How We are Thriving, Not Just Surviving, Under our Commitment to Assessment in Student Affairs
•Download as PPT, PDF•
1 like•445 views
NC State University Undergraduate Assessment Symposium, 2004
Recommended
Recommended
More Related Content
What's hot
What's hot (20)
Similar to How We are Thriving, Not Just Surviving, Under our Commitment to Assessment in Student Affairs
Similar to How We are Thriving, Not Just Surviving, Under our Commitment to Assessment in Student Affairs (20)
More from Leslie Dare
More from Leslie Dare (18)
Recently uploaded
Recently uploaded (20)
How We are Thriving, Not Just Surviving, Under our Commitment to Assessment in Student Affairs
- 1. Lisa P. Zapata, Ph. D. Sharon Moore Leslie Dare, Ed.D. Savitri Dixon-Saxon, Ph.D. Elizabeth P. Kremer Student Affairs Division of How We are Thriving, Not Just Surviving, Under Our Commitment to Assessment in Student Affairs NC State Undergraduate Assessment Symposium Raleigh, NC April 17, 2004
- 2. Presentation Agenda •Overview of NC State & Division of Student Affairs •History of Assessment in Division of Student Affairs •Student Affairs Assessment Taskforce (SAAT) •Technology Resources •Assessment in Action: Counseling Center •Assessment in Action: Campus Recreation •Questions & Answers
- 3. Part I: Overview of Assessment in Student Affairs at NC State University
- 4. NC State University •Established 1887: Land-Grant Institution •29,000+ students –50 States –90 Countries •6,000+ employees •11 Colleges
- 5. Division of Student Affairs •35 Units •600 Employees •Mission: The Division of Student Affairs facilitates the total educational growth and development of NC State students to include personal, social, physical, cultural, leadership, and intellectual development. •Motto: STUDENTS FIRST
- 6. Division Units & Programs Women’s Center University Career Center ROTC Upward Bound/Talent Search University Scholars Campus Activities Student Health Services University Housing Carmichael Complex Facilities & Operations Music Multicultural Student Affairs Center State/Arts Outreach Physical Education Greek Life Crafts Center Caldwell Fellows Student Conduct Distance Education & Technology Services Gallery of Art & Design Counseling Center University Dining Dance Program University Theatre Health Promotions Campus Recreation Research & Assessment Student Leadership, Ethics & Public Service
- 7. History of Assessment in Student Affairs •Informal assessment •Partnership with academic affairs: 12/2003 –Consultation –Workshops –Access to resources •Student Affairs Assessment Taskforce (SAAT) •Created new position: 1/2004 •Student Affairs Research and Assessment (SARA)
- 8. Mission of SARA The Student Affairs Research and Assessment (SARA) office provides education and support for research and assessment to all units within the Division of Student Affairs in an effort to provide data driven evidence for continuous improvement of student learning and program services.
- 9. Director of SARA •Provide assistance to units in the Division of Student Affairs in conducting systematic assessment of their programs and services. •Increase Division of Student Affairs effectiveness by systematically gathering, analyzing, interpreting, reporting and using assessment information.
- 10. SARA Objectives 1. SARA will provide the foundation for a Division-wide philosophy of assessment. 2. SARA will provide the education needed for Student Affairs units to fully engage in the assessment of student learning/development and program services. 3. SARA will conduct and support research and assessment in support of Division wide values and initiatives.
- 11. Division-Wide Changes •Move from informal to formal •Improvement in attitudes •Increase in assessment activity •Collection of evidence of student learning •Improvement of services
- 12. Part II: Student Affairs Assessment Taskforce (SAAT)
- 13. What is SAAT? •The Student Affairs Assessment Taskforce (SAAT) is a group of Student Affairs staff interested in learning more about assessment and providing peer guidance to the Division on assessment issues. •The group is comprised of one to two representatives for each Assistant/Associate Vice Chancellor in the Division. •The members are all volunteer, and one member chairs the group each year.
