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USING UNDERGRADUATE RESEARCH TO MAXIMIZE
STUDENT AFFAIRS ASSESSMENT PLANS
ACPA 2014
Jodi Thesing-Ritter
Jacqueline Bonneville
Lissa Martinez Greer
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University of Wisconsin-Eau Claire
University of Wisconsin System
One of 13 4-year campuses
Undergraduate students: 10,578
Graduate students: 655International students: 251Multicultural students: 797
Campus population:93% White7% Multicultural students1% Multicultural staff
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Session Learning Outcomes• Envision how they might utilize undergraduate researchers to
assist in assessment projects within the division of student affairs
• Maximize faculty resources for research projects
• Consider how to develop their own research project and engage undergraduates in the process
• Create high impact practice opportunities in research for students interested in student affairs as a profession
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Future Student Affairs Professional Program
Program designed to connect student leaders to the student affairs profession early in their college career
Students are paired with a mentor from academic staff in Student Affairs or Academic Affairs
Topical Minor Development
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Facebook Site
Connect current students with graduates
Clearinghouse for job searching information
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Calendar of Events Kick-off dinner
Offer educational opportunities for mentees including workshops on graduate schools, networking events
OPE Workshop
Mock Interviews prior to OPE
Plan events for mentees and mentors to connect and get to know each other
Consider what is already happening on campus
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Mentor/Mentee ProjectsMentor and Mentee select a project to work on together.
Examples:Film seriesGrant writingEvent planningResearchVideo productionWebsite enhancementsProject manualsCreated a curriculum for programTaught lessons in course
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SWOT and Reverse Resume
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Reverse Resume Planning List strengths and weaknesses
○ How to purposefully improve your weaknesses!
Develop project ideas Create goals for both internship/professional
development and academic career○ Example: Communication is a weakness
- Enroll in Speech class- Join Toast Masters- Give Presentation- Mock Interview- Writing Center to improve written communication
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Research Project Goal
Wished to improve written and verbal communication in a way that would benefit students’ personal and professional aspirations
DOS Office also benefits in assessment of services provided
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Evolution as a Researcher
Started with simple project using purchased instrumentCORE Alcohol and Other Drug survey
Designing own survey and study
Linguistic Word Count
Qualitative Project
Multiple Teams
Encouraging Others
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Student Affairs Assessment Plan
Establish Learning Outcome
s
Provide Opportunitie
s for Learning
Assess Student Learning
Use the Results
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First project was extremely basic:
Five minute qualtrix survey
Modern Racism Scale
Used to support request for campus support for the project
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Literature Review
AAC&U’s Intercultural Knowledge and Competence VALUE Rubric
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Methods
Association of American Colleges and Universities Intercultural Knowledge and Competence Rubric
A set of 16 questions were developed by the researchers to accompany the AAC&U Rubric to assess participants’ cultural competency (Rhodes, Terrel, ed, 2010) (e.g. “I ask questions about what belonging to a certain culture or group means in terms of stereotypes and their effects on everyday life”).
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Research Findings• Reduction in Racism
• Movement on AAC&U Intercultural Competence and Knowledge Rubric
• Increased White Privilege Awareness
• Qualitative Findings
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Results: Modern Racism
t(199) = 3.63 p = .00
Pre-Survey Scores Post-Survey Scores0
2
4
6
8
10
12
14
Ave
rag
e M
od
ern
Rac
ism
Sco
res
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How we’ve used our findings Project Continuous Improvement Course Instructional Design Improvement Grant Funding Donor and Annual Reports Student Learning Assessment Institutional Support for Project Continuation Evaluation of Learning of Researchers
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Blugold Beginnings Research
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Diversity MentoringAAC& U defines undergraduate research as a high impact practice
UW-Eau Claire is the System Center for Excellence in Undergraduate Research
UW Eau Claire was a part of the LEAP study; learned that low income and first generational students were significantly underrepresented in undergraduate research at our campus
Significant effort to engage the students we serve through Blugold Beginnings in research opportunity
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Survey 1 Survey 21
2
3
4
5
6
7
Students' Reported Level of Knowing the Steps Needed to Get Into College
Stu
den
ts' R
esp
on
ses
(1-7
S
cale
)
Among high school students in the program (N = 45), participants reported a significant change in their self-confidence of knowing the steps they need to take to get into the program of their choice from the first survey (M=5.47, SD=1.56) to the midyear survey (M=6.31, SD=1.00), t(44)=-3.80 p<.001.
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Survey 1 Survey 21
2
3
4
5
6
7
Students' Beliefs That They Can Afford an Ed-ucation After High School
Stu
den
ts' R
esp
on
ses
(1-7
S
cale
)
Among high school students in the program (N = 45), students reported a significant increase in their perceptions of being able to afford an education after high school from the first survey (M=4.96, SD=1.87) to the midyear survey (M=5.60, SD=1.32), t(44)=-2.27 p=.029.
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North High School
Memorial High
School
78.5
79
79.5
80
80.5
81
Overall Retention of Program Concepts
Survey 1Survey 2
Perc
en
t o
f S
urv
ey Q
uesti
on
s
Co
rrect
High school students participating in the program (N=45) improved on a survey of financial literacy, knowledge of prerequisites needed to enter higher education, and knowledge of the post-secondary application process from the beginning of the year survey (M=71.58, SD=12.01) to the midyear survey (M=80.02, SD=11.58), t(44)=-4.15 p<.001.
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Researchers’ Presentations
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Researchers’ Presentations
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How we’ve used our findings Project Continuous Improvement Grant Reporting Grant Funding Requests Donor and Annual Reports Student Learning Assessment Institutional Support for Project Continuation Evaluation of Learning of Researchers School District and Community Partner Reports
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Learning Outcomes in Conduct Process Research
Survey will be sent to all students involved in the conduct process.
Data will be part of a national sample and aggregated across groups for our campus.
Plan is to use data to both improve process and strengthen our learning outcomes.
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Student Learning Summary How to write a research proposal How to write an IRB Proposal Human Subjects Protection Certification Literature review Development of Research Questions Survey Design Survey Data Analysis Abstract Submission for Presentation Presentation Development Public Presentation Record Project on Resume
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Research Benefits For Programs
Program Reports Presentations Board of Regents Foundation and Donors Grant Reports and Applications Program Performance Continuous Improvement
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Benefits for the Students Understand the importance of assessment in
Student Affairs - Student Affairs Professionals often need to prove the
effectiveness of programs and services
Learn how to effectively utilize resources for researching
Provides foundation to begin a career as a Student Affairs Professionals.
Hands-on research experience as an undergraduate
Public Speaking opportunities to improve communication
Networking
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What are you currently doing on your campus?
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What are two things you might be able to involve students in helping you assess?
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Contact Us:
Jodi Thesing-Ritter [email protected] Bonneville [email protected] Lissa Martinez Greer [email protected]