Engagement


University of Lynchburg will be nationally recognized as a leader for student engagement inside and outside of the classroom, in athletics, and in leadership.

Lynchburg will be distinguished by its combination of outstanding academic rigor, built-in experiential learning opportunities, superb athletic programming, leadership training and discipleship, and by the diversity of its undergraduate and graduate programs. It will be a first choice for talented scholars, leaders, and student-athletes who seek a community of engagement, service, and active learning.

Through an intentional adoption of high impact processes, both in and out of the classroom, on and off campus, faculty and staff will impact students’ lives in a multiplicity of ways. Research tells us that these intentional experiential practices have long-term positive impact on students’ success beyond graduation.

Our pursuit of student engagement will ensure that our students will become creative and ethical leaders who will make valuable contributions to their communities. Building on our residential liberal arts tradition, our students will have leadership opportunities in the arts, athletics, cultural life, and student government—all practices that develop community-building skills.

Intentional First-Year and Second-Year Experience

The University will provide an intentional first-and second-year experience designed to foster intellectual rigor and integrate academic and co-curricular engagement and learning.

Student transitions, such as the first year of college, the second year, and the transfer experience, are pivotal milestones in the educational journey and pose unique opportunities for student learning and development. We strive to establish a standard of excellence for supporting student transitions and facilitating student success.

1.1a Updates

First Year Experience. 23 sections of the new first year seminar for general education (DELL 100) taught by 17 different faculty have been scheduled for the 2019-2020 academic year. All DELL 100 courses feature high impact practices (HIP) such as integrative learning design, ePortfolios, reflective writing, and experiential learning components. Planning is underway to change the way incoming first year students are advised with the goal of increasing support to students. Advising for new students will be integrated with an academic success course taught by specialists from the Academic Achievement Center.

1.1b Updates

Second Year Experience. The Second Year Success Team is led by the Director of Second-Year, Transfer, and Non-Traditional Student Programs.

  • Increased staff support in 2019-20 will include a Coordinator who will also work directly with students and help expand support services.
  • Two Residential Learning Communities have been established in the new Residence Hall for Second-Year Students: Westover Honors College Community and the Spiritual Wellness, and Mindfulness Community.
  • For the 18-19 academic year, we have seen an increased number of students who are attending more than one second-year events.
  • Established new tradition with 500 Nights to Graduation Celebration for Second-Year Students.

Develop shared academic experiences for first-year students as part of general education.

Incorporate high impact and experiential learning intentionally into first-year-level courses.

Review patterns of academic engagement and achievement in first-year/sophomore courses and address concerns by creating new programming in response to trends, shifting resources as needed to enhance agility and responsiveness to student needs.

Develop a comprehensive and intentional sophomore experience that extends across the academic experience to include residential life and co-curricular activities.

  • Improved first-year-to-second year retention rates
  • Improved NSSE scores in targeted categories
  • Increased percentage of first-year students participating in high-impact and experiential learning opportunities
  • Second-Year Student Assessment (SYSA)
  • Thriving Project: Sophomore Experiences Survey
  • Second-Year Student Retention Predictor Model
  • Programming Evaluations from Year to Year
  • Improved first-year to second-year retention rates

    Improving. 79% of full time first time in college students returned for the second year. That is a 4% increase over previous retention rate.

  • Improved National Survey of Student Engagement (NSSE) scores for Engagement Indicators

    National comparison: For seven of ten indicators, University of Lynchburg first year students engagement levels were equivalent to the top 10% of all NSSE institutions.Local Improvement: For six of the ten engagement areas, University of Lynchburg first year students report higher engagement in 2018 than did our 2016 first year students.

  • Increased percentage of first-year students participating in high-impact and experiential learning opportunities

    Improving. A service learning experience with a reflection component was added to the first year fall GS courses.

  • Improved graduation rates

    The four year graduation rate is 50%; the most recent six year graduation rate is 61%. The improvement in first to second year retention rates we now see will very likely translate to future improvement in the four year graduation rates.

  • Improved second to third year retention rates

    Improving. Second to third year retention rates improved for fall of 2018 by 1 percent.

  • Increased percentage of upperclassmen participating in high-impact and experiential learning opportunities

    Improving through greater opportunities. The class of 2018 is the first class that completed at least six writing-enriched or WE courses. Collectively, the six writing enriched courses are considered a high impact practice. Additionally, the faculty created a course designation of domestic study away (as compared to study abroad) to expand experiential learning.

General Education

Faculty will revise general education to create a transformative student experience where students are academically engaged in the learning process and develop competencies that prepare them for life after college.

1.2 Updates

The general faculty passed the Diverse, Engaged, Lifelong Learners (DELL) curriculum on December 1, 2017, by a large majority. Implementation of the new curriculum has begun with the review of DELL course proposals designed to meet the new learning outcomes. DELL classes begin in the Fall of 2019.

Articulate a clear purpose statement for general education at LC.

Address or integrate ideas and concerns of all stakeholders.

Create greater awareness and cohesion among faculty and students about the purpose and significance of general education.

Present at least one model of an alternative curriculum to the full faculty to consider.

  • Increased student achievement and goal attainment in general education
  • Increased first-year-to-sophomore retention rates
  • Increased sophomore-to-junior retention rates
  • Improved NSSE scores in targeted categories
  • Articulate a clear purpose statement for general education at the University of Lynchburg.
  • Address or integrate ideas and concerns of all stakeholders.
  • Create greater awareness and cohesion among faculty and students about the purpose and significance of general education.
  • Integrate professional disciplines with the structure of general education.
  • Present at least one model of an alternative curriculum to the full faculty to consider.
  • Measure student achievement and goal attainment in extent to which students achieve general education and program goals.
  • First-year-to-Sophomore retention
  • Sophomore-to-Junior retention
  • NSSE

High-Impact Practices

To advance student learning and achievement, 100 percent of graduating students will engage in at least three high-impact and experiential practices (e.g., internships, study abroad, domestic study away, off-campus learning experiences, research, thesis, simulation, capstone, service learning, writing in and across the discipline, learning communities, and working with visiting scholars, artists, musicians, and writers).

According to the American Association of Colleges and Universities, experiential learning – also known as high-impact learning – provides opportunities for undergraduate students to integrate their classroom learning to experiences within and beyond the campus borders, and, in doing so, to advance their learning in ways not ordinarily achieved in a classroom setting. This integrative learning “occurs as learners address real-world problems, unscripted and sufficiently broad, to require multiple areas of knowledge and multiple modes of inquiry, offering multiple solutions and benefiting from multiple perspectives.”

These high-impact experiences can provide Lynchburg students with the necessary tools to live and work in a changing, diverse and complicated world and to become lifelong learners.

1.3 Updates

Through a peer nomination and voting process, the faculty identified those who do a particularly outstanding job of creating high impact practice experiences for their students. The following faculty were recognized for excellence with high impact practices in their classes:

  • Lynchburg College of Arts and Sciences (April 2019):
    School of Sciences: Brooke Haiar
    School of Social Sciences: Keith Smith
    School of Humanities: Steven Dawson
    School of Visual and Performing Arts: Jeremy Craft
  • College of Business (March 2019): Francis Bush
  • College of Health Sciences (November 2018): Gary Austin and DuAnn Kremer
  • College of Education, Leadership Studies, and Counseling (October 2018): Deanna Cash and Holly Gould

Create high-impact and experiential learning practices (HIEP) experiences for all students across all disciplines at Lynchburg.

Incorporate HIEP intentionally throughout a student’s four-year program.

Enhance and expand the Westover Honors program.

Develop domestic study abroad and field research courses.

Provide training to faculty on high-impact and experiential learning practices (HIEP), including bringing in experts.

Develop award and recognition program for faculty who mentor students in research, scholarly, and creative activities, and who incorporate HIEPs into their courses.

