DNA
DNA is often compared to blueprints or a recipe that describe the contents or the "how to" that lets you know what an object is comprised of. Each individual's DNA is different and unique which makes their characteristics special to them. The Division of Student Affairs believes that our contents are special and makes us unique on Belmont's campus and among our colleagues. Take a look below and check out our DNA...
Division of Student Affairs
Inspiration & Aspiration
Inspiration:
Men and women empowered to successfully pursue their calling and change their world.
Aspiration:
Student Affairs aspires to be exceptional at engaging and educating students.
Key Commitments:
(The “Three E’s”)
Exceptional
Student Affairs programs and interactions are extra-ordinary. Their quality/impact is distinctive among:
* Peer institutions (external context)
* University programs (internal context)
* Students’ experiences (individual context)
Engaging
Student Affairs programs and interactions foster meaningful student engagement by maximizing their involvement and influence in the university community.
Involvement
Opportunities for exposure to the university’s Values, People, and Programs
Influence
Opportunities to effect the university’s: Environment, Governance, Policies, Decision-making
Educational
Student Affairs programs and interactions are developmental. They discover, develop, and deploy students’ abilities for success in life and leadership.
Core Commitments
To reach the e3 Point (exceptional at engaging and educating students) Belmont’s Student Affairs division must be distinguished in many ways. Some of this distinction depends upon the “What” and “How” of our work (e.g. specific programs, procedures, etc.), but more fundamentally it rests on the “Why” behind everything we do. To that end, we have articulated the commitments that provide a foundation for our life and work together.
* We believe we are created to give ourselves to something bigger than our selves. We use our lives to “engage and transform the world” and in doing so, we are meaningfully transformed as well.
* We believe God made each of us for a purpose and equipped us with unique dispositions, talents, and abilities to pursue it. Serving our purpose and living into our potential depends more upon discovering and making the most of these potential strengths than upon fixing our weaknesses.
* We believe our commitment to “Jesus as the Christ and the measure for all things…” not only calls us to the highest standards of excellences, care, and commitment, but also to actively respect and protect individuals’ rights to choose directions and beliefs of their own.
* We believe students learn best when given authentic experiences in leadership and life—characterized by real power and responsibility, genuine opportunity and choice.
* We believe leading others is a high calling, and leaders must rise to higher standards. We develop servant leaders whose lives portray their commitment to those they serve, and whose conduct exemplifies integrity, initiative, compassion, courage, and humility.
Perspective on Leadership and Character
Belmont’s Student Affairs Division believes leadership is ultimately an expression of character. It is more about who a leader is, than simply what he or she does. Therefore, leadership roles within the division (e.g. Resident Assistants, Orientation Leaders, Conduct Board members, Student Government officers, Program Board members, etc.) are designed not only to influence and shape the life of the campus community, but to reveal and refine the character of those who serve in them.
The success of the university depends upon the success of these leaders, and the success of these leaders inevitably rests upon the content of their character. For this reason, students are chosen and retained in these roles based on evidence of their exemplary character in addition to their broad repertoire of leadership skills.
In particular, their character is evident in:
Their embodiment of the university’s character
We are convinced that these student leaders are the true movers and shapers of campus culture, and it is therefore essential that they vividly portray the university’s character. Their life and leadership illustrate and advance the mission of the institution and model its highest aspirations for life in community. (Statement of Values, Community Expectations, BU Mission & Vision)
Their cultivation of a consistent life
We are convinced that a leader’s success depends upon his or her integrity, and that integrity is borne of a coherent and reliable life across context. In the interpersonal and seamless culture of the university experience, Student leaders’ credibility depends upon their ability to conduct a consistent life on and off campus, on duty and off duty, in real and virtual/on-line contexts.
Their commitment to ethical behavior
We are convinced that an individual’s success in engaging and transforming the world depends upon the process of leadership as much as the product. A leader’s conduct, decision-making, and relationships, in pursuit of laudable goals make meaningful and enduring impacts on the community in and of themselves. In short, how a leader leads is as important as what a leader achieves. Therefore, unquestionably ethical behavior and the highest standards for means as well as ends, are hallmarks of a truly successful student leader.
It’s not about becoming who you should be; It’s about becoming more of who you already are…
Within the Division of Student Affairs, it is believed that individuals are gifted with special talents and dispositions. In other words, those talents and dispositions are a person’s strengths. When an individual focuses on his or her strengths, that individual is more likely to be engaged, successful, and fulfilled.
With that in mind, the Division of Student Affairs has implemented a strength-based development program for Belmont students called Strong. This initiative is a series of events on campus that not only introduces the concept of strengths to the students, but also engages the student to put his or her strengths to work. In addition to the Strong Program, the strengths concept is used in the training of student leaders, such as SGA and Resident Assistants, and helps individual student leaders and their organization reach their full potential.
In addition to student development, the Division of Student Affairs has adopted a strength-based perceptive to enhance the experience of the division’s employees. Through an assessment, each employee has identified his or her top five strengths. New staff members are trained on this innovative concept and taught how to apply specific strengths to their work, which in turn makes work more enjoyable and fulfilling. Throughout the year, the division hosts various strength-based experiences to assist its members in developing and deploying their strengths, which allow us to model the strength-based perceptive to our students, as well.
New Student and Parent Programs Faculty Fellowship
The purpose of the Faculty Fellow in New Student Programs is to establish a learning partnership engaging the curricular with the co-curricular. With the First Year Seminar and New Student Orientation engaged in dynamic partnerships, the Faculty Fellow in New Student Programs serves to enhance and inform the relationship between academic and student affairs programs. The Provost will appoint one faculty member per academic year based on the recommendation of the Dean of Students and Director of New Student & Parent Programs.
New Student Programs Fellow
* Improve communication and mutual support and advocacy between the faculty and new student programs
* Attend one E3 meeting every semester
* Provide one presentation during an E3 or Summer/Spring retreat on issues related to the faculty but not necessarily new student or freshman student issues
* Attend a local, regional, or national conference with the Director of New Student & Parent Programs or participate on team in writing proposals for presentations, publications, or other academic related activities
* Review current faculty interactions, new faculty initiatives related to New Student Programs, and make suggestions on improvement
* Serve as an advisor and liaison for the Director of New Student & Parent Programs in regards to issues of faculty interaction within New Student Programs
