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4 assess real life


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4 assess real life

  1. 1. Abigail Leeder Ramah LeithJessica Wilson
  2. 2. Program Outcomes Participants will be able to describe the steps in the assessment cycle. Participants will be able to identify strategies to use at each step of the assessment cycle. Participants will be able to write an assessment plan for a project.
  3. 3. Cycle of Assessment
  4. 4. Types of Assessment Tracking – monitoring who uses our programs, services and facilities (e.g. raw numbers, frequency, age, class standing, gender, race, residence, etc). Needs Assessment – identifying needs of our students and clientele (e.g. student perceived, research supported, and institutionally expected). Satisfaction Assessment – measuring the level of student and clientele satisfaction with our programs, services, and facilities. Student Cultures and Campus Environments Assessment – assessing the collective perception of campus and student experience (e.g. campus climate, academic environment, residential quality of life). Cost Effectiveness Assessment – determining whether the programs, services and facilities we offer to students are worth the cost.
  5. 5. Assessment Types Learning Outcomes Assessment – measuring the impact our services, programs and facilities have on students’ learning, development, and student success. Comparable Institution Assessment – identifying how the quality of our programs, services and facilities compare with peer institutions’ best practices. National Standards Assessment – using nationally accepted standards to assess our programs and services (e.g. national assessment inventory– EBI, CAS standard self-assessment, departmental review by consulting group).
  6. 6. Real Life Abigail Leeder- Student Learning, One Time Workshop Assessment Jessica Wilson- Needs Assessment Ramah Leith- Tracking Assessment Abigail Leeder- Student Learning, Student Leader Assessment
  7. 7. Step One: DefinePROGRAM/DEPARTMENT GOALSThe Sexual Wellness Advocacy Team (SWAT) a group ofstudent educators that use theatre and other interactiveactivities to educate their peers about sexual assault andhealthy relationships.
  8. 8. Step One: Define PROGRAM/DEPARTMENT GOALS Train 18 students per term to serve as peer educators on issues of Sexual Assault & Dating Violence Present 90 minute educational programs to at least ten student groups per term that educate campus audience on the dynamics of sexual violence Present the original production “It Can’t Be Rape” to all incoming students at IntroDUCKtion on the Dynamics of Sexual Violence
  9. 9. Step One: Define After attending a SWAT Educational presentation students will be able to:  Understand the definition of consent (in the context of sexual activity)  Recognize and name common myths around sexual violence.  Identify and model appropriate bystander behaviors  Be able to list existing campus and community resources available to survivors of sexual violence.
  10. 10. Step One: DefineThrough SWAT presentations we wish to: Humanize the experience of being a sexual assault survivor by inviting audience members to empathize with a character in that position Place sexual assault in context of the experience of a college student Give students the ability to recognize dangerous and oppressive behaviors of perpetrators of sexual assault Encourage further discussions among peers about the impact of sexual violence on the community Encourage communication as a core component of a healthy
  11. 11. Step Two: Program DESIGN PROGRAM TO MEET OUTCOMESThrough a weekly class and a two-day retreat Peer Educators develop 90 minute presentations using theatre and other interactive training methods to meet desired outcomes IMPLEMENT PROGRAMPresent to residence halls, fraternities and sororities, student groups
  12. 12. Step Three: Assessment Methods HOW DETERMINE WHAT YOU WILL MEASURE?A desire to understand the impact on student learning and the effectiveness of the presentations in reaching learning outcomes WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?Half-sheets of paper filled out at the end of the workshop and entered into StudentVoice HOW DID YOU ANALYZE THE DATA?Percentages
  13. 13. Step Four: Evaluation BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring Term Workshop Evaluations 259 Respondents
  14. 14. Step Four: Evaluation
  15. 15. Step Four: Evaluation WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS OR FUTURE PLANNING?Presenters read through after each presentation and make adjustmentsWe evaluate results on a whole at each planning retreat WHERE DID YOU REPORT THE RESULTS?Here!
  16. 16. Step One: DefineGOALS1. To assess how well the UHC was meeting the needs of our LGBTQ student population2. To assess LGBTQ students’ perceptions of the UHC3. To gather this information that is relevant to the clinical population
  17. 17. Step One: DefineOUTCOMES1. The UHC will identify areas of growth2. The UHC will dedicate time to make changes in order to serve the LGBTQ student population well
  18. 18. Step Two: ProgramCampus colleague assistance LGBTESSP for students comments and good use of language UCTC for facilitation of focus groups
  19. 19. Step Three: Assessment MethodsWhat will speak loudest to the clinical staff;  Qualitative data  Quantitative data
  20. 20. Assessment; Gathering DataStudent in-serviceFocus groupsColleague experienceStudent Voice
  21. 21. Data AnalysisFocus Groups Confidential, taped conversations. Noted trends, and outliersStudent Voice Numbers and trends provided
  22. 22. Step Four: EvaluationDid we need to do all four types of assessment?!?! No…and yes All information was consistent, but knowing the audience was much more important
  23. 23. Evaluation: Next steps Presentations at various UHC committees UHC commissioned a task force to report on data and make recommendations Final report was given to UHC’s Executive members for endorsement Diversity Action Committee charged with making sure changes are implemented
  24. 24. Step One: Define PROGRAM/DEPARTMENT MISSIONHealth Promotion’s Department Mission: We work to develop healthy campus communities that support students in reaching their full potential by providing health promotion, education and prevention information and services. In addition we are committed to providing student leadership opportunities under the guidance of social justice within a public health framework.
