Goals and learning outcomes for units in the Division of Student Affairs at New York University are outlined below and, whenever possible, are also referenced on each unit's website. To delve deeper, click on each learning outcome to expand for details.
Student-athletes will develop practical competence and personal responsibility in support of their academic and life endeavors.
As a result of being a varsity team member, student-athletes will be able to set and pursue individual and team goals; articulate and plan to achieve short- and long-term goals and objectives; identify and work collaboratively to overcome obstacles that hamper goal achievement using problem solving strategies.
As a result of being a varsity team member, student-athletes will be able to help to evaluate performance and give constructive feedback; actively listen to coaches and teammates and responds appropriately; and develop interpersonal competence.
As a result of being a varsity team member, student-athletes will be able to engage in behaviors and contributes to environments that promote health and reduce risk; identify the relationship between health and wellness in accomplishing goals; exhibit behaviors that advance the health of team members; exhibit self-reliant behaviors; and develop strategies for managing time, wellness, and other life skills.
Student-athletes will develop humanitarianism and civic engagement in support of the global network university (GNU).
As a result of being a varsity team member, student-athletes will be able to understand and appreciate cultural and human differences, global perspectives, as well as social and civic responsibility.
The Department of Athletics, Intramurals and Recreation (AIR) will continue to create programming and services to support the overall health and wellness of the NYU student population.
Staff will determine the needs and interests of students by utilizing physical activity trends, equipment, and technology.
Students will develop interpersonal competence in support of the GNU.
As a result of being involved in AIR programs, students will create life-long meaningful relationships and networking opportunities; foster collaboration toward common goals; develop interdependence; as well as hone leadership and self-discipline skills.
Members of the university community will examine their own multiple identities and the identities of others.
Through participation in CMEP Programs and Trainings, members of the university community will be able to identify their own identities in relation to the identities of others.
Through participation in CMEP Programs and Trainings, members of the university community will be able to define intersectionality and related terms.
Through participation in CMEP Programs and Trainings, members of the university community will explore how their own multiple social identities intersect in various spaces.
Through participation in CMEP Programs and Trainings, members of the university community will be able to identify the areas they historically, culturally, and institutionally have power and privilege.
Through participation in CMEP Programs and Trainings, members of the university community will be able to differentiate between social and personal identities.
Students will engage as members of sometimes new and diverse local, regional and global communities.
Through participation in CMEP Programs and Trainings, members of the university community will examine issues of privilege and oppression from their personal context.
Through participation in CMEP Programs and Trainings, members of the university community will be able to identify strategies for integrating allyship and advocacy into their leadership roles.
As a result of attending the –ISM Project Showcase, members of the university community will recognize the impact of various –ISMs on present day society locally and globally.
Participants will analyze current and historical events with perspectives capable of considering multiple viewpoints.
Through participation in CMEP’s annual –ISM Showcase, students will illustrate their understanding of particular social identities or social issues.
Through participation in the ACT-I, staff will critique levels of inequality and develop strategies for addressing this within their positions.
Through participation in the Race IGD, students will inspect how historical decisions make a current impact on how race is currently addressed.
CMEP will provide quality service by providing timely, thoughtful responses and connecting NYU Community Members with tools and resources.
As a result of providing quality service, partners will be able to identify resources available for the communities they serve.
As a result of clear and current information being provided on CMEP’s web presence, partners will utilize the CMEP website and social media outlets.
Through advisement, students will develop skills to be effective All-Square club leaders: active listening and recall, attention to details, written and oral communication skills, organizational skills, confidence in knowledge, negotiation, ability to interrelate with others, conflict resolution, and delegation.
As a result of attending CSALS workshops and utilizing CSALS advisement resources, students will navigate and use all online resources on the CSALS Club Management System, which includes how to submit a club program form and understand the purpose of the club program form (CPF).
As a result of attending CSALS workshops and utilizing CSALS advisement resources, students will employ the contract process.
