2011-2012 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement – Fraternity and Sorority Life
Blake Balajadia, Assistant Director
7/24/12
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Spring 2012, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
Was data
collected
in Spring
12?
(yes/no)
Type(s) of
assessment utilized
(rubric, survey, test,
focus group,
employee evaluation,
etc)
Findings (how many students
participated in assessment, most
significant findings, summary of
themes and/or actual data if
available)
1:Communication
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
2: Reasoning
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
3: Leadership
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
4: Individual
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
5: Social
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
6: University
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 75.87% as a result of
attending the Summit moving from 2.65 to 4.65
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 67.91% as a result of
attending the Summit moving from 2.58 to 4.33
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 14.58% as a result of
attending the Summit moving from 4.16 to 4.78
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 14.52% as a result of
attending the Summit moving from 4.11 to 4.71
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 28.65% as a result of
attending the Summit moving from 3.55 to 4.57
Fraternal Values Summit: (62 participants) On
a scale with 5 as strongly agreeing, average
attendee scores improved 33.08% as a result of
attending the Summit moving from 4.1 to 4.8
L.O. #
For Spring 2012, please indicate if findings noted above were discussed and/or what
actions have been taken in response to the findings.
L.O. #
How were
findings
analyzed?
(statistical
analysis,
generation of
common themes,
benchmarked with
previous data)
How were
findings
communicated to
your staff? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training,
revised curriculum for
workshops, revised materials,
development of a new
instrument, revised instrument,
etc)
1:Communication
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
FASL Team Meetings,
Committee Planning
Meetings
Will continue curriculum for next year
and consider more “journal” style
qualitative assessment
FASL Team Meetings,
Committee Planning
Meetings
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
FASL Team Meetings,
Committee Planning
Meetings
Will develop assessment tool to find most
complicated portion of ideas presented
and further teach throughout the course of
the year
Develop follow up instrument to be
administered throughout the course of the
year to determine if opinion of selfefficacy differs beyond program
environment
Research addition of multimedia
components that aid in discussion.
2: Reasoning
3: Leadership
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
FASL Team Meetings,
Committee Planning
Meetings
FASL Team Meetings,
Committee Planning
Meetings
Will invite campus partners to assist in
curriculum development and potentially
present at following year
FASL Team Meetings,
Committee Planning
Meetings
Develop mechanism to record and share
program discussion with other students
Based on your assessment experience in 2011-12, what changes (if any) do you plan
to make for 2012-13 related to learning outcomes? (instrument, analysis,
communication to staff, etc)
We plan to develop more learning outcomes assessment instruments to capture the
breadth of what is offered to students (advising, leader cohorts, program consultations,
overall services, etc).
For 2011-12, please indicate any satisfaction assessments that were completed for
your department.
Date and type of
assessment (survey,
focus group, etc)
What areas were assessed
related to satisfaction?
(services, service hours,
customer service, etc.
Findings (# of students who responded, response rate,
summary of themes, etc)
10/1/11,
2/24/12
New Member
Experience Program
1/22/12
Fraternal Values
Summit Program
(Fall:311 respondents, Spring:114
respondents) For both semesters, students
valued making new connections and wanted to
learn more about the historical component of
the fraternities and sororities on campus. They
felt that the length of the program could be
shortened.
(62 respondents) Based on ratings and openended questions, students greatly enjoyed the
experience and learned from it, but would have
wanted more breaks and a more time for
activities.
For 2011-12, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
None
2011-2012 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement - Student Organizations, Activities
and Leadership
Rich Dillon, Assistant Director
7/20/2012
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes (add addl rows if needed)
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Fall 2011, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluations,, etc)
Student Organization
Leadership Conference
surveys
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
Y
Student Organization
Leadership Conference
surveys
93.26% of participants (1,000) felt they
had gained reasoning skills in the
context of participating in this program.
See details below
Y
Student Organization
Leadership Conference
surveys
89.26% of participants (1,000) felt they
had gained leadership skills in the
context of participating in this program.
See details below
L.O. #
Was data
collected
in Fall 11?
(yes/no)
1
Y
2
3
90.81% of participants (1,000) felt they
had gained communication skills in the
context of participating in this program.
See details below
4
Y
Student Organization
Leadership Conference
surveys
94.61% of participants (1,000) felt they
had gained individual responsibility
skills in the context of participating in
this program.
