Assessment of Learning
Student Affairs/Enrollment & Retention Management Student Employees
Stony Brook University
Your contributions as a staff member are important to us, and along with your commitment to serving
other students through the work you do, we make a commitment to you as you develop your abilities and
skills. Aside from assessing your performance on the job, which occurs through a separate process, we
have identified areas of learning that relate to the work you do, and to the world of work beyond the
campus.
Below are some areas in which this learning can occur, and some examples of the kinds of learning that
we hope will occur related to your employment. A discussion between you and your supervisor will help
to clarify these intended outcomes, and that conversation will continue over the course of your
employment in the Division of Student Affairs and Enrollment & Retention Management.
I.
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KNOWLEDGE OF HUMAN CULTURESi
1. The student employee demonstrates sensitivity to differences.ii
A Developmental Approach to Training for Intercultural Sensitivity, Bennett (1986)iii
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Student evaluates events and
Student is able to empathize with
Student recognizes and accepts
situations in a cultural context.
a person of a different culture in a
differences in fundamental
(Integration)
particular situation. (Adaptation)
cultural values. (Acceptance)
Observable Outcomes
 Lacks strong cultural
 Demonstrates an ability to
 Enjoys recognition and
identification
empathize
exploration of difference
 Demonstrates confidence
 Questions about difference
 Tolerates ambiguity
when challenged about own
are appropriate
 Questions about difference
identity
 Makes suggestions for
may be naïve, but are geared
 Sense of self is evolving
change based on knowledge
to learning
of cultural difference
Comments:
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2. The student employee demonstrates multicultural development.
A Handbook for Developing Multicultural Awareness, Pederson (1988)iv
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Student interacts appropriately
Student has acquired information Student is aware of him/herself as
and effectively with persons of
or comprehension of different
a cultural being and of his/her
other cultures. (Skill)
cultures and cultural beliefs.
own culture in relation to others.
(Knowledge)
(Awareness)
Observable Outcomes
 Accurately informs others
 Identifies similarities and
 Expresses that cultural
about cultural difference
differences of their own
perspective shapes his/her
culture and other cultures
attitudes, opinions and
 Adapts response to others’
assumptions
needs based on cultural
 Selects key resource persons
difference
from other cultures for more
 Expresses that cultural
information
perspectives shape attitudes,
opinions and assumptions of
others
1
Comments:
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3.
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Observable Outcomes
Comments:
II. INTELLECTUAL AND PRACTICAL SKILLS
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)
1. The student employee is able to gather, evaluate and apply information to solve
work related problems.
Forms of Intellectual and Ethical Development in the College Years, Perry (1968)v
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Student can typically identify
Student sometimes identifies
Student identifies work related
work related problems and
work related problems and seeks
problems when presented by
engages in a systematic,
out and utilizes the opinions and
supervisor or other authorities.
conscious process of gathering,
experiences of others in solving
Student addresses problem when
evaluating and applying
work related problems.
directed to do so. (Dualistic)
information to solve the
(Multiplistic)
problem. (Relativistic)
Observable Outcomes
 Articulates solutions to
 Expresses interest in
 Articulates solutions to
problems as “right” or
solutions that are not just
problems as only either “right”
“wrong” only in context
“right” or “wrong”
or “wrong”
 Evaluates supervisor and
 Seeks information from
 Does not demonstrate interest
co-worker judgments
multiple sources
in alternative perspectives
through various contexts
 Demonstrates ability to
 Sees only supervisor as
 Demonstrates an ability to
respond to inquiries in
having the right answer
consider different
multiple ways
perspectives
Comments:
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2. The student employee demonstrates an ability to work collaboratively with others.
Mature Interpersonal Relations, Education and Identity, Chickering & Reisser (1993)vi
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Student serves as a leader
Student contributes to work in
Student demonstrates an ability to
and/or role model in the work
group settings and offers
engage in relationships with cosetting. Student leads others in contribution to the work of others.
workers that are respectful and a
collaborative projects or
Student engages in an active role
appropriate.
contributes to the overall
in collaborative projects.
organization’s continued
development.
Observable Outcomes
 Relationships are
 Demonstrates effective
 Demonstrates acceptance of
characterized by equality,
intercultural communication
others who are different
reciprocity and
 Demonstrates skill for
 Is able to address situations
interdependence
appropriately expressing
when needed, but may steer
thoughts and emotions
clear of confrontation
 Is able to confront others
and resolve disagreements
 Empathizes with others
 Establishes connections with
with relative ease
new friends or team members
 Demonstrates increasing
when necessary and
 Takes responsibility for
ability to confront and resolve
his/her own behavior and
convenient
disagreements
seeks continued self
 Takes initiative to reach out to  Makes meaningful
improvement
connections
new team members
Comments:
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3.