Enhance classrooms to support faculty experimentation with HIEPs and new technologies.

  • Increased percentage of students participating in high-impact and experiential learning opportunities.
    Additional University high impact practices not a part of the NSSE results:
    - 6 writing-enriched courses = one high impact practice for 100% of seniors
    - Extensive clinical coursework completed by nursing majors
    - Domestic Study-away coursework
  • Improved NSSE scores in targeted categories.
    81% (blue bar on graph) of University of Lynchburg seniors report 2 or more High Impact Practices compared to only 66% of peers from SE private institutions.
    (The yellow bar represents the percentage of students reporting 1 high impact practice.)

Snapshot of NSSE results 2018

Diversity and Inclusion

Ensure that the institution's commitment to diversity is apparent through a campus community climate where all faculty, staff, and students feel welcomed and are treated with respect.

1.4 Updates

The results of the Campus Belonging Survey, administered in December 2018, were shared with the campus community during the spring semester. This anonymous 27-item survey, seeking to measure the sense of belonging on campus, generated a total of 333 total responses - 178 students (~5% response rate) and 155 employees (~20% response rate). Due to significantly low response rates, the Office of Equity and Inclusion encouraged the community to proceed with caution in generalizing the results to the entire campus while still acknowledging the responses of those who took time to share.

For student respondents, there was a strong sense of belonging within the classroom. Students agreed that they are respected and receive support from the faculty members. They also agreed that the faculty is committed to helping them succeed. The survey revealed that students would like a more robust social experience on campus. Additionally, the data revealed that underrepresented populations' sense of belonging was slightly lower than the majority.

For employee respondents, a strong sense of connectedness to the institution was evident. Employees agreed that the University of Lynchburg has a welcoming environment, and employees agree that they're fitting in while here. Similarly to the student populations, however, underrepresented populations responded to a slightly lower sense of belonging than the majority.

The data from this survey will be used to enhance services and training opportunities for campus in terms of diversity, inclusion, and belonging. Specifics for these enhancements will be outlined in the updated Diversity Strategic Plan to be updated in the summer of 2019.

Measure increase in diversity and inclusion efforts to raise awareness for and about diverse populations on campus .

Measure increase in the academic curriculum and co-curricular programming to provide students with skills to succeed as culturally competent and equity-minded civic leaders in a global and multicultural society.

Ensure that Lynchburg recruits, retains, and increases a diverse faculty and staff.

Ensure the College is compliant with Title IX, the Violence Against Women Act, and related state and federal laws and regulations through the Title IX Coordinator.

See the University of Lynchburg's Office of Equity and Inclusion: Diversity Strategic Plan

  • Workforce: At least 16 percent of the full-time, non-service staff and 10 percent of the full time faculty will be from underrepresented groups.
  • Training: 100 percent of faculty and staff annually complete diversity and inclusion training.
  • Campus climate for students: Eighty-five percent of Lynchburg students, on average, will report "agree" to feeling a sense of belonging, feeling safe, and having connections to their peers as well as faculty and staff.
  • Classroom environment: Ninety-eight percent of students will report, through course evaluations, that they feel they are treated fairly and equitably in the classroom setting.
  • Programming: One hundred annual diversity/inclusion-related programs available to students; at least 10 professional development opportunities per year for faculty and staff related to diversity and inclusion.

 

  • Percent of full-time faculty and full-time, non-service staff who claim membership in underrepresented groups.

    Working plans. 5% of full time faculty and 14% of full time non-service staff are members of underrepresented groups as of Nov. 2018. (Overall 7% of non-service employees are of color). New recruitment of and retention efforts for underrepresented faculty and non-service staff members are forthcoming.

  • Percent of employees who annually complete diversity and inclusion training.

    Working plans. 94% of employees completed diversity, respect, and inclusion training.

  • Percent of students who chose “agree” when surveyed about feeling included and connected to campus.

    Improving.