See details below
5
Y
Student Organization
Leadership Conference
surveys
6
Y
Student Organization
Leadership Conference
surveys
91.55% of participants (1,000) felt they
had gained social responsibility skills in
the context of participating in this
program.
See details below
90.18% of participants (1,000) felt they
had gained university responsibility
skills in the context of participating in
this program.
See details below
For Fall 2011, please indicate if findings noted above were discussed in your
department and/or what actions have been taken in response to the findings.
L.O.
#
1-6
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
Statistical analysis
How were findings
communicated to
staff in your
department? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training, revised
curriculum for workshops, revised
materials, development of a new
instrument, revised instrument, etc)
Staff meeting
Renewed sense of importance and
impact of Student Organization
Leadership Conference- shared with
constituents. Kept as part of Student
Organization recognition process.
For Spring 2012, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
L.O. #
1
Was data
collected
in Spring
12?
(yes/no)
Y
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluation, etc)
Leadership Today
survey
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
96.87% of participants (40) felt they
had gained communication skills in the
context of participating in this program.
See details below
2
Y
Leadership Today
survey
93.75% of participants (40) felt they
had gained reasoning skills in the
context of participating in this program.
See details below
3
Y
Leadership Today
survey
96.87% of participants (40) felt they
had gained leadership skills in the
context of participating in this program.
See details below
4
Y
Leadership Today
survey
5
Y
Leadership Today
survey
96.88% of participants (40) felt they
had gained individual responsibility
skills in the context of participating in
this program.
See details below
100% of participants (40) felt they had
gained social responsibility skills in the
context of participating in this program.
See details below
6
Y
Leadership Today
survey
93.75% of participants (40) felt they
had gained university responsibility
skills in the context of participating in
this program.
See details below
For Spring 2012, please indicate if findings noted above were discussed in your
department and/or what actions have been taken in response to the findings.
L.O.
#
1-6
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
Statistical analysis
How were findings
communicated to
staff in your
department? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training, revised
curriculum for workshops, revised
materials, development of a new
instrument, revised instrument, etc)
Staff meeting
Showcased the fact that 100% felt
their social responsibility enhanced
as a result of Leadership Today.
Review of curriculum with
presenters.
For Fall 2012, please indicate which learning outcomes will be the focus of data
collection and what type(s) of data collection will be utilized.
L.O. #
1-6
Will data be collected in Type of assessment utilized (rubric, survey,
Fall 12? (yes/no)
test, focus group, evaluations, etc)
Yes
Same as 2010-2011 academic year- program
surveys
Based on your assessment experience in 2011-12, what changes (if any) do you plan
to make for 2012-13? (instrument, analysis, communication to staff, etc)
Keep analyzing set outcomes for programs based on departmental outcomes. Start
longitudinal study of these (this was the first year for these outcomes).
For 2011-12, please indicate any satisfaction assessments that were completed for
your department.
Date and type
of assessment
(survey, focus
group, etc)
Fall 2011
Spring 2011
What areas were
assessed related to
satisfaction?
(services, service
hours, customer
service, etc.
Student Organization
Leadership
Conference survey
Leadership Today
survey
Findings (# of students who responded,
response rate, summary of themes, etc)
Partial satisfaction information
Partial satisfaction information
For 2010-11, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
Please see attached for program data summaries for this time period.
Taken form EO 1068 Biennial Report
Student Involvement has identified six (6) educational goals with direct learning
outcomes to assess all programs and services. Of those six, each educational goal falls
under one of two categories. Those categories are “skill” and “orientation”.
Category A: Skill A proficiency that is acquired or developed through training and
hands-on experience
Educational Goal #1: COMMUNICATION
Students will speak, listen and write to achieve intended and meaningful
understanding.
Measured Learning Outcomes for Goal #1:
Students will demonstrate communication skills by their ability to:
�communicate in speech, presentation, and writing in order to convey meaning,
significance, emotion, and values in and beyond their peer groups
�appreciate background and interests of a group or audience and how this impacts
the exchange of information
�visually express ideas, propositions, and beliefs in coherent, concise, and technically
correct forms effective with general and disciplinary audiences
Educational Goal #2: REASONING
Students will use knowledge of evidence and context in order to reach
conclusions and reason, as well as to innovate in imaginative ways.
