Priority Learning Outcomes 2008-2010

 

Intellectual Growth

Refers to increasing complexity of thought and ideas; focuses on changes in the way people think rather than content of their thinking; it is marked by moving from simple meanings and understandings toward increasingly complex integration and differentiation; it is characterized by a logical progression from simple meanings to more complex modes of reasoning; it promotes the importance of self-authorship.

 

Examples of attainment of this outcome include, but are not limited to:

• Thinking critically

• Using complex information to make decisions

• Applying prior information to new situations or settings

• Using information from a variety of sources to make decisions or form opinions

• Speaking fluently and effectively

 

Career Choices
Directly related to the quality of interaction between individuals and their environments; developmental tasks are those required of the individual at each stage of life to master the current social environment and to prepare for the next higher stage of development; involves a pattern of psychological realities that give rise to the events of an individual’s vocational life; connected to awareness of self as worker and understanding of the total person.

 

Examples of attainment of this outcome include, but are not limited to:

• Clearly articulating personal values and interests

• Comprehending the world of work

• Engaging in goal setting

• Identifying personal skills and abilities

• Having knowledge of various careers and jobs

 

Personal and Educational Goals

Involves the ability of students to evaluate themselves and becoming better and more capable of setting reasonable expectations and goals; is related to identity, realistic self-appraisal, and self-efficacy, the process of restructuring one’s personality from self-protection and opportunism to a more integrated frame of reference. 

Examples of attainment of this outcome include, but are not limited to:

• Setting and articulating individual goals

• Understanding the effect of one’s goals on self

• Exhibiting behaviors consistent with one’s goals

• Using goals to make decisions

• Identifying obstacles to achieving goals and ways to overcome them

 

Healthy Behavior

Involves engagement in activities that enhance personal wellness (physical, intellectual, social, emotional, spiritual); choosing environments that promote health and reduce risk; understanding of connection between health of individuals and health of the natural environment and community; recognition of role in fostering and sustaining a sense of community; understanding consequences of behavioral decisions. 

 

Examples of accomplishment include (but are not limited to) the students’ ability to:

• Articulating the relationship between health/wellness and accomplishing life goals

• Participating in recreation and fitness activities

• Demonstrating  and reporting engagement with academic and co-curricular activities

• Exhibiting emotional well-being and care-taking in relation to self and others

• Engage in positive self-care, including healthy diet, regular exercise, personal hygiene, and sufficient sleep in routine patterns.

  
  

Leadership Development
Involves self-awareness; direct and honest communication; respect for others; building trust; visualization of group purpose and desired outcomes; teamwork; risk taking; role modeling/mentoring; commitment to civic responsibility; initiation of change for the common good; responsibility and accountability.

Examples of achievement include (but are not limited to) the students’ ability to:

• Articulating a personal leadership philosophy or style

• Serving  in a leadership position in a student organization

• Comprehending  group dynamics and adjusting  leadership style accordingly

• Identifying personal skills and abilities

• Exhibiting democratic principles as a leader

• Setting measurable, manageable, and meaningful goals

• Recognizing the level of influence with others and using it in a positive and productive manner

The FALDOs described above represent the five priority outcomes that the Division of Student Affairs commits to promoting and developing in students, has set expected outcomes for, and will be assessing to determine the extent that UTB/TSC graduates as well as program, activity and service participants achieve the Student Affairs expected student learning outcomes.    The following link indicates those SLOs that each department commits to support through focused activities, initiatives, and assessment for the 2008-2009 assessment and planning cycle.

Student Affairs Expected Learning Outcomes