  • Target met. In the fall 2018 Belonging survey administered, 85% students answered either neutral or positively to the question of “I belong at the University of Lynchburg.”

    63% of those students indicated that they agreed or strongly agreed
    82% responded either neutral or positively to “fitting in at Lynchburg.”

  • Percent of all students who report that they are treated fairly and equitably in the classroom setting.

    Target met. During the fall semester, 94% of students “agree” or “strongly agree” that they were treated in a “fair and equitable” manner. The data was collected through course evaluations and represents an increase from the 2017-2018 academic year.

  • Number of programs tagged for diversity and inclusion focus for students and for employees each year.

    New avenue. DELL, the new general education program, includes a course theme of Local to Global Diversity. Such a course will in some way, deepen students’ knowledge or perspective of one or more forms of diversity. Some two dozen course proposals have been received.

Global Educational Opportunities

Inculcate a campus community that integrates global educational opportunities.

1.5 Updates

Two scholarships for international students have been redesigned to make it easier to apply.

1.5 now includes the strengths and opportunities of the Center of Global Education infrastructure.

For the fall and winter terms, 45 undergraduates and 37 graduate students participated in a faculty led study abroad course; one student completed a domestic study away semester, six students completed a fall semester abroad, and four students completed a winter term abroad. Destinations included Guatemala, Dominican Republic, Vietnam/Cambodia, Chile, London, Austria, South Korea, Germany, France, Peru, Argentina, and Italy.

For the spring of 2019, one course section of undergraduates completed a domestic study away component, one group of DPT students did service in Guatemala, and four undergraduates spent a semester abroad (two in Spain, one in France, and one in Germany).

Increase international programs and domestic study away participation.

Establish faculty/student exchange programs.

Identify partnership agreements with international institutions.

Create an effective and systematic international faculty orientation program.

Recruit international students and faculty.

Provide workshops on how to work effectively with international students and faculty.

Establish a Student Global Advisory Committee.

  • Opportunities for student/faculty exchange programs
  • More students studying abroad
  • Additional international faculty
  • Additional international undergraduate and graduate students
  • New international partnership agreements

 

New pedagogies to support active teaching and academically engaged learning

The University will stimulate the exploration of new pedagogies that support active teaching and academically engaged learning.

Tomorrow’s students will possess different ways of learning and it is incumbent upon our faculty to develop new learning environments in which they better connect students to the subject matter. By adopting leading-edge technologies and adopting innovative teaching practices, our faculty will continue to offer a Lynchburg academic experience of high quality and rigor.

1.6 Updates

This spring, the Teaching and Learning Fellows led workshops on Two-Stage Exams, Podcasting, Structured Academic Controversy, and Classroom Management. Gary Austin (Physical Therapy), Jason Crumption (Chemistry), Holly Gould (Education), Elza Tiner (Latin), Christine Terry (Biology), and Will Roach (Physics) served as Faculty Fellows in the Teaching and Learning Center for the 2018-19 year. Director Jay Proffitt provides support to the team. The Associate Provost's office manages the competitive process to identify new Faculty Fellows as openings become available.

Catalyze teaching and learning innovations that advance and contribute to academic engagement and learning–using digital tools, collaborative structures, and hands-on approaches.

Enhance T+LC programming and professional development to support faculty as they adopt teaching and learning innovations.

Advance educational practices that engage diversity and advance collaborative learning.

Provide funding to further pedagogical research and to support adoption of innovative practices.

Identify and adopt technologies that contribute to academic engagement and learning.

Develop faculty resources on current learning theory and evidence-based instructional practices that support student success.

Seek grant funding to support initiatives.

The University will stimulate the exploration of new pedagogies that support active teaching and academically engaged learning.

The Teaching and Learning Center in collaboration with the Digital Humanities Initiative as well as the Director of Online Instructional Design continue to identify digital and hands-on solutions and support faculty who seek to increase the academic engagement in their courses.