Measured Learning Outcomes for Goal #2:
�Students will demonstrate their reasoning skills by their ability to:
�analyze and critically examine real-world issues
�propose solutions to complex challenges
�consider multiple perspectives from various people while not censoring their own
perspective
�synthesize, analyze, and process quantitative information
�strategically plan for short term and long term success
Educational Goal #3: LEADERSHIP
Students will acquire core leadership skills, enabling them to lead productive and
meaningful lives within the SJSU and global community.
Measured Learning Outcomes for Goal #3
Students will demonstrate their leadership skills by their ability to:
�develop and manage teams, and facilitate groups of people
�mediate interpersonal and group conflict
�delegate tasks and responsibilities, set goals, and serve as a resource to peers
�plan, implement, and evaluate both social and educational programs or events
�serve in positional roles
�understand various leadership styles and dynamics
Category B: Orientation An awareness of self in relation to time, place, and person; an
adaptation to a new environment, situation, custom, or set of ideas.
Educational Goal #4: INDIVIDUAL RESPONSIBILITY
Students will advance their understanding and sense of self and live healthier
lives in order to be successful at SJSU and beyond.
Measured Learning Outcomes for Goal #4
Students will demonstrate individual responsibility by their ability to:
�participate in programs that examine character and identity development
�learn more about themselves through social interaction
�clarify and align their actions with their values
�make responsible and ethical decisions
�practice personal integrity, citizenship, and service to others shaped by a spirit of
compassion and cooperation
�develop healthy eating patterns
�engage in physical activities that help to improve personal physical fitness and a
healthy lifestyle
�participate in relaxation or meditative activities in order to enhance a sense of peace
and calm
Educational Goal #5: SOCIAL RESPONSIBILITY
Students will cultivate their understanding and duty to be socially responsible and
global citizens.
Measured Learning Outcomes for Goal #5
Students will demonstrate social responsibility by their ability to:
�display cultural competency
�engage in cross-cultural communication with others
�participate in social justice programs or events
�participate in service organizations, programs, or initiatives
�plan, implement, and evaluate programs or events involving themes of diversity or
social justice
�advocate for social justice through academic and co-curricular arenas
Educational Goal #6: UNIVERSITY RESPONSIBILITY
Students will be responsible to SJSU for becoming a campus citizen and seeking
out ways to become academically and socially integrated into the community.
Demonstrating this responsibility will lead to an increased institutional
commitment.
Measured Learning Outcomes for Goal #6
Students will demonstrate university responsibility by their ability to:
�make satisfactory progress toward graduation
�seek out opportunities to engage socially with other students
�participate in campus student organizations
�attend and/or lead events related to the campus and community
�take responsibility for one’s actions and developing a plan for college success
2011-2012 Assessment Breakdown
This year we attempted to assess learning occurring in line with our expected
departmental outcomes at two of four major programs. We crafted a set of six questions,
one for each learning outcome, and asked them in a post-assessment of all attendees at
the Student Organization Leadership Conference 2011 and Leadership Today 2012. The
questions and corresponding outcomes were as follows:
I am confident in my communication skills and feel that I am able to discuss problems in
a professional and constructive manner. (Communication)
I am confident in my ability to initiate action, be adaptable, and make educated decisions
based on observation, experience, reflection, reasoning and communication.
(Reasoning)
I am confident in my ability to empower myself and others to have productive and
meaningful lives in my organization and at San José State. (Leadership)
I feel confident in my sense of self and I can properly execute tasks in an ethical and
responsible manner. (Individual Responsibility)
I believe I am socially aware and can facilitate positive relationships in a diverse
environment. (Social Responsibility)
I feel I have an understanding of what the university community expects in my role as a
member or officer of a student organization. (University Responsibility)
Results:
Student Organization Leadership Conference 2011
Learning Outcome Measured
Amount of Agreement with Skill Gained
Communication
90.81%
Reasoning
93.26%
Leadership
89.26%
Individual Responsibility
94.61%
Social Responsibility
91.55%
University Responsibility
90.18%
*Percent Strongly Agree and Agree, in context of this program
Leadership Today 2012
Learning Outcome Measured
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
Amount of Agreement with Skill Gained
96.87%
93.75%
96.87%
96.88%
100%
93.75%
*Percent Strongly Agree and Agree, in context of this program
Final Reflection
The results show that a majority of students are claiming some level of development in
each of our outcomes areas as a result of engaging with each program. When presented
the opportunity to anonymously self-rate our students overall are reporting learning
within our learning domains. It was exciting for us to see results that spoke to what we
assumed was occurring – and moreover to see it across these two major programs was
significant for the SOAL team. As we look to enhance and adjust these and other
offerings in the future we will continue to ask these questions of attendees to ensure we
are still seeing as significant a number of positive responses. This was our first year
employing this method and by the 2012 E.O. 1068 report hopefully we can provide
longitudinal data of interest.
