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Student Learning Outcomes
 

The Housing & Residence Life department believes we can influence student learning and behavior through:

  • Programming
  • Community Building
  • Role Modeling
  • Advising
  • Counseling/Mediation
  • Safety Regulations
  • Policy Enforcement/Judicial Process

How do we know whether we actually make a difference in the lives of Furman students?  We have created a Student Learning Outcomes Model (see figure below) that gives us a "roadmap" for planning, implementing, and evaluating our programs, policies, and services.  We believe we can utilize the mechanisms listed above to positively influence Furman students':

  • Intellectual growth
  • Development of meaningful interpersonal relationships
  • Appreciation of diversity
  • Healthy behaviors
  • Realistic self-appraisal
  • Social responsibility
  • Sustainable living

Civility is crucial to the effectiveness of our efforts to positively influence Furman students.  Denney (2007) states, "civility goes beyond the qualities of being courteous, polite, and respectful, especially with regards to behavior, language, attitude, and appearance.  Civility is a statement of how you see yourself and, hence, how you treat others."  Civility encompasses courtesy, politeness, mutual respect, fairness, good manners, and a matter of good health (Forni, 2002).  Fostering a civil living community is vital to the success of these student learning outcomes.  Effective communication is the tool that allows us to build relationships with one another and, subsequently, influence each other.

Using the achievement  indicators provided by the Council for the Advancement of Standards in Higher Education Professional Standards for Higher Education, 6th ed. (listed below), we can assess whether student learning has occurred as a result of our many attempts to influence student behavior.

Intellectual Growth

  • Acquires knowledge
  • Demonstrates critical thinking in problem solving
  • Uses complex information from a variety of sources including personal experience to form decisions or opinions
  • Applies previously understood information and concepts to a new situation or setting
  • Makes appropriate use of technology to enhance learning processes
  • Expresses appreciation for the learning process

Meaningful Interpersonal Relationships
  • Exhibits maturity in relating to others
  • Handles interpersonal and inter-group conflict constructively
  • Develops friendships
  • Presents and represents self honestly
  • Establishes mutually rewarding relationships with friends and colleagues
  • Listens to and considers others' points of view
  • Treats others with respect

Appreciating Diversity

  • Understands the meaning of diversity including its application to race, color, gender, gender identity, religion, sexual orientation, national or ethnic origin, age, disability, marital status, or veteran status
  • Understands own identity and culture and its impact on diversity issues
  • Seeks involvement with people different from oneself
  • Seeks involvement in diverse interests
  • Articulates the advantages and challenges of a multicultural society
  • Challenges abusive use of stereotypes by others
  • Understands the impact of diversity on society

Healthy Behaviors

  • Chooses activities, behaviors, and environments that promote health and reduce risk with particular attention to alcohol and drugs
  • Recognizes mental health and substance abuse concerns and makes appropriate use of resources
  • Engages in healthy choices with regard to exercise, recreation, nutrition, sexuality, and stress
  • Articulates the relationship between health and wellness and accomplishing long-term goals
  • Chooses behaviors that advance a healthy residential community

Realistic Self-Appraisal

  • Develops and confirms a sense of identity
  • Articulates personal skills and abilities
  • Makes informed decisions and acts in congruence with personal values
  • Acknowledges personal strengths and weaknesses
  • Articulates rationale for personal behavior
  • Seeks feedback from others
  • Learns from past experiences

Social Responsibility

  • Understands and participates in community governance
  • Abides by institutional, residential life policies and procedures and local, municipal, state/provincial, and federal laws
  • Demonstrates respect for self, property, and others
  • Demonstrates responsible social behavior
  • Understands, abides by, and participates in the development, maintenance, and/or orderly change of community standards and expectations
  • Appropriately challenges the unfair, unjust, or uncivil behavior of other indviduals or groups
  • Participates in service, volunteer, and/or community activities

Sustainability

TBA

References

Council for the Advancement of Standards in Higher Education. (2006). CAS Professional Standards for Higher Education (6th ed.).  Washington, DC: Author. 

Denney, N. H. (2007). We have met the enemy and it is us. Talking Stick.

Forni, P. M. (2002).  Choosing Civility: The Twenty-Five Rules of Considerate Conduct. New York: St. Martin's Press.
 
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