Divisional Learning Domains
The Division of Student Affairs values the critical role that co-curricular experiences has on student learning and development. To ensure that our students receive a well-rounded education, we have adopted a set of Divisional Learning Domains. These outcomes were created by the Council for the Advancement of Standards in Higher Education (CAS), a professional organization that is comprised of content experts with the intent to promote standards in student affairs. These Divisional Learning Domains were designed to encompass the most salient types of learning in co-curricular settings. Click here for more information about how these outcomes were developed.
Gaining Knowledge (Knowledge Acquisition)
- Connecting knowledge to other knowledge, ideas, and experiences
- Construction knowledge
- Relating knowledge to daily life
Critical Thinking (Cognitive Complexity)
- Critical thinking
- Reflective thinkings
- Effective reasoning
Self-Development (Intrapersonal Development)
- Realistic self-appraisal, self-understanding, and self-respect
- Identity development
- Commitment to ethics and integrity
- Spiritual awareness
Working with Others (Interpersonal Competence)
- Meaningful relationships
- Effective leadership
Civic Engagement (Humanitarianism & Civic Engagement)
- Understanding and appreciation of cultural and human differneces
- Global perspective
- Social responsibility
- Sense of civic responsibility
Life Skills (Practical Competence)
- Pursuing goals
- Communicating effectively
- Technological competence
- Managing personal affairs
- Managing career development
- Demonstrating professionalism
- Maintaining health and wellness
- Living a purposeful and satisfying life
Departmental Learning Outcomes
Each department within the Division of Student Affairs has identified areas of learning that align most strongly to their programs and services. These have been formalized into Departmental Learning Outcomes to help ensure that we can properly articulate the learning target of these experiences to all stakeholders.
Students who interact with the Career Center will be able to . . .
- Demonstrate skills necessary for an effective job/graduate program search (Practical Competence)
- Identify personal interests, strengths, values, skills and/or competencies that inform intentional career-decision making. (Practical Competence)
- Articulate how their previous learning experiences produced career-related skills (Cognitive Complexity and Practical Competence)
Center for Academic Success
Students who utilize services provided by the programs within the Center for Academic Success will be able to . . .
- Identify self-advocacy strategies related to their academic success (Practical Competence, Intrapersonal Development)
- Identify UVM and community resources that will enable them to more fully self-advocate for their academic success (Practical Competence, Knowledge Acquisition)
- Describe their own academic strengths and areas for growth related to their academic success (Intrapersonal Development)
Center for Student Conduct
Students who interact with the Office of Student Conduct will be able to . . .
- Describe behavioral expectations for both the campus and community (Interpersonal Competence)
- Evaluate the congruence between their personal, community, and institutional values. (Cognitive Complexity and Intrapersonal Development)
- Explain the impact of their actions on their success at UVM, other students, and members of the larger UVM community. (Cognitive Complexity and Interpersonal Competence)
Center for Health and Wellbeing
Students who utilize or interact with services and programs provided by the Center for Health and Wellbeing will be able to . . .
- Describe the relationship between health and one’s capacity to meet academic and personal goals (Intrapersonal Development, Practical Competence)
- Apply information that will enable them to manage aspects of personal healthcare. (Knowledge Acquisition and Practical Competence)
- Identify campus resources that assist in the development of student health and wellbeing (Practical Competence and Knowledge Acquisition)
Students who participate in a residentially-based Learning Community will . . .
- Exercise self-reflection to foster self-understanding and identity development (Intrapersonal Development)
- Demonstrate their ability to foster a shared purpose and sense of belonging with their community (Interpersonal Competence)
- Examine the influence/impact of sociocultural factors to build healthy communities (Humanitarianism and Civic Engagement)
Student & Community Relations
Students who interact with OSCR will be able to . . .
- Identify resources that ease the transition to living off-campus (Practical Competence)
- Describe the skills necessary to manage their household (Interpersonal Competence, Practical Competence)
- Describe how relationships and communities can be bolstered through service learning and volunteering (Interpersonal Competence, Humanitarianism and Civic Engagement)
Students involved in Student Life programs will be able to . . .
- Demonstrate their knowledge of systems, organizations, and roles necessary to achieve personal goals (Cognitive Complexity)
- Execute relevant role-specific tasks needed to achieve their organization’s goals (Practical Competence)
- Demonstrate their ability to foster a shared purpose and sense of belonging with their or organization (Interpersonal Competence)
- Apply leadership skills necessary for their organization's success (Interpersonal Competence)
Students who attend UVM Dining programming will be able to . . .
Describe the cultural significance of food (Humanitarianism and Civic Engagement)
Explain the environmental impact of food systems (Knowledge acquisition and Humanitarianism and Civic Engagement)
Identify ways in which a healthy diet can positively impact overall health (Practical Competence)
Successfully use the basic tenants of safe food handling and preparation (Practical Competence)