2. Ability in scientific and quantitative reasoning. Personal Competency/ Confidence Organizational Development Completion of the Experiential Leadership Assessment *- Section 2 (assessment and evaluation) Attainment of LEAD levels Attendance at events 3. Effective oral and written communication skills. Effective Communication Experiential Assessments Exit Interview Effective Communication Completion of the Experiential Leadership Assessment * - Section 7 (effective communication) Attainment of LEAD levels Attendance at events 4. Technological and information literacy. Media Literacy Personal Competency/ Confidence Attainment of LEAD levels Attendance at events
5. Critical and creative thinking. Critical Thinking Personal Competency/ Confidence Capstone Experience Intellectual Growth Completion of the Experiential Leadership Assessment* -Sections 3 and 9 (event management and intellectual growth) Attainment of LEAD levels Attendance at events 6. Personal and social responsibility. Balancing Independence & Collaboration Leadership Development Meaningful Interpersonal Relationships Social Responsibility Values and Ethics Participation Requirements Experiential Requirements Foundations of Leadership Core Competency Organizational Development Core Competency Clarified Values Collaboration Leadership Development Meaningful Interpersonal Relationships Social Responsibility Attainment of LEAD levels Involvement in campus clubs and organizations Completion of the Experiential Leadership Assessment * -Sections 1, 4, 5, 6, 10, 14, (leadership development, meaningful interpersonal relationships, collaboration, social responsibility, clarified values, interdependence • Attendance at events
Not assigned Career Path Personal/Educational Goals Satisfying and Productive Lifestyle Personal Development Core Competency Career Choices Enhanced Self-Esteem Healthy Behavior Personal/ Educational Goals Realistic Self-Appraisal Satisfying and Productive Lifestyles Experiential Leadership Assessment * not assigned 11, 12, 13, 16 (enhanced self-esteem, realistic self-appraisal, healthy behavior and satisfying life style, personal and educational goals The above table illustrates several connections between the proposed ESLOs and the co-curricular programs offered on campus. There are many programs that do not have a clear direct tie, but many do. This initial survey illustrates the measurability of each ESLO in relation to programs on campus. Summary The proposed Essential Student Learning Outcomes (ESLOs) for SUNY Oneonta attempt to weave together our own local campus values and identity with wider national trends that characterize institutions of higher education. Organizations such as our accrediting body, Middle States, along with the AAC&U, play a key role in promoting ideas and best practices regionally and nationally, and we have incorporated much of what they offer. At the same time our own missions statement, vision, and “Pillars,” reflect local ideas of what is important at SUNY Oneonta. These are reflected in the ESLOs. The final consideration related to developing proposed ESLOs is related to assessment. Great care was taken in crafting these statements to ensure that what we we’re proposing is measurable. We have provided preliminary ideas about ways to assess the ESLOs through both curricular and co-curricular avenues. These are not meant to be exhaustive, but are suggestive of potential measurement strategies.