Academic Affairs

Assessment Goals

We assess our performance on both the institution-wide strategic plan goals, and the goals of each department, program, and office within the college. These goals are collected below.

College-Wide Strategic Plan Goals

The recently-adopted Strategic Plan expands on Union's mission statement and incorporates the following institution-wide goals:

Goal 1: Union will strengthen its vibrant community of learners, scholars and teachers, so that we can more fully blend the liberal arts and engineering, transcend disciplinary boundaries, bridge classroom and immersive experiences, and engage and embrace diverse experiences and perspectives.

Goal 2: Union will ensure that it has the resources required to thrive in a changing higher education landscape.

Each of these goals is divided into a number of objectives, which in turn present relevant activities. Assessment is periodic in nature and operates on a four-year cycle; each year, a certain subset of objectives is assessed.

Departmental and Program-Level Goals

The departmental and program-level learning goals are related to the aforementioned strategic plan goals, which are in turn linked to Union’s mission statement.

Academic Departments

  • Anthropology Learning Outcomes
    1. To develop in students the ability to express thoughts through clear and logical writing and speech.
    2. To instill in students a basic knowledge of the current state of knowledge in cultural anthropology, particularly as it applies to their thesis topic, a familiarity with major debates of the past, and ability to apply appropriate knowledge to analyzing their thesis material.
    3. To give students an understanding of anthropological methods and the ability to apply them in independent research.
    4. To develop in students an appreciation for the complexities of culture and society, including the way that cultural beliefs are linked to power relations.
  • Biology Learning Outcomes

    While at Union, biology students will:

    Biological Literacy
    • Master foundational knowledge of modern biology across different levels of organization (e.g., sub-cellular, organismal, population).
    • Develop proficiency in the use of laboratory and field techniques and biological instrumentation.
    • Learn suitable quantitative and statistical skills to analyze experimental outcomes.
    • Access and critically evaluate selected primary and secondary scientific literature in biology.
    Scientific Inquiry
    • Understand the nature of and relationship among scientific theories, hypotheses, models and knowledge (Theories and Models).
    • Generate testable hypotheses, design experiments, analyze and display experimental outcomes and draw appropriate conclusions (Hypothesis Testing).
    • Communicate effectively in conventional oral and written scientific formats (Communication).
    • Develop skills for self-directed study and independent learning.
  • Chemistry Learning Outcomes

    Graduating Chemistry and Biochemistry majors should master the following skills and
    competencies to become successful professionals:
    1. Critical Thinking and Problem Solving Skills. Be able to think critically to
    analyze chemical and biochemical problems. Possess a solid background in the
    topics of basic and upper level chemistry courses, including general chemistry,
    inorganic chemistry, analytical chemistry, organic chemistry, physical chemistry,
    and biochemistry, as described by the American Chemical Society Committee on
    Professional Training.
    2. Laboratory and Instrumentation Skills. Be competent experimentalists,
    possessing fundamental laboratory skills and a working knowledge of good safety
    practices in the laboratory. Be able to design and set up an experiment, collect and
    analyze data, identify sources of error, interpret their results and make
    connections to related areas of science. Be able to use modern chemical research
    instrumentation as developed through a variety of hands-on experiences in
    teaching and research laboratories.
    3. Computer and Chemical Literature Skills. Be able to use computers to
    solve chemical problems, including the use of spreadsheets, a high level
    programming language such as Mathematica, and computational chemistry
    modeling software, such as Spartan. Be able to use modern library searching and
    retrieval methods to obtain information about research topics, chemical
    substances, chemical techniques, and other related topics.
    4. Research, Teamwork and Communication Skills. Be able to complete
    independent research. Be able to work successfully in groups both in the
    classroom and in the laboratory environment. Be able to prepare and deliver
    effective oral and poster presentations and written reports on their research
    projects and be able to answer questions about their work at local, regional and/or
    national scientific conferences.
    5. Interdisciplinary Awareness and Ethics. Be able to recognize the
    importance of cross-disciplinary approaches to modern research problems by
    participating in independent research and attending frontiers of
    chemical/biochemical research seminars from external speakers. Be able to
    participate as responsible citizens and effectively communicate the impacts of
    chemistry and biochemistry research on our local, national, and global

  • Classics Department Learning Outcomes
    1. disciplinary knowledge
    2. written communication skills
    3. research methods
    4. critical thinking skills
    5. understanding of cultural and social complexity
  • Computer Science Learning Outcomes

    1. Understand the foundations of computing.

    2. Understand how computers function.

    3. Develop a strong foundation in the software development process.

    4. Carry out independent research or system implementation.

    5. Effectively express ideas in oral and written form.

    6. Recognize that computing has relevance to other disciplines.

  • Economics Learning Outcomes

    The economics department seeks six learning outcomes for its students:

    1. Students will develop a broad awareness of current events, issues, and problems in economics.
    2. Students will learn to “think like an economist” in posing questions about these events, issues, and problems.
    3. Students will learn the fundamental tools of economic analysis used to address economic problems.
    4. Students will learn to apply those tools to the analysis of a range of current economic problems.
    5. Students will learn to communicate the results of their analyses in written and oral forms.
    6. Students will develop the ability to learn independently, so as to maintain their knowledge of economics after graduation.
  • Electrical Engineering Learning Outcomes

    When students graduate, they will have:

    (a) an ability to apply knowledge of mathematics, science, and engineering
    (b) an ability to design and conduct experiments, as well as to analyze and interpret data
    (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
    (d) an ability to function on multidisciplinary teams
    (e) an ability to identify, formulate, and solve engineering problems
    (f) an understanding of professional and ethical responsibility
    (g) an ability to communicate effectively
    (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
    (i) a recognition of the need for, and an ability to engage in life-long learning
    (j) a knowledge of contemporary issues
    (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

  • English Department Learning Outcomes

    1. We want our introductory students to be familiar with two major modes of literature --
    fiction and poetry -- their techniques and devices, and relevant critical approaches. We
    want this introduction to include literature from at least three cultures.
    2. We want for our majors some historical grounding (a requirement of a course pre-1700
    and one pre-1900 for majors), and for majors and all others the opportunity to take
    additional historically-based classes.
    3. We want our majors and other students to have knowledge of the work of Shakespeare.
    4. We want our students to have the opportunity to investigate a diverse range of
    literature as well as a variety of critical approaches. Therefore, our classes are grouped
    now as Historical Studies Courses, Cultural Studies Courses, Genre Studies Courses,
    Author Studies Courses, and Advanced Seminars for juniors and seniors.
    5. We want students to have the opportunity to be in smaller classes where writing and
    discussion are a central part of the course work.
    6. We want for our students a sense of intellectual self-reliance in dealing with a variety
    of literature combined with competence in writing (including creative writing workshops)
    as a way of responding to, and participating in, literary traditions.
    7. We want a program for our Honors students that informs them of research procedures,
    encourages them to work at the highest level, and creates a sense of shared goals and

  • Geology Learning Outcomes
    Working as a scientist

    • To be a critical thinker. To be able to think critically and to critically assess original data. To be
    able to devise a hypothesis-driven research project, and to understand the difference between
    observation and interpretation.
    • To master scientific communication both oral and written. This includes being able to put
    together a cogent oral presentation with clear illustrations that make sense to the audience. For
    writing, it includes papers that are logically constructed and conclusions supported with evidence.
    • To make coherent well-supported interpretations for primary data and observations. To work
    with diverse information and be able to put together a coherent picture in terms of an overall
    system or processes. To have some concept of what information is needed to advance
    understanding of a project.
    • To be technically literate. This includes being familiar with resources and databases, and to
    know how to go about finding missing information, either in terms of library/literature/web
    searching or in terms of what needs to be done in the lab or in the field to get the information.
    This includes knowing geology-related software, data manipulation, and modeling.

