MULTI-LAYERED ASSESSMENT IN STUDENT LEADERSHIP PROGRAMS J O S E T T - PowerPoint PPT Presentation

MULTI-LAYERED ASSESSMENT IN STUDENT LEADERSHIP PROGRAMS J O S E T T E S K O B I E R A N D A D A U K E N T S T A T E U N I V E R S I T Y

#2 Involvement in Learning #3 Assessment and Feedback #7 Diversity and Place

MISSION & VALUES We are committ itted ed to enhanc ancing ng and compl plementi enting ng the e academ ademic ic and person onal al develo elopment pment of students dents by cultiv tivati ating ng and nurturi uring ng va values es that at empha phasi size ze • self ‐ awareness • engagement in learning • responsible citizenship support and development of relationships, • and honoring of human differences for a just • community.

KENT STATE UNIVERSITY’S STRATEGIC GOALS Ensuring Student Success Enhancing Academic Excellence and Innovation Expanding Breakthrough Research and Creative Endeavors Engaging in the World Beyond Our Campus Securing Our Financial Future Developing and Recognizing Our People

MAY 4, 1970 Februa uary y 12, 2014 4 Kent t State University’s May 4 Visitors Center was was recently ntly recogni nized ed with th two prest stigi gious us awar wards ds one for the visit sitor ors s center r and one for a stud udent nt- perspective film in the center’s exhibit. t.

BUZZWORDS!

SESSION LEARNING OUTCOMES • To incorporate an assessment method to enhance your campus’ student leadership development. • To integrate learning outcomes into student staff training in order to meet objectives such as cross functional training, departmental goals/vision, & changes in culture

CYCLE OF ASSES ESSMENT SMENT & E EVALUATIO TION In collaboration with others:  Crea eate e asses essme ments ts for r pr pres esen enter ers s and d stude dent t lea earner ers and d stude dent t ser ervic ice e user ers  Examin ine e da data wit ith coll llea eague gues  Int nterp erpret ret da data th a through ough stud uden ent t focus cus gr groups ups  Establi blish h pr progr gramma ammatic tic lea earnin ing g outcomes tcomes  Commun mmunic icate e go goals and d in init itia iativ ives es

COUNCI NCIL FOR THE HE ADVAN ANCEME CEMENT NT OF ST F STAND NDARD ARDS “In 2008, CAS hosted a “think tank” involving writers of Learning Considered 2, CAS directors, and prominent practitioners and faculty members in student affairs to make recommendations for a revised learning outcomes document.” Council for the Advancement of Standards Learning and Development Outcomes: Contextual Statement, page 1

STUDENT TRAINING FOCUS: 2014-15 Relationship Building  Community Development Model  Social Justice Training Emergency Response Training  Fire Safety  Tornado  Active Shooter (April 2, 2014) Academic Initiatives  On-going conversations  Mid-Term Grade Initiatives

Community Development Model (CDM) Getting to know every resident and assisting residents in building relationships with each other. Assessing the needs of the community Creating student involvement by fostering activities to address the needs

SOCIAL JUSTICE TRAINING (IN PART) 2014-15 2013-14 August August • Introductory speaker skype • Staff diversity awareness activities call with professional A/RHDs September • Pre & post session questions • Pre & post session questions • Dr. Maura Cullen • Dr. Vijay Pendakur addresses students • No involvement of RA class on Sunday evening participants • • Housekeeping Crew Leaders Dr. Pendakur speaks with professional participating staff on Monday February 28, 2015 • Dr. Vijay Pendakur follow up visit • RA class students participate in the session

SOCIAL JUSTICE TRAINING RESPONSE RATE COMPARISON 2013: Please select the level of knowledge gained and information shared for the following professional presentations: High h Level evel Medium Leve vel Low ow Leve vel No Know owledge edge N/A Tot otal Gained ed Respo sponden dents Dr. Maura 85.33% 14.67% 1.33% 0% 1.33% Cullen en 64 11 1 0 1 75 2014: • Out of 168 participants, 129 (76.9%) responded to the survey to share their thoughts on Resident Assistant training. • Out of 55 Student Desk Receptionists, 40 (72.7%) responded to a separate survey to share their thoughts on Student Desk Receptionist Training. Goal: Increase to 60% response for the training team

SOCIAL JUSTICE TRAINING DATA (2014) Professi essiona onal staff f memb embers fa facilita litated d this s sessi sion on, including ding • Identi dentity ty Circle le activi vity ty • “Who Am I and What Do I Bring” worksh ksheet t This s sur urvey y asked ed a qua ualitativ tive e que uesti tion on on satisf sfacti ction on with h this s social ial jus ustice ce trainin ning that t took ok place within hin each ch staff. f. • 97 staff f memb mber ers – resp spon onses ses (78 RAs and 19 SDRs s ) • 75 75 staff f member embers s left t posit itive e feedback eedback • 11 left t neutral utral feedb eedback ck • 6 6 left t nega gati tive e feed edback back • 5 5 did d not ot attend end

SOCIAL JUSTICE LEARNING OUTCOMES (2014) • Enhance nce capaci aciti ties es for greater er self-under nderstan standi ding ng and cross-cultu cultural al communication in the community by examining one’s multiple, intersect secting ng identities tities and the ways in which h these se identi tities ties shape pe our campus us engageme gement nt. • Further her nurture ure underst standi nding ng of soci cial al justi tice ce theor ory and practi tice ce with h an emp mphasis hasis on systems ems of power er, privilege, ege, and oppress ssion ion Devel elop op capaci acities ties for success cessful bysta tander nder interven entio tion, n, with a specia cial • focus cus on interrupt upting ing incident dents s of homop ophob hobia, a, sexism ism and racism, sm, in the comm mmuni nity ty. • Enhance nce the sense se of community munity cohesion esion and morale e at Kent State e Univer Un ersity sity by providi ding ng a safe e space ce for studen dents ts, staff, f, and fa faculty culty to give e voice ce to intense, nse, compl mplex x feelin ings gs that might ht not ot have e been n fully engage aged d yet et.

PRE-SESSION REFLECTION: TRUE OR FALSE • My campus has student organizations for historically marginalized groups. • My campus has courses on the history and experiences of historically marginalized groups. • A commitment to social justice and inclusion is included in the university’s and my department’s mission statement. • Women on my campus are involved in making key decisions on the direction of the institution. • My department considers non-Christian holidays and celebrations when scheduling events and programs. • There are openly gay, lesbian, bisexual and transgender faculty and staff at my institution.

PRE-SESSION REFLECTION: CONTINUED • Student staff in my department regularly participate in a session focused on issues of social justice and inclusion. • Our residence halls are accessible to residents and staff with disabilities. • Equal attention is given to all historically marginalized groups on my campus. • Multi-racial/biracial issues are included in discussions on race and racism on campus. • I have reached out to welcome diverse new students and students not like me and I include such students in my programming activities/ideas. Adapted from “Assessing a Commitment to Social Justice & Inclusion: Your Campus & Department” by Vernon A. Hall, 2010, http://www.vernonwall.org.

BREAKING THROUGH FOCUS GROUP BARRIERS When someone makes an If a group member seems to outrageous statement, be talking too long and you don't feel you have to agree sense that people are or disagree. Turn it back to getting restless, consider the group by asking, "Does interjecting with "Let's everyone agree with John's focus on the point you just comment?" made. Did anyone else get that same impression, or, perhaps a different one?" If you ask a question and no Fill in the gaps by clarifying one responds, wait 8-10 and summarizing the points seconds, and then rephrase. that people make during the discussion.