This survey was administered by Meredith College's Office of Residence Life and Office of Research, Planning and Assessment to evaluate resident assistants, gauge student experiences living on campus, and inform campus initiatives. The survey was modified over time to be online and easy to complete. Data was used to evaluate resident assistants, assess health and safety policies, explore interests in new programs, and improve communication. Open-ended responses provided additional insights. The versatile survey yielded useful information that has been applied in various ways to enhance residence life and strategic planning.

1. Effective Uses of a Versatile Survey
Instrument for Assessment of Residence Life
Presenters:
Heidi LeCount, Office of Residence Life
Dilnavaz Mirza Sharma, Office of Research, Planning and Assessment

2. Survey Focus:
Resident Assistant Evaluation and Residence Life
Survey, Fall 2011
Conducted by:
Meredith College Office of Residence Life
Administered by:
Meredith College Office of Research, Planning and
Assessment

3. Objectives
To describe elements of the survey’s design
To examine the survey as an effective assessment tool
To discuss modifications introduced over time
To highlight multiple uses of data gathered

4. Why Assess Residence Life?
“learning outside of classes, especially in residential
settings and extracurricular activities such as the arts, is
vital. … Campus atmosphere and especially residential
living arrangements are crucial.” (Light, 2001, pp. 8, 10)

5. Why Assess Residence Life?
“There is very clear evidence that residence halls and
campus activities have a positive impact on retention and
personal development … Yet it is very difficult to convince a
budget committee that campus activities and residence
halls should be funded ahead of replacing a history
professor.” (Upcraft & Gardner, 1989, p. 154)

6. Purpose of Survey
Annual evaluation of Resident Assistant (RA) Staff
Student feedback about campus living experiences
Gather information to assess unit outcomes

7. Additional Purposes of Fall 2011 Survey
Gauge student interest in proposed campus initiatives
(e.g., Learning Communities)
Poll students on current residence hall policies
(e.g., male visitation, alcohol)
Inform and educate students about current procedures
Evaluate recently introduced campus life programs & services
(e.g., Zipcar, Think Green)

8. Survey Methods: Development
From paper and pencil survey to Qualtrics, online survey
system, in Fall 2009
Paper questionnaire, developed by Residence Life staff,
modified and enhanced
4-point scales used to measure survey responses - direct,
meaningful, and easy for residents to understand
Dropdown menus & multiple choice questions to reduce
errors and provide consistency

9. Survey Methods: User-friendly Design
Confidential survey – “…your name will not be linked to your
response.”
Statements with requests for users to rate their level of
agreement/disagreement
Display and skip logic used to reduce survey time and efficiency
– differentiated questions

10. Survey Methods: Distribution and Marketing
Survey open between 2nd week of November & Thanksgiving
Incentives to encourage participation
Survey takers could enter a drawing to win one of 2 Target gift cards
RA with most residents responding awarded programming funds
Supplemental survey takers offered additional incentives

11. Survey Methods: Distribution and Marketing
(cont.)
All residence hall students received two email invites with
embedded link to survey
Personal emails and white board announcements from RAs
advertise survey

12. Survey Methods: Reporting
Overall combined report for general trends - all buildings and all
floors
Individual reports to Resident Directors (RD) - each building and
each floor
Means calculated for each scaled item
Graphs for easy visual reference and understanding of results

13. Assessment
RA performance evaluation process
Example Questions:
My RA is welcoming and friendly to me on campus.
I feel comfortable going to my RA for guidance and advice.
I use my RA as a helpful campus resource.
My RA has created interesting and informative bulletin boards.
I think my RA treats all of her residents as fairly and equally as possible.

14. Findings

15. Use of Data
RDs assess RA’s performance goals/complete annual
evaluation form
Will be used in 2011-2012 Residence Life Continuous
Improvement Report (CIR) – annual unit level assessment
report

16. Assessment
Students’ understanding of campus Health and Safety policies
Students’ awareness of how to access information about campus
Health and Safety policies
Example Questions:
Which of the following options do you think are appropriate for contacting the
RD on duty (check all that apply)?
How would you find out who the RA on duty for your residence hall is at any
given time? (open ended)

17. Note: Students who did not choose “Calling RD on Duty” were instructed about
the only correct option and given RD’s phone number.
Findings

18. Use of Data
Will be used in 2011-2012 Residence Life CIR
Increase efforts to communicate campus Health & Safety
policy information

19. Assessment
Campus Policies: Alcohol and Open House Hours
Example Questions:
Students who are 21 or older should be allowed to possess and
consume alcohol in their individual living spaces. (Agree/Disagree)
The current Male Visitation Policy at Meredith is adequate.
(Agree/Disagree)

20. Findings

21. Use of Data
Student Government (SGA) recognized a need for further
evaluation of campus policies
Follow-up survey conducted spring 2012
Additional open house hours added

22. Assessment
Interest in living & learning communities
Examples:
Would you be interested in living on a floor with students
who have interests similar to yours?

23. Findings

24. Use of Data
Results discussed by committee exploring living &
learning community options
Decision postponed to next academic year

25. Assessment
Effective communication with students and parents
Residence Life web site update
Examples:
Meredith College's Residence Life website was recently expanded to
include photographs of various residence hall rooms. Please rate your
level of agreement with the following statements to help us improve
this website’s feature.

26. Findings

27. Use of Data
Results will be included in 2011-2012 Residence Life CIR
Additional photographs (closets and bathrooms) to be
featured on website

28. Assessment
Open ended questions to elicit general comments from
students.
Example Questions:
Please list any additional topics you would like to see addressed on the
Residence Life website.
Other comments about your experiences with your Resident Assistant
and Residence Director:
Other comments about the above statements or residence life in
general:

29. Findings: Valuable Insights into Students’ Experiences
• “My RA always … asks me how my day is going. This makes me happy. She also gives us
candy.”
• “I haven't found her to be particularly inviting, but I don't try to be involved much either.”
• “DO NOT use Facebook there are residents who do NOT use Facebook and Twitter like
myself.”
• “I love living on campus!”
•“Parking always seems like a hassle…”

30. Use of Responses to Open Ended Questions
RDs when evaluating RA’s performance – specific
successes/grievances highlighted
Strategic Planning GO Team (Co-Curricular) to evaluate
student engagement as a key to improving retention
Modified parking policies

31. Use of Data: New Green Initiatives on Campus
“Think Green” poster program evaluated as a
success and will be expanded to all residence halls
Zipcar program will be directly marketed to 42
students who indicated interest on survey

32. Happy Accidents
Parking policy modified based on students’ comments
Sustainability initiatives expanded
Strategic planning – information presented to Co-Curricular
Goals and Objectives (GO) Team
Baseline for judging student satisfaction as part of campus
initiative

33. Conclusion
A carefully planned survey can yield a
wealth of useful information.

34. Reference List
Light, R. J. (2001). Making the most of college: Students speak
their minds. Cambridge, MA: Harvard University Press.
Upcraft, M. L., & Gardner, J. N. (1989). The freshman year
experience: Helping students survive and succeed in college.
San Francisco, CA: Jossey-Bass Publishers.