  25. 25. Step One: Define PROGRAM GOALSMission:Be That Guy is a campaign meant to advocate, highlight and support all the great men we have on this campus by empowering them to be active and engaged around sexual assault prevention issues.Goal:To educate and empower UO men about sexual assault prevention and how to not be a silent bystander when witnessing possible sexual assault situations.
  26. 26. Step Two: ProgramMen’s Center SWAT
  27. 27. BTG Wall
  28. 28. The “Be That Guy” Take Back the Night Rally, Tabling and March
  29. 29. Step Three: Assessment Methods WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?Online Survey HOW DID YOU ANALYZE THE DATA?what marketing practices were most usefulevents most attendedBTG products receivedcampus and community affiliation
  30. 30. Take Back the Presentation Night Tabling Marketing Given to your Wellness and/or Event Organization/Gro Wednesday 6% up Article in the 3% Emerald 2% Tabling in EMU the EMU Facebook Concourse 9% 26% Display 4% CounselingCenter Gallery Wall 2% PeerHealth CenterLobby Board Fraternity Health 3% 10% Educator Packets 19%Handed out by Peer UO Mens Daily Health Center Emerald Ad Housing Flyer 4% 4% 5% 3%
  31. 31. Respondents AffiliationUO athlete UO Fraternity memberPast or Current Peer Health Educator UO Faculty/StaffCommunity Member UO AlumniUO student 3% 22% 53% 7% 6% 1% 8%
  32. 32. Events Monday - Picture Taking Bystander Day Intervention 12% Presentation Monday - 23%Thursday -EMU tabling Tuesday - 5K 20% Run Thursday - 12% Take Back the Night Event Wednesday - 26% MOTIVATE Walk 7%
  33. 33. Step Four: Evaluation Advertise earlier. Provide more of an incentive to get participation. Offer several nights for the Bystander Intervention Training so more men can attend. Get more campus groups involved. Have a better location for the Bystander Intervention Training.
  34. 34. Step Four: Evaluation WHERE DID YOU REPORT THE RESULTS?Director of Health PromotionDirector of the Health CenterProgram and campus partnersPossible publications in College Health Journals.Possible presentations at the Oregon College Health Association Conference and the American College Health Association Conference.
  35. 35. Step One: Define  PROGRAM/DEPARTMENT MISSION Through innovative educational presentations the Sexual Wellness Advocacy Team advocates for healthy sexual relationships and works to prevent sexual assault and dating violence on campus via creative and experiential programming.
  36. 36. Step One: Define The SWAT program has two major components:  a weekly class during the academic year where students devise and present theatre based workshop presentations for their peers  a summer production performed for incoming first year students during new-student orientation.
  37. 37. Step One: Define  PROGRAM OUTCOMES Through enrollment in weekly class and presenting at least four workshops per term SWAT Leaders will:  Understand, analyze and critique the role of power and control in gender-based violence  Understand gender based violence in the context of larger societal oppression, including the intersectionality of oppressions  Understand and the dynamics of sexual assault, relationship violence and stalking
  38. 38. Step One: Define Recognize that sexual violence is a learned behavior Recognize and dispel common myths around sexual violence. Understand the definition of consent (in the context of sexual activity) and demonstrate knowledge of its application in everyday situations Identify and model appropriate bystander behaviors. Gain knowledge about the existing campus and community resources available to survivors of sexual violence.
  39. 39. Step Two: Program  DESIGN PROGRAM TO MEET OUTCOMES  Curriculum development  Guest Speakers, Reading Materials, Campus Initiatives  Incorporation of Best Practices in teaching and peer- education  IMPLEMENT PROGRAM  Weekly classes, workshops, retreats
  40. 40. Step Three: Assessment Methods HOW DETERMINE WHAT YOU WILL MEASURE? Desire to assess student learning WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA? End of term surveys, anonymously filled out that assess fulfillment of learning outcomes HOW DID YOU ANALYZE THE DATA?, data entered by student worker
  41. 41. Step Four: Evaluation BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring 2011 14 Respondents
  42. 42. Step Four: Evaluation
  43. 43. Step Four: Evaluation Q27. Do you have any other comments or suggestions about the SWAT experience?  Although greek life does need our help, we should try to outreach to more identity based unions, so our resources are more fairly allocated to broader spectrum of the community. More youth education! Lets get swat into high schools and junior high populations.  Best club, activist organization, student leadership experience on campus. life-changing. swat enriched my college experience by providing a safe community of UO students committed to a common cause of ending sexual violence and learn together.  I love swat and Abigail!  I LOVE SWAT.  One of the best parts of college. I wouldnt have been able to cope with my own victimhood of sexual assault without it. I will miss SWAT more that I can ever explain. SWAT is my family. I will always love it and feel blessed to have been a part of it. Thank You.  We should get more funding because we rock!
  45. 45. Done!!Any questions?