WOU Assessment 2


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WOU Assessment 2

  1. 1. Running head: Assessment Report MSSP Running head: Assessment Report MSSP Assessment Report for Multicultural Student Services and Program Western Oregon University 2006 Wendy Alemán Graduate Student, College Student Services Administration Oregon State University
  2. 2. Running head: Assessment Report MSSP Needs Assessment Overview The purpose of this assessment was to evaluate the use of services of the Multicultural Student Services and Program (MSSP) by students identified as students of color on the Western Oregon University campus. To evaluate the use of services offered by the MSSP office, it was determined that assessment data should provide MSSP with demographic information for students typically using the services and those who have not accessed services offered by MSSP. The rationale for the assessment is to provide MSSP with data to assist in improving services, program planning, and outreach to students on the Western Oregon University campus. Methodology The first step in this program assessment was to develop a small focus group with students who currently use services provided by MSSP. Due to schedule conflicts, two small focus groups were conducted with students who used MSSP for various reasons (Diversity Scholar, student clubs advised by MSSP, etc.). These focus groups allowed me to obtain the student perspective on MSSP services. In addition, discussion with the two groups afforded me with sufficient background to develop questions for further exploration. Due to the number of students of color on the Western Oregon University campus, the assessment tool selected was an online survey. Because the survey would ultimately evaluate two students groups, those that used MSSP services and those who did not use the services of MSSP, Questionpro.com was used for its ability to provide branching questions and skip logic. Findings from the focus group were used to develop survey questions. Questions went under several revisions and review by several colleagues and professionals in assessment before a final test survey was created. Participants from the original focus groups were invited to take the online survey and asked to take notes on the survey questions. After taking the online survey, students were asked to rejoin a focus group to discuss their understanding of each question. This testing group provided valuable feedback used to clarify or refine questions and develop the final online survey distributed to students. The invitation to participate in the online survey was emailed to 544 Western Oregon University student email accounts. As an incentive to complete the survey, student participating in the
  3. 3. Running head: Assessment Report MSSP survey were given an opportunity to receive a gift certificate at a local pizza restaurant. Reminder emails were sent on two additional occasions as means to increase the overall response rate. Reminder emails were initially sent to all those in the database who had not responded. A second survey reminder was sent to all respondents. This created a total of eight repeat respondents. In comparing data, two of the eight repeat respondents were invalidated by faulty information self-reported in the demographics of their survey responses. For the remaining six repeat survey respondents, their second surveys were removed from the data set; their original survey responses remain in the data set used in evaluation. Students who completed the survey more than once were removed from the pool of eligible respondents for the gift certificate. Nine students dropped out of the survey before answering a single question and three began answering questions but dropped out before completing the survey. Of the three dropouts, one identified as multiracial, one identified himself as white, non-Hispanic, and the third student as Hispanic American/Latino/Chicano. Of the three dropouts, one indicated an awareness of the MSSP existence, but no need of the services provided (the student reported a 3.00-3.49 GPA). The White student who dropped out of the survey indicated he had no knowledge of MSSP before the survey. The third dropout was a Hispanic American/Latino/Chicano male and dropped out of the survey after he reported his GPA (2.00-2.49). Any reported data by these individuals are included in the final data set. Questionpro.com allowed question branching and skip logic in the online survey. After demographic questions, the survey branched out into those who had heard of MSSP before the invitation to the survey (75% of respondents, n=57) and those who had not heard of MSSP. Of the 57 respondents who had heard of the MSSP office, 43 knew of its location. Of the 43 respondents aware of MSSP and its location, 37 reported using the services of MSSP, while the remaining had not. This report will explore differences in data reported by users of MSSP in comparison to those who have not used its services or were unaware of MSSP. Of the 544 emails delivered to student email accounts, 84 students completed the survey from beginning to end. After removing duplicates and invalid respondents, 77 surveys remained for final data analysis (this includes three individuals who did not complete the entire survey).
