Student Outcomes Assessment

Student Outcomes Assessment

Student learning outcomes for the master’s degree in Postsecondary Education: Student affairs are based on the ten areas of competency for student affairs professionals developed by the American College Personnel Association and the National Association of Student Personnel Administrators. The ten competency areas are:

  • Advising and Helping
  • Assessment, Evaluation, and Research
  • Equity, Diversity, and Inclusion
  • Ethical Professional Practice
  • History, Philosophy, and Values
  • Human and Organizational Resources
  • Law, Policy, and Governance
  • Leadership
  • Personal Foundations
  • Student Learning and Development

 

You can see specific knowledge and skills related to these areas by going to  ACPA and NASPA Professional Competency Areas for Student Affairs Practitioners; A Joint Publication of Endorsed by each Association’s Board of Directors on July 24, 2010.

Each competency area is defined by basic, intermediate and advanced behaviors for the competency.  The Student Affairs master’s degree will focus on development of competencies at the basic level, but students will be encouraged to extend their skills beyond the basic level as their experience and career goals demand and develop each of the competencies.

 

Two additional competencies the degree program aims to develop are skills in effective communication and technical competence.  These areas are included in areas of practical competence outlined by CAS, the Council for the Advancement of Standards in Higher Education .

 

The competencies are reflected in the outcomes and assignments for the courses required for the master’s degree in Student Affairs and can also be developed through students’ choices of electives, internship and practicum experiences, and related professional activities.

 

Student learning in the program is assessed through faculty examination of student learning as illustrated through the artifacts and reflections that students in include in the learning portfolio required by the program and through evaluation of a final oral presentation required of each student at the end of the semester in which the student will graduate.  In addition to these assessments of student learning in the program, faculty also solicit student feedback on the program through student surveys at the end of the first year and again prior to graduation and through students’ written evaluations of program strengths and areas for improvement submitted at the end of their program of study.