Student Learning Project

The Division of Student Affairs’ Student Learning Project aims at developing unit level learning outcomes in each of the Division’s four learning domains each academic year. The first phase of the Student Learning Project began in 2011 and concluded in 2014. The 2nd phase of the project started in the Fall of 2014 and will end in the Spring of 2017.

Student Learning Project 1.0 Results

Student Learning Project 2.0 Results

Student Learning Project 3.0, Year One Results

Student Learning Project 3.0, Year Two Results

Guiding Principles


The Student Learning Imperative states that “Student affairs professionals are educators who share responsibility with faculty, academic administrators, & other staff, ….thus, student affairs programs and services must be designed and managed with specific student learning and personal development outcomes in mind” (ACPA, The Student Learning Imperative, 2008).
Building upon the work of the division’s first two iterations of the Student Learning Project (SLP), the new framework continues to integrate national (AAC&U), campus-wide (General Education) and student affairs best practices (CAS) while adopting ideas from ACPA’s Student Learning Imperative and the PERMA model.


Therefore, the new Student Learning Project will emphasize how units within the Division of Student Affairs share academic responsibility with our academic counterparts by measuring both student learning and student development outcomes. The Student Learning Project will continue to use the four learning domains used in the prior SLP to measure student learning outcomes. The PERMA model, developed by Dr. Martin Seligman has been adopted as a framework to develop the five student development domains. Dr. Seligman introduced the PERMA elements in his book Flourish. The five elements of PERMA are outlined below.


           

Departmental Expectations

Student learning experiences, whether through programs, services or other unit-specific activities, are developed and measured by the Division’s departments. While the student learning outcomes framework provides an important context by which to map these experiences, the specific and measurable learning objectives statements are developed and realized by individual Departments.

To that end, Departments are asked to:

  • Measure at least one development or learning outcome each academic year.
  • Utilize direct measures of learning to gauge educational impact whenever possible.

Units may continue to use the public health prevention strategies framework to measure outcomes within specific populations (universal, selective, indicated). Units may measure learning of professional staff, but will need to work with the Office of Student Learning and Assessment to ensure these outcomes have helped develop students or impacted divisional success metrics.

Domains


Units will determine whether they want to create student development outcomes (SDO), student learning outcomes (SLO), or both. When creating each objective, units need to map their objectives to either the PERMA domains and dimensions or learning domains and dimensions.

Student Development Domains

Positive Emotion - Student Development Objectives under the Positive Emotion domain reflect a student’s experiences of positive feelings, such as contentment, optimism, and joy.

Example:
After attending a group exercise class, students will be able to list the top three activities or moves in the class they enjoyed doing.

Engagement - Student Development Objectives under the Engagement domain reflect the time, energy, and interest that students devote to educationally purposeful activities.

Example:
After one year of serving as an executive board member, student leaders on campus will be able to differentiate between the aspects of their role that hold their attention and interest.

Relationships - Student Development Objectives under the Relationships domain reflect a student’s ability to contribute to the well-being of others, as well as their own feelings of being supported and valued by other students, faculty, staff and the university as a whole.

Example:
Students who attend Safe Space training will be able to articulate how to create a supportive environment for their peers.

Meaning - Student Development Objectives under the Meaning domain reflect a student’s ability to understand the broader importance of their daily activities, including how they contribute to the community and how their behavior provides them with a sense of purpose in life or supports their core values.

Example:
Students who participate in the conduct process will be able to describe how their behavior impacts the broader community at the University at Albany.

Accomplishment - Student Development Objectives under the Accomplishment domain reflect a student’s persistence, resilience, and sense of achievement while pursuing and after accomplishing goals.

Example:
Students who participate in STEPS 2.0 will prioritize healthy behaviors in support of their academic and personal goals.

Student Learning Domains

Applied Learning - Student Learning Objectives under the Applied Learning domain reflect a student’s knowledge of a particular topic, how they use their knowledge in experiential settings, and their ability to explore and analyze new issues.

Example:
As a result of Bystander Intervention Training, students in Fraternity and Sorority life will be able to identify two strategies they can use to prevent or intervene in situations where Sexual Violence may occur.

Diversity and Inclusion - Student Learning Objectives under the Diversity and Inclusion domain reflect a student’s knowledge of the social, civic, and economic challenges of a diverse and inequitable world.

Example:
After attending the Inclusive Danes orientation session, first year students will be able to define Diversity & Inclusion.

Health and Resilience - Student Learning Objectives under the Health and Resilience domain reflect a student’s knowledge and use of preventative care and resources that optimize health behaviors.

Example:
After attending the Fit Fair, students will be able to identify three resources to help them relieve stress.

Public Engagement - Student Learning Objectives under the Public Engagement domain reflect a student’s service to their communities and their ability to recognize ethical issues and difference in perspectives within the communities they serve.

Example:
After an academic year of programming to student and non-student neighbors in the Pine Hills Neighborhood of the City of Albany, Off-Campus Ambassadors will be able to describe one issue that faces the residents of that neighborhood.