The Teaching and Learning Center has continued to enhance professional development through joint workshops and partnerships with other initiatives and departments on campus. The T+LC has worked with WE, Digital Humanities, the Career & Professionalism Center, the Office of Diversity and Inclusion, and University Communications and Marketing to offer programming that meets the specific needs of the faculty and staff.

The T+LC had partnered with the Office of Diversity and Inclusion and other faculty and staff stakeholders to increase the opportunities for University of Lynchburg faculty and staff. Among T+LC offerings this year were Safe Space Ally Training and Dialect Discrimination. There are also several online and physical resources available through the T+LC website and Lending Library.

The T+LC offers Innovative Teaching and Research grants to University of Lynchburg faculty each summer to develop or expand active and engaged learning strategies in the classroom. This program was originally funded through a grant from the Jessie Ball duPont Foundation, but has been continued through internal funding.

Grant-funded project samples

The T+LC has created the Lending Library and Resources section of the T+LC website. The lending library is located in the Teaching and Learning Center and consists of 60+ titles. It has been integrated with the Knight-Capron Library catalog system to allow increased access for faculty and staff.

 

Career Services

Fully integrate career development and services with academic programming to increase student engagement throughout their Lynchburg experience.

In 2013, The College-Bound Market Update noted for the first time that career preparation is the primary motivator for college enrollment among traditional-aged undergraduate students – surpassing academics, and even affordability.

As the value of a college degree continues to be questioned and scrutinized, we must prepare our students for life after graduation. To be successful and to enhance the success of our graduates, we must integrate career preparation throughout the student experience, beginning as early as possible in the first year and continuing to graduation and beyond into our students’ lives as alumni.

1.7 Updates

In support of Vision 2020+ we are able to report that six months out from graduation 78% of the undergraduate class of 2018 have met their intended goal of either working or continuing their education. Of note is the increase in the number of our students attending professional programs in the graduate health field. Many of those graduating students have chosen to attend our own DPT, PA, Public Health and Athletic Training programs.

Related to this success is the growing number of students in our Pro+ program, and particularly the number of students moving up from the Bronze to Silver level of Pro+ which indicates that they continue to be involved in the program. Our Employer Relations position is hard at work planning travel after July 1 when we hire our new Career & Internship Counselor.

Increase career opportunities for Lynchburg students and graduates by developing and maintaining working relationships with alumni and regional, state, and national employers.

Developing a strategic outreach program to employers.

Increasing the number of job and internship postings for students.

Collaborating with academic departments and faculty.

Increasing the number of students attending job fairs and participating in on-campus recruiting opportunities.

Nurturing strategic partnerships.

Conduct annual needs assessments to determine professional and career-related workshop offerings.

Gear revamped website toward student and departmental needs, while increasing interactive and dynamic elements. Keep information updated, reflecting current internship and postgraduate outcomes, including listing recent employers and graduate school admissions.

Outcomes (at defined intervals – point of graduation, six months after graduation, 12 months after graduation)
  • Improved use and satisfaction of career-related programs and services, including career and job counseling by academic advisors, faculty, and career development staff
  • Increased use of Career Development web page and online resources
  • Increased number and diversity of career and professional development programs
  • Improved students workplace readiness
  • Increased number of posted jobs and internships and percentage filled by Lynchburg students
  • Increased number of employers attending job fairs and percentage of Lynchburg students obtaining interviews and jobs as a result of participation
  • Increased number of on-campus recruiting programs and percentage of Lynchburg students in attendance, interviewed, and offered positions
  • 78% of the class of 2018 at 6 months after graduation have met their goal or either working or going to graduate school. This is above the national norm of 75%.
  • Each week, on average, our staff delivers 2 workshops in the classroom, and at least one workshop outside of the classroom. This is in addition to the major events that we host.

New Programs

Lynchburg will align its academic programs with changing employment opportunities and develop new programs that are viable in the marketplace and that are consistent with its mission. These programs may be full- or part-time, undergraduate or graduate, on-campus or online.

