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Student Affairs Learning Agenda (SALA) Revision Task Force
North Dakota State University
Division of Student Affairs
Prepared March 2015
SALA Revision Task Force Members Rebecca Bahe, Assoc. Director, Residence Life Staffing/Residence Life, Student Life
Erika Beseler Thompson, Assoc. Director/Student Success Programs, Enrollment Management (co-chair)
Anita Hanson, Disability Specialist/Disability Services, Student Wellness Emily Hegg, Wellness Coordinator/Wellness Center, Student Wellness
RaNelle Ingalls, Assoc. Registrar/Registration and Records, Enrollment Management Jobey Lichtblau, Director/Wellness Center, Student Wellness
Polly Olson, Director/Allied Sciences, Pharmacy, Nursing, and Allied Sciences Jeremy Penn, Director/Student Affairs Assessment, Student Wellness (co-chair)
Matt Skoy, Assoc. Director/Student Activities, Student Life Olivia Stankey, Undergraduate Student
SALA Task Force Final Report 2
Table of Contents
Executive Summary ........................................................................................................ 3
Task Force Purpose ........................................................................................................ 4
Task Force Activities ....................................................................................................... 4
Recommendations .......................................................................................................... 4
Justification ..................................................................................................................... 5
Revised Student Affairs Learning Outcomes ............................................................... 5
Student Affairs Service Outcomes ............................................................................... 6
Student Affairs Curriculum Subcommittee ................................................................... 6
Implementation and Roll-out Campaign ....................................................................... 7
Conclusion ...................................................................................................................... 9
References ...................................................................................................................... 9
Appendix A: Current Student Affairs Learning Agenda ................................................. 10
Appendix B: Survey of Directors Results ....................................................................... 11
Appendix C: Undergraduate Learning Outcomes .......................................................... 15
Appendix D: CAS Learning and Development Outcomes ............................................. 16
Reference .................................................................................................................. 16
CAS Learning and Development Outcomes ................................................................... 17
References ................................................................................................................. 20
Appendix E: Proposed Student Affairs Learning Outcomes .......................................... 21
Appendix F: Proposed Student Affairs Service Outcomes ............................................ 23
SALA Task Force Final Report 3
Executive Summary The Student Affairs Learning Agenda (SALA) Revision Task Force was charged with
reviewing and revising the current Student Affairs Learning Agenda to ensure alignment
with the University’s Undergraduate Learning Outcomes and best practices. The Task
Force gathered feedback from multiple sources to develop a revised set of Student
Affairs Learning Outcomes, as well as an initial set of Student Affairs Service
Outcomes. These outcomes are intended to better align the work of the Division of
Student Affairs with the academic mission of the institution, guide the development and
assessment of programs and services to ensure they contribute to student learning or
create an environment conducive to learning, and assist with decision-making and
resource allocation at the program, department, unit, and division levels. This report
provides an overview of the activities of the SALA Revision Task Force,
recommendations for the NDSU Division of Student Affairs learning and service
outcomes, and a sustainable implementation plan, assessment plan, and timeline.
SALA Task Force Final Report 4
Task Force Purpose The purpose of the task force was to review the current Student Affairs Learning Agenda (SALA, Appendix A) and how it aligns with the new CULE (Core Undergraduate Learning Experiences) university-wide learning outcomes, and explore best practices and recommend appropriate revisions, while considering division-wide metrics.
Task Force Activities The SALA Task Force met eight times between November 2014 and March 2015. Activities of the group included development and implementation of a Student Affairs Directors’ survey intended to identify the extent to which Student Affairs departments currently support the approved University’s Undergraduate Learning Outcomes (formerly named CULE outcomes). The results of this survey (Appendix B), along with committee member feedback, were used to integrate the current SALA principles with the University’s Undergraduate Learning Outcomes (Appendix C) to develop a proposed set of Student Affairs Learning Outcomes. The Student Affairs Learning Outcomes also incorporate elements of the Council for the Advancement of Standards in Higher Education (CAS) Learning and Development Outcomes (2009; Appendix D). Discussion also arose regarding the long-standing need to capture the critical service work of many Division departments that is not reflected in the current SALA or the proposed set of Student Affairs Learning Outcomes. The development of Student Affairs Service Outcomes is intended to reflect how the Division’s programs and services support students’ educational pursuits and allow for meaningful focus areas related to operational effectiveness.