- 14. SAAT is responsible for: •Setting broad assessment expectations for the units •Setting a yearly assessment schedule for the units •Reviewing assessment reports and providing constructive feedback to the units •Initiating conversations about Student Affairs Division-wide objectives as appropriate •Training and empowering unit reps as appropriate •Discussing overlapping outcomes and appropriate means to combine assessment initiatives •Discussing rewards structure for participating in assessment
- 15. Assessment Process 1. Timeline: -May 2003 Assessment Plans Due -January 2004 Impact Reports Due 2. Student Affairs Assessment Taskforce(SAAT) reviews reports and provides written formal feedback to each unit. 3. SAAT follows up by contacting each unit to offer additional assistance after written feedback has been received.
- 16. Important Issues Within SAAT •Support: Structure vs Flexibility (we can have both) •Review: Content vs Process •Review: Identifying criteria –http://www.ncsu.edu/student_affairs/sara/Process/saatnewtooljan04.doc •Dealing with road blocks: •learning vs program outcomes •lack of education on assessment techniques •fear of negative repercussions for the unit based on findings •time •money •Consequences of not participating or providing poor quality work
- 17. Division Timeline for On-Going Assessment July 23, 2004: Stage One: Assessment Planning Report Summer 2005: Stage Two: Assessment Update Report Summer 2006: Assessment Update Report Summer 2007: Assessment Update Report Summer 2008: Assessment Update Report http://www.ncsu.edu/student_affairs/sara/Process/index.html
- 18. What is next for SAAT? •Developing Division wide objectives •Continued focus on developing sound learning outcomes for the units
- 20. Distance Education & Technology Services •Help Division units serve distance learners •Technology Planning & Resources –Web management –Coordination of Division LANTechs & Webmasters –Liaison with university technology units –Division equipment
- 21. DETS & Assessment •Director of DE & Tech Services (DETS) is a member of SAAT. •Director provides guidance to SAAT regarding how technology can be used, and is used, by both students and employees, and its impact on potential assessment projects. •Assessment is a key feature in Division-wide planning efforts for DE & technology (modeling the commitment). •DETS, which serves the entire Division, provides two key technology services which supports the Division’s commitment to assessment: –Online surveys –Bulk email
- 22. Online Surveys •Protocol developed by which units request such a project •Close coordination with the Student Affairs Research & Assessment (SARA) office •Basic and advanced collection of data via the web •Requires some technical knowledge of unit requesting project •Data can be -Loaded into a database -Sent via email to department -Both database and email
- 23. Bulk Email •Protocol developed by which units request such a project •Close coordination with the Student Affairs Research & Assessment (SARA) office •Mass email can be sent in conjunction with online surveys •Emails -can be sent to on-campus addresses -can be sent to off-campus addresses -requires little technical knowledge of sending unit
- 24. Useful Nugget When using online surveys to collect data, create an administrative web site with all your information. -http://www.ncsu.edu/student_affairs/survey/de.html
- 27. Part IV: Assessment in Action – Counseling Center
- 28. Counseling Center at NC State •M. Lee Salter, Director •Located in the Student Health Services Building •~10,000 student visits each academic year •15 full-time psychologists and counselors •4 consulting psychiatrists •Short-term personal, academic, and career counseling; psychiatric consultation; long-term referrals
- 29. Summary of Assessment Efforts •Fall 2002 – Initial draft of Assessment Plan •Spring 2003 - Solicited staff input; Identified 5 activities/services to assess •Fall 2003 - Received SAAT feedback •Winter 2003 – Reported progress of 3 assessment activities
- 30. •Spring 2004 - Received more SAAT feedback; continued assessment of 3 outcomes •Spring 2004 – Revising Assessment Plan •Summer 2004 - Design and submit Assessment Planning Report Summary of Assessment Efforts
- 31. Team and Staff Involvement •Director identified staff members with previous interest and experience in assessment or accreditation review activities to serve on committee. •Committee members identify ways to assess outcomes; organize data collection; summarize results; and make recommendations based on results.