2010-2012 Student Organization Recognition Statistics
Fall 2010
344
47
306
Spring 2011
358
14
N/A
Fall 2011
353
35
318
Spring 2012
382
29
N/A
Application to Student Involvement’s Learning Outcomes
Students who underwent the formal chartering and recognition process for their student organizations
achieved
the following Student Involvement Learning Outcomes:
(1) Communication: Student groups had to commit to practicing strong communication skills with
members of the S.O.A.L. Team in order to receive their recognition status. For new groups, this was
further enhanced during the direct face time with SOAL Team members to illustrate the need and
purpose of their proposed organization. Students undergoing the appeals process achieved the
communication outcome because they were required to meet with SOAL Team members to
communicate the challenges they had with their recognition process. They were able to verbally
describe the roadblocks they encountered.
(2) Leadership: The majority of the students we met with had a leadership position within their
organization. After having gone through the recognition process, we are certain that the information
learned will be passed on to future organization leaders by means of officer transitioning or it will be
written in the group’s constitution. In addition, students gained additional leadership skills through
attendance at the Student Organization Leadership Conference and Spring Recognition workshops.
(3) Reasoning: By participating in and completing the Recognition Process, students are able to further
develop their reasoning skills by analyzing the purpose of the student organization they are establishing
and work with staff members and peers to propose solutions to the complex issues of developing an
organizational constitution, recruiting new members, and planning successful organizational activities
that create a strong foundation for the future of their organization.
(4) Individual Responsibility: Through the process, we are able to instill in leaders of the organizations a
sense of individual responsibility to share information to their groups so that everyone understands that
recognition is an annual requirement.
(5) University Responsibility: Undergoing the recognition process demonstrates the student’s desire to
participate in campus organizations thereby seeking out ways to become integrated into the University
community and enhancing overall campus life.
2011-2012 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement - Orientation and Transition
Emily Bauer, Associate Director
7/20/2012
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes (add addl rows if needed)
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Fall 2011, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
L.O. #
Was data
collected
in Fall 11?
(yes/no)
1
Y
2
Y
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluations,, etc)
Orientation surveys,
Staff interviews
Orientation surveys
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
2011 was the highest rated Frosh
Orientation program to date! We are
extremely proud that this happened
during our largest sessions and
incoming class (by over 1,000). See
further Orientation highlights below.
Student staff selection= 135
applications received, 130 group
interviews, 77 individual interviews, 32
Orientation Leaders hired.
Overall staff selection shows high
scores and a diverse applicant pool.
Distinction of confidence in
communication skills and helping
others for hired student leaders.
Parents and students responded that
they felt comfortable navigating the
University in various ways (4.20/5students and 4.24/5-parents. See further
Orientation highlights below.
3
Y
Staff interviews,
Same as above (#1)
4
Y
Orientation surveys,
Staff applications,
FWD evals
5
Y
Orientation surveys
6
Y
Orientation surveys,
Staff application
essays, FWD evals
Parents reported an average score of
responsibility awareness of 4.33/5. See
further Orientation highlights below.
Noticeable increase in staff applications
that identify feeling a sense of
individual responsibility to the SJSU
community. OAT focus on successful
applicant qualities and accountability.
Fall Welcome Days attendees reported
being aware of appropriate resources.
(see attached).
Students and parents reported an
understanding of the purpose of higher
education and the mission of SJSU of
4.18/5- students and 4.25/5- parents
(both up from 2010); this includes
becoming a responsible citizen. See
further Orientation highlights below.
Students and parents reported an
understanding of all elements of
University requirements and
corresponding responsibility of 4.23/5students and 4.31/5- parents; this
includes becoming a part of the SJSU
community. See further Orientation
highlights below.
Student leader interviews had theme of
wanting to give back to the University
and build community on campus.
Fall Welcome Days attendance
remained steady at- over 8,000 student
interactions. Departments reported
large attendance and engagement. Fall
Welcome Days attendees reported
feeling welcome on campus. (see
attached).
For Fall 2011, please indicate if findings noted above were discussed in your
department and/or what actions have been taken in response to the findings.
L.O.
#
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
Statistical analysis
and comparative
data from past.
Interview scores
How were findings
communicated to
staff in your
department? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training, revised
curriculum for workshops, revised
materials, development of a new
instrument, revised instrument, etc)
Staff meeting, OTeam meeting
2
Statistical analysis
and comparative
data from past.
Staff meeting, OTeam meeting
3
Selection process
scores, individual
reflections
Statistical analysis
and comparative
data from past.
Staff meeting, OTeam meeting
Update recruitment strategies for
2012- increased focus on valued
skill set and individual qualities that
would lead to a well-working team.
Leaders that communicated well
had higher interview scores and
were more likely to get hired. We
turned away 98 (up from 80)
leaders.
Updating of website information to
focus on navigating University and
applying success resources as
appropriate- separate information
aimed at parents/family.
Leadership module updated for
UNVS 199. Intentional assignments
designed for UNVS 199.
Updated website and Nextsteps text
to further clarify importance of
reading materials and following
through with all responsibilities.
1
4
Email, staff
meeting
For Spring 2012, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
L.O. #
1
Was data
collected
in Spring
12?
(yes/no)
Y
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluation, etc)
Entire class grades
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
100% of class received a B or higher in
UNVS 199 course. The large in-class
presentation had an average grade of
88%. Noticeable increase in writing
quality for the 2012 cohort.
2
Y
Midterm
Final
3
Y
4
Y
Leadership Reflection
Paper
Prospective Student
Paper
5
Y
In-Depth discussion on
social justice issues
6
Y
In-Depth exploration of
University resources
and characteristics of
positive University role
modeling
Students were able to critically apply
what was learned in class reading and
discussion in midterm and final exam.
Average class score for midterm was
88.1% and final was 95.6%. This shows
an increase in critical thinking in
answers.
Addition of a Leadership Reflection
paper, with an average grade of 96.4%
Personal reflection papers showed
increased empathy for transition
experiences as well as the OL
role/responsibility in assisting with this.
The average class grade on this
assignment was 97.9%
100% of students received training on
inclusive language, diversity and social
justice.
Weekly reflections, quizzes and tests
showed basic understanding of campus
resources and awareness of the
importance of being a role model for
the University.
For Spring 2012, please indicate if findings noted above were discussed in your
department and/or what actions have been taken in response to the findings.
L.O.
#
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
Grades- UNVS 199
and overall GPA
How were findings
communicated to
staff in your
department? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training, revised
curriculum for workshops, revised
materials, development of a new
instrument, revised instrument, etc)
Staff meeting
2
Grades
Staff meeting
3
Grades
Staff meeting
4
Grades
Staff meeting
Identification of students that may
be struggling coinciding with
individual interventions.
Identification of assignment quality
issues. In-class follow-up when
needed. Individual interventions as
needed.
Individual advising and tracking
with Orientation Coordinator.
Presentations graded against a large
list of expectations and feedback
given about being professional and
doing good research.
1
5
Grades
6
Grades, common
themes
Group discussion,
staff meeting
Group discussion,
staff meeting
Staff use of specific scenarios.
Campus Tour training, Admitted
Spartan Day and Transfer
Orientation were part of the
curriculum for student leaders.
For Fall 2012, please indicate which learning outcomes will be the focus of data
collection and what type(s) of data collection will be utilized.
L.O. #
2- Reasoning
Will data be collected in Type of assessment utilized (rubric, survey,
Fall 12? (yes/no)
test, focus group, evaluations, etc)
Yes
Data pulled from back end of Spartan
Success Portal on student scoring and
increases in study skills and other success
categories. This will be a very large project
with campus partners from across Academic
and Student Affairs. Statistical analysis will
be key.
Based on your assessment experience in 2011-12, what changes (if any) do you plan
to make for 2012-13? (instrument, analysis, communication to staff, etc)
Keep analyzing set outcomes for Orientation programs based on CAS standards and tie
these with departmental outcomes. Investigate online Frosh Orientation evaluation tools
so that issues can be addressed immediately over summer.
For 2011-12, please indicate any satisfaction assessments that were completed for
your department.
Date and type
of assessment
(survey, focus
group, etc)
Summer 2011
Fall 2011
What areas were
assessed related to
satisfaction?
(services, service
hours, customer
service, etc.
