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

• self‐awareness
• engagement in learning
• responsible citizenship
• support and development of relationships,

and

• honoring of human differences for a just

community.

We are committ itted ed to enhanc ancing ng and compl plementi enting ng the e academ ademic ic and person

• nal

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

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

• ne for the visit

sitor

• rs

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

• ugh 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)

2013-14

August

• Introductory speaker skype

call with professional A/RHDs

• Pre & post session questions
• Dr. Maura Cullen
• No involvement of RA class

participants

• Housekeeping Crew Leaders

participating

2014-15

August

• Staff diversity awareness activities

September

• Pre & post session questions
• Dr. Vijay Pendakur addresses students
• n Sunday evening
• Dr. Pendakur speaks with professional

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

High h Level evel Medium Leve vel Low

• w Leve

vel No Know

• wledge

edge Gained ed N/A Tot

• tal

Respo sponden dents

• Dr. Maura

Cullen en 85.33% 64 14.67% 11 1.33% 1 0% 1.33% 1 75

2013: Please select the level of knowledge gained and information shared for the following professional presentations:

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

• nal staff

f memb embers fa facilita litated d this s sessi sion

• n, 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

• n on satisf

sfacti ction

• n with

h this s social ial jus ustice ce trainin ning that t took

• k place within

hin each ch staff. f.

• 97 staff

f memb mber ers– resp spon

• nses

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

• t attend

end

• 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

• ry and practi

tice ce with h an emp mphasis hasis on systems ems of power er, privilege, ege, and oppress ssion ion

• Devel

elop

• p 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

• phob

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 Un Univer 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

• t have

e been n fully engage aged d yet et.

SOCIAL JUSTICE LEARNING OUTCOMES (2014)

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.

When someone makes an

• utrageous statement,

don't feel you have to agree

• r disagree. Turn it back to

the group by asking, "Does everyone agree with John's comment?" If you ask a question and no

• ne responds, wait 8-10

seconds, and then rephrase. If a group member seems to be talking too long and you sense that people are getting restless, consider interjecting with "Let's focus on the point you just

• made. Did anyone else get

that same impression, or, perhaps a different one?" Fill in the gaps by clarifying and summarizing the points that people make during the discussion.

BREAKING THROUGH FOCUS GROUP BARRIERS

SDR FOCUS GROUP QUESTION (SAMPLE)

The Emergen ency cy Respon

• nse

se Day wa was s a basi sic c sessi sion

• n on severa

ral emergency ency prot rotoco

• cols

s such ch as fire safety, tornado ado and d ALICE Training ining strat ategie ies--

• -wha

hat addition

• nal

al training ining would d you like to see to gain in compe petency ency in handl ndling ing an emergency ency of these kinds while work rking ing at t th the desk?

• Stude

udent nt emergenci ncies es and coping ng mechani nisms ms

• Par

Parent t calls s  what constitut stitutes es an emergency ncy call to an A/RHD?

• Wellne

ness ss checks ks: : go o

• ver them so people at least

t know what they are.

• ALICE Training

ng- More when she talks ks to us and educates.

• s. Almost

t more of a l lecture ure set et up.

• Disgruntle

sgruntled d stude udent nt- Angry y and aggress ssive e students udents

• Really

y inebriat riated ed stud udents nts, , how to handle this type pe of situa tuati tion

• Each desk

k do ALICE E trainin aining, , speci cifics cs of each desk. .

ASSESSMENT PARTNERS

Dining g Servi vice ces Kent t State e Un Univer ersi sity ty Police ce Departm tment ent (KSUP UPD) D) Psycho chologi logical cal Servi vices ces Un Univer ersity ity Sched heduli ling Local cal Businesses inesses Women’s Center Reside identi tial al Facilities lities Office ce of Sexua ual l & Relation tionsh ship p Violen lence ce Suppor

• rt

t Services vices (SRVSS) VSS)

EMERGENCY RESPONSE LEARNING OUTCOMES

Fire Safety Tornado Active Shooter (April 2, 2014)

• To educate staff about the importance of emergency

response training.

• To provide student employees with effective responses to

emergency situations that may arise on campus.

• To connect RAs & SDRs with emergency responders.
• To share ideas and best practices that will benefit the

entire campus community at large.

EMERGENCY RESPONSE TRAINING DATA (2014)

Staff were assigned to three randomly-selected groups and participated in Tornado Safety, which ran concurrently with sessions on ALICE Strategies and Fire Safety. Overall numbers indicate that the majority of students gained a medium um level el or low level el of knowle wledg dge e from this session.

• 118 RAs and A/RHDs
• 31 SDRs, responded to this question

EMERGENCY RESPONSE FOCUS GROUP (SDR)

What additional training would you like to see to gain competency in handling an emergency of these kinds while working at the desk?

• Student emergencies and coping mechanisms
• Parent calls à what constitutes an emergency call to an A/RHD?
• Wellness checks: go over them so people at least know what they are.
• ALICE Training- More when she talks to us and educates. Almost more of a lecture set

up.

• Don’t rush through all of the smaller sessions
• Disgruntled student- Angry and aggressive students
• Really inebriated students, how to handle this type of situation
• Each desk do ALICE training, specifics of each desk.
• SDRs want to know what the evacuation plan is.
• Some SDRs are nervous about taking action in an ALICE-related scenario, but they

benefitted from ALICE training.

• Some SDRs want to know other strategies to protect themselves.

• Gain new

w kno nowled wledge ge and d skills ls to be able e to feel el more re conf nfide dent nt in engaging gaging st studen udents ts in difficul icult t conversa sati tion

• ns

s abou

• ut

t academ demics cs and communi mmunity ty beha havior vior

• Be able

e to identify entify and overcom come e barrier iers s to relati tion

• nsh

ship p bui uilding ding

• Be able

e to identi entify fy st strategies ies for assessing residents’ academic progre ress ss

• Be able

e to share re tips and tricks ks for navigat ating ing academ emic c resour sources ces

ACADEMIC INITIATIVES DATA

One Seme mester RA Staf aff f Membe mbers High Level l 26.1% Medium dium Level el 53.6% .6% Low Level el 15.9% % No No Knowled ledge e Gained ed 4.3% % One Seme mester or Less s as an RA 26.1% % 53.6% % 15.9% % 4.3% % Two or More e Seme mest ster ers s as an RA 5.3% % 50% % 28.9 .9% % 15.8 .8% Only one e RA left t a comm mment ent on this sess ssio ion: n: * “The education initiatives could have definitely used work since it didn't give any information and d the qu question stions s that wer ere e asked ed were not

• t only avoi
• ided

ed but also so left unansw swered.

• d. I d

didn dn't 't under erstan stand d it one bit until my super erviso isor explai lained ed the proc

• cess

ess to me. . It wa was s a necess essar ary seminar but the information was not conveyed well at all.” (Second-yea ear RA, senio ior, , TTEW TEWVC) C)

ACADEMIC INITIATIVES DATA

F I R S T S E M E S T E R A S A N R A

High gh Level l 26.1% Medium um Level l 53.6% Low Level l 15.9% % No Knowle ledge dge Gained ed 4.3% %

T W O O R M O R E S E M E S T E R S A S A N R A

High gh Level 5.3% % Medium um Level l 50% % Low Level 28.9% % No Knowle ledge dge Gained ed 15.8% %

“The educati ation

• n initia

iativ tives es could d have e defin initel ely used wo work rk since e it didn't 't give e any infor

• rma

mati tion

• n and the que

question stions s that t were asked ed were not

• t only avoi
• ided

ded but t also

• left

t unansw swered.

• ered. I didn't

't understan stand d it one bit t until my super ervisor isor explained ained the process ess to me. It was a necess essar ary semi mina nar but t the infor

• rma

matio tion n was not

• t conveyed

ed well at all.” (Second-yea ear RA, senior

• r, TTEWVC)

C)

ASSESSMENT APPROACHES

• Consider sharing a summary of feedback with students
• Students appreciate knowing that their voices have been

heard and feel valued

• Include parents and family members in surveys
• Follow up with a message indicating that the data is being

reviewed and that a results summary can be viewed by a link.