- 32. Whole Staff Involvement •Staff members were asked at least twice for feedback about the assessment plan and the assessment activities. •Assessment activities were listed in departmental goals for each academic year. •Staff members participated in the data collection for some assessment activities.
- 33. What Did We Want to Assess in 2003 –2004? Assess… •effectiveness of an e-mail reminder system in reducing client “no-shows” •client satisfaction with services •effectiveness of the biofeedback program •impact of services on academic performance symptom reduction in counseling/psychiatric clients
- 34. Assessment Results Outcome: Degree to which students’ perceive services as useful and satisfactory in resolving personal and academic concerns •Administered evaluations to each client •Over 95 % of respondents felt that services were extremely helpful •97 % of respondents described counselor as helpful in problem solving and problem identification
- 35. Assessment Results Outcome: Decrease the number of client "no-shows" that occur. •Implemented an e-mail notification system •Compared the percentage of “no-shows” prior to the e-mail notification to the percentage of “no-shows” after the e-mail notification at two comparable periods in two different school years •1st comparison showed a decrease from 21% to 14% for “no shows”; 2nd comparison showed a decrease from 19% to 11%.
- 36. Assessment Results Outcome: Reduce physical pain symptoms and high anxiety in clients using biofeedback and cognitive behavioral techniques •Reviewed 5 client files •All clients seen for an average of 3.6 sessions •3 of the five selected students reported a reduction in pain
- 37. Decisions Made Based on Assessment Process •Publicize academic support function of the center. •The e-mail notification program will be continued. •Biofeedback is now a self-supporting operation in Student Health Services and no longer part of the Counseling Center.
- 38. What’s Coming Up? •Summarize the assessment results of the effectiveness of both counseling and psychiatric services in symptom reduction •Compare the “no show” rate in Spring 2004 using the e-mail notification system to that of Spring 2003 without the e-mail notification •Assess the effectiveness and usefulness of services and information we provide to faculty and staff in their work with students •Assess new risk management system •Assess impact of psychoeducational workshops •Assess graduate student internship program
- 39. Useful Nugget The Director of the Counseling Center, Dr. Lee Salter, recommends to counseling center administrators that as new staff are hired for position, make a concerted effort to identify candidates who have experience and interest in assessment.
- 40. Part IV: Assessment in Action – Campus Recreation
- 41. Campus Recreation at NC State •Located in Carmichael Gym •9 full-time staff •4 Program areas -Club Sports -Fitness/Wellness -Intramural Sports -Outdoor Adventures •9,462 number of participants for 2003
- 42. Assessing Student Knowledge Purpose •Assess student knowledge in Campus Recreation educational programs •Introduce and or refine campus community’s knowledge and skills in current activities •How do we measure student knowledge? •Where do we start?
