According to leading scholars in Student Affairs; “learning is a complex holistic, multi-centric activity that occurs throughout and across the college experience” (Learning Reconsidered, 5). Wingate’s Student Affairs endeavors to provide purposeful experiences, enhance students’ learning opportunities in all programs, and create meaningful co-curricular opportunities to stimulate student involvement and growth.

Much of the co-curricular learning occurs in the residential community (Educational Potential, 1994). Wingate is one of three institutions in North Carolina that has a four-year residency requirement and therefore is uniquely qualified to capitalize on residential education. By living on campus, students have greater access to institutional resources such as the library, cafeteria, and faculty offices as well as to co-curricular programs including club and organization opportunities and Student Affairs programs. This easy access cultivates relationships within the University community and provides a more open and convenient environment where students can be successful. In addition, the proximity
aids students’ ability to encounter a variety of opportunities and experiences that contribute to student learning and the educational purpose of holistic development. This philosophy has far reaching benefits across the institution’s curriculum and community.

Wingate’s Student Affairs creates an environment centered on student learning outcomes and student success. Efforts to advance student learning must be corporate and broad in scope, future focused, and change oriented, instigating collaboration and leadership from various parts of the University perspective to focus on student outcomes (Leadership
Exchange, 16). These activities are rooted in the belief that students will gain more from a collegiate experience if intentional efforts are made to incite their curiosity, reflection, and learning, thereby transforming who they are into well-rounded individuals. This process of “transformative education” is at the core of the student growth experience…

In the transformative education paradigm, the purpose of educational involvement is the evolution of multidimensional identity, including but not limited to cognitive, affective, behavioral, and spiritual development. Therefore learning as it has historically been understood is included in a much larger context that requires consideration of what student know, who they are, what their values and behavior patterns are, and how they see themselves contributing to and participating in the world in which they live.” (Learning Reconsidered, 10).

Developing an ethos of multidimensional learning will require participation from students, faculty, staff, and administrators all engaged in the student experience. The following concepts will be advanced in the Four Year Plan creating Wingate’s vision for student learning and success:

• Developing programs that engage, connect, prepare, and service students,

• Enhancing activities and traditions that join students in an engaged community,

• Inciting transformational and seamless learning (focusing attention on the Student Affairs Curriculum),

• Shifting Divisional focus from a programming model to a learning model, and

• Assessing on-going progress toward fundamental goals.

Yet the real strength of Wingate’s Student Affairs Division is its genuine belief in students and their potential. Each student at Wingate has the ability to achieve success if challenged and supported at an appropriate level. All Student Affairs staff members care for students and are passionate about their success. Simply put – students matter! Through this passion the goals of Student Affairs will be realized as we move into the future.