As a result of attending CSALS workshops and utilizing CSALS advisement resources, students will effectively register their club and manage their club roster.
As a result of attending CSALS workshops and utilizing CSALS advisement resources, students will strengthen their membership through continuous expansion and maintenance of an active status.
Through engagement in student activities, students will learn to be effective leaders by implementing communication and interpersonal skills.
Students will demonstrate ability to work effectively with others to complete specific project goals and broad organization goals.
Through engagement in student activities, students will learn to be effective global citizens by improving critical thinking skills about sustainable change with regards to social issues.
Students will identify and demonstrate one’s responsibility to participate in one’s own community and the broader society.
Students will design programs, models or initiatives that emphasize identifying differentials of power and privilege, responsibility and influence, and freedom and ethics.
Students will create plans for programming and evaluation focused on formulating achievable steps and measurable goals.
Identify their perspectives on issues related to sexual orientation and gender identity/expression as well as be able to define key terminology.
Faculty, staff, and students will be able to define heterosexism; identify gender and sexuality related key issues on a local and national level; and recognize instances of heterosexual/cisgender power and privilege as they occur.
Recognize key resources available in the LGBTQ Student Center in order to enhance student success and create an inclusive Global Network University community.
Faculty, staff, and students will be able to ascertain what issues, policies, or decisions would benefit from consultation with LGBTQ specialists.
Faculty, staff, and students will be able to refer students to appropriate contacts and services as issues and inquiries arise.
Expansion in the number of participants for NYU Ally Week by 10% every year for the next 5 years in order to build inclusive, supportive, and intercultural communities.
Increase the amount of LGBTQ programming and trainings at NYU Study Away sites by 15% by the year 2015.
Students will learn to use technology effectively to increase lifelong learning.
The student will identify adaptive technologies which can minimize the impact of their specific disability issues.
The student will keep abreast of changes in adaptive and other technology which they can use for learning.
The student will learn to evaluate the effectiveness of technology for their specific learning goals and needs.
Students will learn self-advocacy skills for use in academic and, employment situations.
The student will understand the importance of confidentiality and the need for appropriate disclosure in some situations.
The student will be able to identify instances of discrimination and will understand how to take appropriate action when necessary.
The student will understand the difference between academic and workplace accommodations and will know how to apply for accommodations in each environment.
Students will learn to manage their disability issues effectively in order to successfully complete their academic programs.
Students will be able to identify their strengths, documented disability issues, and functional limitations.
Students will anticipate problems with specific tasks and situations, and plan effectively to minimize the impact of their disability.
Students will make appropriate choices regarding course and program selection with regard to their strengths, areas of weakness and long-term goals.
Students will successfully participate in study away opportunities at NYU.
Students will identify and access appropriate support services in their study-away environment.
Students with documented disabilities will participate in study-away programs in percentages comparable to the NYU student population as a whole.
Strive to maintain a campus climate that is conducive to the educational mission of the University.
Students will engage in by-stander intervention to address incidents of disruptive or violative behavior that they observe occurring.
Students will be made aware of the University’s expectations regarding student conduct and will be provided with information on how to access the related policies and procedures. Students also will be provided with information concerning the University grievance policy and procedures.
Students who are reported to have engaged in behavior that violates University Student Conduct Procedures will be addressed through the student conduct process and encouraged to refrain from again engaging in such behavior through a combination of educational, administrative and student conduct interventions.
The Office of Community Standards will provide support and guidance to the various administrative units in New York and Global Sites that are involved in collaborative efforts to address issues of inappropriate student conduct.
Administrators involved in the student conduct process will adhere to the applicable policy, process and procedural standards.
The Office of Interactive Media will educate, support, and guide various staff in New York and the global sites to improve communications with students.
Counterparts and university offices will be able to identify three top trends in student communication habits and effective communication practices.
Counterparts and university offices will identify effective practices for managing various social media platforms.
Students will learn to use social media effectively to increase lifelong learning.