- 43. Assessing Student Knowledge Objective •To offer educational activities for enhancing participant knowledge and skill development Learning Outcome •Participants will demonstrate knowledge of the subject matter •Participants will have a Mean score of 80% or higher
- 44. Assessing Student Knowledge Method •8 workshops total in Fitness/Wellness & Outdoor Adventures •7-10 question quiz Results •40 participants (student, faculty/staff and same household members) •7/8 workshops scored at least 80%
- 45. Impact Report: Decisions •Most workshops are operating above Campus Recreations success rate (80%) •Study incorrect answers for a common pattern •Make adjustments to our workshops based on incorrect answers •Continue to test learning outcomes
- 46. Campus Recreation Assessment Survey Purpose •Determine how effectively we market programs and activities to the campus community •Identify methods for reaching the campus community •Determine future programming desires and satisfaction of various programs Targeted Population •Students enrolled in a minimum of one academic hour •Current faculty/staff members at NC State
- 47. Campus Recreation Assessment Survey Method •Online Survey was administered April 5 via email invitation •Follow-up emails sent to non-respondents Survey Format •Survey A - Heard of Campus Recreation and participated in at least one program •Survey B - Heard of Campus Recreation but have not participated in any programs •Survey C - Have not heard of Campus Recreation
- 48. Campus Recreation: Assessment Journey •Embracing & Understanding Assessment -Do not be afraid of the Big “A” -Research Information and attend workshops •Assessment Support Group -Dr. Leslie Dare – Director of Distance Education & Technology Services (DETS) - Carrie Zelna - Director of Student Affairs Research and Assessment (SARA) -Campus Recreation Assessment Committee
- 49. Campus Recreation: Assessment Journey •Importance of Communication in the department -Help team members understand the importance of Assessment -Get everybody in the department involved -Ask for feedback -Show enthusiasm •Commitment to Assessment
- 51. How We are Thriving, Not Just Surviving, Under Our Commitment to Assessment in Student Affairs •This Presentation http://www.ncsu.edu/student_affairs/sara/saat/symp04.html •Student Affairs Assessment Taskforce http://www.ncsu.edu/student_affairs/sara/saat/ •Distance Education & Technology Services http://www.ncsu.edu/student_affairs/dets/ •Research & Assessment http://www.ncsu.edu/student_affairs/sara/ •Division of Student Affairs http://www.ncsu.edu/student_affairs/ Lisa P. Zapata, Ph. D. lisa_zapata@ncsu.edu Sharon Moore sharon_moore@ncsu.edu Leslie Dare, Ed.D. leslie_dare@ncsu.edu Savitri Dixon-Saxon, Ph.D. svdixon@gw.ncsu.edu Elizabeth P. Kremer elizabeth_kremer@ncsu.edu
Editor's Notes
- Good afternoon. Welcome to our presentation, “How We are Thriving, Not Just Surviving Under Our Commitment to Assessment in Student Affairs.” We are glad that you have chosen to be with us today. Before we get started, I would like to introduce myself and the other presenters. We are all from NC State University: My name is Lisa Zapata and I am an Assistant Vice Chancellor for Student Affairs, and one of the areas that I am responsible for is Assessment. Sharon Moore is the Director of Center Stage and Arts Outreach Leslie Dare is the Director of Distance Education and Technology Services Savitri Dixon-Saxon is a Counselor in the University Counseling Center Elizabeth Kremer is the Assistant Director for Marketing in Campus Recreation We welcome you to Raleigh, and again, to our presentation this afternoon. Everyone should have a copy of our presentation. Please note that the last slide has our contact information and also has several websites with additional information that we thought you might find helpful.
- Here is our agenda for today. We are going to give you a quick overview of NC State and our Division of Student Affairs. We’ll give you a brief history of our assessment efforts in the Division of Student Affairs. We will tell you about the Student Affairs Assessment Taskforce that we created in the Division We will discuss some technology resources that have facilitated our assessment processes And then we will give you two real world examples. Savitri will tell you about assessment in the Counseling Center and Elizabeth will tell you about Campus Recreation assessment. We would like for this to be informal. We have saved time at the end for questions, but if you have questions during the presentation, please ask those as we go. We want you to get the most out of this presentation that you can. Our goal is to provide you with some valuable nuggets of information based on our experiences.
- So, let’s jump right in! I will start us out today by giving you an overview of assessment in Student Affairs at NC State.
- In order to set the stage, let me first give you a quick snapshot of NC State University. NC State was established in 1887 as a land-grant institution. We have over 29,000 students from 50 states and 90 countries. We have over 6,000 employees.
- The Division of Student Affairs is quite a large organization at NC State. We have 35 units with approximately 600 employees to serve the University’s 29,000 students. Our mission is to facilitate the total educational growth and development of NC State students to include personal, social, physical, cultural, leadership, and intellectual development. Our long standing motto in Student Affairs is “Students First.” This motto guides everything we do in every single program, service, and course that we provide to our students. Most importantly, this motto guides our assessment efforts, as we strive to evaluate the effectiveness of our programs and services and measure our impact on student learning.