Following feedback on the proposed learning and service outcomes from the Vice
President for Student Affairs’ Cabinet in January, 2015, the SALA Task Force focused
on the development of a sustainable implementation and assessment plan for the
updated learning and service outcomes. As part of the development process, members
of the Task Force engaged in discussions with the Student Affairs Assessment
Committee (SAAC) to determine the best approach for sustainable oversight and
assessment of the outcomes. The Service and Learning Outcomes, along with the
proposed implementation and assessment plan and timeline are provided in the
following sections.
Task Force Recommendations The current SALA has served the Division of Student Affairs well and has provided a
strong foundation on which to build. The task force offers the following
recommendations:
1. Revise SALA to incorporate the University’s new Undergraduate Learning
Outcomes, SALA, and other learning outcomes of importance to the Division of
Student Affairs. A proposed set of Student Affairs Learning Outcomes is
presented in Appendix E.
SALA Task Force Final Report 5
2. Adopt a set of Student Affairs Service Outcomes that parallel the format of
learning outcomes but focus instead on the desired outcomes resulting from
services provided in the Division of Student Affairs. A proposed set of Student
Affairs Service Outcomes is presented in Appendix F.
3. Develop a new subcommittee of the SAAC to facilitate curriculum planning and
development around the Student Affairs Learning Outcomes in the Division of
Student Affairs.
4. If these first three recommendations are accepted, implement a systematic
campaign to roll-out the changes and support their adoption. A proposed
implementation timeline is shown in Table 1 on page 7.
Justification Revised Student Affairs Learning Outcomes
There are two primary reasons SALA needed updating: 1) As more departments in the
Division of Student Affairs have become involved in assessment of student learning,
there is a need to update the Division’s learning outcomes to capture the breadth of
learning outcomes sought by departments. 2) To better support students’ achievement
of all learning outcomes important across the University, integrate the Division of
Student Affairs’ learning outcomes with the University’s Undergraduate Learning
Outcomes. The Student Affairs Learning Outcomes and the Student Affairs Service
Outcomes together represent the key aspects of the Division’s mission: to provide
“services, programs, and resources to students in support of academic, professional,
and personal growth.”
The learning outcomes found in SALA were developed in student life and were based
on the work of Pam Boersig and Carney Strange, Bowling Green State University. They
were first used extensively at NDSU in the Department of Residence Life. In their initial
use at NDSU there were 8 items: the 6 that remain on SALA today plus “To live a
healthy life” and “To be a good student” (see Appendix A for the current SALA). These 8
learning outcomes were used by Residence Life and were found in their 2005-2006
annual report. While the task force embraced the 6 items currently on SALA, they
recognized important learning outcomes – such as outcomes related to wellness,
communication, critical thinking, and so on – were not included in SALA and left some
programs and departments without a division-level learning outcome that represented
their efforts.
Over the last several years the Division of Academic Affairs has been leading an
initiative to update the University’s undergraduate student learning outcomes. The
undergraduate student learning outcomes will be the basis for the University’s new
general education program, currently titled “Quest.” Aligning with or embracing the
University’s undergraduate student learning outcomes would allow the Division of
Student Affairs to better integrate its programs and services with the learning outcomes
SALA Task Force Final Report 6
of Quest and show how it contributes to students’ achievement of these important
learning outcomes outside the classroom.
It is important to note that the task force does not recommend adoption of all of the
University’s undergraduate student learning outcomes. Some of the undergraduate
student learning outcomes, such as those found in the Natural and Physical Science
section, were not good candidates to be addressed by programs or services in the
Division of Student Affairs. The outcomes that were not good candidates to be
addressed by programs or services in the Division of Student Affairs were initially
identified by the survey of directors (Appendix B) and were finalized by the task force.
The task force felt strongly that the student learning outcomes for the Division of
Student Affairs should only include those outcomes that the Division might reasonably
address.
Student Affairs Service Outcomes
Many departments in the Division of Student Affairs spend a significant portion of their
budget on providing services to students. These services are essential for supporting
students’ ability to access the learning environment, for removing barriers for students,
and for providing the necessary resources to support students’ living environment.
While not directly related to student learning outcomes, these services play a critical
role in supporting student learning.
To highlight the importance of these service outcomes and to recognize their role in
supporting student learning, the task force recommends the adoption of a set of Student
Affairs Service Outcomes. The outcomes will be written in a format similar to the
learning outcomes and will:
focus on what students will know or be able to do as a result of the service
provided,
be broad enough to represent the division but specific enough to be assessable,
clearly communicate an important aspect of the work of the Division of Student
Affairs, and
be meaningful to departments and one (or more) of the outcomes can be used
(or adapted) by departments to inform departmental planning and reporting.