    Working as a geoscientist

    • To understand the place of the Geosciences in Society, and to know the links between
    academic and geology-related jobs or alleviating problems in society.
    • To be able to function effectively and be competent in the field. Including knowing how to use
    field and analytical tools. To be able to read, understand, and map an area that shows spatial
    distribution of rocks, processes, or surface materials.
    • To be able to function effectively and be competent in the laboratory and to have good analytical
    skills. Including knowing basic lab protocol, and safety.
    • To be able to work collaboratively on problems.
    • To understand use of literature in research. This includes evaluating current literature and
    thought in key geological topics, carry out a literature search, and an understanding of scientific

    Core knowledge in the geosciences

    • To understand major principles in Geology, including: structure, sedimentology, stratigraphy,
    mineralogy, petrology, hydrology, and geomorphology.
    • To understand deep time. This includes an understanding of radiometric dating, and
    stratigraphic principles.
    • To understand global climate change and its impact on humans. Includes an understanding of
    proxy records for global climate change, the carbon cycle, and the hydrologic cycle.
    • To understand the major geochemical processes that affect the Earth. Includes the
    geochemistry of low temperature

  • History Department Learning Outcomes

    Content outcomes:

    1) A core concentration. Students achieve this by completing a minimum of five courses in one
    core concentration. Typically students also take advanced courses in this same concentration.
    Students are also required to complete the two-term senior project in their core concentration.
    2) Experience beyond the core concentration. Students will be broadly educated in the different
    histories available for study in the department. Students achieve this by completing distribution
    requirements in two concentrations outside their core.

    3) Experience of different levels of scholarly difficulty and complexity. As well as breadth and
    depth in the subject field, students will study history at different levels of scholarly difficulty from
    the 100- to 300-level. Students achieve this by completing a junior seminar and at least two classes
    at the 300-level.

    Content outcomes:

    1) Conceptual Thinking: the student demonstrates the ability to define a valid topic of inquiry
    2) Evidence and Data: the student demonstrates the ability to identify, assemble, and select
    evidence appropriate to a defined topic of inquiry
    3) Critical Analysis: the student demonstrates the ability to analyze evidence and assess and
    reassess findings based on that analysis
    4) Argumentation: the student demonstrates the ability to structure a valid response to a defined
    topic of inquiry based on the critical analysis of evidence
    5) Presentation: the student demonstrates the ability to present an argument in a manner that is
    logical, clear, and precise

  • Mathematics Learning Outcomes

    Union College graduates in Mathematics and Applied Mathematics will demonstrate the
    following knowledge and abilities:

    1) Understanding of calculus of one and several variables.
    2) Competence in understanding mathematical definitions and theorems and using them appropriately
    in formulating proofs.
    3) Understanding of the core concepts of analysis and algebra (for graduates in Mathematics), or
    key techniques of applied mathematics and analyzing mathematical models (for graduates in
    Applied Mathematics).
    4) Effective written communication of mathematical reasoning, based on ability to understand
    and explain mathematical arguments derived from a variety of sources including textbooks,
    research papers, and research presentations.

  • Mechanical Engineering Learning Outcomes

    (a) A sufficient understanding of mathematics, the physical sciences, and engineering

    fundamentals and how to apply them to solve engineering problems (ABET

    EC2000 Criterion 3a).

    (b) The ability to design and conduct experiments, collect and analyze data, and draw

    conclusions from the results (ABET EC2000 Criterion 3b).

    (c) The ability to apply engineering fundamentals, creativity and accepted design

    methodology to design components, processes and systems (ABET EC2000

    Criterion 3c).

    (d) The ability to participate and contribute effectively as a member or a leader of a

    (1) team or (2) multidisciplinary team (ABET EC2000 Criterion 3d).

    (e) The ability to define, formulate and solve technical problems (ABET EC2000

    Criterion 3e).

    (f) An understanding of professional and ethical responsibilities in the engineering

    profession (ABET EC2000 Criterion 3f).

    (g) The ability to communicate effectively (oral, written, graphical, electronic).

    (ABET EC2000 Criterion 3g).

    (h) A sufficiently broad education that provides a context for understanding the

    impact of engineering solutions on society (ABET EC2000 Criterion 3h).

    (i) The ability to acquire new knowledge and capabilities on their own (ABET

    EC2000 Criterion 3i).

    (j) Knowledge of contemporary issues facing society (ABET EC2000 Criterion 3j).

    (k) The ability to use techniques, skills, and modern engineering tools necessary for

    engineering practice (ABET EC2000 Criterion 3k).

    (l) The ability to use computers effectively as a tool in engineering practice for

    analysis, design, research, and communication (ABET EC2000 Criterion 3k).

    (m)A significant exposure to a foreign culture to provide a better awareness of the

    global context of engineering practice (ABET EC2000 Criterion 3h).

  • Modern Languages Department Learning Outcomes

    STAGE I—Basic language classes
    Learners comprehend and produce (functions) learned words and phrases (text types)
    dealing with discrete elements of life (content) in highly predictable
    common daily settings (contexts/accuracy).
    STAGE II—Basic to Intermediate classes
    Learners comprehend and produce (functions) sentences and strings of sentences
    (text-types) dealing with topics related to self, the immediate environment,
    survival and courtesy (content) in transactional and some informal settings
    STAGE III—Intermediate to Advanced classes
    Learners comprehend and produce (functions) oral and written paragraphs and
    strings of paragraphs (text-types) dealing with
    concrete and factual topics of public interest (content) in most informal and some
    formal settings (contexts/accuracy).
    STAGE IV—Advanced classes
    Learners comprehend and produce (functions) oral and written essays (text types)
    dealing with unfamiliar, abstract, practical, social and professional topics
    (content) in informal and most formal settings and problem situations

    Communicate effectively in more than one language to function in a variety of situations and for multiple purposes: Students learn to interact and negotiate meaning in spoken and written forms, developing gradually the ability to use, interpret, and analyze language in live exchange contexts while increasing the ability to present, narrate, and structure personal, intercultural, and contextual information (of a variety of topics whose range traverses the self and others) in order to share, persuade, debate information, and situate themselves in adapting to various situations, audiences of listeners, readers, and viewers.

    Interact with cultural competence and understanding: Students learn to use language in spoken and written form to analyze, explain, and reflect on (be critically alert about) the practices and perspectives of the cultures studied, in relationship with but also as different from their own. As students grow in their language competence, they learn to investigate, explain, reflect the concept of culture through comparisons.

    Connect with other disciplines and acquire information and diverse perspectives to use language to function in academic and career-related situations: Students learn to explore ways to investigate, analyze, and reflect on the language studied as well as the cultures studied as interconnected to global realities of diversity but also as singular. In doing so, they build, reinforce, and expand their knowledge of other disciplines while developing critical thinking to solve problems creatively and collaboratively.

    Develop insight into the nature of language and culture(s) to interact with and within them with appropriate competence: Students build, reinforce, and expand their language and cultures knowledge of various disciplines as applicable to their language performance and area interests, developing critical thinking and creative problem-solving skills in comparative—when appropriate interdisciplinary—and collaborative ways.

    Communicate and interact with other realities with cultural competence to participate in multilingual communities at home and around the world: Emphasizing global awareness and international knowledge, this area goal helps students practice and develop all language skills (speaking, writing, listening, reading, analyzing, and reflecting on) and sequential knowledge of cultures studied within and beyond the classroom and beyond (but integrated into) their familiar worlds. Students learn to interact with and collaborate in their communities, emphasizing globalized, interconnected realities. As a result, they are trained to reflect on their own progress with respect to language, global connections and challenges, and intercultural knowledge.

