2013 Showcase on AssessmentDr. Thomas Lane

Dr. Denise BaumannDr. Robert Hornberger

As a result of attending this session, participants will: Identify examples of how assessment

practices are being implemented within Student Affairs.

Better understand the practical value of data-driven decision-making within Student Affairs.

Identify examples of how assessment can be used to create exposure to and consistency with divisional and university goals.

Dr. Thomas LaneAssistant Vice President for Student Life/Director of Student UnionChair, Student Affairs Assessment CommitteePer-course Instructor, Student Affairs in Higher Education Program

Dr. Denise BaumannAssociate Director, Residence Life, Housing, & Dining ServicesMember, Student Affairs Assessment CommitteePer-Course Instructor, Student Affairs in Higher Education Program

Dr. Robert HornbergerRegistrarMember, Student Affairs Assessment CommitteeMember, Higher Learning Commission Steering CommitteePer-course Instructor, M.S. Computer Information Systems

Student Affairs Assessment Committee Overview – Thomas Lane

Divisional Learning Domains - A framework for future assessment – Thomas Lane

Assessing Residential Learning Communities – Denise Baumann

Data-based Decision-making within the Office of the Registrar – Rob Hornberger

Formed by Dr. Earle Doman in 2010.

Charge: To move the Division’s efforts in program assessment forward. The committee will review Student Affairs assessment data gathered; be informed on current assessment projects planned; and determine ways to meaningfully share assessment results both within the division and externally.

Sponsored Student Voice webinars on developing student learning outcomes and using Student Voice for Assessment Activities.

Developed Student Affairs templates to track progress on Long-Range Plan.

Working with Student Affairs Unit Directors in determining Key Performance Indicators (KPIs).

Developed Division-wide learning domains.

Purpose – To identify what students should be learning as a result of interacting with Student Affairs programs and services.

Why? To be more intentional in our programming efforts. To better articulate to other campus stakeholders the value of

student affairs programs. To provide a roadmap for future program assessment efforts

- to help better answer the question “What are students learning from our programs and how do we know that?”

Committee members held several meetings to identify and discuss broad areas where we believe our professional, graduate, and student staff members within our departments can have a direct, positive influence on the students we serve.

Reviewed several examples from a variety of institutions and learning outcomes currently used within the division. Reviewed University’s General Education goals and outcomes.

Shared draft with Student Voice Assessment Consultant.

Develop skills necessary for gaining knowledge (curricular and co-curricular).

Apply discipline knowledge to situations outside the college environment.

Assess information, ideas, and arguments (critical thinking).

Solve problems within context. Integrate co-curricular experience to

educational experience (and vice versa).

Write, speak, and listen coherently and effectively.

Prepare and deliver presentations.

Influence others through persuasive communication.

Demonstrate ethical integrity.

Compare information from a variety of sources to form a decision or opinion.

Develop and demonstrate leadership skills.

Model active engagement and contribute to the success of organizations.

Associate how one’s identity and culture shape one’s perspective.

Analyze the advantages and challenges of diverse society.

Demonstrate an effort to understand the ideas, values, and beliefs of others; be open to difference.

Develop multicultural competence through establishment of intercultural relationships.

Seek involvement in diverse interests and with people different from oneself.

Demonstrate an awareness of issues and events that have an impact on people at local, state, national, and global levels.

Demonstrate an understanding of the consequences for one’s actions on local state, national, and global levels.

Develop an understanding of and commitment to developing positive change.

Appropriately challenge the unfair, unjust, or uncivil behavior of other individuals or groups

Work cooperatively with others.

Contribute to achievement of group goals or shared vision.

Employ conflict resolution and mediation strategies.

Interpret individual and group dynamics.

Assess personal strengths and weaknesses.

Determine and clarify personal values.

Balance participation between personal life and academic and career endeavors.

Explore and apply dimensions of wellness across the lifespan.