Students will be able to identify and respond thoughtfully to hurtful speech and online bullying.
Student interns will design and execute successful social media campaigns and measure their effectiveness by the end of their internship.
Students will find community by identifying resources, services, and information shared on Office of Interactive Media platforms.
By Fall 2014, the Community 2.0 program will grow to 180 student bloggers broadcasting their NYU experience from across NYU’s global network; the program will grow by 2% each consecutive year.
The Office of Interactive Media will build and foster inclusive digital communities committed to each individual’s sense of belonging and awareness of NYU’s unique resources.
The Office of Interactive Media will double Facebook page likes to reach 7,000, grow Twitter followers to 2,000, and reach 1,000 followers on Instagram by May 2014.
The Office of Interactive Media will share the NYU story by creating content about the University’s history, accomplishments, events, alums, and endeavors.
Students will connect with other students, staff, and niche communities at NYU as a result of their interactions with the Office of Interactive Media.
Students will be able to articulate the ways in which their global understanding has changed as a result of participating in Community 2.0.
Students will gain knowledge of immigration requirements, responsibilities, and benefits in order to maximize academic, professional, and cultural opportunities while studying within the GNU.
Students will be aware of resources available to guide them through complex immigration policies.
Learn to utilize extensive information on OGS website, workshops, newsletter, social media tools, and print materials.
OGS will expand and improve relationships with NYU staff, programs, and departments to serve the increasing international student population and growing demands of the GNU.
Mentor NYU-Poly International Students and Scholars Office in preparation of future school merge.
Students will build relationships across political, social, and cultural difference.
Participants of RA training will be able to list three strategies for building community on their residence hall floor.
Participants of RA training will be able to list three strategies to assess student community needs.
Participants of RA training will be able to list two needs of their communities in the first six weeks of the semester.
Students will critically examine their own cultural identity by articulating differences and similarities between their own culture(s) and other local culture(s).
Participants of RA Training will be able to define the meaning of a social justice program.
Participants of RA Training will be able to describe an example of a social justice program.
Students will develop the leadership skills necessary to engage as members of sometimes new and diverse local, regional, and global communities.
Participants in RA training will be able to set ground rules to facilitate a structured conversation between residents in conflict.
Students will demonstrate the ability to be active partners in their own health as their physical, social and cultural environments change throughout the GNU.
Participants in RA training will be able to identify a social norm that could increase the chances of gender violence at NYU.
Student will learn to be more active partners in managing their health and wellness to achieve personal, academic, and career success.
Students will be motivated to strengthen and expand their health-related knowledge, attitudes and skills.
Students will identify and appropriately utilize health and wellness resources available to them on and off campus.
Students interacting with SRC will assimilate the resources necessary to become engaged and involved, and build communities.
Students will gain a comprehensive understanding of the network of support services available to them.
All NYU students will be able to identify the Student Resource Center as centralized hub to acquire information.
Students will acknowledge opportunities to engage specific communities including commuter & off-campus students, graduate students, transitioning students, off-campus, students with children, students in the military.
Students engaged in leadership opportunities at the SRC will develop thoughtful and critical leadership skills (i.e. CommUnity, CA's, TA's, WW Leaders, Grad Ambassadors, GA's, etc.)
There will be 20% increase in applications for commuter leadership programs: CommUnity, CLDP & SERVE!
Students will develop greater leadership self-efficacy as exhibited by increased confidence in leadership skills.
Students will engage in the GNU and become engaged global citizens. (Study abroad programs, transition programs, CommUnity).
There will be a 20% increase in the number of commuters studying away over the next 5 years.
Students will become aware of the Commuter Study Abroad Scholarship and other sources of aid, applicants for aid will increase by 20% over the next 2 years.
Welcome Week and transitioning programs will have an increased focus on the Global Network University and international students.
SRC will support students to solve problems and address challenges to their success.
Students will be able to identify peers, offices and university networks to connect with if struggling academically, socially or personally.