  • Learning Outcomes for Music Majors and Minors
    1. To cultivate an appreciation for the arts by developing both breadth and depth of understanding of musics in their social and historical context. In order to do so, students must thoughtfully engage with various research materials and develop critical thinking and argumentative skills.
    2. To develop an understanding of a broad spectrum of musics by learning to listen analytically and learning to speak and write about various idioms with appropriate terminology.
    3. To develop creative habits of the mind through composition and collaboratively “making” music.
    4. To thoughtfully integrate a variety of technologies into learning experiences, including creative expression, research projects, and musical performances.
    5. Provide inclusive platforms for students to participate in diverse ensembles with a variety of solo and leadership opportunities, whose blend of collaboration and individual creativity enables them to explore their artistic vision.
  • Learning Outcomes for Philosophy Majors

    1) Be familiar with fundamental questions of philosophy.
    2) Be familiar with the best efforts to answer fundamental questions of
    philosophy and be able to critically evaluate those answers.
    3) Be motivated and able to critically and imaginatively examine their own
    answers to the fundamental questions of philosophy.

  • Physics and Astronomy Learning Outcomes

    1. Physics and astronomy majors should have a thorough knowledge and
    understanding of the fundamental concepts of classical and modern
    physics and be prepared for graduate work or technical careers.

    2. Physics and astronomy majors should have a set of fundamental,
    transferable skills that can be applied to a broad range of situations. These
    include problem-solving skills, laboratory skills, computational skills,
    oral and written communication skills, the ability to analyze data, and
    the ability to apply high-level mathematical methods to model real-life

  • Learning Outcomes for Political Science Majors
    1. Build within students the knowledge, skills, and desire to be life long public and global citizens.
    2. Challenge students to think critically about their beliefs and understandings of the
      world around them
    3. Develop the language, analytical and writing skills necessary for them to present these ideas
      effectively to others.
    4. Beyond the classroom, provide students with the inspiration and opportunities to
      engage with politics in its multiple forms and locations.
  • Psychology Learning Outcomes

    1) the capacity to think deeply, critically, logically, complexly, and ethically

    2) the ability to evaluate claims to truth and to make educated, defensible judgments

    under conditions of uncertainty and complexity

    3) the capacity to use information resources and to learn new information independently

    4) the ability to express one’s thoughts in writing and speech

    5) to give students an understanding of the basic ideas which the field of psychology has contributed to general intellectual discourse, and which are part of the conceptual

    repertoire of a well-educated person

    6) to give students, especially majors, a basic understanding of the current state of

    knowledge in the field

    7. to give students, especially majors, an understanding of the scientific character of

    contemporary psychology, the various methods of psychological inquiry, and the

    experience of creating psychological knowledge through the application of those


    8) to prepare a portion of our students for graduate study in psychology, both in

    academically-oriented fields and in applied professions

    9) to help students reach a deeper understanding of themselves and other people -- i.e.,

    the part of the world that psychology studies -- including an understanding of the role

    of culture and the ways in which cultural differences shape people's behavior,

    experience and relationships

  • Learning Outcomes for Sociology Majors

    Students develop a wide range of skills and a background of knowledge that
    enables them to:

    1. critically analyze ideas and theories
    2. put ideas and theories into quantifiable contexts,
      examine many points of view concurrently
    3. identify social patterns and changes close to home and far away
    4. systematically and courageously search for answers to common problems.
  • Learning Outcomes for Theater and Dance Majors

    Students taking courses in the Theater and Dance curriculum will:
    1. Develop a willingness to take risks and to push boundaries of personal knowledge and
    2. Develop collaborative skills
    3. Develop an awareness of and appreciation for the historical, political, social and technical
    framework of performance in a global context.
    4. Develop critical judgment and an understanding of aesthetic principles
    5. Develop skills to create performance and present it in a public context.
    6. Develop proficiency and confidence in a particular aspect of the creative disciplines.

  • Learning Outcomes for Visual Arts Majors

    1. Knowledge of the materials and techniques used to make visual art
    2. Ability to identify and analyze how aesthetic problems are resolved in visual art
    3. Ability to identify and analyze how conceptual problems are resolved in visual art
    4. Ability to interpret visual art in its historical and cultural context

interdisciplinary Study (IS) Programs

  • Asian Studies Learning Outcomes

    1.Language proficiency level at Intermediate-low/mid level or above.

    2. Students will appreciate Asia as a conceptual whole while at the same time learn how to make connections across national and cultural boundaries by taking one core course on Asia.

    3. Students acquire the skills to conduct scholarship.

  • Biochemistry Student Learning Outcomes

    Upon completion of the biochemistry program, graduates should:

    1. Have mastered a basic minimum of factual knowledge that is critical to most areas of biochemistry.
    2. Be competent experimentalists, possessing basic laboratory skills and a knowledge of good safety practices in the laboratory.
    3. Be exposed to the frontiers of biochemical research and recognize the importance of cross-disciplinary approaches to modern research problems.
    4. Be able to effectively communicate in both written and oral forms and be able to work successfully in groups both in the classroom and in the laboratory environment.
    5. Be prepared to think about the philosophical underpinnings of science and the ethical and societal implications of utilizing science and technology in society as a whole. Students can then participate as responsible citizens and effectively communicate the impacts of scientific research on local, national, and global communities.
  • Biomedical Engineering Program Outcomes
    • Our graduates should be engaged professionally in positions that use the skills or abilities associated with broadly educated biomedical engineers or in good academic standing in programs of graduate study.
    • Our graduates should be able to articulate how their education at Union College has prepared them to achieve their career and life goals.
    • Our graduates should show evidence of life-long learning.

    Biomedical Engineering Program Student Learning Outcomes

    Union biomedical engineers are given a broad education in the field of biomedical engineering and the student outcomes are:

    • An ability to apply mathematical, scientific and engineering knowledge to develop and evaluate solutions to problems.
    • An ability to design and conduct experiments in life science and biomedical engineering systems and analyze and interpret data from those experiments.
    • An ability to design a system, component or process in life science or biomedical engineering systems within realistic constraints.
    • An ability to work as effective team members on projects.
    • An ability to identify, formulate and solve problems in biomedical engineering systems.
    • Understand and respond appropriately to ethical, safety and environmental issues.
    • An ability to communicate effectively.
    • The broad education necessary to understand the impact of engineering solutions in a global, economic, environmental and societal context.
    • An understanding of the rapid changes occurring in biomedical engineering and the need to continue to learn and adapt.
    • Knowledge of contemporary issues in biomedical engineering.
    • An ability to use modern engineering design and analysis tools.
  • Computer Engineering Learning Outcomes

    When students graduate, they will have:

    (a) an ability to apply knowledge of mathematics, science, and engineering
    (b) an ability to design and conduct experiments, as well as to analyze and interpret data
    (c) an ability to design a system, component, or process to meet desired needs within realistic constraints such as economic, environmental, social, political, ethical, health and safety, manufacturability, and sustainability
    (d) an ability to function on multidisciplinary teams
    (e) an ability to identify, formulate, and solve engineering problems
    (f) an understanding of professional and ethical responsibility
    (g) an ability to communicate effectively
    (h) the broad education necessary to understand the impact of engineering solutions in a global, economic, environmental, and societal context
    (i) a recognition of the need for, and an ability to engage in life-long learning
    (j) a knowledge of contemporary issues
    (k) an ability to use the techniques, skills, and modern engineering tools necessary for engineering practice.

  • ESPE Major Learning Outcomes

    Students will:

    1)be able to devise a hypothesis-driven research project, and to understand the difference between observation and interpretation.