Inform programming for Student Life areas (PSU, OSE, Residence Life, Campus Recreation).

A unit could focus their assessment efforts annually on one of the domains (example, Career Center could assess how they assist students with “Communication” through mock interviews, resume writing, etc.).

Incorporate within student employee training (example, what do Student Ambassadors learn about “Cultural Competence” in working with diverse populations?)

Inform programming in other areas of Student Affairs (example, Financial Aid’s “Real Life” programming and “Self-Awareness, Wellness”)

For Student Life areas (PSU, Residence Life, Campus Recreation):

Domains have been added to Student Affairs Website.

Units have developed specific, measurable learning outcomes for programs that are connected to Student Affairs domains as part of their annual assessment plan.

Units will assess the outcome and report results to assessment committee.

2007-08◦ 4 LLCs – first-year experience◦ Chickering’s Identity Development Theory◦ Modified tool used by Iowa State University◦ Self-report scores, on paper◦ Significant differences Knowledge of University policies/procedures Knowledge of University’s public affairs mission Ability to coordinate multiple tasks at same time Ability to study effectively for the college setting Ability to facilitate group interactions

2008-09◦ 6 LLCs – first-year experience◦ Motivational measures added to assessment tool,

on paper◦ Significant differences Knowledge of University policies/procedures Knowledge of University resources

2009-10◦ LLCs - 3 first-year experience, 2 sophomore

experience, 2 health care professionals◦ Residential Programming Assistants (RPAs)◦ Items related to Public Affairs mission added to

assessment, on-line◦ Not enough data to analyze

2010-11◦ Same number of LLCs as previous year

2011-12◦ 8 LLCs - 3 first-year experience, 1 sophomore

experience, 2 health care professionals, 2 deciding students◦ New assessment tool for deciding student floors, on

paper◦ Data needs to be analyzed

2012-13◦ 12 LLCs - 3 first-year experience; 1 sophomore

experience; 2 health care professionals; 2 deciding students; 2 fit and well; 2 physical science, math, and engineering◦ New assessment tool for Fit and Well, on-line

2013-14◦ Adding 2 business LLCs

Year Number of LLCs New assessment tool?2007-08 4 Yes2008-09 6 Modified2009-10 7 Modified2010-11 7 No2011-12 8 Yes2012-13 12 Yes2013-14 14 TBD

Successes◦ Incorporated assessment from beginning◦ Found significant results◦ Importance is realized – no resistance◦ Part of planning process

Challenges◦ New tools added with new LLCs◦ Paper vs. on-line◦ Analyze, implement◦ Utilization of results

Future◦ Comprehensive assessment plan?◦ Rotate assessment of LLCs?◦ Switch focus from creation to integration◦ Determine when to integrate data

Goals and challenges

Development

Overview of Reports

Examples

Goals and challenges

◦ Data-driven expectation

◦ Tell our story Highlight our work Sustain positions

◦ Management decisions Is a process effective? Do we need to reallocate human resources? Trend data (three-year comparison)

◦ Provide data for University decisions (e.g., transcript fee)

Development

◦ Business process reengineering Analyzed process Made more efficient Transferred to SIS

◦ Data cleanup Creating tracking variable Manually searching for and entering past data

◦ Training

◦ Utilized strengths of staff

Reports overview

◦ Registration, records, degree check, and veterans activity Web vs. In-person registration Initial registrations and add/drops Transcripts processed Name changes Address changes Grade changes Enrollment verifications Applications to graduate Major/minor changes Course substitutions/exceptions Veterans benefits processed

◦ Employee activity by process

Examples

◦ Outreach staff processing◦ Veterans benefits being processed earlier◦ Notice from Vice President, shared with Administrative

Council◦ Even distribution of work◦ Change of vision for new employee◦ Planning for transcript fee processing◦ Address substitutions/waivers with department heads◦ Available data for annual reports, goals, objectives, etc.

Q/A