assessment symposium california lutheran university student affairs meeting april 6, 2006

Assessment SymposiumAssessment Symposium

California Lutheran UniversityCalifornia Lutheran University

Student Affairs MeetingStudent Affairs Meeting

April 6, 2006April 6, 2006

PurposePurpose

Report Report assessment evidenceassessment evidence

and ways in which the evidence and ways in which the evidence

was and will be usedwas and will be used

to to improve student learningimprove student learning and the and the

quality of our service.quality of our service.

Assessment Symposium


BenefitsBenefits

Sharing of research and learnings Sharing of research and learnings

(e.g. Program Review, Services (e.g. Program Review, Services

goals)goals) Engages various members of the Engages various members of the

University CommunityUniversity Community

Listen, learn, and appreciate othersListen, learn, and appreciate others



BenefitsBenefits

Supportive environment via Supportive environment via

roundtable format roundtable format

Encourages assessment to become Encourages assessment to become

part of our practicepart of our practice

Research in Action!Research in Action!



Guiding PrinciplesGuiding Principles

SimpleSimple

Meaningful Meaningful

Reports “Work in Progress”Reports “Work in Progress”



CaliforniaCalifornia Lutheran UniversityLutheran University Dedicated to educating leaders for a

global society who are strong in character and judgment, confident in their identity and vocation, and committed to service and justice.

Core ValuesCore ValuesExcellence Service Diversity Respect

Responsibility Courage Pursuit of Truth

Learning Outcomes: Setting Measurable

Goals

Planning to Reach Goals

Data CollectionData Analysis and Reporting

Assessment Cycle

FeaturesFeatures

4 step model4 step model

5 – 10 minute presentation 5 – 10 minute presentation

One goalOne goal

Standardized PowerPoint formatStandardized PowerPoint format

Review and practice sessionsReview and practice sessions



Assessment CycleAssessment Cycle

Analysis of Data

Measurable Goals

Data Collection

and Reporting

Assessment

A University-wide process to

improve and support

student learning


Report

Recommendations / Goals

Assessment Design

4 Step Model4 Step Model

1.1. What What goalgoal was set? was set?

2.2. What What research designresearch design / measure was / measure was

used?used?

3.3. What What datadata were collected and what were collected and what

emerged from data (emerged from data (analysisanalysis)?)?

4.4. What What recommendations recommendations can be made?can be made? Measurable goals set?Measurable goals set?



Operations Operations Assessment GoalAssessment Goal

Reduce the number of complaints received Reduce the number of complaints received

from credential studentsfrom credential students

Research DesignResearch Design Measures Used to Collect Data Measures Used to Collect Data

Toward Goal ProgressToward Goal Progress Established categories for complaints Established categories for complaints

and recorded data dailyand recorded data daily

Resulting from previous Data Analysis:Resulting from previous Data Analysis: Created position of Student Service Created position of Student Service

CoordinatorCoordinator Provided additional training in customer Provided additional training in customer

service and technical areasservice and technical areas Implemented the development of staff Implemented the development of staff

professional portfoliosprofessional portfolios

Data Collection ResultsData Collection Results

Credential Complaints

0

20

40

60

80

100

120

140

160

180

FY02 FY03 FY04

Series1

Analysis of DataAnalysis of Data Fewer complaints received in areas with closer Fewer complaints received in areas with closer

proximity of a credential supervisor.proximity of a credential supervisor. Mis-advisement has the most room for Mis-advisement has the most room for

improvement; most related to changes or improvement; most related to changes or confusion about state or university regulations or confusion about state or university regulations or policies.policies.

Fewer complaints were received in locations Fewer complaints were received in locations where professional development was regularly where professional development was regularly utilized.utilized.

Greater number of student-centered initiatives Greater number of student-centered initiatives and fewer complaints received from areas where and fewer complaints received from areas where staff had developed professional portfolios.staff had developed professional portfolios.

Future GoalsFuture Goals Develop, implement and measure Develop, implement and measure

additional ways to communicate policies additional ways to communicate policies in order to decrease “mis-advisement” in order to decrease “mis-advisement” complaints.complaints.

Determine the relationship between Determine the relationship between complaints and participation in complaints and participation in professional development and proximity professional development and proximity of credential supervision provided.of credential supervision provided.

Design and implement staff professional Design and implement staff professional portfolios state-wide.portfolios state-wide.

Assessment SymposiumAssessment Symposium May 22, 2006, a.m.May 22, 2006, a.m. FormatFormat

Slide 1: IntroductionSlide 1: Introduction

Slide 2Slide 2 Slide 3Slide 3 Slide 4Slide 4 Slide 5Slide 5 Slide 6Slide 6

Measurable Measurable GoalGoal

Assessment Assessment DesignDesign

Data Data CollectionCollection

Analysis of Analysis of DataData

Recommendations/ Recommendations/ Measurable GoalMeasurable Goal

What goal was What goal was set? What set? What aspects of aspects of student student learning / learning / service will be service will be assessed? assessed?

Identify Identify measures measures (instrument / (instrument / tool) used to tool) used to provide data on provide data on progress progress toward goal. toward goal. What process What process was used?was used?

What data What data were were collected? collected?

What themes What themes emerged? emerged? What was What was learned? learned?

Recommendations Recommendations for growth based for growth based on analysis on analysis What measurable What measurable goal is set for goal is set for

2006 - 07? 2006 - 07?

Assessment SymposiumAssessment Symposium

California Lutheran UniversityCalifornia Lutheran UniversityStudent ServicesStudent Services

April 6, 2006April 6, 2006

Written and Produced by Halyna KornutaWritten and Produced by Halyna KornutaDirector of Assessment and Educational EffectivenessDirector of Assessment and Educational Effectiveness

assessment symposium california lutheran university student affairs meeting april 6, 2006

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