• Blend survey results while keeping the integrity of the

information.

ASSESSMENT APPROACHES

• Informal Feedback: Mentimeter, a free on-line tool, allows

students to respond to a question using cell phones and tablets.

• Student Focus Groups: most effective in eliciting ideas,

refining ideas about a developing programmatic or facilities project and in providing input for the development of academic programs.

• Parent Surveys: Provide “live time” feedback about the

number of people who have already responded is a motivator.

• take a class in

evaluation and measurement

• collaborate with a

colleague with an interest in assessment

ASSESSMENT APPROACHES

Whether informal feedback, focus groups or student survey, assessment takes various shapes and forms.

“Drawing on the experience of many for one cause.”

REFERENCES

Baxter Magolda lda, , M.B. . (2004 04). . Creating ng learning partner ersh ships ps in higher education:

• n: Modeli

ling ng the shape, , shaping g the model.

• l. In M.B.

. Baxter er Magold lda & P.M. King g (Eds.), .), Learning partnersh ships: : Theor eory y and models s of practice ce to educate e or self-aut authorsh ship (pp

• pp. 303-33

332) 2), , Sterli ling ng, , VA: : Styl ylus us. Colleg ege of Busine ness ss Learning ng Commun unity y website, , Kent nt State Un Univer ersi sity, July y 5, 2014. Counci ncil for the Ad Adva vance ncement ment of Standar ards s in Higher r Education.

• n. (200

008). 8). CAS pro rofes ession

• nal

al standar dards ds for h highe gher educati cation (6th ed.). Washin ington,

• n, DC: Author.

Elon earns top nationa

• nal

l honor

• rs in annual

l US News & World Repor

• rt rankings

ngs: : US News & W World ld Repor

• rt,

, Augus gust 20, 2009. 09. Gahagan an J., Pa Patton,

• n, K. & Y

Youn ung, , S. 31st

st Annu

nual l Confer erenc ence e on The First-Yea ear Experienc ence: e: Closi sing ng the Gap: Ideas for Imp mpleme ementing nting High Imp mpact, ct, Low Cost Faculty lty/St /Stud udent ent Intera racti ction

• ns,

, February y 19, 2012 Gold, , L., Rhoade ades, s, G., Smith, , M., & Kuh uh, G. What Faculty lty Un Union

• ns Say about Student

ent Learnin ing Outcom comes s Assess ssment, , Nation

• nal

al Institute for Learning Outcom comes es Assess ssment, 2011. Guidel elines s for Reviewin wing Ac Academi mic Plann nning ng Propo posal als, s, Un Universi sity y of Pittsb sburgh, urgh, Strategic gic Plann nning, ng, Office e of the Provos

• st,

, 1995. 95. Kuh uh, G; Kinzi nzi, , J.; Buckle ley, J.; Bridges, s, B,; Hayek, , J ( (200 006) ) What Matter ers to Student Succes ess: : A Review

• f the Liter

eratur ature. e.Comm

• mmissi

sioned

• ned Repor
• rt for the National
• nal Symposi

posium um on Postse secon condary y Student ent Succe cess ss: Spearh rhea eading a D Dialog

• g on Studen

ent Succe cess ss. Nationa

• nal

l Resour

• urce

ce Center for the First Year Experience nce and Student ents s in Transi nsition

• n, website,

e, Univer ersi sity y of South Carolina, a, July y 5, 2014. 4. First Year Experience nce Progr grams, ms, Un University y of Maine e website, , July y 5, 2014. 4. Skob

• biera

rand nda-Dau, au, J. and Sorok

• kas,

s, K. Assesment ment: : First Year Studen ent Client nts s and Educationa nal l Consu sumers, , Enroll llmen ent Managem ement & Studen ent Affairs, , August st 6, 2013. 13.

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