    2) master scientific communication both oral and written.

    3) make coherent well-supported interpretations from primary data and observations.

    4) know how to go about finding missing information, either in terms of library/literature/web searching or in terms of what needs to be done in the lab or in the field to get the information.

    Major Learning Goals

    GOAL #1: To be able to devise a hypothesis-driven research project, and to understand the difference between observation and interpretation.

    GOAL #2: To master scientific communication both oral and written.

    GOAL #3: to make coherent well-supported interpretations from primary data and observations.

    GOAL #4: to know how to go about finding missing information, either in terms of library/literature/web searching or in terms of what needs to be done in the lab or in the field to get the information.

  • Latin American and Caribbean Studies Learning Outcomes

    Upon completion of the major program students should have acquired the skills, knowledge, and/or abilities to:

    1. Identify major issues/problems/trends concerning Latin America and the Caribbean, with emphasis on the specialization of one country in particular.
    2. Demonstrate proficiency in Spanish, French, Portuguese, or any other official language of Latin America, or demonstrate knowledge of major themes in the literature and culture of the chosen Latin American language.
    3. Conduct a sustained and independent research project on a topic related to LACS that includes research in a Latin American or Caribbean country.
    4. Develop cultural proficiency by spending extended time (one full trimester) in Latin America or the Caribbean
  • Neuroscience Learning Outcomes
    1. Acquire a comprehensive understanding of the basic principles of neuroscience including general vocabulary, components of the nervous system, and interdisciplinary approaches to NS.
    2. Develop proficiency for fundamental laboratory techniques where appropriate.
    3. Develop quantitative and statistical skills necessary to analyze relevant data where appropriate.
    4. Organize and represent data in an appropriate format for presentations and/or publications.
    5. Read and critically evaluate primary literatures including data, results, and interpretation.

Office-Level Goals

Each responsibility center described below reports to a Vice-President of the College or the President's Chief of Staff.

Academic Affairs

  • Academic Achievement Goals
    1. To provide academic support to students looking to develop new skills and strategies to enhance their academic success.
    2. To assist first year students in adapting to the college environment, to promote student success and encourage use of academic resources through effective peer mentoring.
    3. To maintain high levels of participation in the Supplemental Instruction program and assist students in successfully completing historically challenging courses, as measured by grades of C- or better.
  • Academic Opportunity Program / Higher Education Opportunity Program Statement of Goals
    • Enrollment. Enroll appropriate number of students each year who are consistent with the profile established by the New York State Education Department for HEOP—academically and economically disadvantaged. Academic eligibility is to be established in collaboration with the Admissions Office; economic eligibility is to be determined in collaboration with the Financial Aid Office.
    • Graduation rate. Graduate AOP/HEOP students at the same rate as general admission first-time first-year students. The graduation rate within four years for AOP/HEOP students has historically been lower than the four year graduation rate for general admission first-time first-year students.
    • Retention rate. Retain AOP/HEOP students at a rate equal or exceeding the retention rate for general admission first-time first-year students. In this case, we are referring to the rate at which students are retained from first-year to sophomore year.
    • Support services. Provide a variety of support services to AOP/HEOP students as identified by developing student needs. AOP/HEOP provides an additional network of support on top of what our students would normally receive from Union College. This includes a pre-first-year summer program, mandatory tutoring, and being assigned to an AOP adviser. We seek to increase the variety of support services provided to our students, and to design them to meet emerging trends.
    • Academic excellence. Maintain internal system for monitoring AOP/HEOP students’ academic progress. Consult with faculty on strategies for improving student performance; evaluate and review individual student progress at conclusion of each term, and make referrals as deemed appropriate.
    • Provide resources for post-graduate opportunities. Provide resources for career preparation as well as information about graduate school opportunities. We seek to have our students develop interview skills, resume and cover letter experience, and networking resources.
  • Advising Director Goals

    The primary mission of the advising program is to help students explore the Union College curriculum in a way that allows them to find their passions and pursue them while maximizing their academic experience and to give faculty/staff advisers the tools to encourage their students to reach these goals.

    To achieve this mission, the following goals will be met:

    1. To provide accurate, timely information to students and their faculty/staff advisers with regards to course offerings, graduation requirements, and academic policies
    2. To help students with transferring credits from AP courses, courses taken at partner institutions, and courses taken at other institutions
    3. To liaison with (as an ex-officio member of) the Common Curriculum Board to stay up to date with changes to the graduation requirements.
    4. To help departments and programs articulate their major or minor requirements in a manner that gives students a clear understanding of the requirements and the most effective way to complete those requirements.
    5. To work with the Dean of Studies to improve 4 year graduation rates and retention rates by making sure that students have the information and guidance needed to help them get the most of their Union education in a timely manner.
  • Assessment Goals
    1. To provide and maintain a formal assessment plan for the college, including a statement of the college’s objectives and a system of regularly reporting the extent to which they are being achieved.
    2. To provide a system by which units of the college will regularly assess their own performance, and assist unit directors in reporting as needed.
    3. To integrate assessment with planning, both at the level of the strategic plan and the level of departments, programs, and offices of the college.
    4. To maintain expertise in methods of assessment and provide that expertise to other units of the college requesting it.
  • Department of Athletics Statement of Goals
    1. Student-athletes are expected to be fully engaged and integrated into the campus community and perform academically at a level that mirrors the student population as a whole.
    2. Student-athletes, coaches and staff should display the highest level of dedication, character, integrity and sportsmanship on the fields of competition and in the campus community.
    3. Provide the entire campus community with the opportunity for spirited participation, promote physical activity and the opportunity to learn the skills of selected lifetime sports.
    4. Coaches, staff and administrators will provide quality participation opportunities to student-athletes, by:
      a) Ensuring male and female students access to equitable opportunities in intercollegiate athletics, relative to the demographics and interests of the student body
      b) Recruiting student-athletes of color and those from less-represented geographic areas to campus, in order to diversify the athletics department and Union College
    5. Create an environment of tolerance, acceptance and inclusion when working with students and fellow staff.
    6. Encourage student-athletes to be engaged in their intellectual experience and lead and participate in rewarding service initiatives locally, nationally and globally.
  • Engineering Director Goals
    1. Maintain and enhance Union’s presence and reputation in the external regional and national engineering community
    2. Present Union’s engineering programs to prospective students
    3. Inform the Union community of developments in engineering elsewhere and the current important topics in engineering education
  • Faculty Development Statement of Goals
    1. Collaborate and coordinate efforts with other individuals, programs and committees that support faculty development including Teaching Technologies, the Grants Office and the Chief Diversity Officer.
    2. Assist faculty in being more innovative in teaching and research at all levels.
    3. Advance faculty diversity efforts for recruitment and retention.
    4. Establish effective mentoring relationships and opportunities for faculty at all levels.
    5. Provide effective communication for faculty development programs and opportunities.
  • General Education Learning Outcomes

    Through the Common Curriculum, students will develop the breadth of knowledge and flexibility of mind needed to participate in meaningful academic, community, and global conversations informed by the Liberal Arts. They will do so by achieving these learning outcomes:

    1. Communicate Critical and Analytical Thinking. Students will examine and evaluate evidence, data, artifacts, arguments, and theories according to the diverse analytical traditions of the Liberal Arts; students will communicate clearly and persuasively the results of such analysis.
    2. Make Original Connections or Contributions. Students will make original connections or contributions to academic, community, or global questions through their writings, theories, designs, objects of art, or other innovative projects.
    3. Reflective Learning. Students will demonstrate the ability to link their experiences in the Common Curriculum with their intellectual development as lifelong learners.
  • Health Professions Programs Goals

    Goal #1 To support students interested in a health profession and provide them with information and advice on how they can best meet their professional school goals
    Students will be able to access information and advising services on various program requirements, application procedures, and ways to tailor their academic and extracurricular plans in light of their interests.