A proposed set of Student Affairs Service Outcomes is shown in Appendix F.
Student Affairs Curriculum Subcommittee
The task force recommends the creation of a new subcommittee of the Student Affairs
Assessment Committee to facilitate curriculum planning and development. The task
force reviewed Tyler’s (1949) principles of curriculum and instruction, which
recommends addressing the following questions:
A. What educational purposes should we seek to attain?
B. How can learning experiences be selected which are likely to be useful in
attaining these objectives?
SALA Task Force Final Report 7
C. How can learning experiences be organized for effective instruction?
D. How can the effectiveness of learning experiences be evaluated?
The task force found the Division of Student Affairs had structures in place to address
questions A and D. However, questions B and C, which focus on selection,
organization, and planning learning experiences, were delegated to departments and
there was not a Division-level structure to support or facilitate these activities.
The functions of the Student Affairs Curriculum Subcommittee may include activities
such as:
receiving and sharing information about planned curriculum,
making recommendations regarding duplication of programs or gaps,
facilitating sharing between departments, and
creating resources such as curriculum maps or other guiding documents.
SAAC discussed this recommendation from the task force and was supportive of the
recommendation. SAAC noted that the membership of the Student Affairs Curriculum
Subcommittee would be somewhat different from the membership of SAAC and
therefore would not be a true subcommittee. However, for the purposes of coordinating
with SAAC the subcommittee relationship seemed to make sense.
Implementation and Roll-out Campaign
The following table outlines the activities, purpose, timeline, and responsibility for
implementation and assessment of the Student Affairs Learning and Service Outcomes.
Table 1. Activity, Purpose, and Timeline for Proposed Roll-out Campaign
Activity Purpose Timeline Responsible
Party
Presentation to VPSA Council
Feedback and approval of outcomes and implementation/ assessment plan and timeline
April 2015 SALA Task Force co-chairs
Student Affairs Open Forums
Share updated outcomes and implementation plan with Division of Student Affairs, invite feedback and questions
Summer 2015
SALA Task Force
Make final revisions to S.A. Learning and Service Outcomes (SALSO)
Make final revisions to Learning and Service outcomes based on open forum feedback
Summer 2015
SALA Task Force co-chairs
Train Student Affairs Assessment Committee
Provide training for SAAC regarding new learning and service outcomes to assist with revision of assessment reporting template and dissemination to departments
September 2015
SALA Task Force co-chairs
SALA Task Force Final Report 8
Revision of Assessment Reporting Template
Provide clear direction and accountability for assessment of learning and service outcomes
October 2015
Student Affairs Assessment Committee (SAAC)
Form and train SAAC Curriculum Subcommittee
Form and train committee with representation from all S.A. departments to engage in regular review and revision of learning outcomes, feedback and sharing regarding curriculum and program development, curriculum mapping, and outreach and development for departments
Fall, 2015 Student Affairs Directors
Mapping of Co-curricular Programs through collaboration meetings
Map current co-curricular programs and services to learning and service outcomes; identify areas of strength and gaps in programming/ services; facilitate conversations between departments and programs with similar learning outcome goals
Committee work begins in October 2015
SAAC Curriculum Subcommittee
Communication of progress with the Division of Student Affairs
Share finalized outcomes and implementation plan, as well as expectations for use and next steps
November 2015
VPSA or VPSA Cabinet
Faculty and student outreach: - Faculty chairs &
heads - Student gov’t - Gen. Ed.
Committee - Prof. Advisors - ABSA
Raise awareness of learning outcomes alignment, emphasize collaboration, explore opportunities to provide support for academics, consider options for co-curricular credit
Fall 2015
SAAC Curriculum Subcommittee members
Online resources available
Make available online resources related to learning outcomes development and assessment
Fall 2015 and ongoing
Director of Student Affairs Assessment
Develop toolkit for outcomes assessment
Develop and share toolkit for assessing new learning and service outcomes for various areas
Fall 2015 and ongoing
SAAC facilitates
Update VPSA website
Update the VPSA website to include revised S.A. Service and Learning Outcomes and align with other statements
Fall 2015 VPSA Office
SALA Task Force Final Report 9
Annual assessment of SALSO
Annually assess achievement and/or progress towards learning and service outcomes in the Division; provide feedback to departments; revise assessment template, as needed
Annual (Fall semester)
SAAC
Periodic review and revision of SALSO
Revise the S.A. Learning and Service Outcomes to maintain alignment with the Undergraduate Learning Outcomes, ensure continued alignment with mission, and reflect best practices
Every other year (or as needed)
SAAC Curriculum subcommittee
Conclusion SALA has served the Division of Student Affairs very well during the last decade. The
recommendations developed by the task force represent the next evolutionary step by
integrating the Student Affairs Learning Outcomes with the University’s Undergraduate
Learning Outcomes, by separately recognizing the Student Affairs Service Outcomes,
and by proposing a formal structure to facilitate curriculum planning and development in
the Division. While the implementation of these recommendations will require time and
work from many, we believe it will be a driving force behind the continued excellence of
the Division of Student Affairs.
References Council for the Advancement of Standards in Higher Education. (2009). CAS learning
and development outcomes. In L. A. Dean (Ed.), CAS professional standards for
higher education (7th ed.). Author: Washington, DC.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. University of Chicago
Press: Chicago.
SALA Task Force Final Report 10
Appendix A: Current Student Affairs Learning Agenda
SALA Task Force Final Report 11
Appendix B: Survey of Directors Results (Green = supported to a great extent; Blue = supported somewhat; Orange = supported very little)
Category
Outcome/Principle:
To what extent does your department currently support students' ability
to…
Mean
(1 = a great
extent; 2 =
some; 3 =
very little/not
at all)
Communication effectively communicate analysis, knowledge, understanding, expression
and / or conclusions 1.38
Personal and Social
Responsibility
comprehend and demonstrate appropriate standard of professional
behavior 1.38
SALA
Negotiate and resolve conflict (Learn to resolve conflict through
understanding differences, value systems, and lifestyles. Open
communication helps foster tolerance and appreciation of diverse
perspectives.)
1.38
SALA
Execute tasks to completion (Utilize skills and knowledge to complete
projects and tasks. Students are empowered to plan, implement, and
assess programs and services for the student body.)
1.38
Personal and Social
Responsibility examine their own values, biases, and conclusions 1.5
Personal and Social
Responsibility
analyze the ethical basis for and implications of personal, professional, and
civic decisions 1.5
SALA
Function collaboratively (Learn to work for a common purpose as an
individual and as a team, and to understand the process of how a complex
organization or institution functions.)
1.5
Diversity and global
perspectives
identify how values and contributions of diverse societies provide contexts
for individual experiences, values, ideas, artistic expressions, and identities 1.57
SALA Task Force Final Report 12
Communication demonstrate appropriate conventions in a variety of communication
situations 1.75
Critical thinking,
creative thinking, and
problem solving
apply creativity and divergent thinking 1.75
Human societies analyze the interplay of self and society, particularly how social structures
shape human experiences and how humans shape social structures 1.75
Diversity and global
perspectives
collaborate with others in diverse interpersonal, intercultural, or
international settings 1.75
SALA Lead (Provide opportunities to explore and develop leadership skills which
prepare students to be effective leaders in a changing world.) 1.75
SALA
Serve (Embrace the value of ensuring that other people's needs are
served. By working to meet the needs of others, individuals develop
meaningful associations and create positive social change.)