First-year and transitioning students will learn and develop habits of success.
A focus on goal setting in academic, social and personal areas will be encouraged and taught with different populations (grad, commuter, transfer/transitioning) in mind.
The SRC will serve as a partner with other university and college administrators to support commuter, transfer, veteran, and graduate students.
Parents interacting with SRC will access necessary resources to facilitate the success of their student.
Parents will contribute to their student’s success by: Understanding the student experience at NYU and knowing about resources available, knowing when to step in to help their student and when to empower their student to take responsibility, and understanding the cyclical nature of the university and how to navigate its resources and offices.
University partners will work collaboratively with the Student Resource Center in order to identify resources pertaining to NYU (including the GNU) and NYC.
University partners will acquire information and opportunities for specific populations including: transitioning students, Graduate students, students in the Military, commuter students and students with children.
The SRC will be identified as a centralized hub for University information by University and Community partners.
University partners will work collaboratively to welcome new students and their families to the university.
By coming to NYU through the Fall in New York or Spring in New York programs, visiting students will learn what it is to be an NYU student, gain a working knowledge of studentship at NYU, and be places for further integration into the general NYU student community.
Students will learn what they need to do to prepare for the start of their studies through admitted student communications and orientations.
Students will gain an understanding of the policies, dates, and deadlines on the University.
Students will learn about student life opportunities and resources and services available to them on campus and in the city.
Students will develop the ability to communicate verbally and in writing, research skills, and the ability to analyze information as they relate to career development.
After utilizing the Wasserman Center’s interview preparation resources students will be able to identify ways to improve their interview content (knowledge about relevant topics including industry, position, current events; ability to relate experience and skills to the position by providing concrete examples), identify ways to improve their interview techniques (Appropriate eye contact, avoiding using um/like, clear speech, professional body language), identify appropriate ways to close an interview (convey interest in position, ask appropriate/informed questions, thank interviewer, clarify timeline, understand appropriate follow-up steps etc.), and identify types of interviews they may encounter.
After utilizing the Wasserman Center’s interview preparation resources students will be able to report the importance of following up after an interview and indicate additional resources they can use to practice interviewing.
After utilizing the Wasserman Center’s resume preparation resources students will be able to identify ways to improve the format/appearance of their resume (length, spacing, consistent use of bold/italic/underlining, etc.), identify ways to improve the organization of their resume (ordering of sections, sections that highlight relevant skills, experiences in reserve chronological order.), and identify ways to improve the content of their resume (using strong action verbs, appropriately marketing education/coursework, avoiding spelling/grammar errors, using keywords relevant for each position).
Students will be able to connect and communicate with staff and employers in creative and innovative ways.
In the next year, staff will utilize social media platforms including Twitter, Facebook, WordPress, Pinterest and FourSquare, Tumblr, Vine, and Instagram to create a cohesive and content driven communication strategy that provides students, staff and employers with relevant career-related information and timely reminders about career-related events and opportunities.
In the next year, staff will develop at least one interactive online seminar (covering interviewing, resumes or cover letters) to complement existing offerings This seminar will allow students to view the seminar anywhere they have an internet connection, interact with the seminar through activities/polls, and achieve the same learning outcomes established for an in-person seminar.
Staff will create programming and services to support the global network university.
Working through the Student Life Global Committee (and the Career Development Sub-Committee), the Wasserman Center staff will determine the career needs and interests of students studying abroad in order to provide them with appropriate services, resources and planned events.
The Wasserman Center staff will offer or collaborate to offer career-related programs and resources at the global sites. The types of resources offer will depend on student interest and need expressed via the GNU Career Development Subcommittee needs assessment.
Staff will develop and maintain strong NYU representation and partnership.
In the next 5 years, staff will increase visibility on campus, and strengthen relationships with NYU faculty and staff in order to increase their knowledge and buy-in of Wasserman Center resources, gain faculty/staff referrals, and increase student usage of the Wasserman Center.
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