Assessment Report Standard Format
June 2009 – June 2010
PROGRAM(S) ASSESSED Community Standards and Student Conduct
ASSESSMENT COORDINATOR Gary Dickstein
YEAR 2 of a 2 YEAR CYCLE
1. ASSESSMENT MEASURES EMPLOYED
Briefly describe the assessment measures employed during the year.
What was done?
a. Assessed the effectiveness of student conduct training for the RA staff through an
open-ended survey.
b. Assessed the effectiveness of mental health crisis response presentation with
Counseling and Wellness Services for the RA staff through an open-ended survey.
c. Assessed the effectiveness of Behind Closed Doors training for the RA staff through
an open-ended survey.
d. Assessed the impact of outreach activities by monitoring the number of UVC class
presentations on academic integrity, the student code of conduct, and the student
conduct process.
e. Assessed the degree to which first-year students cheated in high school and their
perceptions of cheating through a survey delivered to all first-year students in UVC
classes where CSSC presented.
f. Assessed the perceptions and learning outcomes of each student who participated in
the disciplinary process through a survey monkey survey
g. Assessed the perceptions and learning outcomes of conduct review panel members
who attended Fall training
h. Assessed perceptions and learning outcomes of each student who attended the Ethics
workshop in Fall 2009, Winter 2010, and Spring 2010 through surveys taken after the
completion of the workshop
i. Assessed the learning outcomes of students who completed the online AlcoholEDU
and Marijuana101 programs.
j. Assessed the changes and trends in alcohol and drug violations
k. Assessed the learning outcomes of participants on the topics of AOD & sexual assault
awareness from a co-sponsored educational workshop with Student Support Services.
Who participated in the process?
a. The professional staff from CSSC presented information to the residence life staff,
including new RAs, returning RAs, and Community Directors in Fall 2009.
b. Counseling and Wellness staff as well as CSSC staff were involved in developing a
training workshop to increase the level of knowledge of the RA staff when dealing
Community Standards and Student Conduct, Assessment Report, 2009-2010
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c.
d.
e.
f.
g.
h.
i.
j.
k.
with students who are experiencing mental health concerns. All RA’s and CD’s
attended the training.
Associate Director of CSSC co-coordinates Behind Closed Doors training. In Fall
2009, the Director, Associate Director, and 2 graduate assistants from CSSC
participated in BCD to provide support on documenting situations, policy, and proper
reporting to new and returning RAs.
Director, Associate Director, and 2 graduate assistants presented information about
CSSC to UVC courses in Fall 2009.
All students in UVC classes that were visited by CSSC staff completed a survey on
their high school cheating experiences.
Each student who was involved in the student conduct process was sent an e-mail
with a link to the evaluation and was requested to complete it.
All new conduct review panel members were invited to attend trainings. Those who
attended were given the opportunity to give feedback on trainings through evaluation
surveys.
Every student who was sanctioned to the ethics workshop and who attended all
sessions was given the opportunity to complete a course survey on the final class
meeting.
Most students who violated the alcohol or marijuana policy were required to complete
the AlcoholEdu or Marijuana 101 on line workshop.
All conduct officers adjudicate cases of alcohol and drug violations.
Student Support Services was involved with co-sponsoring one program on the topic
of sexual assault.
2. ASSESSMENT FINDINGS
a. RA Training
CSSC staff presented information on policy, the conduct process, documentation,
and incident reporting with the new online database. While many RAs indicated
that the presentations were long and redundant, the vast majority of respondents
indicated that the presentations were very informational, important, and helpful in
understanding policies and procedures.
b. Mental Health Training
A half day training session on student suicide and mental health crisis’s was
developed and presented with Counseling and Wellness where all ORS
paraprofessional and Hall Director staff attended (approximately 85 people) A
survey was provided to each participant. The results provided us with feedback
that was generally positive and showed that the participants learned information
about the topic they did not know before. The feedback also indicated that
changes to the program for the following year should include modifying the
delivery method of the information and the length of the program.
c. Behind Closed Doors Training
CSSC staff participated in the BCD training by attending the skit presentations.