It is clear that environmental factors drive innovation in higher education and University of Lynchburg has been entrepreneurial and forward thinking as it seeks to grow and address the higher education demands of the region and the state. Our introduction of high-demand graduate health science programs and the continued success of our graduate offerings in education – Lynchburg graduates can be found in the classrooms and offices of practically every school and administrative office in the region – are a testament to our ability to meet market demands. We must continue to develop new academic programs that will address the ever-changing employment landscape.

1.8 Updates

The graduate level Health Informatics Management program has been redesigned and renamed to use health data for innovative health benefits design. In a fast changing health benefits environment, the Health Benefits Design and Health Informatics Management Certificate provides students with knowledge and skills to create and implement a strong health benefit employee package, yet also manage costs. Undergraduate faculty are developing new minors to give students opportunities to expand studies beyond the major. The educator preparation programs are redesigning curricula to prepare for new requirements for teacher and educator licensure.

Develop scholarships for transfer students in academic areas with excess capacity in the junior/senior levels.

Implement new undergraduate and graduate programs identified by Health Sciences Task Force and School of Sciences Task Force during the 15/16 academic year including:

  • Cyber Security – graduate certification, plan for undergraduate major
  • Computer Science/Information Technology/Engineering
  • Health Informatics – graduate certification
  • Transitional Doctorate for PA Medicine
  • DPT Residencies

Scan the environment and explore new programs that are viable in the marketplace.

Develop infrastructure to support online programs.

  • Increased total student enrollment
    • Official headcount of 3081 students for fall 2018
    • One year increase of 9.6%
  • Growth in number of undergraduate and graduate students
    • Undergraduate count increased by 2% to 2086 students
    • Traditional age full time students increased by 1% to 1863 students
    • Graduate students increased by 31% to 995 students
  • Improved student-faculty ratio
    • The student-faculty ratio remains at 11 to 1

Recruit students through athletics and arts

The University will attract, recruit, retain, and graduate exceptional students whose collegiate experience is enhanced through participation in recreation and intercollegiate athletics and the arts in preparation for lifelong wellness.

According to the National Collegiate Athletic Association (NCAA), “colleges and universities in Division III place the highest priority on the overall quality of the educational experience and on the successful completion of all students’ academic programs. They seek to establish and maintain an environment in which a student-athlete’s athletic activities are conducted as an integral part of the student-athlete’s educational experience, and an environment that values cultural diversity and gender equity among their student-athletes and athletics staff.” Lynchburg College exemplifies the Division III spirit and our emphasis and support of recruiting the best student-athletes only serves to enhance the experience for all students.

1.9 Updates

Athletics. Swimming and women's golf have effectively recruited outstanding scholar athletes to join our campus for the fall of 2019.

Arts. Of the Visual and Performing Arts scholarship offers, 14 students have made their deposit. The music department has activated a department Facebook page and the Choir has an instagram account. The annual High School Art Show drew 70 high school artists from 11 area high schools; double the number of students as compared to last year.

Expand the recruiting reach and the number of students recruited by the arts, as well as intercollegiate and club teams.

Increase staffing, where appropriate, to provide full-time assistant coaches to recruit, develop, and mentor student-athletes on the field, in the classroom, and in future endeavors.

Create new varsity teams in swimming and women's golf. Coaches will grow the new programs by increasing the roster by 50% in subsequent years.

Partner with Enrollment and University Communications and Marketing to coordinate arts and athletic recruiting efforts with relevant University recruiting strategies, materials, and programs.

Partner with Enrollment Management to regularly review the admission process using software tools.

  • Number of athletes recruited by programs as their point of origin into the system
  • Number/percent of student body participating in intercollegiate, club, and IM athletic program

Athletes and year one to year two retention. For fall 2018, 88% of first year athletes returned to the University for year two. This is nine percentage points higher than the cohort retention rate of 79%.

Athlete graduation rates. Athletes graduated at a rate of 74% as compared to the University of Lynchburg cohort rate of 59%.