  4. 4. Running head: Assessment Report MSSP Given the number of respondents (n=77) against the population surveyed (n=544), the overall confidence factor is 90% with an 8.7% error level. The final response rate for this survey was 14%. The average time to complete the online survey was five minutes. Findings Overall Demographics The majority of respondents in the MSSP survey identified as female (68.83%, n=53) and as , n=53 Hispanic American/Latino/Chicano (46.26%, n=36). In addition, the majority reported English as their native language (71.43%, n=55), self-identified as first generation to attend college (56.58%, n=43), enrolled at WOU fulltim (97.37%, n=74), and entered WOU as first year fulltime students, non-transfer (66.23%, n=51). transfer Overall, the survey results are broken up into three themes: those who have never heard of MSSP prior to the survey (n=19), those who have heard of it, but never visited the MSSP office (n=20) urvey and those who use the services of MSSP (n= 37). Students Unfamiliar with MSSP In this data set, 19 students (25%) replied that they were unfamiliar with MSSP. Give students’ Given response, using skip logic, these students were directed to questions regarding their use of campus services and level of involvement In addition, these students were offered an involvement. opportunity to list individuals or offices that provided them with support or encouragement at WOU. While there does not seem to be a common trend in the demographics of this cohort, what is significant is their overall lack of involvement in either student clubs or sports.
  5. 5. Running head: Assessment Report MSSP Latinos, being the largest underrepresented group at WOU, represent the majority in this cohort; Pacific Islanders (n=3) and American Indians (n=3) are the second majority, followed by two students who identified as White. Other than a large percentage of students (75%) living in a private home or apartment, there does not seem to be a common trends for this cohort. Etnicity of those not familiar with MSSP Alaskan Native Biracial or Alaskan Native, 0, multiracial, 1, 5% 0% American Indian American Indian, 3, W hite, European 16% Asian American American (Non- Hispanic), 2, 11% Asian American, 1, 5% Black, African American (Non-Hispanic) Hispanic American/Latino/Chicano Pacific Islander, 3, North African 16% Black, African Middle Eastern American (Non- Hispanic), 1, 5% Pacific Islander Middle Eastern, 1, 5% W hite, European American (Non-Hispanic) Hispanic North African, 0, 0% American/Latino/Chi Biracial or multiracial cano, 7, 37% Students Aware of the Multicultural Student Services and Program In this assessment, after demographic questions, students were asked if they were familiar with MSSP. The skip logic and question Ehtnicity of Non-MSSP User Who have heard of MSSP Alaskan Native branching in questionpro.com Biracial or Alaskan Native, 1, 5% multiracial, 3, 16% American Indian allowed the survey to direct students White, European American Indian, 2, Asian American American (Non- 11% Hispanic), 1, 5% who had heard of MSSP, yet who had Black, African American (Non-Hispanic) not accessed MSSP services, to Hispanic American/Latino/Chicano North African additional questions regarding their Pacific Islander, 2, Asian American, 5, Middle Eastern 11% 26% decision not use the services offered Pacific Islander Hispanic (n=20). Significant differences in American/Latino/C W hite, European American hicano, 4, 21% (Non-Hispanic) demographics exist between those Decline to respond Black, African Biracial or multiracial who access the services of MSSP and American (Non- Hispanic), 1, 5% those who have chosen not to seek
  6. 6. Running head: Assessment Report MSSP services offered by the program. The largest ethnic group who heard of MSSP but choose not to access services identified as Asian American followed by Hispanic American. Students followed identifying as biracial or multiracial are the third largest group forgoing services offered by MSSP. In addition, this group differs from MSSP users in generational status in education and GPA. Eighty percent of students Non-MSSP Users Educational Generational Status in this group had GPAs between 3.00-3.99. In contrast to MSSP users, 60% of students in this Both parents graduated from college, 6, 30% group had one or two parents who First-Generation, 8, First-Generation 40% 1 Parent graduated from college graduated from college. In regards Both parents graduated from to their levels of involvement, 60% college 1 Parent graduated of students in this group did not from college, 6, 30% report any involvement in clubs or sports. Finally, another 60% reported their employment status as “Do not work.” Students in this group selected the following reasons for not visiting the MSSP office: “Did not need the services” (76.19%), didn’t know about it (9.52%), chose not to visit (9.52%). Multicultural Student Services and Program Users Of the respondents who have used MSSP services (64.91%, n=37), the majority self self-identified as Hispanic American/Chicano/Latino (70%), followed by American Indian (11%) as the second largest user group. Several trends exist in this cohort of students. A large percentage (59.5%) of students in this group reported a GPA between 2.50 2.50-3.49. All students in this data set were enrolled in school fulltime; 53% reported working part ed part-time and 39% reported not working at all. Students in this