CSSC staff served to answer questions about policy and procedure in handling
Community Standards and Student Conduct, Assessment Report, 2009-2010
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situations in the residence halls. A survey was provided to all RAs. Feedback
from both new and returning RAs indicated that BCD was informative, fun and
good practice. They also indicated that there was too much time in between the
short scenarios.
d. UVC Presentations
CSSC staff members presented information on academic integrity, the code of
student conduct, and the student conduct process to 11 UVC classes in Fall 2009,
compared to 14 in Fall 2008, a slight decrease. We made contact with 204
students in 2009 compared to 229 students in 2008, a slight decrease.
e. UVC Academic Integrity Information
Surveys were administered to every student in the UVC classes who invited
CSSC staff to present. 168 out of 204 students (82%) indicated that they cheated
in high school at least one time, compared to 189 out of 229 students (83%) from
Fall 2008. Information was also gathered on the number of times cheated (one,
two, three, or more than three times)/
f. Conduct Process Survey
64 students completed the discipline process evaluation on survey monkey after
going through the student conduct process between September 2009 and
September 2010.
46 respondents were first-time offenders going through the conduct process while
8 respondents were second-time or multiple-time offenders. Alcohol played a role
in slightly more than half of these cases. 80% of all conduct conferences were
reported to have taken between 15 and 30 minutes each. 35% of these cases were
adjudicated by the Director or Associate Director, 64% were adjudicated by
Residence Life staff and graduate assistants, and 3% were adjudicated by a
hearing panel.
1. 59 students indicated they felt that an opportunity was provided to them to tell
“their” side of the story, compared to 2 who didn’t.
2. 53 students indicated their side of the story regarding the incident was listened to
by the conduct officer, compared to 8 who didn’t.
3. 35 students indicated they believed the sanction(s) they received as a result of
their conduct conference were appropriate, compared to 16 students who
indicated that the sanctions were not appropriate.
4. 41 students indicated they believed the incident and consequences caused them
to think more about how my behavior affected themselves or others, compared to
10 who didn’t.
5. 40 students indicated the incident and its consequences have caused me to think
more about how my behavior has affected them, compared to 11 who didn’t.
6. 43 students indicated they believed as a result of the incident and consequences
that they would be less likely to repeat the behavior in the future, compared to 8
who didn’t.
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7. 45 students indicated they were notified of their right to appeal during the
meeting with the conduct officer, compared to 6 who didn’t.
8. 48 students reported being treated with courtesy and respect during the conduct
meeting, compared to 6 who didn’t.
g. Conduct Review Panel Training Evaluations
New Conduct Review Panel Members were trained in the Fall. Panelists who
attended the training completed evaluations on perceptions and learning outcomes
of the trainings.
Sixteen new panel members attended Fall training. Panelists indicated that their
favorite part of training was the mock hearings and that their least favorite part of
training was reading material from the training binders. Overall, they also
indicated that it would be reasonable to ask participants to read the materials prior
to training en-lieu of reading so much of it at training. Additional comments and
suggestions regarded the food provided and the length of presentations.
h. Ethics Workshop Evaluations
The findings from the ethics workshop evaluations were very positive. The
majority of participants felt the workshop to be helpful and made them aware of
the ethical dilemmas of their inappropriate behavior. The participants thought the
workshop increased their ability to critically make decisions in the future to avoid
further negative consequences. The participants also shared that the course could
be lengthened to further expand on the principles and concepts addressed in the
sessions.
i. AlcoholEDU and Marijuana101
Most students who are found responsible of alcohol or drug violations are
required to take an online course, either AlcoholEDU or Marijuana101. Students
must pass a test and complete a follow-up survey to complete the course.
Alcohol EDU Workshop
At the time of data collection in December 2009, 137 Wright State University
students participated in AlcoholEdu for Sanctions (i.e. completed Survey 1 or the
Pre-Test, at minimum). Seventy-four percent (74%) of students who participated
in the AlcoholEdu surveys (ages 18 and over) completed the entire course,
including all three surveys. Data from the Alcohol EDU survey indicates the
following:
Behavior Change
 Wright State University students reported an increase in their expressions
of social concern through care-taking behaviors.
 Overall, Wright State University students reported an increase in the use
of protective factors after completing the course. Most notably, the
percentage of students who reported they think about their BAC while
drinking increased substantially from 40% to 66%.
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Students’ Experience with AlcoholEdu
 Ninety (90%) of your students reported that AlcoholEdu prepared them to
help in situations where they have identified an alcohol overdose.
 Eighty-nine (89%) of your students considered that AlcoholEdu prepared
them to express concern to someone about their alcohol use.