    Goal #2 To engage students interested in a health profession in opportunities for personal and professional development
    Students will be able to engage in opportunities for career exploration, standardized test preparation, interview skills development, community based learning and clinical outreach.

    Goal #3 To support students with the professional school application process by offering a credential file service, providing feedback on strengths and weaknesses prior to professional school application, and preparing/submitting support letters on applicants’ behalf.
    Students will be able to prepare an electronic credential file that captures their strengths and documents their accomplishments, and they will be able to have a committee packet prepared and sent on their behalf in support of their professional school applications.

  • Information Technology Services Goals
    1. Support the advancement of Union’s academic, research, administrative and campus life through the use of information technology resources.
    2. Create and maintain an information technology infrastructure that is reliable, accessible, and secure.
    3. Maintain and improve user support for students, faculty and staff.
    4. Provide facilities that are equipped with appropriate, state-of-the-art educational and research technology in addition to required support services.
    5. Provide efficient and effective access to administrative systems to various constituencies (student, faculty, staff) through the utilization and deployment of web-based interfaces and advanced productivity tools.
  • Interdisciplinary Studies (IS) Goals
    1. Develop connections with admissions at Union College to attract students to IS programs by spotlighting the novelty and utility of IS majors/minors
    2. Develop administrative structures that reflect the equity of departmental and IS majors/minors
    3. Facilitate intentional pathways through GenEd that emphasize IS major/minors
    4. Develop budgetary policies to support IS program development
      1. Facilitate programs to obtain budgets that support their recurring needs.
      2. Develop a forward looking Director of Interdisciplinary Studies (DIS) budget to support important but less frequent needs.
    5. Build a hiring culture that provides for the institutional emphasis on IS program connections.
    6. Develop hiring practices to support the evolution of institutional hiring both in departments and programs
  • International Programs Learning Outcomes

    Goals for global education

    To achieve a sense of global connectedness in our scholarly community, we will work toward the following goals for providing opportunities:

    1. Increase the range of opportunities for students studying abroad.
    2. Provide a meaningful and rigorous academic experience abroad.
    3. Foster a greater understanding and appreciation of other cultures and promote awareness of cultural diversity and sensitivity to cultural differences among the Union community.

    International Programs Student Learning Outcomes

    Students who participate in an international program will significantly increase their:

    1. Understanding of the host culture, of cultural differences in general, and of the world as a linked global enterprise.
    2. Language proficiency (where applicable).
    3. Ability to apply analytical skills to conducting research projects (where applicable).
  • Leadership in Medicine Goals

    Goal 1: Union College LIM students will matriculate into Albany Medical College (AMC). Target: a minimum 80% of each entering LIM class will matriculate to AMC at graduation from Union.

    Goal 2: LIM students will achieve academic success at AMC. Target: No more than 10% of students in either their first or the second years at AMC will be flagged with a “Promotion Committee Action”.

    Goal 3: LIM students will meet AMC’s non-academic expectations in terms of experiential activities and personal qualities. Target: 100% of students will meet the target by December of the senior year at Union.

  • Library Goals
    1. Collections Goal: We build collections that reveal the story of the College’s past, remove limits on current research endeavors and create the foundation upon which its future will be built.
    2. Facilities Goal: We design and create a welcoming space that stimulates creativity, encourages critical inquiry and fosters thoughtful reflection and research.
    3. Processes Goal: We develop and improve library processes and roles and responsibilities make visible what we do, encourage collaboration, highlight what we are doing well and help us focus on where we need to improve and build effective working relationships among library staff and the campus community.
    4. Services Goal: We cultivate an environment that places every user’s experience at the center of our work.
    5. Work Environment Goal: We build an inclusive community of diverse, knowledgeable and engaged staff who work together to enrich the user experience and to act as agents of change in a dynamic cultural landscape.
  • National Fellowships and Scholarships Office Goals
    1. Cultivate the office’s reputation as a welcoming and supportive space which provides valuable, high-quality advising that inspires students to explore, connect, and path-find and nurtures the core skills of self-reflection, planning, and communication.
    2. Maintain a steady pool of applicants for well-regarded but attainable core awards that appeal to broad groups of students while also building awareness of niche awards that will only interest, support, or be feasible for very specific students.
    3. Develop applicants’ abilities to craft strong applications and perform well in interviews. Specifically, applicants should be able to understand eligibility criteria, write relevant personal statements in their own voice, develop and present cogent proposals, select strong supporting documentation, present their ideas in a convincing manner, and understand the relevance of the scholarship/fellowship to their future goals.
  • Registrar’s Goals
    1. Maintain accurate and up-to-date academic records and provide transcripts, when requested, to current and former students in a timely fashion.
    2. Produce a conflict free final exam schedule with the fewest number of exams in one day for each student, while making special accommodations for faculty at their request.
    3. Respond to requests for ad hoc reports on student or course information at the request of chairs, program directors and administrators.
    4. Provide students with the tools necessary to help them monitor their progress towards completion of their degree requirements, including scheduling a “senior audit” to ensure they are on track to graduate.
    5. Establish web registration procedures to assist students in registering for their courses online in an efficient and effective manner.
    6. Monitor the processing of end of term grades from faculty, including late submission and changes, so as to report them to students in a timely fashion.
    7. Assemble course offerings each term and publish a document that students can utilize in consultation with their advisers to plan their upcoming class schedule.
    8. Oversee the publication of the annual online Academic Catalog, ensuring that it provides accurate and up to date information in an accessible format.
  • Union College Scholars Program Goals
    1. Recruit the best students to Union College, and retain them in the Scholars Program.
    2. Scholars should be able to identify opportunities for intellectual growth, articulate their personal goals, and select opportunities that will help them achieve those goals.
  • Union College Academy for Lifelong Learning (UCALL) Goals

    Goal 1: Provide a series of non-credit courses and special events that are intellectual in nature

    Goal 2: Engage participants in the development of UCALL programs and provide them with opportunities to share their knowledge and leadership skills

    Goal 3: Ensure that the UCALL program is financially sustainable

    Goal 4: Integrate UCALL activities with the broader community

    Goal 5: Provide a welcoming and inclusive environment for all who want to learn

  • Goals of the Undergraduate Research Program

    1. To engage students in investigative and creative activity to experience firsthand the processes of scholarly exploration and discovery.

    To work closely with an expert in the field (a faculty member); to have a sense of contributing to a body of knowledge; and to develop the ability to persist despite challenges and take pride in their accomplishments.

    2. To develop critical thinking, problem solving and communication skills.

    Have the ability to analyze a data set, an idea, an experience or a theory in depth; to synthesize and organize ideas, information, or experiences into new more complex relationships; to apply theories or concepts to practical problems or in new situations; and to present these ideas clearly to others in written and oral form.

    3. To prepare students for professional work or further study where in-depth analysis and synthesis are important for success.

    Have the ability to take greater responsibility for a project, to work independently and collaboratively, to develop tolerance for obstacles and the ability to select a new direction when obstacles occur, and to begin to understand professional behavior in the discipline.