1.75
Communication demonstrate the ability to communicate effectively with diverse audiences
in a variety of contexts 1.88
Critical thinking,
creative thinking, and
problem solving
evaluate, synthesize, and apply evidence to understand and address
complex, real world problems 1.88
Critical thinking,
creative thinking, and
problem solving
generate creative, reasoned, approaches or solutions to unscripted, real
world problems 1.88
Technology apply technology to demonstrate creativity and solve problems 1.88
Technology use technology to enhance understanding 1.88
SALA
Participate as committed citizens of the community (Recognize what it
means to be an active, responsible citizen of the university and the greater
community. Community is defined as "Where members are aware that their
individual decisions affect others. A place where members are not
indifferent toward one another." (Keeling, 1998)
1.88
SALA Task Force Final Report 13
Critical thinking,
creative thinking, and
problem solving
evaluate the assumptions, evidence, and logic of competing views and
explanations 2
Diversity and global
perspectives
analyze how diversity contributes to and shapes solutions to challenges
confronting the global community 2
Personal and Social
Responsibility engage in service learning 2
Critical thinking,
creative thinking, and
problem solving
explain the nature of evidence used for analysis 2.13
Critical thinking,
creative thinking, and
problem solving
identify methods of inquiry, approaches to knowledge, and their
assumptions and limitations in multiple disciplines 2.13
Technology analyze how technology shapes, limits, and augments our experiences and
understandings 2.13
Human societies identify the nature and impact of aesthetic and creative activities in human
experience 2.13
Human societies engage in a creative, aesthetic, or artistic activity 2.13
Diversity and global
perspectives
evaluate how diverse systems (both natural and human-made),
technologies, or innovations emerge from, interact with, and affect various
communities
2.13
Communication skillfully use high-quality, credible, relevant sources 2.25
Technology identify the social, aesthetic, and ethical implications of technological
decisions 2.25
Human societies analyze the components and dynamics of human societies in their artistic,
cultural, and historical contexts 2.25
Diversity and global
perspectives
identify the role diversity plays in the ability of biological organisms to adapt
to a changing environment 2.25
SALA Task Force Final Report 14
Personal and Social
Responsibility
identify stewardship of the land and its people as integral to a land-grant
university 2.25
Personal and Social
Responsibility
analyze human impacts on the world and the importance of sustaining its
resources for future generations 2.25
Human societies apply theories or research methods to understand human events,
identities, artifacts, or social structures 2.38
Natural and physical
worlds
develop models to explain phenomena within the natural and physical
worlds 2.57
Critical thinking,
creative thinking, and
problem solving
apply quantitative and qualitative methods to collect and analyze data 2.63
Natural and physical
worlds
identify the role of scientific methods in the study of natural and physical
worlds 2.71
Natural and physical
worlds analyze components and dynamics of natural and physical worlds 2.75
SALA Task Force Final Report 15
Appendix C: Undergraduate Learning Outcomes COMMUNICATION Students will use a variety of modes, particularly written, oral, artistic, and visual, to
effectively communicate analysis, knowledge, understanding, expression and/or conclusions
skillfully use high-quality, credible, relevant sources
demonstrate appropriate conventions in a variety of communication situations
demonstrate the ability to communicate effectively with diverse audiences in a variety of contexts
CRITICAL THINKING, CREATIVE THINKING, AND PROBLEM SOLVING Students will
explain the nature of evidence used for analysis
apply quantitative and qualitative methods to collect and analyze data
apply creativity and divergent thinking
evaluate the assumptions, evidence, and logic of competing views and explanations
identify methods of inquiry, approaches to knowledge, and their assumptions and limitations in multiple disciplines
evaluate, synthesize, and apply evidence to understand and address complex, real world problems
generate creative, reasoned, approaches or solutions to unscripted, real world problems
TECHNOLOGY Students will
apply technology to demonstrate creativity and solve problems
use technology to enhance understanding
identify the social, aesthetic, and ethical implications of technological decisions
analyze how technology shapes, limits, and augments our experiences and understandings
NATURAL AND PHYSICAL WORLDS Students will
analyze components and dynamics of natural and physical worlds
develop models to explain phenomena within the natural and physical worlds
identify the role of scientific methods in the study of natural and physical worlds
HUMAN SOCIETIES Students will
identify the nature and impact of aesthetic and creative activities in human experience
analyze the interplay of self and society, particularly how social structures shape human experiences and how humans shape social structures
analyze the components and dynamics of human societies in their artistic, cultural, and historical contexts
apply theories or research methods to understand human events, identities, artifacts, or social structures
engage in a creative, aesthetic, or artistic activity
DIVERSITY AND GLOBAL PERSPECTIVES Students will
identify how values and contributions of diverse societies provide contexts for individual experiences, values, ideas, artistic expressions, and identities
identify the role diversity plays in the ability of biological organisms to adapt to a changing environment
analyze how diversity contributes to and shapes solutions to challenges confronting the global community
evaluate how diverse systems (both natural and human-made), technologies, or innovations emerge from, interact with, and affect various communities
collaborate with others in diverse interpersonal, intercultural, or international settings
PERSONAL AND SOCIAL RESPONSIBILITY Students will
examine their own values, biases, and conclusions
analyze the ethical basis for and implications of personal, professional, and civic decisions
comprehend and demonstrate appropriate standard of professional behavior
identify stewardship of the land and its people as integral to a land-grant university
analyze human impacts on the world and the importance of sustaining its resources for future generations
engage in service learning Revised and approved by Core Undergraduate Learning Experiences (CULE) team 04/30/13 & 04/01/14 Approved by Faculty Senate 05/06/13 & 04/14/14
SALA Task Force Final Report 16
Appendix D: CAS Learning and Development Outcomes
CAS Contextual Statement
The Council for the Advancement of Standards in Higher Education (CAS) promotes standards to enhance opportunities for student learning and development from higher education programs and services. In 2003 CAS articulated sixteen domains of learning outcomes in response to the increased shift in attention being paid by educators and their stakeholders from higher education inputs (i.e., standards and benchmarks) to the outcomes of students attending higher education. However, in 2008 after the publication of Learning Reconsidered 2 (2006), CAS reviewed the learning outcomes it had promoted and decided an integration of both learning outcome documents would enhance the profession’s efforts in promoting student learning and development. Consequently, CAS hosted a “think tank” involving writers of Learning Considered 2, CAS directors, and prominent practitioners and faculty members in student affairs to make recommendations for a revised learning outcomes document.
