Learning Outcomes

My Spartan Story uses 29 learning outcome statements that are designed to help students communicate with employers and other audiences about their accomplishments at MSU. To develop these statements, a research team arranged and clustered over 140 learning outcome statements from 6 sources across MSU. This approach aimed to visualize similarity among many learning outcomes without reducing the nuanced differences available in the original source material. Below, the 29 statements are displayed, showing how MSU learning outcomes are represented in My Spartan Story. By clicking on the bar, we display the source list of learning outcomes that support the deep links between students, campus organizations, learning outcomes, and the Spartan Experience Record.

The learning outcome source material can be found at the following links: Undergraduate Learning Goals (ULG), Spartan 12, Pathways, Global, Student Affairs & Services (SAS), and Residence Education & Housing Services (REHS).


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As a result of My Spartan Experience I learned to…

  • Advocate for myself professionally in person and via writing
  • Proactively communicate my questions, concerns, and needs to academic staff, administrations, and instructors
  • Able to calculate my GPA and course grades when asked.
  • View asking for help as a strength not a weakness.
  • Engage in a range of pro-academic behaviors (e.g., sit in the front of class, take notes, and introduce myself to my instructors and attend office hours so that my instructors know me by name, etc.)
  • Acquires, analyzes, and evaluates from multiple sources
  • Critical thinking and analytic reasoning
  • Identifies and applies, as appropriate, quantitative methods for defining and responding to problems
  • Quantitative Reasoning
  • Acquiring Knowledge
  • Information literacy
  • Broad knowledge in the liberal arts and sciences
  • Knowledge and understanding of democratic institutions and values
  • Approach my academic efforts with a willingness to fail forward
  • Navigating across boundaries
  • Applied knowledge in real-world settings
  • Applies knowledge of the scientific process to integrate and synthesize information, solve problems and formulate research questions and hypotheses; is facile in the language of the sciences and uses it to participate in the discourse of science and explain how scientific knowledge is discovered and validated.
  • Technological Skills
  • Innovation and creativity
  • Approach my academic pursuits with openness and curiosity knowing that being well-rounded makes me a better citizen and professional
  • Join co- and extra-curricular opportunities that fit my personal or professional interests
  • Connect my passion to my actions and pursuit of my future professional and life goals
  • Use at least three campus resources and that can help me identify my interests and/or grow my skills and abilities
  • Describe two to three potential academic programs that could further my professional interests and fit my skill sets
  • Use evidence to explain connections between my interests, experiences, and strengths can translate into academic, personal, and/or professional opportunities
  • A participant’s purpose is discussed. Participation in this program improves participant’s understanding of their own commitments, ambitions, and values. Participant expands their own worldview and sees beyond themself
  • Synthesizes and applies the information within and across disciplines
  • Use MSU systems to look-up basic information about myself, my progress, and other important details (i.e., the name of my advisor)
  • Problem solving in diverse settings
  • Applies knowledge and abilities to solve societal problems in ethical ways
  • Complex problem solving
  • Balancing Work and Life
  • Develop a calendar or tracking system that allows appropriate time for study, health behaviors, work, and socialization.
  • RAs will employ strategies to balance academic responsibilities
  • Managing Time and Priorities
  • Seek out opportunities to engage in on-going academic, research, or working relationships with a diverse individuals
  • Develop environments that foster positive behavior and social growth
  • Understands the influence of history, geography, religion, gender, race, ethnicity, and other factors on their identities and the identities of others.
  • Civic knowledge, skills, and judgment essentials for contributing to the community and to our democratic society
  • Use two to three strategies to successful navigate multiple communities successfully.
  • RAs will collaborate with those in their community to meet the needs of all members
  • RAs will make decisions based on the impact they have on their community
  • RAs will appropriately address behaviors that violate community standards
  • RAs will adapt their actions to support community needs for inclusivity
  • Understands the structures of local, national, and global governance systems and acts effectively within those structures in both individual and collaborative ways
  • Acknowledge that different identities possess differing amounts of power and privilege within society
  • Participants understand privilege and oppression
  • Describe how my action or in-action has an effect on people and places around the globe
  • Questions explicit and implicit forms of power, privilege, inequality, and inequity.
  • RAs will advocate to dismantle systematic oppression
  • RAs will recognize systems of oppression
  • Identify global patterns of privilege as they manifest historically and connect these patterns to current events
  • Describe how aspects of my identities influence my thoughts and actions
  • Communicates their ideas and values clearly and effectively in multiple contexts, with diverse audiences, and via appropriate media and formats.
  • RAs will explain their responsibilities to their community
  • Oral communication
  • Identifies how contexts affect communication strategies and practices
  • Recognizes the influence of cultural norms, customs, and traditions on communication and uses this knowledge to enhance their interactions across diversity.
  • Establish a relationship with an academic advisor with whom they track their academic programs each semester
  • Address inter-personal and group conflicts through appropriate means using dialogue
  • Employs a proficiency in a second language and understands how language relates to culture.
  • Identify global patterns of privilege as they manifest historically and connect these patterns to current events
  • Questions explicit and implicit forms of power, privilege, inequality, and inequity.
  • Embracing Change
  • Enact social change
  • Describe common financial risks, opportunities, and resources as related to college life.
  • Set financial goals for the year.
  • Assess my financial situation as related to my personal needs, values, and available resources
  • Create a personal budget that represents my goals and interests for the year.
  • Develop an action plan with goals for graduation and experiences along the way.
  • Participants will create or reflect on goals. Participants discuss career opportunities and goals. Participants discuss values and beliefs. Participants can connect their current engagements with future goals. Participants build soft and hard skills to help transition to workplace.
