STUDENT LEADER LEARNING GOALS
CENTER FOR PUBLIC SERVICE
GETTYSBURG COLLEGE
Think critically. Act compassionately.
INTRODUCTION
One method of engagement of the Center for Public Service at Gettysburg College is that of
student leadership. Gettysburg College can only be active in community life with strong
student voice and action, embedding student-community work in the culture of our campus.
Students find voice and the power to find solutions for issues that are important to them,
educating, challenging and encouraging their peers to continually explore community work,
advocacy and change.
In the process of leadership at the Center for Public Service, students will explore how they as
individuals and the campus community as a whole generates knowledge for community
benefit and use, provides public service, deliberates through dialogue, influences public policy
and participates in/organizes community action (adapted from Facets of a Comprehensive Approach to
Political Engagement in Higher Education, a work in progress by Stacy Smith, Bates College, and shared
with the 2005 Northeast Regional Campus Compact/Educators for Community Engagement
Conference, Educating for Political Engagement workshop).
A note about the process of learning through the experience of Center for Public Service student
leadership: The learning is, indeed, a process. One participating in the experience of CPS
leadership should not expect perfection, clarity and closure with each meeting, interaction or
isolated experience. Rather, the strength of the overall experience lies in continual
questioning. If we have done/are doing our job as a team, we are constantly challenging each
individual and the entire leadership group to delve into the complexity of the life of
community and civic engagement. It is also important to note that this process is most likely
not completed within the confines of one academic year, but is continued in a lifelong
exploration of the self as part of community.
Center for Public Service Student Learning Goals 1
2005-2006
A CYCLICAL PROCESS
The experience of student leadership in the Center for Public Service can be represented as a
cyclical process, as illustrated below.
Gain an
understanding
of social
issues.
Practice
leadership for
social change.
Implement
community
engagement/
service
programs.
Greater
understanding
of community,
social issues
and self.
Engage in
reflective
thinking.
Center for Public Service Student Learning Goals 2
2005-2006
Center for Public Service Student Leader Learning Goals
Within each of these components of the process illustrated above, the following goals and
objectives are defined for Center for Public Service student leaders.
Objectives for specific focus during 2005-2006 are marked with a .
GOAL: Gain an understanding of social issues, especially as they relate to particular
partner projects and programs.
Objective.  Demonstrates understanding of factual/concrete information related to social issues.
 KNOWLEDGE.
Understanding root causes of social problems.
 SKILLS. Developing active learning skills.
 ATTITUDES/VALUES. There is important knowledge only found in the community.
Objective. Demonstrates understanding of the implications of community diversity.
 KNOWLEDGE. Understanding individual v. institutional dimension; understanding “isms.”
 SKILLS. Developing cross-cultural communication skills.
 ATTITUDES/VALUES. Voices of minorities are needed to make sound community decisions.
GOAL: Implement community engagement/service programs successfully.
Objective. Practices good leadership of community projects.
 KNOWLEDGE. Demonstrates knowledge of principles of good practice in community servicelearning.
 SKILLS. Volunteer management, community partnership, communication.
 ATTITUDES/VALUES. All members of community have something to contribute.
Objective. Demonstrates understanding of democratic citizenship.
 KNOWLEDGE. Becoming familiar with different types of “citizens.”
 SKILLS. Developing competency in identifying community assets.
 ATTITUDES/VALUES. Communities depend on active citizenry.
GOAL: Engage in reflective thinking.
Objectives as defined in all other components of the process, positioning reflection as integral to all aspects of
CPS leadership. Components of deep reflection include (adapted from Arter, J., & McTighe, J. (2001).
Scoring rubrics in the classroom. Thousand Oaks, CA: Corwin Press, Inc., pp. 39-40).
 Examines both strengths and weaknesses.
 Analyzes in depth.
 Provides good reasons and explanations.
 Develops personal voice and ownership of ideas.
 Sets goals and looks ahead.
Center for Public Service Student Learning Goals 3
2005-2006
GOAL: Explore greater understanding of community, social issues and the self in community.