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Observable Outcomes
Comments:
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III. PERSONAL AND SOCIAL RESPONSIBILITY
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1. The student employee observes principles of confidentiality.
Moral Stages and Moralization, Lawrence Kohlberg (1976)vii
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Student maintains confidentiality of
Student can explain the
sensitive information, can explain
confidentiality rules in the work
the importance of confidentiality, and
place and can articulate their
demonstrates a commitment to
role and obligation in the
protecting confidential information as
management of confidential
a responsibility to others.
information.
(Postconventional)
(Conventional).
Observable Outcomes
 Can clearly explain rules
 Can articulate the rules to
governing and importance of
others who may be
confidentiality, and apply to a
requesting information.
particular.
 Applies the rules
appropriately as different
 Does not make any exceptions
to the application of
circumstances arise.
confidentiality rules.
 Seamlessly integrates
confidentiality into daily
activities.
Comments:
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Complies with regulations
and applies them
appropriately.
Complies with rules to avoid
negative results.
Wants a good evaluation, as
it may affect future
employment.
2. The student employee takes responsibility for own choices and behaviors.
Moral Stages and Moralization, Kohlberg (1976)
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Student frequently acknowledges
Student can identify own actions
own role in outcomes, and
as distinct from the normative
demonstrates the ability to make
group and can identify
responsible choices that protect
inconsistencies in his/her
the rights and interests of affected
behavior and attitude when
others.
applicable.
(Principled)
(Social System Morality)
Observable Outcomes
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1
Student maintains confidentiality
as a rule. Student can articulate
the rules about the management
of confidential information.
(Preconventional)
Determines, with peers,
acceptable parameters of
behavior
Takes action because it is the
right thing to do
Confronts peers who behave
disrespectfully
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Stays after hours to complete
a project important to the
supervisor
Takes right action to impress
or please others
Evaluates action based on
intention or effort over result
Comments:
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Student focuses responsibility for
outcomes on the actions of
others. Student identifies social
group norms as acceptable
behaviors.
(Normative Morality)
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Avoids taking full ownership
of project or responsibility for
mistakes
Makes excuses for why
something wasn’t done well
or on time
Blames team member for
problems with projects
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3.
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Observable Outcomes
Comments:
IV. INTEGRATIVE LEARNING
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1. The student employee is able to describe his/her role in the organization, and how
that role fulfills the mission of the organization.
Developing Reflective Judgment, King and Kitchener (1994)viii
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Student can specifically describe
Student describes his/her own
Student describes his/her duties
his/her own duties and
duties and responsibilities and
and responsibilities as they are
responsibilities, and is able to tie
their own interpretation of their
stated on job description or as
these to the mission.
unique role in the performance
directed by supervisors and
(Reflective thinking)
of these responsibilities.
persons of authority
(Quasi-Reflective Thinking)
(Pre-reflective Thinking)
Observable Outcome
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Seeks reasons for assignment.
Can articulate goals of
assignment.
 Seeks to add value to
assignment by employing
creative thinking.
Comments:
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Questions assignment in
order to know why it is
important.
Articulates purpose of role
but does not seek to
improve the role.
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Does not question purpose of
assignment.
Engages in rote behavior as
assigned without regard to its
purpose or seeking to add
value.
2. The student employee is able to integrate/synthesize multiple viewpoints.
Developing Integrity, Education and Identity, Chickering & Reisser (1993)
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Student can synthesize life lessons
Student can contrast personal
Student engages in behaviors that
from opposing viewpoints.
beliefs with those of other and
allow for examination of personal
differing beliefs.
values.
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Observable Outcomes
 Demonstrates skills in analysis
and synthesis of diverse
sources of information
 Articulates different
perspectives on issues
 Is able to provide supportive
evidence to back up
arguments
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Articulates understanding of
similarities and differences
between self and
alternative value systems
Uses multiple sources of
information and their
synthesis to solve problems
Is able to construct and
present an argument
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Expresses openness to
different ideas
Seeks out people who are
different
Is comfortable when in the
presences of different opinions
Comments:
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3.
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Observable Outcomes
Comments:
Derived from the 2007 monograph from AAC&U, “College Learning for the New Global Century.”
Learning Outcomes derived from “Student Employee Learning Outcomes,” Division of Student Affairs, University
of Rhode Island.
iii
International Journal of Intercultural Relations, 10, 179-196.
iv
Alexandria, VA: American Association of Counseling and Development.
v
New York: Holt, Rinehart & Winston.
vi
San Francisco: Jossey-Bass.
vii
Moral development and behavior, 31-53. New York: Holt, Rinehart & Winston.
viii
San Francisco: Jossey-Bass.
i
ii
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