  7. 7. Running head: Assessment Report MSSP data set were largely involved in either MEChA or Multicultural Student Union (MSU) (62%). It is hard to say if this is representative of the typical MSSP user or a representation of the clubs’ awareness of the MSSP assessment and closer contact with the office. In general, the majority of MSSP users (70%) reported some type of campus involvement (groups advised by Educational Generation Status MSSP, sports, or other types of student 3% Firs t-Generation clubs). In addition, a little over half of the 24% students in this group self-reported as a 1 Parent graduated from college Diversity Scholar (57.75%). The data set also shows that most MSSP users are either Both parents graduated from 73% in their freshman or senior year (62%). The college majority of students in this group have been enrolled at Western Oregon University since their first year of college (76%). While involvement is strongly represented in this cohort, the most significant attribute of MSSP users are their educational generational status. The majority of students in this group (73%) are the first in their families to attend college. The top five services access by MSSP users were reported as the following: I’m a diversity scholar, personal advice, advice about classes to take, information about scholarships, and help with financial aid. In terms of communication between the office and students, most students reported a comfort with in-person (drop-in) or phone communication with MSSP. In contrast, the majority reported hearing about services or events offered by MSSP via email communication. To gauge student perceptions regarding staffing, location, and relationship with clubs advised by MSSP, three likert questions (agree/degree) were included in the assessment. Most students (32.43%) agreed that the MSSP office is well staffed. The majority (29.73%) of students reported feeling neutral about the location of MSSP; however, the remaining majority either agreed or strongly agreed that MSSP is centrally located. Finally, approximately half (n=18) of the students in this group felt neutral, agreed, or strongly agreed that “MSSP and the Multicultural Student Union (MSU) are the same,” while the remaining half (n=18) strongly
  8. 8. Running head: Assessment Report MSSP disagreed or disagreed with this statement (n=1 selected not applicable to the statement). This split in response to this last likert question may represent some confusion among students who are not directly involved with the MSU student club in contrast to those who participate in MSU (in this data sample, n=19). When asked to provide suggestions for services students would like MSSP to provide, some students reported the following (response categorized into five areas): Resources: A location were students can borrow books on classes to eliminate some of the cost of books; a cool book shelf thing where students can bring in books for others to share them it would be much less expensive than having to buy them; Resume Workshops;. Lab Tops, calculators Staffing issues or location: At least two full time staff members, because so many students go for quick questions and many times have to leave and make an appointment to return for an answer; Currently we have a part-time secretary. I would like to have her as full-time. This way I can get help during office hours; I would just like it to have a much more central location. Like in the student union Outreach: also, each program that they organize are great all around, the only downside to each of them is attendance. mssp needs to figure out another way to advertise their events. for instance, i was talking to my friend about el dia de los muertos on monmouth ave, where all the posters are. well, my friend was surprise and did not know of the event. then i pointed to the poster ad right behind him, ' you don't More activities that involved other clubs reed them' i said. and my friend said 'NO'. so is up to mssp to decide where to spend the money for effective publicity; More programs; more involvedness in campus. getting people from different ethnicities involved; More outreach to multicultural students and more multicultural activities such as traditional foods night or traditional dance lessons, storytelling, cultural field trips; Some fun activities Financial aid and scholarships: More scholarships available; scholarship and loan assistance. No changes: they already have good services; its a complicated questions since its difficult to think of a program that they dont have. but im sure there is more services to offer such as helping students how to do their own schedule by the end of their freshmen year. some don't ever learn simply because the program provide that skill students never learn. They are doing good with what they provide; none everything is well; None other than what they already do.
  9. 9. Running head: Assessment Report MSSP All Non-MSSP Users To distinguish MSSP users from those who do not use MSSP services (regardless of previous knowledge) a combined graphic of ethnic identity is provided below. Shown here is demographic data for all those who were not familiar with MSSP (n=19) as well as those who had chosen not to use the service of MSSP (n=20). Ethnicity of ALL non-MSSP Users Alaskan Native Biracial or Alaskan Native; 1; multiracial; 4; 11% 3% American Indian American Indian; 5; Decline to respond; 13% 0; 0% Asian American W hite, European Black, African American (Non- American (Non- Hispanic) Hispanic); 3; 8% Hispanic American/Latino/Chicano North African Pacific Islander; 5; Asian American; 6; 13% 16% Middle Eastern Pacific Islander Hispanic W hite, European American Middle Eastern; 1; American/Latino/Chi (Non-Hispanic) 3% cano; 11; 28% Black, African Decline to respond American (Non- Hispanic); 2; 5% Biracial or multiracial North African; 0; 0% Initial Recommendations/Implications for Practice Overall, the data reveals some interesting facts about the ethnic background of MSSP clients (or users) and non-MSSP clients. Demographically, most MSSP clients identified either as Hispanic/Latino/Chicano (the largest ethnic group at WOU) or as American Indian, the fourth largest ethnic group at WOU (WOU Quick Fact Sheet, 2005; see appendix 2). In contrast, Asian Americans, the second largest ethnic group on campus, tied with students who identified as Black/African American as the third largest group to access MSSP services. While students who identified as Asian American visited MSSP, no Pacific Islanders reported visiting the office. In the graph of non-MSSP users, Asian Americans/Pacific Islanders (put together) make up 28% of those who have not visited the office. Taken as a whole, the demographic breakdown of students brings a few questions to mind. Why is the second largest ethnic group on campus not obtaining MSSP services as often, or at higher rate, as American Indian students? Further exploration of this question could be tackled using advance features in questionpro.com or targeted specifically in a new survey. It is possible that more outreach to this group will increase visits to the MSSP
