Student Affairs Learning Agenda (SALA) Revision Task Force North Dakota State University Division of Student Affairs Prepared March 2015

Transcription

1 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

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 Appendix B: Survey of Directors Results Appendix C: Undergraduate Learning Outcomes Appendix D: CAS Learning and Development Outcomes Reference CAS Learning and Development Outcomes References Appendix E: Proposed Student Affairs Learning Outcomes Appendix F: Proposed Student Affairs Service Outcomes SALA Task Force Final Report 2

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 3

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 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 4

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 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 5

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 6

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 Presentation to VPSA Council Student Affairs Open Forums Make final revisions to S.A. Learning and Service Outcomes (SALSO) Train Student Affairs Assessment Committee Feedback and approval of outcomes and implementation/ assessment plan and timeline Share updated outcomes and implementation plan with Division of Student Affairs, invite feedback and questions Make final revisions to Learning and Service outcomes based on open forum feedback Provide training for SAAC regarding new learning and service outcomes to assist with revision of assessment reporting template and dissemination to departments April 2015 Summer 2015 Summer 2015 September 2015 Responsible Party SALA Task Force co-chairs SALA Task Force SALA Task Force co-chairs SALA Task Force co-chairs SALA Task Force Final Report 7

8 Revision of Assessment Reporting Template Form and train SAAC Curriculum Subcommittee Mapping of Cocurricular Programs through collaboration meetings Communication of progress with the Division of Student Affairs Faculty and student outreach: - Faculty chairs & heads - Student gov t - Gen. Ed. Committee - Prof. Advisors - ABSA Online resources available Develop toolkit for outcomes assessment Update VPSA website Provide clear direction and accountability for assessment of learning and service outcomes 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 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 Share finalized outcomes and implementation plan, as well as expectations for use and next steps Raise awareness of learning outcomes alignment, emphasize collaboration, explore opportunities to provide support for academics, consider options for co-curricular credit Make available online resources related to learning outcomes development and assessment Develop and share toolkit for assessing new learning and service outcomes for various areas Update the VPSA website to include revised S.A. Service and Learning Outcomes and align with other statements October 2015 Fall, 2015 Committee work begins in October 2015 November 2015 Fall 2015 Fall 2015 and ongoing Fall 2015 and ongoing Fall 2015 Student Affairs Assessment Committee (SAAC) Student Affairs Directors SAAC Curriculum Subcommittee VPSA or VPSA Cabinet SAAC Curriculum Subcommittee members Director of Student Affairs Assessment SAAC facilitates VPSA Office SALA Task Force Final Report 8

9 Annual assessment of SALSO Periodic review and revision 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 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 Annual (Fall semester) Every other year (or as needed) SAAC 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 9

10 Appendix A: Current Student Affairs Learning Agenda SALA Task Force Final Report 10

11 Appendix B: Survey of Directors Results (Green = supported to a great extent; Blue = supported somewhat; Orange = supported very little) Category Communication Personal and Social Responsibility SALA SALA Personal and Social Responsibility Personal and Social Responsibility SALA Diversity and global perspectives Outcome/Principle: To what extent does your department currently support students' ability to effectively communicate analysis, knowledge, understanding, expression and / or conclusions comprehend and demonstrate appropriate standard of professional behavior 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.) 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.) Mean (1 = a great extent; 2 = some; 3 = very little/not at all) examine their own values, biases, and conclusions 1.5 analyze the ethical basis for and implications of personal, professional, and civic decisions 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.) identify how values and contributions of diverse societies provide contexts for individual experiences, values, ideas, artistic expressions, and identities SALA Task Force Final Report 11

12 Communication Critical thinking, creative thinking, and problem solving Human societies Diversity and global perspectives SALA demonstrate appropriate conventions in a variety of communication situations 1.75 apply creativity and divergent thinking 1.75 analyze the interplay of self and society, particularly how social structures shape human experiences and how humans shape social structures collaborate with others in diverse interpersonal, intercultural, or international settings Lead (Provide opportunities to explore and develop leadership skills which prepare students to be effective leaders in a changing world.) SALA Communication Critical thinking, creative thinking, and problem solving Critical thinking, creative thinking, and problem solving 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.) demonstrate the ability to communicate effectively with diverse audiences in a variety of contexts 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 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) SALA Task Force Final Report 12

13 Critical thinking, creative thinking, and problem solving Diversity and global perspectives Personal and Social Responsibility Critical thinking, creative thinking, and problem solving Critical thinking, creative thinking, and problem solving evaluate the assumptions, evidence, and logic of competing views and explanations analyze how diversity contributes to and shapes solutions to challenges confronting the global community engage in service learning 2 explain the nature of evidence used for analysis 2.13 identify methods of inquiry, approaches to knowledge, and their assumptions and limitations in multiple disciplines 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 evaluate how diverse systems (both natural and human-made), Diversity and global technologies, or innovations emerge from, interact with, and affect various perspectives 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 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 13

14 Personal and Social Responsibility Personal and Social Responsibility Human societies Natural and physical worlds Critical thinking, creative thinking, and problem solving Natural and physical worlds Natural and physical worlds 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 apply theories or research methods to understand human events, identities, artifacts, or social structures develop models to explain phenomena within the natural and physical worlds apply quantitative and qualitative methods to collect and analyze data 2.63 identify the role of scientific methods in the study of natural and physical worlds 2.71 analyze components and dynamics of natural and physical worlds 2.75 SALA Task Force Final Report 14

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 15

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 16

17 CAS Learning and Development Outcomes 1 Student Outcome Domain 2 Knowledge acquisition, construction, integration, and application Cognitive complexity Intrapersonal development Dimensions of Outcome Domains Understanding knowledge from a range of disciplines Connecting knowledge to other knowledge, ideas, and experiences Constructing knowledge Relating knowledge to daily life Critical thinking Reflective thinking Effective reasoning Creativity Realistic self-appraisal, self- understanding, and self- respect Examples of Learning and Development Outcomes Possesses knowledge of human cultures and the physical world; possesses knowledge of [a specific] one or more subjects 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 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 Seeks new information to solve problems; relates knowledge to major and career decisions; makes connections between classroom and out-ofclassroom 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 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 solutions 3 Applies previously understood information, concepts, and experiences to a new situation or setting; rethinks previous assumptions 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 Integrates mental, emotional, and creative processes for increased insight; formulates a new approach to a particular problem Assesses, articulates, and acknowledges personal skills, abilities, and growth areas; uses selfknowledge to make decisions such as those related to career choices; articulates rationale for personal SALA Task Force Final Report 17

18 Interpersonal competence Humanitarianism and Civic Engagement Identity development Commitment to ethics and integrity Spiritual awareness Meaningful relationships Interdependence Collaboration Effective leadership Understanding and appreciation of cultural and human differences Global perspective 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 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 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 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 Establishes healthy, mutually beneficial relationships with others; treats others with respect; manages interpersonal conflicts effectively; demonstrates appropriately assertive behavior 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 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 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 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 Understands and analyzes the interconnectedness of SALA Task Force Final Report 18

19 Practical competence Social responsibility Sense of civic responsibility Pursuing goals Communicating effectively Technological competence Managing personal affairs Managing career development Demonstrating professionalism societies worldwide; demonstrates effective stewardship of human, economic, and environmental resources 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 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 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 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 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 Exhibits self-reliant behaviors; manages time effectively; develops strategies for managing finances 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 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 19

20 Maintaining health and wellness Living a purposeful and satisfying life 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 th t d th h lth f iti 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 (6 th ed.). Washington, DC: Author. George Mason University (2006). Critical Thinking Assessment Report. Retrieved from 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 20

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 21

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 22

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. SALA Task Force Final Report 23