Assessment in Real Life

Abigail LeederRamah Leith

Jessica Wilson

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.

Cycle of Assessment

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.

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).

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

Student Learning, One-Time Workshop

Assessment

Abigail LeederSWAT Workshop Assessment

Step One: Define

http://www.youtube.com/watch?v=BhiGiUnJXps

PROGRAM/DEPARTMENT GOALS The Sexual Wellness Advocacy Team (SWAT) a group of student educators that use theatre and other interactive activities to educate their peers about sexual assault and healthy relationships.

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

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.

Step One: Define

Through 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 relationship

Step Two: Program

DESIGN PROGRAM TO MEET OUTCOMES

Through 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 PROGRAM

Present to residence halls, fraternities and sororities, student groups

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

Step Four: Evaluation

BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring Term Workshop Evaluations 259 Respondents

Step Four: Evaluation

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 adjustments

We evaluate results on a whole at each planning retreat

WHERE DID YOU REPORT THE RESULTS?

Here!

Satisfaction and Needs Assessment

Jessica WilsonQueer Student Satisfaction and Needs

Assessment

Step One: Define

GOALS1. To assess how well the UHC was meeting the

needs of our LGBTQ student population

2. To assess LGBTQ students’ perceptions of the UHC

3. To gather this information that is relevant to the clinical population

Step One: Define

OUTCOMES1. The UHC will identify areas of growth

2. The UHC will dedicate time to make changes in order to serve the LGBTQ student population well

Step Two: Program

Campus colleague assistance

LGBTESSP for students comments and good use of language

UCTC for facilitation of focus groups

Step Three: Assessment Methods

What will speak loudest to the clinical staff; Qualitative data Quantitative data

Assessment; Gathering Data

Student in-service

Focus groups

Colleague experience

Student Voice

Data Analysis

Focus Groups

Confidential, taped conversations.

Noted trends, and outliers

Student Voice

Numbers and trends provided

Step Four: Evaluation

Did we need to do all four types of assessment?!?!

No…and yes

All information was consistent, but knowing the audience was much more important

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

Tracking Assessment

Ramah LeithMale Bystander Awareness Campaign

Step One: Define

PROGRAM/DEPARTMENT MISSION

Health 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.

Step One: Define

PROGRAM GOALS

Mission:

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.

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 useful

events most attended

BTG products received

campus and community affiliation

Facebook26%

Peer Health

Educator19%

Housing Flyer3%

Daily Emerald Ad5%

UO Men's Center4%

Fraternity10%

Packets Handed out by

Peer Health4%

Health Center Lobby Board

3%

Counseling Center Gallery

Wall2%

EMU Con-course Display

4%

Wellness Wednesday Article in the

Emerald2%

Tabling in the EMU

9%

Take Back the Night Tabling and/or Event

6%

Presentation Given to your Organization/Group

3%

Marketing

3%

22%

6%

6%

8%

1%

53%

UO athlete UO Fraternity member

Past or Current Peer Health Educator UO Faculty/Staff

Community Member UO Alumni

UO student

Respondents Affiliation

Monday - By-stander Inter-vention Pre-

sentation23%

Tuesday - 5K Run12%

Wednesday - MOTIVATE Walk

7%

Thursday - Take Back the Night Event

26%

Monday - Thursday - EMU

tabling20%

Picture Taking Day12%

Events

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.

Step Four: Evaluation

WHERE DID YOU REPORT THE RESULTS?

Director of Health Promotion

Director of the Health Center

Program and campus partners

Possible publications in College Health Journals.

Possible presentations at the Oregon College Health Association Conference and the American College Health Association Conference.

Student Leader Assessment

Abigail LeederSWAT Student Leader Assessment

Step One: Define

PROGRAM/DEPARTMENT MISSION

Same as previous slides on SWAT.

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

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?

Studentvoice.com, data entered by student worker

Step Four: Evaluation

BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring 2011 14 Respondents

Step Four: Evaluation

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 wouldn't 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!

Step Four: Evaluation

WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS OR FUTURE PLANNING?

Read, envision, incorporate

WHERE DID YOU REPORT THE RESULTS?

Here!