Student Employee Learning Outcomes Supervisor Training
In order to appropriately prepare supervisors who are implementing SELO with their respective student employees, a series of training session are scheduled each fall. Even though these sessions are focused primarily for the benefit of new supervisors, they can serve as a refresher for those who have previously worked with SELO, with the opportunity to contribute to the learning process for new supervisors, while re-energizing their own commitment and effectiveness.
There are four components of the training program:
Understanding the purpose and goals of SELO is important to effective implementation of the principles that are the foundation of the initiative. First and foremost, SELO reflects the responsibility we have to our student employees, analogous to the commitment we make to enhancing the growth and development of the professionals we supervise. SELO, which functions parallel to, and independent of performance appraisal of the task assignments for our student employees, is directed at enhancing their potential for success in the world of work, beyond their Stony Brook experience.
Beginning with a brief history of the implementation of SELO, along with the foundation of the program in theories fundamental to our work in student development, this session presents the philosophy supporting the program’s implementation. Included is a discussion of the grounding of the program in the Essential Learning Outcomes, identified by AAC&U ( College Learning for the New Global Century, 2007).
Knowledge of Human Cultures; Personal and Social Responsibility
This session, focused on two of the domains, expands on the basic understanding of the theories supporting the learning outcomes associated with each domain. The work of Bennett, Pederson, and Kohlberg are discussed, along with how their theories provide an important perspective on helping student employees grasp the principles underlying our ability to interact across difference, as well as how we make the decisions and choices fundamental to our success.
Intellectual and Practical Skills; Integrative Learning
In the context of intellectual and practical skills, problem-solving is a critical example. Moving beyond dualistic thinking is an example of this concept, and Perry’s work provides an excellent framework for consideration. Working collaboratively is another example of an essential skill set, and Chickering & Reisser’s vector of mature interpersonal relations offers a framework for understanding the pragmatics of this concept. This session also draws about Chickering & Reisser, with respect to developing integrity, as a component of integrative learning, in terms of our ability to synthesize multiple viewpoints. The session further draws upon King and Kitchener, to address one’s role in an organization and how that role fulfills the mission of the organization.
This session focuses on the Career Development domain which was added to Stony Brook’s SELO initiative to supplement AACU’s Essential Learning Outcomes. The career development theories of Holland, Super, Kolb, Krumboltz, and Savickas are discussed in the context of the current job market. The Stony Brook University Career Center’s models of career development and skill acquisition are presented and explained. These theories highlight the importance of experience beyond the classroom, and provide the foundation for assessing student employees’ understanding of transferable skills and engagement in the career development process.