Engagement


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

LC 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. LC 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.

The College 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.

Develop shared academic experiences for freshmen as part of general education.

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

Develop a formal study regimen in the library and at other locations across campus designed specifically to engage and instruct freshman in research methods, time management, and study habit best practices.

Review patterns of academic engagement and achievement in freshman/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 freshman to sophomore retention rates
  • Improved NSSE scores in targeted categories
  • Increased percentage of freshmen participating in high impact and experiential learning opportunities
  • Improved graduation rates
  • Improved student success in general education and program goals
  • Improved sophomore to junior retention rates
  • Improved student performance on licensure exams
  • Increased percentage of students participating in high impact and experiential learning opportunities
  • Improved student drop and withdrawal patterns by academic year
  • Increased average student credit hours completed by academic year
  • Increased percentage of students returning with less than expected credit hours to graduate in 4 years by academic year
  • Increased usage of academic support services
  • Increased percentage of students participating in athletics
  • Increased percentage of students participating in the arts
  • Increased percentage of students participating in student organizations

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.

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 freshman 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 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
  • 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
  • Freshman to Sophomore retention
  • Sophomore to Junior retention
  • NSSE

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, sustainability initiatives, 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 LC students with the necessary tools to live and work in a changing, diverse and complicated world and to become lifelong learners.

Create high impact and experiential learning practices (HIEP) experiences that all students across all disciplines have at Lynchburg College.

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
  • Improved NSSE scores in targeted categories

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.

The College will improve its hiring practices to increase diversity among faculty and staff.

Course evaluations will be rewritten to allow students to provide feedback on issues of diversity, inclusion and bias in the classroom.

Diversity and inclusion training will be mandatory for all faculty, staff, and students.

The College will conduct annual Campus Climate Surveys.

Develop and implement a comprehensive recruitment plan to attract, enroll, and graduate undergraduate and graduate international students from the U.S. and abroad.

Internationalize Graduate Studies website to appeal to multiple markets and languages.

Reach out to International alumni through internal networks using tools such as Linked In to solicit support in international student recruitment.

Sign dual degree partnership MOUs with overseas universities.

Explore centralized application database for international graduate students.

Build professional relationships with graduate student admission consultants abroad.

Collaborate with Colleges That Change Lives - colleges and colleagues.

Collaborate with Study VA - colleges, universities and colleagues.

Partner with new International Pathway Programs.

Conduct strategic travel abroad and in the U.S.

Form new relationships with international counselors worldwide.

  • Increased number of international graduate students on campus as well as online
  • Increased number of international students from secondary schools, community colleges and targeted countries outside of the U.S.
  • Increased number of ESL (English as a Second Language) students

 

The College 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 an LC academic experience of high quality and rigor.

Catalyze teaching and learning innovations that advance 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.

Recruit and hire faculty who embrace active learning and academic engagement.

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.

Pilot professional learning teams to support pedagogical innovation and faculty development.

Seek grant funding to support initiatives.

  • Measured improvement in Faculty Survey of Student Engagement

Fully integrate career development and services with academic programming to increase student engagement throughout their LC 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 freshman year and continuing to graduation and beyond into our students’ lives as alumni.

Increase career opportunities for LC 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 to 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.

Collaborate with departments and the General Education Task Force to integrate career development into the educational experience beginning in the freshman year.

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 up-to-date reflecting current internship and postgraduate outcomes, including listing recent employers and graduate school admissions.

Develop online materials for faculty to incorporate into their classes –YouTube-style videos on topics such as resume writing, interview tips, elevator speeches, using the online job search engine, etc..

Outcomes (at defined intervals – point of graduation, 6 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 LC students
  • Increased number of employers attending job fairs and percentage of LC students obtaining interviews and jobs as a result of participation
  • Increased number of on-campus recruiting programs and percentage of LC students in attendance, interviewed, and offered positions
  • 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 LC students
  • Increased number of employers attending job fairs and percentage of LC students obtaining interviews and jobs as a result of participation
  • Increased number of on-campus recruiting programs and percentage of LC students in attendance, interviewed, and offered positions

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 Lynchburg College 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 – LC 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.

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.

  • Growth in number of undergraduate and graduate programs
  • Growth in new student enrollment - freshman, transfer, and graduate students
  • Increased total student enrollment by program/ type of student
  • Increased capacity available by program
  • Increased number of credit hours by program
  • Improved retention by program
  • Improved faculty-student ratio

The College 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.

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 act as recruiters and to scout prospective student-athletes that fit the LC Athletics model.

Increase recruiting budgets to support the increased recruiting goals.

Partner with Enrollment and CCM to coordinate arts and athletic recruiting efforts with relevant College recruiting strategies, materials, and programs.

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

  • Improved ranking among top 30 Division III athletic programs nationwide
  • Increase number of students participating in Pep Band
  • Increase number of students who audition for Visual and Performing Arts Scholarship Competition
  • Increase number of students who participate in Arts co-curricular activities (performance ensembles, theatrical performances/art shows)
  • Increase number of students who compete in regional, state, and national Arts competitions (MTNA, NATS, NAfME, Va. Theatre Conference, Southeastern Theatre Conference, Addys, regional art shows)

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

There is no question that athletics plays a central role in the life of the college – both for those student-athletes involved in competition at all levels and for the entire College 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.

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 (due May 2017.)

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 fund raising 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
  • 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 programs
  • Retention rate of athletes by sport
  • Attendance at athletic events
  • Percentage of student-athletes that are 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 between 80-100 out of 450 Division III Schools
  • NCAA Division III ranking by sport & individual sport ranking
  • Every program being ranked regionally or nationally
  • Number of ODAC Championships
  • Maintaining historical average of 3-7 championships per year
  • Number of invitations to NCAA playoffs
  • Number of programs going to NCAA tournaments - 4 programs in 2015-16
  • ODAC Commissioner's Cup
  • Maintain historical average of 2-5 in cup standing
  • VASID All Sports Trophy
  • Consistently rank at 70% among Virginia school’s tracked winning percentages

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