  • Writing Center Goals

    Through the Writing Center, we seek:

    1. To sustain the writing of students across their academic careers. Though not our only objective, we seek to increase the amount and frequency of student writing, as well as offer students more sustained instruction in writing, in more courses, spread out over their academic careers.
    2. To increase student engagement with learning. Results from the National Survey of Student Engagement show significant correlation between extensive writing and both higher order thinking and integrative learning (NSSE 2008 Results). Union’s Office of Writing Programs offers increased attention and support for student writing in the belief that such attention will lead to further engagement with course content and increased retention.
    3. To increase student writing proficiency. Writers become more proficient as they write across a wide range of rhetorical situations, genres, purposes, and discourse communities, and compose using a range of media. At Union, the Office of Writing Programs creates opportunities for this range of writing experiences across student’s academic career.
    4. To create a campus culture that supports writing. We seek to promote a cultural shift in how writing is perceived and valued, and thus may sponsor speaker series, faculty writing retreats, and platforms that highlight student writing awards, student conferences, or venues for publishing student work.
    5. To create a community of faculty around teaching and student writing. The Office of Writing Programs seeks to highlight common ground in academic disciplines through its focus on teaching and learning, often accomplished through cross-disciplinary faculty development programming.
  • WAC Program Learning Outcomes
    1. Students will demonstrate proficiency in writing genres appropriate to the various disciplines addressed to critical readers.
    2. Students will demonstrate proficiency in constructing discipline-appropriate claims/theses/questions to put forward ideas in a focused manner.
    3. Students will use evidence appropriately to support claims.
    4. Students will use analysis/synthesis/reflection/argument to develop ideas, which may include organization, structure, coherence, and depth of thinking.
    5. Students will integrate the ideas of others appropriately for the discipline.
    6. Students will practice ethical and professional standards of citation.
    7. Students will demonstrate use of language appropriate for the audience and purpose.
    8. Students will use constructive feedback from readers to revise writing to be more effective in achieving its purpose for readers.
  • College Grants & Sponsored Programs Goals
    1. Bolster resources for academic department-level curricular and co-curricular innovation, faculty research, scholarship, and creative activity
    2. Facilitate short- and long-range resource planning to prioritize, develop, pilot, implement, and sustain presidential projects, academic initiatives, and college-wide programs.
    3. Ensure prudent stewardship of grant funds and compliance with federal grant regulations, sponsor terms, conditions, and reporting requirements, institutional policies, and professional practices.
  • Institutional Research Goals
    1. Coordinate data collection and methods to provide timely and accurate external reporting for the purposes of accreditation, college guides, and state and federal compliance
    2. Influence internal decision-making, planning, and effectiveness with data driven analysis with interactive and customizable reports and dashboards
    3. Reform and/or establish institutional methods for data storage, retrieval, and self-service
  • Maker Web Goals
    • Goal 1: Culture and Integration: Promote the maker culture at Union College by engaging faculty and students and assisting with the integration of making and Maker Web tools and resources into courses and research.
    • Goal 2: Labs and Facilities: Manage, maintain and improve distributed campus Maker Web Labs including maintaining and enhancing user support for students, faculty and staff along with hiring, training and supervising an interdisciplinary group of students who oversee daily operations of the different Labs.
    • Goal 3: Community Engagement: Establish community connections and partnerships and develop STEM/STEAM programming that leverages the knowledge, tools and resources in the Maker Web.

Student Affairs

  • Accommodative Services Goals
    1. Help ensure appropriate accommodations and services are provided for students with disabilities.
    2. Provide, maintain and upgrade accessible technology for students with disabilities.
    3. Assist students on term abroad with self-advocacy and communication between self and schools/programs visited.
    4. Continue to move to paperless office using online system as tool for housing documentation and requesting services.

    Learning Outcomes

    1. Educate students on self-awareness, self-advocacy and responsibilities with regard to educational accommodations.
    2. Educate faculty, administrators and staff on accommodative process, ADA Laws and share information on various disabilities.
  • Campus Safety

    Office Goals:

    1. To prevent and control conduct widely recognized as threatening to life, property, students, staff and employees. This will include danger of physical harm, such as the victim of physical attack, sexual misconduct and/or disaster. Report, log and other forms of documentation used to determine effectiveness.
    2. To protect the constitutional guarantees of visitors and community members. These concerns include the right of free speech and assembly. Student groups and community members will maintain the freedom and confidence to bring in speakers and lecturers in pursuit of academic knowledge.
    3. To identify and work collaboratively to resolve problems that have the potential for becoming more serious concerns for the community. Violence and alcohol related issues are able to be addressed through observable outcomes based on reports and statistics.
    4. Build community interaction by promoting programs that show increased interest and involvement from the student body. The increased respect and understanding will be created through an atmosphere of working together.

    Learning outcomes:

    1. Students will identify suspicious activity and share observations with Campus Safety.
    2. Community confidence to explore intellectual pursuits.
    3. Reduce victimization through informed decision making and sensible action
    4. Identify security services and programs
  • Career Center Office Goals

    1. Increasing the quantity and quality of job and internship opportunities for students in order to stimulate students’ interest in career planning.

    Career Center Learning Outcomes

    Teaching students how to develop and achieve their career goals, which includes the following student learning goals:
    1. Stimulating students’ interest in career planning
    2. Teaching students how to build a resume
    3. Teaching students the importance of preparation and practice for interviews, and
    4. Teaching students the importance of networking (i.e., learning through others and building relationships)

  • Counseling Center

    Office Goals

    1. Maintain low levels of stigma around mental health so that students will feel comfortable coming in for counseling.
    2. Be able to maintain session averages close to the national average to maximize the number of students that can be seen with limited space and resources, while maintaining quality services.

    Learning Outcomes

    1. Students that work with the Counseling Center clinicians will develop coping skills to address the issues that brought them into counseling. Students should be able to show that they can handle reasons they are in counseling on their own after a period of time.
    2. Students that work with Counseling Center clinicians will maintain higher levels of matriculation / retention than the general population because the skills they develop in counseling will assist them in remaining in school.
    3. Students referred to the health educator will exhibit lower levels of risky behavior in terms of alcohol related events or student code of conduct violations.
    4. Students in counseling will exhibit better academic performance. Students should be able to maintain GPAs that keep them enrolled in school, as well as off academic warning/committee on standing review.
  • Dean of First-Year Students


    1. Ensure new students feel at home on campus and are ready to begin their four years at the College.
    2. Execute an Orientation Program that emphasizes the key features of a liberal arts education, notions of community, and the values of a social life that is safe, civil, and balanced.
    3. Maintain regular communication with the first-year class and ensure that first-year students are aware of services available to them.
    4. Encourage first year students to make responsible decisions regarding alcohol.

    Learning Outcomes -

    Students will:

    1. Indicate a positive comfort level with their environment (feel that Union is "home away from home”
    2. Identify Orientation Advisers as a resource
    3. Demonstrate an awareness of leadership opportunities available to them on campus, as demonstrated by actively participating in (or at least planning to participate in) campus activities, such as clubs, organizations, and community service
    4. Develop meaningful relationships with their class peers, Orientation staff, faculty members, and College staff
    5. Identify campus resources that will be of value to them during their first year at Union
    6. Manage their physical environment comfortably and confidently (can find their way around the campus easily)
    7. Examine their personal and academic goals before and during fall term
    8. Reflect on and appraise their values in regard to diversity, social responsibility, integrity and ethics, and compare their values of diversity, social responsibility, integrity, and ethics to that of Union College and the campus community
    9. Demonstrate an understanding of community and social expectations on campus, and be exposed to many of the major transitional issues faced by new students (roommates, diversity, difficult choices, etc.)
  • Greek Affairs

    Office Goals

    1. Promote an atmosphere where chapters and individual members achieve academic success and intellectual interest.
    2. Provide opportunities for fraternity/sorority students to exemplify leadership skills within their own organizations or the multiple fraternity and sorority life governing councils.
    3. Motivate civic engagement provided by the college as well as within their own chapter’s programming efforts.

