Intentional involvement and learning opportunities

This phrase refers to the purposefulness with which our staff guides students through their experience in Student Involvement & Activities. Specifically, it refers to our commitment to using theory to inform our practice, how we design trainings and program outcomes to match measured student needs and interests, and how we follow up on these experiences with assessment that further defines our interactions with students. Additionally this phrase addresses the importance of student learning through program planning and/or participation and the value of the informal interactions with peer that students receive through this planning and/or participation.

• We provide progressive leadership opportunities through student organizations within our office.
• We provide training and development opportunities for students in a variety of programs designed to enhance both conceptual knowledge and skill development.
• We provide programming opportunities available in a variety of formats, including campus wide traditions, leadership development, diversity outreach, and service programs.

Student Development

Student development is the process of helping students develop a set of holistic skills and abilities. By providing students with co-curricular education opportunities we allow students to engage in learning that impacts their understanding of their identity, the way they think and how they interact with the world. Student development theory includes many different theories in three distinct categories: Psychosocial Theory, Cognitive-Structural Theory and Typology Theory.

• We use the Social Change Model of Leadership as a programming framework and template for the basis of student development.
• We use developmental theories such as the Leadership Identity Model, Astin’s Theory of Involvement, Kolb’s Learning Model and Perry’s Theory of Cognitive Development to provide a framework for programs that positively impact student growth
• We provide multiple “points of entry” to ensure that student development is tailored to meet individual student needs.

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Co-Curricular Education

Co-curricular education refers to the experiential learning students engage in outside of the classroom. In What Matters in College (1993), Astin stipulates that student involvement, defined as physical and psychological energy devoted to the learning experience, is a key determination of student learning and development. The co-curriculum includes skills such as self-awareness, time management, problem solving, innovation, risk taking, managing conflict, planning and organizing, teamwork, and communicating (adapted from The Bases of Competence: Skills for Lifelong Learning & Employability). These base competencies combined with higher education ideals such as responsible citizenship, critical thinking, leadership skills, aesthetic sensitivity, cultural appreciation, and social integrity form the basis for the design of student learning outcomes. Through co-curricular education we aim to impact student development.

• We provide opportunities for students to participate in activities that support their academic, in-class experiences.
• We use the Life-long Learning and Employability Scale to gage student learning and ensure programs are built around specific learning outcomes.
• We provide purposeful advising for individuals seeking positional leadership opportunities and identify opportunities relevant to employable skill development.

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Inclusive Environment

Student Involvement and Activities creates inclusive environments by sponsoring programs and experiences that encourage intentional interpersonal interactions based upon mutual respect. Students are engaged in experiences that are enriched by each other’s differences and similarities and focused on promoting social justice.

• We offer students an opportunity to consider their role in society, thereby encouraging them to understand their personal value and belief systems as it pertains to issues of social justice.
• We provide a welcoming and engaging office environment through deliberate signage, space, and an open door policy.
• We include diversity education and ally training throughout leadership education and training programs

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Engage

Engage is defined as the identification of opportunities where we seek to connect, involve and unite students in the efforts of Student Involvement and Activities. This can be characterized by open lines of communication, active participation & involvement and creative ongoing partnerships.

• We provide multiple opportunities for students to connect to UNLV through leadership teams, programs and activities.
• We employ a philosophy of partnership and empowerment as a key means of deeply impacting and engaging student participants and planners.
• We communicate involvement opportunities and recruit faculty, staff, students and alumni through intentional participation and the development of the UNLV student community.

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Purposeful Connections

Purposeful connections are those experiences and opportunities created around specific learning outcomes that help a student establish and solidify their UNLV student identity. These programs aid in institutional retention efforts and the establishment of a cohesive and spirited campus community.

• We create and identify connections through collaborative and cooperative opportunities for program planning, development and implementation.
• We present programs that serve as an opportunity for social integration, chance to engage with peers and a platform for further involvement within the community.
• We develop specific and measurable learning outcomes for activities and programs which then offer students a true learning opportunity that allows them to clarify their role as a student and a member of society.

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The UNLV Experience

The Office of Student Involvement and Activities at the University of Nevada, Las Vegas believes that each student should have the opportunity for:

• engaging in learning and self-reflection both in and out of the classroom;
• participation in responsible decision making and the practice of citizenship skills;
• experiencing and appreciating diversity;
• participate and become involved in activities with both the on campus and off campus community; and
• develop an ongoing relationship with the university through the participation in campus traditions and the culture of UNLV.

These core values define the UNLV Experience for students.

• We develop programs and activities to enhancing identity as a UNLV student.
• We contribute to overall retention efforts by assisting students in forming meaningful relationships with peers, faculty, staff and administrators.
• We support students as they develop closer relationships with UNLV outside of the classroom, through programming efforts and student community affiliations.

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REFERENCES

American College Personnel Association. (1996). The student learning imperative: Implications for student affairs. Washington, DC: author.

Astin, Alexander W. (1993). What Matters in College? San Francisco: Josey-Bass.

Building a Nation of Leaders (2003). Business-Higher Education Forum.

Council for the Advancement of Standards in Higher Education. (2002). Standards and guidelines. Washington,
DC: author.

Evers, Frederick., Rush, James C., and Bedrow, Iris. The Bases of Competence: Skills for lifelong Learning &
Employability. San Francisco: Jossey-Bass (1998).

The University of Nevada, Las Vegas; The Engaged Research University; Extending the Agenda 2002 – 2007.

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