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CSP Program and Learning Goals

The College Student Personnel (CSP) program at WCU is committed to preparing its students so they have the tools and experience needed to succeed and thrive in their profession. Listed below are the cognitive, affective and behavioral goals the program addresses through course study and graduate assistantships. 

Cognitive Goals
Upon completion of the CSP program, graduates will be able to demonstrate a thorough knowledge of:

  • all current models, philosophies, practices and time-honored fundamentals of the student affairs profession, as well as its history;
  • the standards of professional practice as defined in the Council for the Advancement of Standards in Higher Education;
  • basic student affairs teaching methodologies, counseling theories and techniques, and principles of group dynamics;
  • all student affairs activities and related goals;
  • the college environment and its impact on the growth and development of students;
  • the importance of diversity, as well as the characteristics, needs and values of students from varied backgrounds, cultures and nationalities;
  • organizational development, administration, budget basics and resource management;
  • the basic principles of enrollment management related to student recruitment and retention;
  • how the academic and student affairs cultures co-exist on campus;
  • the legal and ethical issues involving student affairs professionals; and
  • the history of higher education, its structure, current role and other issues.

Affective Goals
Graduates of the CSP Program will have learned: 

  • appreciation of the worth and dignity of all people and to value differences;
  • awareness of their personal impact on others;
  • a sensitivity to their professional and ethical responsibilities as student affairs practitioners; and
  • the need for continuing professional development as an integral part of their success.

Behavioral Goals
Graduates of the CSP Program will be able to effectively:   

  • work with students in one-on-one and group settings;
  • implement proven listening, response and referral skills;
  • use and integrate various theoretical approaches in analyzing both student and departmental issues;
  • design programs and interventions based upon cultivated theories;
  • analyze, compose and promote necessary and timely student affairs literature;
  • demonstrate competency in oral presentations; and
  • be able to apply principles of organizational development and administrative practice in their work settings.

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