 Eighty-seven percent (87%) of your students said they paid attention to the
course.
 Seventy-seven (77%) would recommend AlcoholEdu to other people.
Marijuana 101
Marijuana 101 statistics were collected between June 1, 2008 and April 1 2010 for
the 2009-2010 year. In total, 22 students enrolled in and completed Marijuana
101. Data from the Marijuana 101 survey indicates the following:
Knowledge Changes
 28% improvement in your students’ Post Test scores compared to Pre Test
scores. This demonstrates increased student knowledge about marijuana
and behavioral and health issues related to its use.
 Overall, students had a 24% improvement in scores from Pre Test to Post
Test.
Attitude Changes
 Positive change in opinions about the adverse effects of regular marijuana
usage on academic and career success
 Positive change in response to: How important is making a change in
marijuana usage?
 Positive change in incidents students later regretted
Behavior Changes
Usage Profile
 78% decrease in the number of hours spent weekly under the influence of
marijuana
 73% decrease in dollars spent weekly on marijuana
Consequences of marijuana use
 Positive change in missed classes/work as a consequence of marijuana use
 No change in incidences of causing physical injury to self or others
 Positive change in incidents students regretted later
 Positive change in reporting decreased motivation to learn new things
j. Drug and Alcohol Incidents
The following table presents a comparison of case data by quarter for the 20082009 academic year and the 2009-2010 academic year.
Community Standards and Student Conduct, Assessment Report, 2009-2010
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Violation
Type
Alcohol
Drug
Fall
2009
46
26
Fall
2008
83
24
Winter
2010
61
20
Winter
2009
64
23
Spring
2010
49
20
Spring
2009
19
5
Total
09-10
156
66
Total
08-09
166
52
Case data demonstrates that there was a sharp decrease in alcohol violations in
Fall 2009 but a sharp increase in Spring 2010. There was also an increase in drug
violations in the Spring 2010. The possible causes of those increases are not yet
known.
k. Sexual Assault Program
A program with Student Support Services on Men Stopping Rape was completed
on the topic of sexual assault awareness. Approximately 100 students attended.
No formal evaluation of the program was given to participants, however, the
comments from the participants was very positive. An alcohol education program
was not co-sponsored by CSSC this year.
3. List the LEARNING OUTCOMES of the program.
 Resident assistants will have an increased knowledge of the student conduct process,
appropriate documentation procedures, mental health crises response procedures and
using the new online database from attending RA training and Behind Closed Doors
training.
 UVC students will have an understanding of how to access the student code of conduct
via out website, the basic principles and procedures of the student conduct process, and in
particular, a better understanding of what constitutes violations of academic integrity
policies.
 Each student who is required to go through the student conduct process has a better
understanding of student code policies, how their actions affected themselves and others,
and are less likely to repeat the behavior in the future.
 Each Conduct Review Panelist who attended any of the CRP trainings are prepared to
hear cases of code violations, including interpreting incident reports and other relevant
documents, the hearing process, appropriate questioning techniques, decision-making,
and sanctions development.
 Each student who completes the Ethics workshop will have a better understanding ethical
decision making, the student conduct process, and campus resources.
 Each student who is required to complete the Alcohol Edu. or Marijuana 101 class will
achieve a passing score of at least 80% on the required post test to insure retention of
knowledge contained in the workshop chapters, and therefore, will have an increased
level of knowledge regarding any future use of both substances.
 Each student who participated in the sexual assault and AOD workshop will have a better
understanding and awareness of those topics.
3. PROGRAM IMPROVEMENTS
 Alter some of the questions in the conduct process survey to obtain more detailed
information from the participants about their perceptions of the process.
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




Continue making changes to the ethics workshop curriculum.
Perform more detailed and intrinsic assessment on case numbers to determine possible
causes for increases and decreases in violations over the past year(s).
Increase the number of sessions from 4 to 6 for each Ethics seminar offered.
Collaborate with Student Support Services in order to continue to provide educational
programming for students.
Utilize evaluation information to reformat presentation for RA’s on mental health.
4. ASSESSMENT PLAN COMPLIANCE
Explain deviations from the plan (if any).
None
5. NEW ASSESSMENT DEVELOPMENTS
Implementation of a new data-base will be able to produce additional, as well as more
accurate, statistical reports to assess who is violating the code, how they are violating it,
as well as how many times and the location of the violation.
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