    Learning Outcomes

    1. Students will understand the importance of academic success and practice educational responsibility.
    2. Students will demonstrate personal responsibility and respectful behavior in a community environment, and make informed decisions that will reduce high risk behavior.
    3. Students will practice self-governance and work collaboratively to create and achieve community goals.
    4. Students will appreciate and engage in the Union, Schenectady community as well as national organizations through community service and philanthropic activities.
  • Health Services Goals
    1. Increased staff involvement in campus health activities.
    2. Insure that students receive appropriate preventative medical services.
    3. Provide current, evidenced-based medical care to students.
    4. Students will be satisfied with our services.
    5. Maintain accurate patient records and provide patients with educational materials at the conclusion of a visit.

    Learning Outcomes

    1. Students will address high risk behaviors such as alcohol, drug, and tobacco use as well as safe sex practices and contraception management.
    2. Students will learn how to manage illnesses and their other responsibilities when they are ill.
  • International Advising Goals
    1. Move to paperless office by utilizing Terra Dotta and collaborating with International Programs and Admissions.
    2. Move educational portion of orientation to online program that can be completed prior to arrival thus leaving on campus time to learning about campus community, classroom and student culture.

    Learning Outcomes

    1. Education for students on how to stay in "status" and meet government regulations.
    2. Students learn responsibilities and what constitutes staying in status.
    3. Students learn work options, how to apply and stay in status when working.
    4. Students learn how to apply for social security, and handle tax reporting.
    5. Students learn rules for travel both in and out of US.
    6. Students learn how to utilize US insurance and health care system.
  • Student Conduct

    Long Term Goals

    • To define and enforce an educational based code of conduct for Union’s student body which challenges inappropriate behavior and supports development of ethical conduct.
    • To develop a stronger and more proactive conduct team to participate in the adjudication process and to work with students who violate the code of conduct and engage in other unsafe and potentially destructive behaviors.
    • To monitor the effectiveness of the conduct team and the conduct code by developing assessment tools which provide continuous feedback.

    Learning Outcomes

    • Students will learn to adjust their behavior by participating in individual meetings with professional staff when they are documented for any violation of the student conduct code.
    • Students will be held accountable for their behavior by receiving sanctions and points. Each sanction will have an educational component designed to encourage the student to reflect on the consequences of their behavior.
    • Students will develop an appreciation for the policies and procedures in the conduct code and become willing participants in helping to create positive and safe living/learning communities.
    • Students will offer feedback about the policies and procedures and become more willing to participate in the adjudication process by joining conduct boards.
  • Kenney Community Center Office Goals

    1. Students are actively engaged in Schenectady County through volunteerism, with the ability to identify organizations that serve the community and their mission. Students should be able to articulate the social issues facing the community and identify organizations or programs that meet those needs.

    2. Students can identify how their passion or skill can be used in a volunteer capacity, and identify a program or organization on or off campus that welcomes their participation.

    3. Students learn about and engage in meaningful ways in the Schenectady community. Meet local citizens who are committed to building up the community.

    4. Students learn to work with a diverse group of peers and community partners in identifying community issues, and to identify community based organizations that can partner with students in addressing a community or community agency need.

    Learning Outcomes:

    1. Students who volunteer through the Kenney Community Center will establish meaningful relationships with other student volunteers.

    2. Students who volunteer through the Kenney Community Center will develop their leadership skills through our diverse array of leadership opportunities.

    3. Students who volunteer through the Kenney Community Center will transfer the knowledge and skills learned in the classroom to real-world experiences through volunteer positions.

  • Minervas

    Office Goals:

    The primary goal of the Minerva Office is to oversee the Minerva Program in such a way as to meet the overarching goals of that program itself:

    • To enrich intellectual and cultural life outside the classroom.
    • To contribute to diverse social opportunities.
    • Promote interaction between faculty / staff and students.
    • Promote community on campus by bringing together members of the campus community who don’t regularly interact.
    • Providing students and faculty with good facilities that allow for optimal interaction.

    Learning Outcomes:

    • Members of House Councils will learn how to work cooperatively with other students and faculty
    • Members of House Councils will understand the meaning of ‘House Stewardship’
    • Members of House Councils will develop their leadership skills
    • Leaders of House Councils will learn how to set agendas for their Houses, and learn how to become more effective communicators and managers.
  • Residential Life

    Office Goals for Residential Life

    1. Support the academic mission of the college by providing a comprehensive residential experience that fosters personal development and growth throughout a student’s career.
    2. Execute a Resident Adviser program which fosters directed individual interactions, thereby providing guidance and mentorship for the students living in all residence halls.
    3. Maintain physical facilities and assess regularly, incorporating student feedback, to ensure a residential environment that is safe, secure and enhances the Union College educational experience.
    4. Foster a sense of connection and community among all Union College students living in residence on campus.

    Learning Outcomes for Residential Life

    1. Students will learn to live as responsible community members, and will demonstrate an understanding of community and social expectations.
    2. Students will learn the value of leadership activities on campus, starting with engagement in residence hall leadership.
    3. Students will value the development of themselves as “whole” people – developing their mind, body and spirit in healthy and meaningful ways.
    4. Students will engage in meaningful relationships with peers, faculty and administrators.
  • The Office of Student Activities

    Office Goals

    1. Foster a sense of belonging for all students, especially for those who are looking for non-alcohol alternatives
    2. Support and encourage students to explore the full potential of their leadership skills.
    3. Bridge extra-curricular activities and academics.
    4. Encourage students to develop their cross-cultural awareness through programming.

    Learning Outcomes

    1. Program Management Outcomes: Students involved in clubs, organizations, and governance will develop skills needed to effectively implement programs.
    2. Program Attendee Outcomes: Students attending student led activities should try new things, be exposed to new perspectives, ideas, entertainment, and cultures, find a sense of belonging, interact with people they might not otherwise interact with, and experience socially and intellectually engaging activities without alcohol.
    3. Leadership Outcomes: Students involved in clubs, organizations, and governance will develop key leadership skills they will utilize as they leave the college and enter the work force.


  • Admissions Goals
    1. Enroll sufficient first-year and transfer students each year to meet the College’s budgetary goals and educational missions.
    2. Enroll students with high past achievement and future academic potential.
    3. Enroll a student body that is diverse with respect to background and geography and is gender balanced.
  • Financial Aid Goals
    1. In collaboration with the Admissions office, continue to enroll a class that represents diversity at all levels—intellectual, multicultural, gender, and geographic –as outlined in the strategic goals and within the financial constraints as established by the College.
    2. Re-evaluate financial aid eligibility on an annual basis and notify students of their awards in advance of the first billing cycle which generally occurs in early July.
    3. Manage the renewal of aid awards within the overall scholarship budget as approved by the College.
    4. Maintain compliance in the administration of federal financial assistance as established by the Department of Education.
    5. Identify eligible applicants for the Federal Work-Study program and assign approximately 700 students to over 80 departments on campus.
    6. Provide adequate instructions and information that enables all applicants for financial aid to complete and submit the required applications by the application due date.
    1. Provide quick response to contacts from multiple sources; purchased names, mailing list requests, travel, national college fairs, campus visitors SAT test takers.
    2. Processing applications to serve the student with application status information (portal) and allow time to readers for application review and class shaping.
    3. Acknowledge, through the application process, of alumni connections to better serve that population.
    4. Ensure that prospects do not have to provide information we already have.
    5. Promote the idea of a paperless student experience.

