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• W120728992 abstract "This study examined the views of student affairs practitioners and undergraduate teaching faculty on 40 student learning goals. The Student Learning Goals Inventory was developed to provide a rating system on three issues: (1) how important is the goal as currently emphasized at the institution, (2) how important should the goal be at the institution, and (3) who should be primarily responsible for assisting students to achieve the learning goal? The results show 18 of 40 goals as shared responsibility, 4 goals identified as primarily faculty responsibility, 1 goal as primarily student affairs responsibility, 3 goals not attributed to either group, and some goals showing split responsibility. The results provide support for moving from a theoretical approach to student learning to a more empirically based practice to guide collaboration for student learning. The call to action to embrace learning as the guiding philosophy for student affairs practice has been articulated through the Student Learning Imperative (American College Personnel Association, 1994) and Powerful Partnerships (American Association of Higher Education, American College Personnel Association, & National Association of Student Personnel Administrators, 1998). Student affairs professionals have responded with an abundance of scholarly articles, programs, and presentations addressing the transformation from student development to student learning. With momentum building for student learning as philosophy, student affairs professionals are faced with the familiar challenge of transferring this philosophy into practice. Transferring the philosophy of student learning into student affairs practice demands attention to basic issues that are often unaddressed or unresolved, such as which developmental or educational goals should receive greater emphasis. Shifting paradigms to include learning and development as a unified philosophy requires a study of the often unexamined assumptions that guide student affairs and faculty views of student learning (Kuh, 1996). More specifically, Kuh (1996) asserts that a place to start is revisiting what constitutes learning and exploring the environmental conditions that most effectively foster learning. Determining workable outcomes for student learning presumes that there exists a vision and set of priorities about student learning that are congruent between faculty and student affairs professionals. Yet, this shared vision has not yet been developed. To become learning organizations and learning oriented practitioners, faculty and student affairs professionals must develop an individual and collective sense of what matters most within the student learning paradigm (Sorum Brown, 1997). The values of faculty and student affairs professionals about learning and development for students have not yet been examined. Many student affairs professionals assume that faculty values are at the opposite end of the continuum from their own (Blake, 1996). Yet, for collaboration to occur, this dichotomy is clearly counterproductive. The purpose of this study was to identify student learning goals (academic and developmental) that teaching faculty and student affairs practitioners both view as important in the undergraduate experience. Specifically, faculty and student affairs professionals were asked to rate 40 goals as ta their importance, and then to identify whether faculty members or student affairs professionals are primarily responsible for assisting students to achieve the goals. This study provides empirical evidence regarding faculty and student affairs professionals' values related to student learning. The results provide grounding for the transference of student learning philosophy into practice by indicating those goals where collaborative efforts are most valued. In addition, the development of the Student Learning Goals Inventory as a part of this study offers an instrument that can be used on individual campuses to provide information needed to prepare for collaboration. …" @default.
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• W120728992 date "1999-10-01" @default.
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• W120728992 title "Collaborative Common Ground: A Shared Vision of Student Learning." @default.
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