  • Use my knowledge and resources to make decisions independently.
  • Activate my relationship with a trusted adult mentor to help me address a problem, opportunity, or question
  • Name opportunities to engage with others as a means of developing friendships and potential professional networks
  • Identify an MSU adult mentor who I trust and who knows me by name
  • Contributing to a Team
  • Recognizes the commonalities and differences that exist among people and cultures and how these factors influence their relationships with others.
  • Teamwork skills in diverse groups
  • Identify the various communities, both at MSU and outside of MSU, to which I belong
  • Participants reflect and grow their sense of belonging. Participants understand and strive to build healthy and meaningful connections. Program has an opportunity for participants to collaborate and build relationships.
  • Moderate my behavior to successfully live in a diverse, residential community
  • Respectfully participate in residential communities that foster social and academic growth
  • Identify individuals to whom I can turn for social support and companionship in the residential community
  • Uses technology, human and natural capital, information resources, and diverse ways of knowing to solve problems.
  • RAs will follow emergency response protocols
  • RAs will be able to articulate role expectations
  • RAs will appropriately confront threats to safety
  • RAs will explain where to find emergency response protocols for an organization
  • RAs will apply the Question, Persuade, Refer method of suicidal ideation response when necessary
  • RAs will evaluate how their behaviors influence the safety of their community
  • Describe how participation in co- and extra-curricular activities fulfills my personal and professional goals, builds my skills, or clarifies my interests
  • Developing Professional Competencies (SAS)
  • Performing with Integrity (SAS)
  • Ethical judgement and decision making (LEAP)
  • RAs will demonstrate a more nuanced sense of self (RA/REHS)
  • Develops a personal sense of ethics, service, and civic responsibility that informs their decision-making about social and global issues. (Global)
  • A participant’s purpose is discussed. Participation in this program improves participant’s understanding of their own commitments, ambitions, and values.Participant expands their own worldview and sees beyond themself. (SAS)
  • Uses a variety of inquiry strategies incorporating multiple views to make value judgments, solve problems, answer questions, and generate new understanding
  • Identifies the credibility, use and misuse of scientific, humanistic, and artistic methods
  • Critically applies liberal arts knowledge in disciplinary contexts and disciplinary knowledge in liberal arts contexts
  • Thinking Critically
  • Identify my personal causes, signs, and consequences of stress and anxiety
  • Identify nutritional, hygiene, and exercise habits that contribute toward my wellness goals given my personal context
  • Establish nutritional, hygiene and exercise goals for my health and make decisions that support these goals
  • Name mental and physical health resources available to me on campus that can support my personal wellness goals
  • Use available wellness resources to achieve my personal wellness goals
  • Describe good sleep hygiene/habits
  • Practice good sleep hygiene/habits
  • Identify nutritional, hygiene, and exercise habits that contribute toward my wellness goals given my personal context
  • Establish nutritional, hygiene and exercise goals for my health and make decisions that support these goals
  • Name mental and physical health resources available to me on campus that can support my personal wellness goals
  • Use available wellness resources to achieve my personal wellness goals
  • Describe good sleep hygiene/habits.
  • Demonstrates tolerance of stressful or changing environments or situations and adapts effectively to them; is persistent, even under difficult situations; recovers from setbacks.
  • Exhibit positive ways to manage stress and anxiety.
  • Participants understand how they have multiple identities and those identities are interconnected. There are conversations around an identity or identities. Participants can connect this discussion to their identities, experiences, values, and beliefs.
  • Participants understand how this program connects to their health and wellbeing and are building skills to apply after the program. Health and wellbeing is discussed. Participation in this program should improve participants health and wellbeing.
  • Uses observation, conflict management, dialogue, and active listening as means of understanding and engaging with different people and perspectives.
  • Expand my support network to include individuals outside of my immediate living situation
  • Participants understand how they can strengthen their leadership skills. Participants have leadership opportunities and see others being leaders. Leadership is discussed. The success of the program relies on student leadership.
  • RAs will employ strategies and position responsibilities
  • RAs will teach others the importance of role modeling ethical behavior
  • Recognizes the influence of cultural norms, customs, and traditions on communication and uses this knowledge to enhance their interactions across diversity.
  • Participants can identify social structures how they impact others, and how they fit within the social structures. Participation in this program improves participant’s ability to see and address unjust practices. Program should provide opportunities or knowledge for volunteer or service activities.
  • Identifies how contexts affect communication strategies and practices
  • RAs will evaluate the effectiveness of their interpersonal communication
  • RAs will use appropriate communication strategies
  • Communicating Effectively
  • Engages in effective communication practices in a variety of situations and with a variety of media
  • Written communication
  • Communicates their ideas and values clearly and effectively in multiple contexts, with diverse audiences, and via appropriate media and formats.
  • Working in a Diverse Environment
  • Engage in civil dialogue with diverse groups about complex race and social issues
  • Identify examples of bias and seeks to eliminate them
  • Engages with and is open to people, ideas, and activities from other cultures as a means of personal and professional development.
  • Intercultural skills and understanding of societies and cultures outside the U.S.
  • Reflects on experiences with diversity to demonstrate knowledge and sensitivity
  • Describe prominent multicultural identities within U.S. culture and concerns members of those identities have about inclusion
  • Demonstrates awareness of how diversity emerges within and across cultures
  • Identify and abide by rules governing a living community
  • Reflects on experiences with diversity to demonstrate knowledge and sensitivity
  • Frames, understands, and acts upon their judgments from multi-disciplinary perspectives and worldviews.
  • Program has purposeful interactions to engage with others, understanding commonalities and differences leading to a deeper understanding of self and others. Participants can openly listen and reflect on experiences of others.