Objective. Demonstrates understanding of the implications of inter- and intra-personal relationships
in community.
 KNOWLEDGE. Understanding one’s multiple social identities
 SKILLS. Developing problem-solving skills
 ATTITUDES/VALUES. Learning an ethic of care
Objective. Demonstrates understanding of personal social responsibility.
 KNOWLEDGE. How individuals in a particular profession act in socially responsible ways.
 SKILLS. Determining how to apply one’s professional skills to the betterment of society.
 ATTITUDES/VALUES. Responsibility to others applies to those pursuing all kinds of careers.
GOAL: Practice leadership for social change.
Objective. Demonstrates understanding of political mechanisms for community change and development.
 KNOWLEDGE. Learning how citizen groups have effected change in their communities
 SKILLS. Developing advocacy skills
 ATTITUDES/VALUES. Citizenship is about more than voting and paying taxes.
Objective.  Demonstrates understanding of leadership for social change
 KNOWLEDGE. Understanding the social change model of leadership, including the 7 C’s of Social
Change Leadership (see Astin).
 SKILLS. Developing skills that facilitate the sharing of leadership roles
 ATTITUDES/VALUES. Leadership is a process, not a characteristic associated with an individual
or role.
Objective. Demonstrates understanding of social justice.
 KNOWLEDGE. Knowledge of systemic inequities.
 SKILLS. Skills to organize actions for social change.
 ATTITUDES/VALUES. Commitment (will) to act for social change.
Adapted from Saltmarsh, John (2004). “The Civic Purpose of Higher Education: A Focus on Civic
Learning,” Campus Compact, http://www.compact.org/civic/articles.html. (with addition CSUMB
addition of Social Justice Learning), as presented by Seth Pollack, California State University Monterey
Bay, at the 2005 Northeast Regional Campus Compact/Educators for Community Engagement
Conference.
Center for Public Service Student Learning Goals 4
2005-2006
Co-Curricular Learning Goals of the College Life Division
In addition to the specific goals for Center for Public Service student leaders defined above, the
following co-curricular learning goals are also explored. Objectives for specific focus during 2005-2006
are marked with a .
GOAL: Ethical Decision Making
 Identifies personal skills and abilities.
 Proposes learning and behavioral goals.
 Recognizes the need for a balance between freedom and responsibility.
 Seeks and integrates feedback from others.
 Uses experience to modify behavior.
 Practices ethical behaviors in environments that promote personal learning and frequency of
volunteering.
 Demonstrates willingness to scrutinize personal beliefs and values.
 Makes decisions on the basis of personal, ethical, spiritual, and moral values.
GOAL: Collaboration and Teamwork
 Seeks involvement with a group for a common purpose.
 Exhibits ability to develop group purpose and desired outcomes.
 Participates in the development and maintenance of healthy group norms.
 Challenges unhealthy group norms and behaviors consistent with ideals.
 Shows respect for opinions, talents and contribution of others; nurtures gifts and talents of
others as well as one’s own.
 Willingness to accept consensus.
 Engage in reasoned discourse with civility.
 Identifies the advantages and challenges of diversity within a group.
 Displays strong relationships in the face of challenging situations and decisions.
GOAL: Effective Communication
 Writes coherently and effectively.
 Speaks coherently and effectively.
 Appreciates the importance of reflection prior to writing and speaking.
 Asks thoughtful questions.
 Influences others through writing, speaking, and actions.
 Demonstrates empathy and receptivity when listening to others
 Gives and readily receives honest, constructive and direct feedback
 Communicates clearly through non-verbal behavior
 Recognizes that actions communicate individual and group values
GOAL:




Local & Global Citizenship
Appropriately practices and celebrates behavior that affirms fair and just communities
Demonstrates a commitment to diversity in the community
Cultivates an appreciation for interconnectedness of local and global society
Develops an awareness of local, regional and international current events
Center for Public Service Student Learning Goals 5
2005-2006