Upon recommendations of the think tank, CAS revised the student learning and development outcomes into six broad categories (called domains): knowledge acquisition, construction, integration and application; cognitive complexity; intrapersonal development; interpersonal competence; humanitarianism and civic engagement; and practical competence. To comply with CAS standards, institutional programs and services must identify relevant and desirable learning from these domains, assess relevant and desirable learning, and articulate how their programs and services contribute to domains not specifically assessed. For each of the domains, CAS offers examples illustrating achievement of the student learning outcomes.
This learning outcomes model further defines or clarifies each of the six domains by identifying learning outcome dimensions. Offering dimensions of learning within corresponding domains allows for a more focused assessment approach based on institutional mission and priorities. The revised CAS learning outcomes document a) heightens the differentiation of interpersonal competence and interpersonal development (though certainly the two influence each other), b) highlights the integration of humanitarianism and civic engagement, and c) adds the dimensions of global perspective and technological competence to important learning outcomes.
The CAS Board of Directors reviewed and approved the six domains, learning outcome dimensions, and examples of learning and development outcomes at its October 2008 meeting. The domains and learning outcome dimensions were embedded in each functional area standard. Examples were referenced in each functional area standard and appear in the chart that follows.
Reference
Keeling, R. (Ed.). (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. American College Personnel Association, Association of College and University Housing Officers-International, Association of College Unions-International, National Academic Advising Association, National Association for Campus Activities, National Association of Student Personnel Administrators, National Intramural-Recreational Sports Association.
Contributor: Jan Arminio, Shippensburg University, NACA
SALA Task Force Final Report 17
CAS Learning and Development Outcomes1
Student Outcome
Domain2
Dimensions of Outcome Domains
Examples of Learning and Development Outcomes
Knowledge acquisition, construction, integration, and application
Understanding knowledge from a range of disciplines
Possesses knowledge of human cultures and the physical world; possesses knowledge of [a specific] one or more subjects
Connecting knowledge to other knowledge, ideas, and experiences
Uses multiple sources of information and their synthesis to solve problems; knows how to access diverse sources of information such as the internet, text observations, and data bases
Constructing knowledge Personalizes learning; makes meaning from text, instruction, and experience; uses experience and other sources of information to create new insights; generates new problem-solving approaches based on new insights; recognizes one’s own capacity to create new understandings from learning activities and dialogue with others
Relating knowledge to daily life Seeks new information to solve problems; relates knowledge to major and career decisions; makes connections between classroom and out-of- classroom learning; articulates career choices based on assessment of interests, values, skills, and abilities; provides evidence of knowledge, skills, and accomplishments resulting from formal education, work experience, community service, and volunteer experiences, for example in resumes and portfolios
Cognitive complexity
Critical thinking Identifies important problems, questions, and issues; analyzes, interprets, and makes judgments of the relevance and quality of information; assesses assumptions and considers alternative perspectives
and solutions3
Reflective thinking Applies previously understood information, concepts, and experiences to a new situation or setting; rethinks previous assumptions
Effective reasoning Uses complex information from a variety of sources including personal experience and observation to form a decision or opinion; is open to new ideas and perspectives
Creativity Integrates mental, emotional, and creative processes for increased insight; formulates a new approach to a particular problem
Intrapersonal development
Realistic self-appraisal, self- understanding, and self- respect
Assesses, articulates, and acknowledges personal skills, abilities, and growth areas; uses self- knowledge to make decisions such as those related to career choices; articulates rationale for personal
SALA Task Force Final Report 18
behavior; seeks and considers feedback from others; critiques and subsequently learns from past experiences; employs self-reflection to gain insight; functions without need for constant reassurance from others; balances needs of self with needs of others
Identity development Integrates multiple aspects of identity into a coherent whole; recognizes and exhibits interdependence in accordance with environmental, cultural, and personal values; identifies and commits to important aspects of self
Commitment to ethics and integrity