National athletics honor society. Lynchburg added a chapter of Chi Alpha Sigma, the national athletics honor society, in 2016. To date, we have inducted over 200 scholar athletes who have reached junior status and have a current overall GPA of 3.4 or higher.

Athletics as a key part of the 24-7 University community. 189 men and 191 women were listed on one or more athletic team rosters for the 2017-18. An unduplicated count of athletes represents 18% of the full time undergraduate student body.

Championship-level athletic experience

The University will offer a championship-level experience for all student-athletes, alumni, and members of the greater University of Lynchburg community.

There is no question that athletics plays a central role in the life of Lynchburg, both for those student-athletes involved in competition at all levels and for the entire University community who engage in recreational and wellness activities or who support the Hornets as fans. To that end, we must address the facilities deficiencies that hinder our ability to deliver the championship experience that students and fans alike have come to expect.

1.10 Updates

During the 2018-19 academic year, 12 of our teams were ranked regionally or nationally per the NCAA Division III. The University of Lynchburg is ranked at 38th at the end of fall of 2018 in the Learfield's Directors' Cup for all of Division III. For the Old Dominion Athletic Conference (ODAC) we are first in men's, women's and overall as of the end of the fall semester. Final results will be available by June of 2019.

Establish a task force to study and recommend the appropriate number and mix of intercollegiate and club sports programs to accomplish the goal of being a top-30 Division III athletic program.

Recruit and hire a director of club sports to facilitate the full integration of club-level athletics into student and community life.

Collaborate with Advancement to:

  • Enhance fundraising to support each sport.
  • Revive the Hornet Club.
  • Seek corporate sponsorships.
  • Strengthen alumni and donor relationships.
  • Benchmark staffing and budgeting with other Division III institutions.
  • Graduation rates of athletes
  • Attendance at athletic events
  • Percentage of student-athletes that are on Academic All-ODAC
  • Percentage of student-athletes inducted into Chi Alpha Sigma
  • Percentage of student-athletes giving to the senior gift campaign
  • Percent of athletic alumni who donate

Learfield’s Directors’ Cup Ranking

      • Finish in top 30 to 50 out of the 450 Division III schools
        • University of Lynchburg is 38th after fall 2018

Every program ranked, regionally or nationally

      • 5 of the 6 University of Lynchburg fall 2018 teams were ranked regionally or nationally

Number of Old Dominion Athletic Conference (ODAC) Championships

      • The goal is 13 teams in NCAA championships each year

Win the ODAC Commissioner's Cup

      • Currently first in men’s, women’s and overall after fall 2018 seasons

Win the Virginia Sports Information Directors (VASID) All-Sports Trophy

Core competencies of effective leadership/career readiness

Students will be able to articulate/translate their co-curricular experiences into those skills identified by the National Association of Colleges and Employers (NACE) as important to future employers.

Student Development has adopted the competencies identified by NACE (Critical Thinking/Problem Solving, Oral/Written Communications,Teamwork/Collaboration, Digital Technology, Leadership, Professionalism/Work Ethic,Career Management, and Global/Intercultural Fluency) as a focus for leadership development and for helping students interpret the value of co-curricular activities in terms of personal skill-building.

1.11 Updates

Core Competency Focus. Student Affairs has collaborated with the Career & Professionalism Center and Student Employment to use the same wording on evaluations related to the competencies for students who complete internships as well as for all student workers on campus. In each case students evaluate their own progression in the competencies as well as having a supervisor who also evaluates the student on the competencies. In addition, the Pro+ workshops delivered by the Career & Professionalism Center target the NACE competencies of Career Management and Professionism/ Work Ethic by providing students practice in interpreting curricular and non-curricular activities in terms of career readiness skills. Another avenue to support the development of the competencies is through DELL, the new general education curriculum that launches for the incoming class in the fall of 2019. Four of the eight NACE compentencies appear either as a theme or as learning outcomes in DELL curriculum.

Expand implementation of the core competencies reflective practice to select Student Development advised groups, beginning spring of 2019, including Student Activities Board, Student Judicial Board, Student Government Association, Interfraternity Council, Panhellenic Council, and the Student Diversity Liaisons.

Develop a self-assessment instrument based on the NACE career development and leadership core competencies to identify areas of focus for individual student leaders.

Incorporate Core competencies programming in Lynchburg student leadership conferences, including LC LEADS, Andersen, and the Eccles Leadership Summit.

Utilize core competency assessment results to address identified needs through the design of campus wide leadership conferences including Eccles Leadership Summit, Anderson Leadership, and LC LEADS.

Investigate/assess opportunities to partner and/or collaborate with others, including Career and Professional Services, College of Business, Academic Achievement Center, Student Employment, and the DELL curriculum team.

Identify opportunity to partner with the Academic Achievement Center and GS 104, a course for first year students.

Identify a random sample of senior student leaders to participate in mock interviews to assess their ability to translate their leadership experiences into the skills and competencies relevant for employers.

Provide core competency and reflective practices information sessions and resources to registered student organization advisors.

Set up mock interviews with a random group of senior student leaders to assess how well seniors can articulate their own experiences to demonstrate skills related to core competencies. (Core competencies constitute “career readiness” by NACE.)

  • Goal for improvement. Resident Advisors (RAs) will report improvement in five of seven NACE competencies in pre-post semester assessments where the supervisor has employed reflective practice for bi-weekly individual meetings.
  • Expansion. Workshops on the competency assessment and reflective practice will be completed by advisors for 50% of registered student organizations fall 2019; 75% will be trained by the fall of 2020.
  • Twenty-five percent of registered student organization advisors will utilize the core competencies and reflective practices with their respective student leaders by the fall of 2019. By 2020, we expect that 50% of advisors will utilize the assessment and reflective practice with leaders of student organizations.
  • Individual Student Outcomes. In mock interviews, seniors will articulate clear and specific examples of their own experiences to demonstrate job-ready skills related to each of core competencies.

Fall 2018:

  • Above target. Resident Assistants in housing (RAs) reported gains in six of seven core competency areas, exceeding the target of gains for five of seven areas.
  • Improvement achieved. The members of the Student Judicial Board and their advisor participated in the assessment and reflective practice during the fall of 2018. Students reported pre-post fall semester gains in all nine core competencies (The communication competency was divided into oral and written skills.)

Wireless coverage in classrooms will be strengthened to support pedagogies that involve students' internet access for learning activities.

Faculty use of technology for teaching is limited by students' access to secure wireless connections. Technology can be a part of active learning as in the Digital Humanities efforts or other teaching approaches where students use the internet for research during class. A reliable infrastructure for secure wireless access is necessary to support faculty and student use of technology in the classroom.

1.12 Updates

Wireless access points (AP) have been reconfigured for Schewel, the library, and the Psychology building to improve capacity and connectivity in classrooms. Over the summer we will be upgrading the wireless APs in Hobbs-Sigler (and adding additional APs in specific locations) to improve connectivity in that building. Also planned for the summer is a new Shentel internet connection to provide redundancy in Internet connectivity to reduce downtime stemming from provider-based outages.

Determine root cause why student devices cannot consistently connect to campus secure wireless network named UL_WIFI in classrooms.

Implement appropriate changes to wireless network infrastructure to resolve the issue identified above.

Upgrade all campus secure wireless networks to utilize the same vendor devices.

Identify classroom areas where wireless density is insufficient to meet academic needs.

Prepare plan to roll-out additional wireless density where needed and as resources allow.

  • At least 95% of faculty will report that the wireless capacity and access within the classroom is sufficient for student use of technology-rich pedagogical strategies.
  • At least 95% of students will be able to successfully and consistently connect to campus secure wireless networks in classrooms.
  • Faculty will report that the wireless capacity and access within the classroom is sufficient for student use of technology-rich pedagogical strategies.
  • Students will be able to successfully and consistently connect to campus secure wireless networks in classrooms.

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