Standards Covered

Standards Covered: II, IV

Tri-Chairs:

Sharon Alston, vice provost for undergraduate enrollment
Larry Engel, associate professor, SOC
Gihan Fernando, assistant vice provost, Career Center

Members:

Jadyn Newman, undergraduate student, SPA
Traci Callandrillo, assistant vice president, Campus Life
Jimmy Ellis, associate dean, undergraduate education
Shirleyne McDonald, director, financial aid communication and service, Office of Enrollment**
Sharyl Pattillo, director, student development and services, Kogod
Garrett Graddy-Lovelace, associate professor, SIS
Justin Bernstine, associate dean of students, Campus Life
Ayana Wilson, director, Center for Student Involvement, Campus Life
Graduate Student, TBD

**Denotes designated data/evidence lead. This individual will also be a member of the supporting documentation working group to ensure a comprehensive use of available evidence.

Lines of Inquiry

1. To what extent does the university effectively recruit and admit students whose interests, abilities, experiences, and goals are congruent with its mission and educational offerings and financial support?
2. What does thriving mean at American University? How does thriving differ from retention and graduation? How does wellness contribute to thriving? How does thriving differ by student type or academic level? How does AU’s commitment to inclusive excellence shape our definition of thriving? To what extent does the university show a commitment to thriving? How do we measure thriving?
3. How does AU approach and support a holistic and integrative learning experience to help students thrive?" (Also asked by the Subcommittee on Creating an Enriching Learning and Scholarship Environment for Students)
4. What role do high impact learning experiences such as experiential learning (for example, internships, study abroad, student research) and/or student involvement play in student thriving and student success? To what extent are they available to all students? To what extent might curricular or other structures prevent students from taking advantage of these opportunities? How well does this experience link into what happens in the classroom? How could these experiences be enhanced?
5. What support services does AU offer students and what services are available to students regardless of modality? To what extent are the services adequate? Are there lessons learned from providing services during the COVID-19 pandemic? [standard IV, criteria 1,3,4,5]
6. What policies and practices does the university have to support thriving for students transitioning into the university and throughout their time at AU? How well do the policies and practices work, and how can they be improved?
7.  How well do the units across campus and across the divisions collaborate to support student thriving? Where are these strengths? Where might there be gaps?