Incorporates ethical reasoning into action; explores and articulates the values and principles involved in personal decision-making; acts in congruence with personal values and beliefs; exemplifies dependability, honesty, and trustworthiness; accepts personal accountability
Spiritual awareness Develops and articulates personal belief system; understands roles of spirituality in personal and group values and behaviors; critiques, compares, and contrasts various belief systems; explores issues of purpose, meaning, and faith
Interpersonal competence
Meaningful relationships Establishes healthy, mutually beneficial relationships with others; treats others with respect; manages interpersonal conflicts effectively; demonstrates appropriately assertive behavior
Interdependence Seeks help from others when needed and offers assistance to others; shares a group or organizational goal and works with others to achieve it; learns from the contributions and involvement of others; accepts supervision and direction as needed
Collaboration Works cooperatively with others, including people different from self and/or with different points of view; seeks and values the involvement of others; listens to and considers others’ points of view
Effective leadership Demonstrates skill in guiding and assisting a group, organization, or community in meeting its goals; identifies and understands the dynamics of a group; exhibits democratic principles as a leader or group member; communicates a vision, mission, or purpose that encourages commitment and action in others
Humanitarianism and Civic Engagement
Understanding and appreciation of cultural and human differences
Understands one’s own identity and culture; seeks involvement with people different from oneself; articulates the advantages and impact of a diverse society; identifies systematic barriers to equality and inclusiveness, then advocates and justifies means for dismantling them; in interactions with others, exhibits respect and preserves the dignity of others
Global perspective Understands and analyzes the interconnectedness of
SALA Task Force Final Report 19
societies worldwide; demonstrates effective stewardship of human, economic, and environmental resources
Social responsibility Recognizes social systems and their influence on people; appropriately challenges the unfair, unjust, or uncivil behavior of other individuals or groups; participates in service/volunteer activities that are characterized by reciprocity; articulates the values and principles involved in personal decision-making; affirms and values the worth of individuals and communities
Sense of civic responsibility Demonstrates consideration of the welfare of others in decision-making; engages in critical reflection and principled dissent; understands and participates in relevant governance systems; educates and facilitates the civic engagement of others
Practical competence
Pursuing goals Sets and pursues individual goals; articulates rationale for personal and educational goals and objectives; articulates and makes plans to achieve long-term goals and objectives; identifies and works to overcome obstacles that hamper goal achievement
Communicating effectively Conveys meaning in a way that others understand by writing and speaking coherently and effectively; writes and speaks after reflection; influences others through writing, speaking or artistic expression; effectively articulates abstract ideas; uses appropriate syntax and grammar; makes and evaluates presentations or performances; listens attentively to others and responds appropriately
Technological competence Demonstrates technological literacy and skills; demonstrates the ethical application of intellectual property and privacy; uses technology ethically and effectively to communicate, solve problems, and complete tasks; stays current with technological innovations
Managing personal affairs Exhibits self-reliant behaviors; manages time effectively; develops strategies for managing finances
Managing career development Takes steps to initiate a job search or seek advanced education; constructs a resume based on clear job objectives and with evidence of knowledge, skills, and abilities; recognizes the importance of transferrable skills
Demonstrating professionalism Accepts supervision and direction as needed; values the contributions of others; holds self accountable for obligations; shows initiative; assesses, critiques, and then improves the quality of one’s work and one’s work environment
SALA Task Force Final Report 20
Maintaining health and wellness
Engages in behaviors and contributes to environments that promote health and reduce risk; articulates the relationship between health and wellness in accomplishing goals; exhibits behaviors that advance the health of communities
Living a purposeful and satisfying life
Makes purposeful decisions regarding balance among education, work, and leisure time; acts in congruence with personal identity, ethical, spiritual, and moral values
1 This document is an adaptation of Learning Reconsidered and the CAS Learning Outcomes 2 Categories adapted from Learning Reconsidered (2004) and Kuh, Douglas, Lund, & Ramin Gyurmek (1994) 3 These examples are adopted from the George Mason University Critical Thinking Assessment Report (2006)
References
Council for the Advancement of Standards in Higher Education. (2006). CAS professional standards for higher education (6th ed.). Washington,
DC: Author.