Orientation Evals
Fall Welcome Days
Evals
Findings (# of students who responded,
response rate, summary of themes, etc)
Partial satisfaction information (below)
Partial satisfaction information (below)
For 2010-11, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
Please see attached for program data summaries for this time period.
Frosh Orientation 2011
Student Survey Highlights
Overall Satisfaction:



99% responded that overall the student orientation staff was “excellent” or “good”
98% responded that overall the orientation program was “excellent” or “good”
77% felt the advising session was informative
Satisfaction – Day 1 activities – Group meetings (excellent + good ratings):




81% were satisfied with the check-in process
84% were satisfied with the dinner
87% were satisfied with the “University Life 101” group meeting
83% were satisfied with the “Spartan to Spartan“ group meeting
Satisfaction – Day 2 activities (excellent + good ratings):



81% were satisfied with the small group meeting
76% were satisfied with the Advising & Registration
77% were satisfied with the information about GE requirements academic policies and
registering for courses
The following statements had an 80% or higher “agreement” response rate:








I have a better sense of the purposes of higher education and the mission of SJSU
I was provided with adequate information about SJSU academic policies, procedures,
requirements, and programs
I better understand my responsibilities as an undergraduate student at SJSU
After attending Day One morning activities, I have a greater sense of connection to the
SJSU campus.
After attending Day One morning activities, I have a greater understanding of the value of
diversity on SJSU’s campus
I received sufficient information about the availability of services and programs
During the program, I felt that I had opportunities to have meaningful discussions with my
group leader and other frosh
The program met its stated goals of helping new students to navigate SJSU, register for
classes, and make the connections they need to be successful
Other important results:



66% of the students attended orientation without their parents/guardians
88% responded that the orientation date that they attended was convenient for them
82% feel that they have a better understanding of the components of sexual consent after
participating in University Life 101
Historical Data:
Overall, the student orientation staff was “excellent” or “good”
Semester
Respondents
Percent
Summer 11
2388
99%
Summer 10
1403
94%
Summer 09
2151
94%
Avg.
1981
96%
Overall, the orientation program was “excellent” or “good”
Semester
Respondents
Percent
Summer 11
2388
98%
Summer 10
1403
83%
Summer 09
2151
77%
Avg.
1981
83%
Parent Survey Highlights
Overall Satisfaction:


97% responded that overall the student orientation staff was “excellent” or “good”
94% responded that overall the orientation program was “excellent” or “good”
Satisfaction – Day 1 activities (excellent + good ratings):









92% were satisfied with the check-in process
89% were satisfied with the “Orientation Kick-Off” program
74% were satisfied with the Resource Faire
81% were satisfied with lunch
89% were satisfied with the “Understanding SJSU” program
90% were satisfied with the Academic Advising overview
81% were satisfied with the Student Q&A panel
74% were satisfied with the Special Interest Sessions
84% were satisfied with dinner
The following statements had an 80% or higher “agreement” response rate:










I have a better sense of the purposes of higher education and the mission of SJSU
I was provided with adequate information about SJSU academic policies, procedures,
requirements, and programs
I better understand my student’s responsibilities as an undergraduate student at SJSU
After attending day One morning activities, I have a greater understanding of the value of
diversity on SJSU’s campus
I received sufficient information about the availability of services and programs
I feel more familiar with the SJSU campus and the surrounding community
During the program, I felt that I had opportunities to interact with faculty, staff, and
continuing students.
