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).
- Critical Thinking/Problem Solving: Exercise sound reasoning to analyze issues, make decisions, and overcome problems. The individual is able to obtain, interpret, and use knowledge, facts, and data in this process, and may demonstrate originality and inventiveness.
- Teamwork/Collaboration: Build collaborative relationships with colleagues and customers representing diverse cultures, races, ages, genders, religions, lifestyles, and viewpoints. The individual is able to work within a team structure, and can negotiate and manage conflict.
- Professionalism/Work Ethic: Demonstrate personal accountability and effective work habits, e.g., punctuality, working productively with others, and time workload management, and understand the impact of non-verbal communication on professional work image. The individual demonstrates integrity and ethical behavior, acts responsibly with the interests of the larger community in mind, and is able to learn from his/her mistakes.
- Oral/Written Communications: Articulate thoughts and ideas clearly and effectively in written and oral forms to persons inside and outside of the organization. The individual has public speaking skills; is able to express ideas to others; and can write/edit memos, letters, and complex technical reports clearly and effectively.
- Digital Technology: Leverage existing digital technologies ethically and efficiently to solve problems, complete tasks, and accomplish goals. The individual demonstrates effective adaptability to new and emerging technologies.
- Leadership: Leverage the strengths of others to achieve common goals, and use interpersonal skills to coach and develop others. The individual is able to assess and manage his/her emotions and those of others; use empathetic skills to guide and motivate; and organize, prioritize, and delegate work.
- Career Management: Identify and articulate one's skills, strengths, knowledge, and experiences relevant to the position desired and career goals, and identify areas necessary for professional growth. The individual is able to navigate and explore job options, understands and can take the steps necessary to pursue opportunities, and understands how to self-advocate for opportunities in the workplace.
- Global/Intercultural Fluency: Value, respect, and learn from diverse cultures, races, ages, genders, sexual orientations, and religions. The individual demonstrates, openness, inclusiveness, sensitivity, and the ability to interact respectfully with all people and understand individuals’ differences.
- For the Service-Learning designation, a course should include overt attention (e.g. instruction, guided reflection) to 2 of the 8 domains; Choose at least one "Essential" Competency.
- To qualify for the Service-Engagement designation, a course should include overt attention to 1 of the 8 domains. In the application for service 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