George Mason University (2006). Critical Thinking Assessment Report.
Retrieved from
https:assessment.gmu.edu/StudentLearningCompetencies/Critical/Ass
essProposal.html
Keeling, R. P. (2006). Learning reconsidered 2: Implementing a campus-wide focus on the student experience. American College Personnel Association (ACPA), Association of College and University Housing Officers-International (ACUHO-I), Association of College Unions-International (ACUI), National Academic Advising Association (NACADA), National Association for Campus Activities (NACA), National Association of Student Personnel Administrators (NASPA), and National Intramural-Recreational Sports Association (NIRSA).
Kuh, G. D., Douglas, K. B., Lund, J. P., & Ramin Gyurmek, J. (1994). Student learning outside the classroom: Transcending artificial boundaries. (ASHE-ERIC Higher Education Report No. 8.). Washington, D.C.: The George Washington University, Graduate School of Education and Human Development.
NASPA/ACPA (2004). Learning reconsidered: A campus-wide focus on the student
experience.
Washington, DC: National Association of Student Personnel Administrators and the American College Personnel Association.
- Approved as revised by CAS Board of Directors, October
19, 2008
SALA Task Force Final Report 21
Appendix E: Proposed Student Affairs Learning Outcomes
Student Affairs Learning Outcomes North Dakota State University
Updated 3/11/15 Note: Items in italics are Student Affairs-specific additions to the University’s undergraduate learning outcomes Practical Competence Students will be able to:
manage personal affairs, including balancing time and financial obligations
hold self accountable for actions and responsibilities
use skills and knowledge to complete projects and tasks
engage in behaviors and contribute to environments that promote holistic health and wellness
Communication Students will use a variety of modes, particularly written, oral, artistic, and visual, to:
demonstrate the ability to communicate effectively with diverse audiences in a variety of contexts
demonstrate appropriate conventions in a variety of communication situations
effectively communicate analysis, knowledge, understanding, expression and / or conclusions
communicate a vision, mission, or purpose that encourages commitment and action in others
Critical thinking, creative thinking, and problem solving Students will be able to:
evaluate the assumptions, evidence, and logic of competing views and explanations
identify methods of inquiry, approaches to knowledge, and their assumptions and limitations in multiple disciplines
evaluate, synthesize, and apply evidence to understand and address complex, real world problems
generate creative, reasoned, approaches or solutions to unscripted, real world problems
apply creativity and divergent thinking Technology Students will be able to:
apply technology to demonstrate creativity and solve problems
use technology to enhance understanding
SALA Task Force Final Report 22
Human societies Students will be able to:
analyze the interplay of self and society, particularly how social structures shape human experiences and how humans shape social structures
Diversity and global perspectives Students will be able to:
analyze how diversity contributes to and shapes solutions to challenges confronting the global community
collaborate with others in diverse interpersonal, intercultural, or international settings
identify how values and contributions of diverse societies provide contexts for individual experiences, values, ideas, artistic expressions, and identities
Personal and Social Responsibility Students will be able to:
identify stewardship of the land and its people as integral to a land-grant university
engage in service learning
examine their own values, biases, and conclusions
analyze the ethical basis for and implications of personal, professional, and civic decisions
comprehend and demonstrate appropriate and healthy standards of personal and professional behavior
analyze how personal choices impact communities and the world Note: The SALA is Incorporated in the Learning Outcomes in the Following Ways:
Lead: Included as an outcome under Communication.
Serve: Included as an outcome in Personal & Social Responsibility and Diversity & Global Perspectives.
Function collaboratively: Included in Diversity & Global Perspectives and in Critical Thinking, Creative Thinking, & Problem Solving.
Negotiate and Resolve Conflict: Included in Communication and Diversity & Global Perspectives.
Execute Tasks to Completion: Included in Practical Competence.
Participate as Committed Citizens of the Community: Included in Personal & Social Responsibility.
SALA Task Force Final Report 23
Appendix F: Proposed Student Affairs Service Outcomes
Student Affairs Service Outcomes North Dakota State University
Updated 2/6/15
“The Division of Student Affairs supports students’ educational pursuits by providing
high quality services and programs from pre-enrollment to post-graduation. The Division
supports students in:
creating or embracing educational, personal, and professional goals,
identifying strategies to achieve those goals,
accessing and navigating the university environment,
obtaining and making use of essential learning resources,
meeting essential needs such as funding, resources, housing, dining, and holistic
health and wellness, and
transforming educational achievements into a career and life in their community.”