Class of 2019

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GOALS of the plan

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strategic goals include many measures, processes, and actions designed to improve the student experience and develop staff within our division. The objectives associated with each goal are focused action items that contribute to the overall advancement and accomplishment of the goals.

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In the fall of 2017, Camp Corral hosted TEDxSMU. Faculty members were invited to give short TED-style speeches to incoming Mustangs. Professors Will Powers, Rita Kirk, Beth Wheaton, and Rick Halperin spoke about the potential students have to engage in their Residential Common and the impact it would have on themselves and the greater SMU community. FiRs (Faculty-in-Residences) create a welcoming atmosphere year-round for all first-year and transfer students. (Transfer students are integrated into Ware Commons).

All students are continuously encouraged to interact with the FiRs throughout the year and many take advantage of the informal mentorship that is provided in each Residential Common. Incoming students are quickly introduced to their FiR as they begin their time at SMU. Each week, the Facultyin Residence open their homes to students where they might not only just get some fresh baked goods but also be introduced to other faculty and community guests. These become traditions that students build into their schedule to attend. Through these programs the FiR is able to build trust with their students and get them interested in other activities that they plan such as arts performances, special guests, community service, and much more.

First 5 First 5 was developed i t y | p e op to build on the un groundwork laid during AARO & Mustang Corral – the name refers to the first five weeks of classes, which each correspond to one of the SMU Connecting Points: People, Campus, Spirit, Academy, and Community. The First 5 schedule consists of a few large-scale events open to all students and independent experiences, all organized into the weeks themed for each connecting point. le

In taking the first steps to developing a comprehensive student experience, the division underwent a mapping exercise where all programs and services hosted by student affairs were linked to the six learning domains to determine where efforts can be directed to create a more all-encompassing student experience.

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By developing an intentional and comprehensive student experience, we will foster a sense of belonging and student development that will contribute to successful transitions, increased retention and graduation.

First Year Experience As we prepare to launch our Pilot First Year Experience (FYE) seminar, we are so encouraged by the positive response from across campus. Each time we share the vision for FYE, the enthusiasm from staff and students alike assures us the effort to help students successfully transition to SMU, connect to their Residential Commons, and establish meaningful relationships with staff and students will truly enhance the Comprehensive Student Experience.

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FOSTER A SENSE OF BELONGING AND PROMOTE STUDENT SUCCESS THROUGH THE DEVELOPMENT OF A COMPREHENSIVE STUDENT EXPERIENCE

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COMPREHENSIVE STUDENT EXPERIENCE

The FiR is often the first close connection that first year students have to Academic Affairs.

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GOAL ONE

Watching the entire campus work together to create a transitions program for new students affirms our vision for a Comprehensive Student Experience that begins with all students connecting to SMU. Helping students connect to SMU is a University effort and the preparation for launching this initiative has proved how committed the SMU community is to facilitate this connection. We can’t wait to see how this program impacts the transition of our new Mustangs!

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GOAL TWO

UNDERSTAND DIVERSE PERSPECTIVES CULTIVATE UNDERSTANDING OF AND A RESPECT FOR DIVERSE PERSPECTIVES We will cultivate the understanding of and respect for those from different backgrounds and experiences through programs and services emphasizing the importance of self-exploration and cultural intelligence, recognizing the value of diverse perspectives and disciplines to local and global communities.

Raven Battles, Class of 2019, has served as President for the Association of Black Students (ABS), CONNECT mentor, Multicultural Fly-in host, and student worker in the Office of Social Change and Intercultural Engagement.

Raven excelled and grew this year in her role as ABS President as she worked diligently to advocate for representation at homecoming.

The homecoming chair coordinator and Raven worked with leaders from Student Foundation to identify ways to meet both of their group’s needs. While ABS was unable to have homecoming candidates as a part of the 2017 Homecoming, Raven is confident that continued conversations that arose this spring semester will help ABS do so in 2018.

Raven grew in understanding the purpose ABS holds at SMU. During the Multicultural Fly-in that the Department of Admissions hosted for prospective students of color, Raven served as an overnight housing host. The flyin was an eye-opening experience for many current students, including Raven, who had the opportunity to see how critical a role they played in recruiting students of color to SMU. At the meeting following the Multicultural Flyin, Raven had conversations with her executive board about their experience in serving as hosts. She shared her hope to have more black SMU students serve as hosts the following year to directly impact the number of black students that enroll at SMU. In Fall 2017, the CONNECT Student Success Program had 35 incoming students participate

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in the program as protégés and 28 upper-class students serve as mentors this year. Of those 35 protégés students 97% were retained from the first to second semester. The ethnicity breakdown of the protégés is as follows: Asian (31%), Black or African American 29%, Hispanic or Latino (29%), 2 or more (9%), and 3% not reported.

GOAL THREE

DEVELOP STRATEGIC PARTNERSHIPS DEVELOP STRATEGIC PARTNERSHIPS – DIVISIONALLY, INSTITUTIONALLY, LOCALLY, AND BEYOND. We will develop partnerships – on and off campus – expanding the network of collaborative relationships divisionally, institutionally, throughout North Texas, and beyond to create interdisciplinary, effective, and innovative programs and services for our students.

One significant contribution to the Division’s focus on developing strategic partnerships is evidenced by the Marvelous Girl’s Summit.

This was the second year that the Office of Social and Intercultural Change hosted this event on campus. In partnership with Sisters Supporting Sisters, middle school girls are invited to campus for a full day of personal development. Our SMU students serve as small group leaders that guide conversations with the girls after hearing the themes in the larger group. A focus group was conducted with the SMU women after the event to gauge from them how this program impacts them as students. The students shared that this program has empowered them as leaders and that opportunities like this are what keep them excited about SMU. This partnership has helped SMU students to see beyond the campus walls and to become an active part of the Dallas community.

Equal Pay Day This spring, the Hegi Family Career Development Center partnered with the Women and LGBT Center to present an Equal Pay Day Panel which featured successful women leaders from AT&T Stadium, JPMorgan, Southwest Airlines, and Urban Teachers. With 30 SMU 2017-2018 Student Affairs Impact Report

community members in attendance, the focus of the event was to discuss the importance of women and diversity in all industries, the issue of the gender pay gap and strategies to lessen it, and advice for young women and men entering the workforce on how they can successfully present and advocate for themselves and others as professionals.

MLK Day of Service The MLK Day of Service occurs in January in recognition of Dr. Martin Luther King, Jr.’s birthday. We work with a wide range of Dallas organizations during days of service, and past projects have included organizing food and clothes pantries, cleaning outdoor recreation areas, painting and restoring shelters, building accessibility ramps for homes, and helping teachers organize their classrooms. CEL, OMSA, National Residence Hall Honorary, The

Assembly, Fraternity and Sorority Life, and Mustang Heroes partnered for the MLK Day of Service. (See photo of participants below.)

Over 300 individuals participated in the MLK Day of Service in January 2018.

SMU Photography

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GOAL FOUR

PROMOTE COMPREHENSIVE WELL-BEING PROMOTE COMPREHENSIVE WELLBEING AS A PRIORITY AND CRUCIAL COMPONENT TO THE PERSONAL DEVELOPMENT OF A HEALTHY STUDENT We will prioritize the development of programs, services, and resources designed to encourage healthy habits in students’ daily lives through creating and supporting a culture of multi-dimensional well-being.

Peer Health Educator Program The work of the Peer Health Educator program has been structured around a Residential Commons model. Last year, 10 student-peer health educators served as the primary health and wellness resource for the Commons in which they reside and participated on their respective Commons Leadership Councils.

They facilitated 9 programs throughout the 2017-18 academic year focusing on a variety of health topics including sexual health, alcohol and substance abuse prevention, nutrition, and stress management.

Dr. Bob Smith Memorial Health Center The Dr. Bob Smith Health Center has continued to see an increase the number of students utilizing its services. The following data outlines usage for the Dr. Bob Smith Memorial Health Center during the 2017-2018 academic year.

DR. BOB SMITH MEMORIAL HEALTH CENTER 2017-2018 USAGE DATA COUNSELING SERVICES 7,510 client visits This figure increased 4.3% from the previous year.

(Counseling-5,748; Psychiatry-1,304; Alcohol/drug abuse-441; Third party-17)

MEDICAL SERVICES 13,330 patient visits This figure increased 8.3% from the previous year.

(Primary care-9,470; Nursing-2,815; Women’s Health-928; Dermatology-117)

PHARMACY 12,674 prescriptions This figure increased 11.5% from the previous year.

(New prescriptions-9,763; Refills-2,911)

LAB WORK 5,465 laboratory tests performed This figure increased 22.8% from the previous year.

FLU SHOTS 3,474 flu shots were administered to SMU students, faculty, and staff at the Health Center and at eight satellite clinics across campus.

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2017-2018 Student Affairs Impact Report

GOAL FIVE

DATA-INFORMED DECISION-MAKING INCREASE DATA-INFORMED DECISIONMAKING BY IMPLEMENTING INTENTIONAL ASSESSMENT AND RESPONSIBLE FISCAL STEWARDSHIP We will increase data informed decision making by conducting intentional assessment and serving as responsible stewards of university resources allowing the division to make strategic decisions to maximize human and fiscal resources to better serve students.

Another very exciting update from this academic year was the movement on the Hughes Trigg Student Center refresh project.

The Hughes Trigg User Group worked on gathering feedback from students and other campus stakeholders about the changes they would like to see in the center’s refresh.

Student Senate began this discussion over eight years ago, and the progression of the process that was made this year has rejuvenated the excitement in the student leaders.

now being utilized and help create a culture of professional excellence that cultivates talent development and demonstrate an investment in each individual employee (Goal Six, Objective 2). The strategic plan champions look forward to launching a student affairs division new employee orientation during fall 2018 as well as forming a Goal 6 committee to further professional excellence, academic achievement, professional development curriculum, and involvement in professional associations.

“As someone who recently completed her terminal degree, I enjoyed the support of my colleagues and supervisors in that endeavor. I’m gratified to see some of those tangible supports becoming division policy.” - Dr. Dawn F. Norris

GOAL SIX

ADVANCE PROFESSIONAL EXCELLENCE ADVANCE PROFESSIONAL EXCELLENCE AS AN EXPECTATION AND COMMITMENT WHEN RECRUITING, RETAINING, AND ADVANCING TALENT IN THE DIVISION We will establish guidelines and programs to advance professional excellence as an expectation and commitment to inform the recruitment, development, retention, and advancement of talent within the division.

In the summer of 2017, the division formed a Talent Development Committee. Members served on one of four subcommittees: Searches, Recruitment, Onboarding, and Retention and Evaluation. The work of these committee members laid the foundation for the new strategic plan champions to create new onboarding and out-going checklists for both supervisors and employees. The checklists are

Dr. Dawn F. Norris, Executive Director for Student Involvement

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STUDENT AFFAIRS MISSION STATEMENT The Division of Student Affairs creates and supports a robust student experience and forges strategic partnerships to best serve the entire SMU community. As educators and scholar-practitioners, we create purposeful learning and leadership opportunities for students to clarify and develop their knowledge, values, skills, and identities challenging each to become a world changer.

www.smu.edu/studentaffairs