Service Student Learning Outcomes


As critical reflection resides at the heart of all service learning, our SLO assessment centers around techniques designed to engage students in reflecting on connections between service, course content, and career goals. We offer three options for formal assessment of the SLOs you select. Click here to review these options.  

In order to promote best high-impact practices and create rigorous, career-relevant, accessible, and transformative service opportunities, USC Upstate has directly adopted the eight requisite career competencies dentified by the National Association of Colleges and Employers as our target Student Learning Outcomes (review the NACE competencies directly here). 

NACE has observed that employers consistently rank the top four competencies as "essential." We, therefore, ask each service learning instructor to select at ONE of the "essential" competences and one additional competency from the remaining seven (Essential or Requisite).

Career and Self-Development

Proactively develop oneself and one’s career through continual personal and professional learning, awareness of one’s strengths and weaknesses, navigation of career opportunities, and networking to build relationships within and without one’s organization.


Clearly and effectively exchange information, ideas, facts, and perspectives with persons inside and outside of an organization.

Critical Thinking

Identify and respond to needs based upon an understanding of situational context and logical analysis of relevant information.

Equity and Inclusion

Demonstrate the awareness, attitude, knowledge, and skills required to equitably engage and include people from different local and global cultures. Engage in anti-racist practices that actively challenge the systems, structures, and policies of racism.


Recognize and capitalize on personal and team strengths to achieve organizational goals.


Knowing work environments differ greatly, understand and demonstrate effective work habits, and act in the interest of the larger community and workplace.


Build and maintain collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.


Understand and leverage technologies ethically to enhance efficiencies, complete tasks, and accomplish goals.

    • For the Service-Learning designation, a course should include overt attention (e.g. instruction, guided reflection) to 2 of the 8 domains. 
    • To qualify for the Service-Engagement and Community-Engagement designations, a course should include overt attention to 1 of the 8 domains. In the application for designation, instructors report which domain(s) they will target and how they will assess student success.
    • For more detail, please see the Service Course Desgnation Application   
Quick Links: SLOs:
  1. SLO Overview <this page>
  2. SLO Assessment Options 
  3. SLO Common Assessment Rubric