- Here is a list of most of our units. Our Division has many of the traditional services and programs you would expect to see in Student Affairs, such as housing, dining, and counseling. We are also unique in that we have several programs that are not often located in Student Affairs, For example, we have the ROTC programs and all of the Arts programs, such as music, dance, theatre, and the crafts center. We also have several departments who teach academic courses for credit, such as Physical Education, ROTC, and Music. So this is a quick snapshot of our Division. As you may already have guessed, it can be quite challenging to figure out the best methods for assessing student learning in all of these units. Sharon, as Director of Center Stage and Arts Outreach, can tell you just what a challenge this is for the Arts programs.
- So, let’s move now to how we have been conducting assessment in Student Affairs. Perhaps your institution has followed a similar path, or is just getting started on this journey. We have been doing assessment in Student Affairs for a long time. While we are now much more formal and deliberate in our efforts, the truth is that we have been doing assessment, just as all of you have, in some form or another for years. Before we made any formal commitments at the Division level, many units were conducting assessments on their own. The majority of these assessments were measuring student satisfaction with services and programs. However, as you know, we have really seen a push in the last few years to move from measuring satisfaction to measuring student learning. It is not enough to know that a student is pleased or satisfied with our services, we want to know that they are actually learning and that our programs and services are making a difference in their lives. We decided as a Division to make a more formal commitment to assessment. This decision was made about the same time that we began preparing for our University’s accreditation visit. And of course, that timing was purely coincidental. Actually, that was one of our motivators, but we have really tried to downplay that factor because we want everyone to be committed to assessment b/c it is absolutely necessary to have evidence that we are doing what we say we are doing. So, as I was saying, we decided to make a more formal commitment to assessment. We formed a partnership with Undergraduate Affairs in December 2002. We provided funding in exchange for consultation, training, and access to resources. This was a wonderful relationship. Marilee Bresciani, whom most everyone in the room knows, truly helped us lay the foundation for our commitment to assessment. During this time of our partnership, we created SAAT, which Sharon will discuss in a moment. This group was imperative in getting buy-in at the unit level. After a year of a very successful partnership, and a year of creating assessment plans and impact reports, we realized that we had grown to the point of needing to dedicate additional resources to our assessment efforts. So, we created a new position in the Division dedicated solely to research and assessment. We created the office of Student Affairs Research and Assessment and named Dr. Carrie Zelna as the Director. Carrie would be here with us today, but she just had a baby, so we are letting her off this time.
- So, let me now tell you a little bit about this office we have created. Student Affairs Research and Assessment forms a wonderful acronym – SARA. So, who is SARA? The mission of the Student Affairs Research and Assessment (SARA) office is to provide education and support for research and assessment to all units within the Division of Student Affairs in an effort to provide data driven evidence for continuous improvement of student learning and program services. By creating this office and the director level position, we hoped to signal to the entire Division and the University, our commitment to assessment.
- As you can imagine, the Director of Student Affairs Research and Assessment has quite a long position description. I have simplified the position responsibilities here into two categories. First, the Director provides assistance to the individual units as they conduct assessments. She assists units as needed throughout the entire assessment process. For example, she helps units write objectives and outcomes,She provides assistance with assessment plans. She helps units select evaluation methods, helps them adapt tools as needed, helps them implement assessments, helps analyze data, helps report assessment findings, and makes decisions based on results. This is all done at the unit level. She also operates at the division level. She conducts research and assessment at the Division level. We are just now in the beginning stages of these efforts, so we are really excited about the possibilities here. She will facilitate the process of developing Division-wide objectives and outcomes. She will also help us catalog and disseminate research and assessment information. So she will help us publicize our findings and make information available to various constituencies.
- Like any good