Student Affairs Commitment to Student Learning

Strategic Intent

Student Affairs will be the leader in student development and will be a primary provider of initiatives and collaborative efforts to impact student success.  Adopted June 2010


The Division of Student Affairs, in support of the University’s mission, empowers students to be engaged citizens through fostering their development of lifelong skills by creating and supporting a rich learning environment in a community of care and mutual respect.

Beliefs that Guide our Work

Three basic assumptions guiding our work include:

  1. The individual student is viewed from a holistic perspective.
  2. Each student is treated as a unique individual.
  3. The overall college experience is based on student learning both in and outside the classroom.

Context of our Work

The Division of Student Affairs at The University of North Carolina at Greensboro is committed to using the core values that guide the university as well as the student population to inform our own strategic planning process and daily work.

The University’s Core Values

  1. Inclusiveness
  2. Collaboration
  3. Sustainability
  4. Responsibility
  5. Transparency

Students’ Five Core Values

  1. Honesty
  2. Fairness
  3. Trust
  4. Respect
  5. Responsibility

Student Learning Outcomes

To specify the student learning outcomes we endeavor to catalyze and assess, UNCG Student Affairs embraces the seminal work Learning Reconsidered: A Campus Wide Focus on the Student Experience as our conceptual framework.1   Learning Reconsidered defines learning as “a comprehensive, holistic, transformative activity that integrates academic learning and student development, processes that have often been considered separate, and even independent of each other.”  We know students’ experiences in the social, academic and institutional contexts are interconnected and complex.  Student learning outcomes result from transformative experiences that enable students to connect the knowledge, attitudes, and skills learned in the classroom, engagement throughout the campus community, interactions with peers, and off campus activities.

Learning Reconsidered articulates seven student learning domains within which specific learning objectives can be designed and outcomes can be assessed.  In addition, we have mapped these domains to the UNCG General Education Learning Goals and the Partnership for 21st Century Skills in order to provide a thorough context through which to inspire and assess student learning.2   Each department in Student Affairs conducts multifaceted assessments of student learning, as well as of needs and interests.  Assessment tools include:  inventories, questionnaires and web surveys; faculty, staff, and mentors’ observations of student behavior; peer assessments; information gained from individual interviews, presentations, journals, and portfolios; and data gathered from group work, focus groups, and case studies.

Domain 1: Cognitive Complexity
Correlates with 21st Century Skills (e.g., Creativity; Critical Thinking; Problem Solving)
Connects with UNCG Learning Goal 1:  Foundational Skills
Includes:  critical thinking, reflective thinking, effective reasoning, intellectual flexibility, emotion/cognition integration, identity/cognition integration

Domain 2:  Knowledge Acquisition and Integration
Correlates with 21st Century Skills (e.g., Information, Communication, Technology  and Media Literacy, Critical Thinking and Problem Solving, Flexibility and Adaptability)
Connects with UNCG Learning Goal 2:  The Physical and Natural World
Includes:  Understanding knowledge from a range of disciplines (acquisition); connecting knowledge to other knowledge, ideas and experiences (integration); relate knowledge to daily life (application); pursuit of lifelong learning; career decidedness; technological competence.

Domain 3:  Humanitarianism
Correlates with 21st Century Skills (e.g., Cultural Awareness, Communication and Collaboration, Social and Cross-Cultural Skills)
Connects with UNCG Learning Goal 3:  Knowledge of Human Histories, Cultures, and the Self
Includes:  Understanding and appreciation of human differences; cultural competency; social responsibility

Domain 4:  Civic Engagement
Correlates with 21st Century Skills (e.g., Communication, Productivity and Accountability, Leadership and Responsibility)
Connects with UNCG Learning Goal 5:  Personal, Civic, and Professional Development
Includes:  sense of civic responsibility; commitment to public life through communities of practice; engagement in principled dissent; effective in leadership

Domain 5:  Interpersonal and Intrapersonal Competence
Correlates with 21st Century Skills (e.g., Communication and Collaboration, Initiative and Self-Direction, Leadership and Responsibility)
Connects with UNCG Learning Goal 4:  Knowledge of Social and Human Behavior
Includes:  realistic self-appraisal and self-understanding; personal attributes such as identity, self-esteem, confidence, ethics and integrity, spiritual awareness, personal goal setting; meaningful relationships; interdependence; collaboration; ability to work with people different from self.

Domain 6:  Practical Competence
Correlates with 21st Century Skills (e.g., Communication and Collaboration, Productivity and Accountability, Initiative and Self-Direction)
Connects with UNCG Learning Goal 5:  Personal, Civic, and Professional Development
Includes:  effective communication; capacity to manage one’s personal affairs; economic self-sufficiency and vocational competence; maintain personal health and wellness; prioritize leisure pursuits; living a purposeful and satisfying life

Domain 7:  Persistence and Academic Achievement
Correlates with 21st Century Skills (e.g., Flexibility and Adaptability, Critical Thinking and Problem Solving, Productivity and Accountability)
Connects with UNCG Learning Goal 1:  Foundational Skills
Includes:  managing the college experience to achieve academic and personal success; academic goal success including degree attainment


1 National Association of Student Personnel Administrators & Association of College Student Educators International (2004).  Learning reconsidered: A campus-wide focus on the student experience.  Washington, DC:  NASPA/ACPA.
2 Partnership for 21st Century Skills. (2012, May 1).  Framework for 21st century learning.  Retrieved from: