The Program Goals and Student Learning Outcomes (SLOs) describe the intentions of the program and what students will learn throughout their matriculation. Students will demonstrate achievement of the SLOs through various in-class assessments, including a Professional Competency Development Portfolio.
At the completion of this program, students will have the knowledge and competencies needed to be successful practitioners of Higher Education and Student Affairs. All Program Goals and SLOs are in alignment with the ACPA/NASPA Competencies for Student Affairs Educators (2015/2016).
Program Goal | Student Learning Outcome | Specific Intentions |
|---|---|---|
Program Goal 1: Develop Ethical, Knowledgeable, and Competent Higher Education Practitioners | Graduates will demonstrate a deep understanding of the historical, philosophical, and ethical foundations of higher education and student affairs, applying legal, policy, and governance knowledge while effectively managing institutional resources | 1.1. Analyze the historical and philosophical foundations of higher education and their relevance to contemporary practice.
1.2. Apply legal, policy, and governance knowledge to address institutional challenges in student affairs.
1.3. Evaluate ethical dilemmas in student affairs practice and propose solutions aligned with professional standards.
1.4. Demonstrate competency in managing financial and human resources in higher education settings.
1.5. Synthesize ethical, historical, and financial knowledge to propose strategic institutional initiatives. |
Program Goal 2: Cultivate Student-Centered, Inclusive, and Developmentally Informed Educators | Graduates will apply a broad range of interdisciplinary theories to create holistic, inclusive, and equity-minded environments while effectively advising and supporting students. | 2.1. Apply student development and learning theories to enhance student engagement and success.
2.2. Utilize advising and mentoring techniques that support diverse student populations.
2.3. Design inclusive campus programs and policies that address issues of power, privilege, and oppression.
2.4. Develop strategies to foster student well-being, resilience, and belonging in campus communities.
2.5. Integrate student development theories and equity principles into a holistic student affairs initiative. |
Program Goal 3: Advance Leadership, Innovation, and Evidence-Based Decision- Making | Graduates will demonstrate leadership competencies that foster institutional change, research-informed practice, and strategic innovation in student affairs. | 3.1. Apply leadership theories to organizational challenges in student affairs.
3.2. Conduct assessment and evaluation to inform data-driven decision-making in student affairs.
3.3. Integrate emerging technologies into student affairs practice to enhance student learning and success.
3.4. Synthesize assessment, leadership, and policy knowledge to propose and defend a strategic initiative. |
Mission
To prepare transformative, collaborative leaders who serve across diverse institutional contexts. Grounded in principles of equity, inclusion, and belonging, the program emphasizes evidence-based practice, integrity, and innovation to advance positive change and inclusive excellence in higher education.
Vision
We envision a future where HESA graduates lead transformative change across higher education through integrity, empathy, and evidence-based innovation—building sustainable, responsive, and inclusive educational environments.
Values
- Commitment to equity, inclusion, and belonging
- Thoughtful advising and student-centered, culturally responsive teaching
- Ongoing professional and instructional development
- Social justice in teaching, research, and service
- Integration of theory and practice through the scholar-practitioner model
- Service to Western North Carolina, the state, and beyond
- Integrity and alignment between values and actions