The Division of Student Success and Support Services aims to develop curious, purpose-driven students with the courage to both contribute and lead in their communities. UBalt Student Success and Support Services creates an atmosphere of learning that promotes self-awareness, skill development, empowerment and authorship among our students. Service-based learning, cultural conversations, recreational events, student organizations, and leadership development create more opportunities for practical application of knowledge. Through problem solving and self-reflection, students will discover the principles that will guide their lives beyond the university. Students will realize UBalt鈥檚 commitment to 鈥淜nowledge that Works鈥 through the fundamental application of learning in their careers and communities.
Student Success, Diversity and Inclusion, Community: The Division of Student Success
and Support Services Strategic Priorities 2019-22.
Download the two-page overview in PDF format.
The Division of Student Success and Support Services envisions a campus where all students take a leadership role in the learning process, where a combination of experiences, relationships, and thoughtful inquiry helps them grow as scholars and community members.
We believe in fostering an inclusive environment that values the diversity of all individuals and their capacity for community and democratic engagement.
In the evolving landscape of higher education, innovation and collaboration are essential to the work we do.
We model integrity and authenticity, and strive for excellence as exemplars at the university and in our fields.
As educators and mentors, we recognize the transformational effect of learning and development for both ourselves and the scholars we support.
Inclusive Excellence is the recognition that our organization's success depends on how well it values and includes diverse perspectives across all levels of Student Success & Support Services. It encompasses increasing awareness, content knowledge, and empathic understanding of how our community members interact within institutional systems, ultimately fostering an environment where diversity is not just acknowledged but is actively integrated.
We are guided in this work by the following principles: