Student Learning Outcomes

INTRODUCTION
This revised document (Version 8.0) contains five tables that, taken together,
form a master grid that defines student learning outcomes for the Division of
Student Affairs (DSA) at Georgia State University (GSU) for the academic year
2006-2007.
Tables 1.1-1.3 list division-wide outcomes by domain and sub-domain, the GSU
general education goals, and the Division’s Blueprint for Action goals; Tables
2.1-2.4 list specific student learning outcomes provided by each of the
departments and units in Student Affairs, organized by divisional domain and
sub-domain.
These specific outcomes represent the entire corpus of student learning
outcomes, and the assessment thereof, that the departments and units in DSS
intend to address over the coming academic year.

READING THE TABLES

Assignment of the outcomes to specific sub-domains and domains reflects
the preferences of the departments and units.
• Outcomes are abbreviated to save space, in most cases, by eliminating the
“Students will be able to…” language at the beginning of each statement.
• Certain departments or units indicated that some or all of the student learning outcomes they proposed were designed for specific groups of students; in those cases, the group is indicated in the opening clause of the outcome (as in, “African American students will be able to…”).

Georgia State University
Division of Student Affairs
2006/2007 Student Learning Outcomes
Version 8.0/September 1, 2006
Master Grid

TABLE 1.1
DIVISION-WIDE STUDENT LEARNING OUTCOMES
DOMAINS AND SUB-DOMAINS

STUDENT AFFAIRS DIVISION-WIDE STUDENT LEARNING OUTCOMES
Cognitive Maturity	Reflective thinking
	Assessing information, ideas, and arguments (critical thinking)
	Understanding multiple perspectives and points of view
	Decision-making
	Problem-solving in context
	Abstract and symbolic thinking
	Learning skills: knowing how to learn
	Academic skills: knowing how to find, identify, collate, and synthesize knowledge
	Applying knowledge in practical ways
	Acquiring new knowledge
Effective Citizenship and Intercultural Maturity	Working effectively with others
	Acknowledging, respecting, and responding to difference
	Intercultural relations
	Active involvement in the community
	Seeking and integrating information about community concerns
	Working with others for the greater good of the community
	Humanitarian values and attitudes
	Altruism
	Leadership skills
Mature Relationships	Interdependence: mutual empathy, mutual negotiation of needs, and mutual investments in growth
	Effective communication
	Genuine/authentic intimacy
	Respecting different views, opinions, preferences, and styles; agreeing to disagree
	Conflict resolution
	Managing emotions
	Understanding different social and professional roles; respecting authority
	Ethical treatment of others
Integrated Identity & Personal Maturity	Development of personal autonomy and empowerment
	Integrated, congruent personal identity/sense of self (including sex, gender, sexual orientation, race, ethnicity, culture, spirituality)
	Responsibility and accountability for oneself and one’s choices and actions
	Self-awareness
	Character development: initiative, motivation, industry, integrity, ethical principles, personal values
	Sense of meaning, balance, and context beyond the self
	Self-care, including good health, fitness, and wellness
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Table 1.2
GSU General Education Goals

Goal I. Communication

Students communicate effectively using appropriate writing conventions
and formats.
• Students communicate effectively using appropriate oral or signed
conventions and formats.

Goal II. Collaboration

Students participate effectively in collaborative activities.

Goal III. Critical Thinking

Students formulate appropriate questions for research.
• Students effectively collect appropriate evidence.
• Students appropriately evaluate claims, arguments, evidence and
hypotheses.
• Students use the results of analysis to appropriately construct new
arguments and formulate new questions.

Goal IV. Contemporary Issues

Students effectively analyze contemporary issues within the context of
diverse disciplinary perspectives.
• Students effectively analyze contemporary multicultural, global, and
international questions.

Goal V. Quantitative Skills

Students effectively perform arithmetic operations, as well as reason and
draw appropriate conclusions from numerical information.
• Students effectively translate problem situations into symbolic
representations and use those representations to solve problems.

Goal VI. Technology

Students effectively use computers and other technology appropriate to the
discipline.

TABLE 1.3
Blueprint for Action

Goal 1: Develop students into successful and productive lifelong learners

Responsible retention strategies
Critical thinking skills
Living-learning environment
Experiential learning
Practical life and work skills

Goal 2: Develop students into leaders, responsible citizens, and active
volunteers in a multicultural society

Developmental leadership opportunities for students
Multicultural competencies
Improving collaboration with academics

Goal 3: Engage students with the GSU community through a meaningful
student experience

Establish effective communication with students
Determine how to promote a student-friendly environment
Opportunities to build a sense of community

Goal 4: Strengthen assessment, planning, implementation, and evaluation of University services to students and other stakeholders

Assess student learning, interests, and needs
Maximize investment of University resources to assure outcome-driven services
Establish a system to establish and evaluate Divisional priorities

TABLE 2.1
STUDENT LEARNING OUTCOMES
DOMAIN: COGNITIVE MATURITY

COGNITIVE MATURITY
Sub-Domain	Department/Unit	Group or Issue Assessed 06-07	SLO
Reflective thinking	OEO-TRIO	OEO and TRIO students	Identify at least two ways in which services have reinforced their own confidence in their ability to succeed academically.
Assessing information, ideas, and arguments	OAASS&P	Students who participate in the National Model African Union	Will be more aware of signifigant contemporary issues facing the African continent.
Understanding multiple perspectives and points of view	Safe Zone Committee	Students who participate in Safe Zone Ally or Train-the-Trainer workshops	Identify at least two ways of demonstrating to someone else that you are working to better understand more than one point of view.
Decision-making
Problem-solving in context	Career Services	Student workers who become Career Educators	Identify and assess a student’s/client’s needs and provide information, services, and/or proper referrals to staff, resources, and/or programming
	Career Services	Students who participate in career counseling	Define the next step(s) in their career development process.
	Student Judicial Board	Members of the Student Judicial Board	In compliance with the judicial affairs process, will be able to effectively evaluate evidence.
	Counseling Center	Students who attend at least 8 counseling sessions.	Demonstrate the ability to identify two resources with which to meet personal needs.
	Office of Community Service		Demonstrate the ability to think and react in a flexible manner while engaging in a service project with others.
	Student University Center	Student Employees	Can describe a practical decision making process to address at least two urgent problems faced in the Student*University Center.
	Student Assitance	Student assistants	After completion of conflict training, Student Assistants will be able to write or articulate at least two strategies to diffuse conflict.
			Students will be empowered to address and manage their University affairs (questions, concerns, issues, grievances, and conflicts) with the assistance of the Office of the Dean of Students.
			Students will learn about campus services and resources by visiting the Office of the Dean of Students- Resource & Referral.
Abstract and symbolic thinking	Counseling Center	Students who attend at least 8 counseling sessions.	Articulate how past relationships are affecting current relationship patterns.
Learning skills: learning how to learn	OAASS&P		Minority students who attended 70% of the GRE Prep sessions will be able to state that they have improved in self-confidence in GRE Verbal and Math abilities.
Learning skills: learning how to learn	OAASS&P	African American students who participate in tutoring	List one fundamental mathematical or scientific concept addressed in a tutoring session.
Academic skills: knowing how to find, identify, collate, and synthesize knowledge	New Student Programs	Prospective students attending Incept: New Student Orientation	Identify at least two faculty expectations of students in the classroom.
	OEO/TRIO	McNair Scholars	Gather research and articulate research ideas in an oral presentation.
Applying knowledge in practical ways	Recreational Services	Students who participate in climbing wall certification clinic.	Explain accurately standard guidelines for safe utilization of equipment used in recreational activities.
	Recreational Services	Student Recreation Center student supervisors	Demonstrate that they have learned how to respond appropriately to life-threatening and non-life threatening emergency situations.
	Career Services	Students who attend the business etiquette dinner	Demonstrate that they have learned to present themselves effectively in their professional lives.
	New Student Programs	Entering students attending Incept: New Student Orientation	Explore at least two student organizations that they found interesting at a Marketplace/Information Fair.
	Student Life and Leadership	Student organization presidents and participating executive board members	Explain the steps they will need to take and the university resources they will need to use in order to address their university concern.
	*StudentUniversity Center**	Set-tech staff and building managers	Identify, provide and implement technical equipment that is appropriate for specific Student*University Center events.
	OEO-TRIO	SSS and McNair students	Demonstrate increased knowledge and awareness of expanded educational opportunities.
	Disability Services	Students with disabilities	Consistently demonstrate the use of their academic accommodations including the use of assistive technology hardware and software (where appropriate).
	Disability Services	Students with disabilities who receive academic coaching services	Will demonstrate the ability to consistently implement a new strategy or skill that mitigates their academic functional limitations
Acquiring new knowledge	Student Health Promotion and Education	Students in freshman learning communities	Demonstrate knowledge of alcohol and the effects of alcohol.
Acquiring new knowledge	OAASS&P	Students participating in the Fall Welcome Carnival	Identify two appropriate campus resources for academic and personal support.
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TABLE 2.2
STUDENT LEARNING OUTCOMES
DOMAIN: EFFECTIVE CITIZENSHIP AND INTERCULTURAL MATURITY

EFFECTIVE CITIZENSHIP AND INTERCULTURAL MATURITY
Sub-Domain	Department/Unit	Group or Issue Assessed 06-07	Revised SLO
Working effectively with others	Office of Community Service		Demonstrate the ability to think and react in a flexible manner while engaging in a service project with others.
Working effectively with others	Safe Zone Committee	Students who participate in Safe Zone Ally or Trainthe- Trainer Workshops	Identify at least two strategies that will assist you in being able to work more effectively with others.
Acknowledging, respecting, and responding to difference	Safe Zone Committee	Students who participate in Safe Zone Ally or Train-the-Trainer Workshops	Identify at least two ways of acknowledging, respecting, and responding to people different from themselves.
Acknowledging, respecting, and responding to difference	Safe Zone Committee		Identify two listening skills that will assist you when interacting with someone who is expressing a different perspective from your own.
Intercultural relations	Student Life and Leadership	EvolvingExperiences program participants and peer educators	Devise and present a personal action plan that will promote social justice.
	Counseling Center	Students who attend GSU 1010 Conflict Resolution course in fall 2006	Identify their personality type as it may contribute to conflict in their relationships with others who are different from themselves.
	Housing	Assitant Complex Directors	Successfully mentor a person of difference through the Assistant Complex Director search process.
Active involvement in the community
Seeking and integrating information about community concerns	Office of Community Service		Identify and explain the significance of at least one social and community concern in the Atlanta area.
Working with others for the greater good of the community	Office of Community Service		Demonstrate the ability to effectively work with diverse groups of people for the greater good.
Altruism
Leadership skills	Student Life and Leadership	Emerging leaders cohort LEAD team Student media heads Students in media organizations Spotlight Executive Board directors	Demonstrate at least three important leadership skills, as individuals or as members of a student group.
Leadership skills	New Student Programs	Inceptors	Demonstrate increased knowledge of leadership by identifying two areas of personal leadership development after serving in their Incept position.
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TABLE 2.3
STUDENT LEARNING OUTCOMES
DOMAIN: MATURE RELATIONSHIPS

MATURE RELATIONSHIPS
Sub-Domain	Department/Unit	Group or Issue Assessed 06-07	Revised SLO
Interdependence: mutual empathy, mutual negotiation of needs, and mutual investments in growth	Counseling Center	Students attending at least 8 sessions of individual or group counseling	Demonstrate mutual empathy and interdependence in interpersonal relationships.
Effective communication	Student Health Promotion	Students who participate in the sexual assualt presentation	Demonstrate knowledge of sexual assualt issues and myths surrounding sexual assualt.
Genuine/authentic intimacy	Counseling Center	Students attending at least 8 sessions of individual or group counseling or outreach presentation on stress management and conflict resolution	Identify two ways in which their behavior is genuine, as opposed to past inauthentic behaviors
Respecting different views, opinions, preferences, and styles; agreeing to disagree	Student Life and Leadership	Intercultural ambassadors Representatives from student organizations with a cultural focus Fraternity and sorority members	Execute a program that requires collaboration with another student organization.
Conflict resolution	Counseling Center	Students attending the GSU 1010 Conflict Resolution course in fall 2006	Articulate the steps needed to resolve or manage conflict in a signifigant relationship.
Conflict resolution	Recreational Services	Student employees employed in the SRC a minimum of 3 months	Will be able to describe two methods used to manage or resolve conflict with participants in the Student Recreation Center (SRC).
Managing emotions	Counseling Center		Identify two or more ways to manage emotions.
Understanding different social and professional roles; respecting authority
Ethical treatment of others	Student Judicial Board	Student Judicial Board Members	Explain the Board's confidentiality procedures and give at least three illustrations of their application and use.
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TABLE 2.4
STUDENT LEARNING OUTCOMES
DOMAIN: INTEGRATED IDENTITY & PERSONAL MATURITY

INTEGRATED IDENTITY & PERSONAL MATURITY
Sub-Domain	Department/Unit	Group or Issue Assessed 06-07	Revised SLO
Development of personal autonomy and empowerment	Career Services	Students who attend a UCS resume workshop and/or resume critique session	Create a resume that effectively presents their background and experience.
Integrated, congruent personal identity/sense of self (including sex, gender, sexual orientation, race, ethnicity, culture, spirituality)	Disability Services	Students with disabilities	Independently and successfully negotiate their academic accommodations with their professors.
Responsibility and accountability for oneself and one’s choices and actions	Dean of Students/Student Assistants		Students will be empowered to address and manage their University affairs (questions, concerns, issues, grievances, and confilcts) with the assistance of the Office of Dean of Students.
	Student Judicial Board	Students found responsible for violating the Student Code of Conduct	Identify the underlying factors in the campus community that their violation did not support.
Self-awareness	Counseling Center	Students attending at least 8 sessions of individual and/or group counseling	Identify the effects of their personal history of past trauma on their current academic performance.
Character development: initiative, motivation, industry, integrity, ethical principles, personal values	Student University Center	Information Center staff, Set Tech staff, and building managers	Demonstrate initiative, industry and motivation by development and maintaining information resources that are essential to and congruent with their job responsibilities.
	Student Judicial Board	Student Judicial Board members	Student Judicial Board members will be able to identify a personal set of ethical principles.
Sense of meaning, balance, andcontext beyond the self
Self-care, including good health, fitness, and wellness	Recreational Services	Swimming; SCUBA course; climbing wall	Demonstrate a basic level of skill necessary to participate in at least one recreational activity.
	Student Health Promotion and Education	Peer health educators, volunteers, and GSU 1010 students	Students who participate in peer health education will demonstrate behaviors reflective of good health by transforming their age defined by RealAge.com.
	Housing		Residents will keep their apartment entrance door locked at all times.

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	Mission & Vision Core Values Org Chart Goals & Objectives Intended/Expected Outcomes 2007-2008 Student Learning Outcomes GSU Needs Assessment Survey GSU Plot Analysis Survey