  10. 10. Running head: Assessment Report MSSP office, however, the Asian/Pacific Islander umbrella is composed of a very diverse group of students from varying backgrounds of origin. Unlike the ethnic majority at WOU (Mexican or Mexican Americans make up the majority of Latinos in Oregon), there is no unifying culture or language among students in the Asian/Pacific Island category. In spite of this, programming for students who identify as Asian American/Pacific Islander may increase visits to the MSSP office. Given that a large percentage of MSSP users are involved in one of the student clubs advised by MSSP, greater outreach by Multicultural Student Union club members to Asian/Pacific Islanders, by proximity, may increase awareness of MSSP and its services. Due to the lack of representation of Pacific Islander in the MSSP user cohort, further exploration is recommended to determine if Pacific Islanders are accessing support and services from other departments at WOU. In addition to Pacific Islanders, students who identify as biracial or multiracial are not represented in the MSSP user cohort; further study is recommended to understand this complex group of students and their decision to forgo services offered by MSSP. Finally, students who identify as Black (non-Hispanic) represent the third largest ethnic group at WOU (enrollment data for 2005: http://www.ous.edu/dept/ir/reports/enrollment_reports_2005/erdd04_05f4wk_wo.htm) while American Indian/Native Alaskan represent the fourth largest group. Is there a factor that explains why greater numbers of American Indian/Alaskan Native access MSSP services more often in comparison to Asian American and Black students? Further analysis of the data points to level of involvement as possible explanation the significant number of American Indians/Alaskan Natives using MSSP services (i.e. MSSP advising a club that organizes Native American events). Approximately seventy percent of the MSSP user cohort reported some level of involvement, including 62% of who reported direct involvement with MSU or MEcHA. It is likely that club activities by either MSU or MEcHA have had a greater number of sponsored events or activities focused on American Indian and Hispanic American/Latino/Chicano students than other ethnic groups; such a focus may explain the high number of American Indian students involved in club activities by groups advised by MSSP and their overall access of MSSP services. If club involvement in one of the MSSP advised groups (MSU or MEcHA) predicates uses of MSSP
  11. 11. Running head: Assessment Report MSSP services, club activities or events centered on Asian American/Pacific Islanders may lead to an increase in MSSP visits by students who identify under this umbrella category. Perhaps the most significant finding in the survey data is the educational status of the student majority accessing MSSP services. Seventy-three percent of MSSP students responded that neither of their parents attended college. Given this finding, services that focus on helping first- generation students in their transition to college and supporting them during college should be a high priority in guiding programming. Recommendations for services for this group of students could include workshops on finding and applying for scholarships, time management, learning style surveys and their application to studying, career exploration sessions, resume and cover letter writing, and study table sessions, learning communities, etc. While some of these services are already provided by MSSP, I would recommend a stronger focus on services targeted to first-generation MSSP students. In general, MSSP provides great services to students who access them. While Asian American/Pacific Islander and Black/African American are larger in number than American Indian/Native American students at WOU (enrollment data 2005: http://www.ous.edu/dept/ir/reports/enrollment_reports_2005/erdd04_05f4wk_wo.htm), it is difficult to deduce if the reason for their lack of representation in MSSP usage. For that reason, greater outreach to students Asian American/Pacific Islander and Black/African American students is recommended with circumspection. Finally, it is challenging to assess how this survey would have differed from its online version in a paper format. However, there was cost savings associated with the online survey in comparison to mailing the survey to 544 students. In addition, a mail/paper version would have also required students who completed the survey to take the additional initiative to buy a stamp and return the survey via the mail. In general, I would recommend Questionpro.com for its flexibility, ease for evaluating data, and cost savings. In spite of this, there is an additional cost to using some of the specialized features of the database, which, in retrospect, is worth the additional cost. Overall, more researched is required to understand the needs of students not
  12. 12. Running head: Assessment Report MSSP using MSSP services. Various assessment tools should be considered for further study of MSSP services.