Student Affairs Learning Agenda (SALA) Revision Task … Task Force Final Report 3 Executive Summary The Student Affairs Learning Agenda (SALA) Revision Task Force was charged with

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


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.


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.


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


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?


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


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


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.


Appendix A: Current Student Affairs Learning Agenda


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


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


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,


problem solving

evaluate, synthesize, and apply evidence to understand and address

complex, real world problems 1.88

Critical thinking,


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


Critical thinking,


problem solving

evaluate the assumptions, evidence, and logic of competing views and

explanations 2


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,


problem solving

explain the nature of evidence used for analysis 2.13

Critical thinking,


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


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


perspectives

identify the role diversity plays in the ability of biological organisms to adapt

to a changing environment 2.25


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,


problem solving

apply quantitative and qualitative methods to collect and analyze data 2.63


worlds

identify the role of scientific methods in the study of natural and physical

worlds 2.71


worlds analyze components and dynamics of natural and physical worlds 2.75


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


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


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


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


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


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


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


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.


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.”

Documents

Student Affairs Learning Agenda (SALA) Revision Task … Task Force Final Report 3 Executive Summary The Student Affairs Learning Agenda (SALA) Revision Task Force was charged with