Finance and Administration

  • Bookstore Goals
    1. Maintain the highest sales per FTE student in comparison to our peers at other select liberal arts colleges and universities as measured by the annual financial benchmark report issued by the National Association of College Stores.
    2. Maintain the highest sales per square foot, per the standard mentioned above.
    3. Maintain our status as an Authorized Apple Campus Reseller as measured by the rigorous benchmarks for this designation established by Apple.
    4. Provide a financial return to the college that exceeds the standards of the industry; specifically above 7% of sales which is the standard offering from contract managed bookstores.
    5. Provide 100% of in-stock published course material adopted by college deadlines in the standards expected by the faculty in time for the start of class.
    6. Demonstrate leadership in the college store industry through staff participation in local, regional and national conferences.
  • Budget, Insurance, and Environmental Health and Safety Goals
    1. Work with responsibility centers to develop a system for budget development and monitoring based upon long‐range fiscal planning.
    2. Ensure and maintain a safe environment for working, teaching and learning.
    3. Reduce the cost of risk with a timely and thorough risk management program.
  • Goals for the Central Mail Department
    • Receive and distribute 100% of daily mail, packages and express post from the outside.
    • Distribution of all paychecks, tests, and a variety of communication to student mailboxes with no disruption to student schedules.

    Goals for the Copy Center:

    • Provide quality reprographics to the college at 25% or greater savings than outside printers.
    • Capture more printing and copying that is currently going outside to print.
  • Facilities Services Goals

    1) Promote sustainability through energy saving renovation projects, design of new buildings with green aspects, introducing renewable energy applications, and supporting recycling and student program initiatives.

    2) Support the 4 year student experience through campus stewardship by providing incredibly beautiful campus grounds, and well maintained buildings in a safe environment.

    3) Enhance the campus buildings and grounds through capital project improvements to bring Union’s facilities to the forefront with our peer institutions. Provide state of the art new and renovated buildings that support the educational mission of the College, and provide the best experience possible for our students.

    4) Generate revenue by providing conference facilities at College Park Hall to external non-profit organizations and by providing a series of music concerts in the music facilities.

    5) Provide a complete and campus-wide scheduling system that allows effective scheduling of classes and events.

    6) Provide academics and sports camps during the summer.

  • Financial Reporting Goals
    1. Complete externally required financial reports accurately and on time.
    2. Provide accurate budget forecasts and other useful financial information to the campus.
    3. Maintain financial data sufficient to meet the other objectives.
  • Financial Services Goals
    1. Provide payment and billing services to all functions within the campus community as well as our external customer base.
    2. Provide timely and accurate reporting and a high level of customer satisfaction
    3. Safeguard assets and operate in an efficient and cost-effective manner
  • Goals of Human Resources
    • Attract, motivate and retain high quality employees through recruitment and communication efforts.
    • Administer a total compensation program including determining market competitiveness of administrative and staff salaries and overall benefits in alignment with the college’s strategic objectives.
    • Conduct policy and procedural reviews and develop, maintain and administer new or revised policy/procedures in response to the college’s employment-related needs and state and federal legal requirements.
    • Provide guidance and a means of communication to the college’s employees regarding benefits, HR programs, management practices and specific college policies and procedures.
    • Provide financial accountability for budgets and projections related to the college’s benefit plan and HR related programs/expenses.

College Relations

  • Communications Goals

    Communications Goals

    1. Boost regional and national recognition and awareness of Union College

    2. Convey the College’s missions and strategic priorities through key messaging.

    3. Strengthen marketing and communications efforts to prospective students and their families

    4. Enhance and strengthen internal communications through partnerships with campus constituents

  • Development Goals
    1. Secure unrestricted support for the College from alumni, parents, and other sources.
    2. Grow and strengthen volunteer programs.
    3. Engage alumni, parents and friends in ways that will allow them to serve as Union’s strongest advocates.
    4. Build and maintain stable data infrastructure for the college.
  • Donor Relations Goals
    1. Recognize and thank donors for support of the College through meaningful written materials, stewardship activities and events
    2. Identify and research prospective donors to the College and communicate that information effectively to campus colleagues
    3. Manage processes to effectively track Union’s relationship with potential major contributors
    4. Expand the reach and sustainability of the Concert Series
    5. Expand and engage the next generation of Union’s volunteer leaders and major donors
    6. Increase philanthropic giving through the effective articulation of institutional funding priorities
  • External Relations Goals

    1: Facilitate relationships among a wide range of constituencies – on campus, locally, regionally, and nationally – that will ultimately lead to support of teaching and learning at Union

    2: Foster and support institutional priorities, innovative research, and scholarship

    3: Coordinate and manage the College’s relationship with local, state and federal government officials and governmental organizations, including funding agencies

  • Major Gifts Goals
    1. Increase the dollars raised for capital and endowment purposes using a tiered portfolio strategy.
    2. Increase the dollars raised and the level of alumni participation for the Annual Fund from major gift prospects, and focus on milestones to help leverage giving (reunion, other appropriate anniversaries, college milestones).
    3. Expand the pipeline of prospective major donors so that increased gifts can be realized in subsequent years.
  • Principal Gifts and Campaign Goals
    1. Increase alumni annual fund support throughout the gift pyramid
    2. Focus estate planning marketing efforts to facilitate major gifts to support campaign goals
    3. Develop a stronger pipeline of major and principal gift prospects for a potential campaign
    4. Develop strategies for top 100 prospects incorporating trustee and key alumni peer involvement


  • Goals of Multicultural Affairs
    1. Encourage and create opportunities for increased cross-cultural dialogue
    2. Recruit and retain faculty of color and women faculty
    3. Foster an inclusive learning environment
    4. Define and promote the concept of inclusive diversity on campus
    5. Support and collaborate with faculty to infuse diversity related goals into the curriculum
    6. Help students have exposure to and exchange with the various student populations at Union
    7. Communicate to alumni the work and progress being made in the areas of diversity and inclusion
    8. Increase student diversity
    9. Promote an attractively inclusive campus environment
    10. Increase retention rates of diverse students by maintaining an embracive climate
  • Religious and Spiritual Life

    Office Goals:

    1. Enhance student religious and spiritual life and its practice.
    2. Encourage respect for religious and worldview difference.
    3. Facilitate the integration of intellectual life with spiritual and religious teachings or experience.
    4. Advocate for religious and spiritual exploration as a part of student identity formation.

    Learning Outcomes

    1. Students will be able to identify and secure needed resources to continue or enhance their religious or spiritual life and its practice.
    2. Students will experience models of religious and spiritual engagement that respects difference.
    3. Students will bring intellectual curiosity and worldview sensitivity to the exchange of ideas around religious and spiritual life and its practice.
    4. Students will develop habits of reflection upon their experience that includes their religious and worldview understanding of their identity and their behavior
    5. Students will begin the life long process of evaluating religious and worldview difference based on respectful assumptions about these differences

President's Office

  • Adirondack Center Goals

    Goal 1: Provide intellectual programming focused on the Adirondacks

    Goal 2: Develop an effective governance model

    Goal 3: Ensure that the Adirondack mini-term is successful

    Goal 4: Ensure the Center is financially sustainable

    Goal 5: Ensure that the Kelly Adirondack Center is known worldwide

    Goal 6: Develop a short and long term plan for the Center

    Goal 7: Make the Adirondacks a part of the Union experience

  • Goals of the Title IX Office

    (1) To identify and work collaboratively to resolve problems that have the potential for becoming more serious concerns for the community, primarily concerning the areas of interpersonal violence, discrimination and harassment based on sex or gender, and inequities experienced by students pursuing their education at Union.

    (2) Meet mandated state and federal reporting, education, and policy requirements.

    (3) Work collaboratively with various offices and departments within the institution to promote awareness and reporting.

    (4) Ensure continuity of the Title IX complaint and adjudication process throughout the institution.