ABSTRACT
This chapter describes some key components of a curricular approach that help clarify the student learning the organization is seeking to foster. It explores how educators within a student affairs division or a department can identify the learning aims for students at institutions. From the archaeological dig comes information that is synthesized and then guides the development of the overall learning aims, which includes a statement of educational priority, learning goals, narratives, learning outcomes, and rubrics. Often the conversation through the archaeological dig and following refinement that led to the learning goal includes perspectives that can be used to write a narrative. The questionnaire would include open-ended responses on real and perceived institutional priorities, influences, and aspirations for student learning. Student learning beyond the classroom should reflect aspirational realism. Work to uncover ways in which students can engage in learning that supports their personal and professional aspirations as well as the educational mission of the institution.