The sessions and activities were timed adequately
Parents/guardians were provided with relevant information and activities
The program met its stated goals of helping new students and parents to navigate SJSU,
register for classes, and make the connections they need to be successful
Other important results:

86% responded that the orientation date that they attended was convenient for them
Combined Survey Highlights
Program Events
Student Mean Score
Check-In
Resource Faire
Orientation Kick-Off
Getting Connected with
SJSU/Understanding SJSU
Advising Overview
Special Interest Sessions
Group Meetings
Breakfast
Lunch
Dinner
4.41
3.98
4.29
4.32
3.97
3.87
4.44
4.01
Student Mean Scores
Group Meeting # 1 - Get Connected
Understanding SJSU
Group Meeting # 2 - Academic
Advising & SJSU Requirements
Academic Advising Overview
Student Q & A Panel
Group Meeting # 3 - University Life
Skits
Group Meeting # 4 - Spartan to
Spartan
Evening Entertainment
Group Meeting # 5 – Day 2
Morning
Academic Advising and
Registration
Meals
Parent Mean Score
4.12
3.81
3.92
4.08
Parent Mean Scores
4.08
n/a
3.97
n/a
4.32
n/a
n/a
n/a
4.30
4.44
4.16
n/a
4.16
n/a
4.05
4.14
n/a
n/a
3.99
n/a
Student Mean Score
Parent Mean Score
3.70
3.95
4.23
N/A
4.19
4.25
Program Outcome
I have a better sense of the purpose of higher
education
and the mission of SJSU
I was provided with adequate information about SJSU
academic policies, procedures, requirements and
programs
I better understand my student’s responsibilities as an
undergraduate at SJSU
I received sufficient information about the availability
of services and programs
I feel more familiar with the SJSU campus and the
surrounding community
During the program I felt that I had opportunities to
interact with faculty, staff and continuing students
During the program I felt that I had opportunities to
have meaningful discussions with my group leader
and other Frosh
After attending Day One morning activities, I feel
more connected to other new students at SJSU.
After attending Day One morning activities, I have a
greater sense of connection to the SJSU campus.
After attending Day One morning activities, I have a
greater understanding of the value of diversity on
SJSU’s campus.
My parents/guardians or guest(s) were provided with
relevant information and activities
After participating in University Life 101, I feel I
have a better understanding of the components of
sexual consent.
The sessions and activities were timed adequately.
The program met its stated goals of helping new
students and parents to navigate SJSU, register for
classes, and make the connections they need to be
successful
Student
Mean Score
Parent/Family
Mean Score
4.18
4.25
4.23
4.31
n/a
4.33
4.12
4.30
4.07
4.21
4.08
4.13
4.12
n/a
4.01
n/a
4.09
n/a
4.23
4.19
3.92
4.28
4.09
n/a
3.98
4.09
4.20
4.24
Advising Outcome
Student Mean Score
I understand the information I received on General
Education requirements, academic policies/procedures
and registering for courses.
The advising session helped me learn how to register
for courses
I understand the schedule that was given to me by my
Academic Advisor
I knew what courses I needed to take after attending
the advising session
Overall, I think the advising session was informative
4.06
3.98
3.96
3.86
4.06
Outcome Measurement Conclusions
Each of the questions was based on a Likert scale, 0 being poor and 5 being excellent. It
is evident from the results that students and parents/families leave the Frosh Orientation
program with knowledge of the general programs and services provided at San Jose State
University. Students leave with basic knowledge of academic advising and course
registration. There is room for improvement in the program areas as well as advising.
Due to the large number of students attending each session it is difficult to provide ample
individualized attention on each topic area. Overall, students and guests have found the
Frosh Orientation program to be timed adequately and of convenience for them.
Compared to 2009, students have a clearer picture of the requirements in their major and
the registration process. After integrating more diverse activities in the first day of the
program students show a greater sense of the value of diversity on this campus.
Additionally, a small group meeting was added on Day 2 to reconnect the students with
their Orientation Leader to provide last minute peer advising support prior to registration,
and we added the Spartan Shops Carnival as an end-of-the-program event to help provide
an unofficial closing of our program.
Key Recommendations for the Future
 Continue to increase participation rate in survey for more valid results
 Reviewing/revising the Special Interest Session process and location(s) due to
decrease in options (construction projects)
Session Breakdown 2011
Session
#1 June 1415
#2 June 2122
#3 June 2829
#4 July 5-6
#5 July 12-13
#6 July 19-20
#7 July 26-27
#8 August 23
TOTAL
Student Student Student Parent
PreNo
PreReg.
Show
Actual Reg.
Parent
No
Show
Parent
Total
Actual
Attendance
575
34
541
227
25
202
743
555
40
515
256
35
221
736
577
576
559
549
565
26
34
48
47
36
551
542
511
502
529
257
222
251
251
223
38
25
41
34
27
219
197
210
217
196
770
739
721
719
725
569
4,525
64
329
505
4,196
239
1,926
38
263
201
1,663
706
5,859
Fall Welcome Days 2011
Fall Welcome Days Outcome Tracking: 5 Year Data
Program Outcome Comparisons
Outcome
Feeling like I belong at SJSU
Knowing the resources available to me
on campus
Making friends
Connecting to faculty and staff
Knowing my way around campus
Feeling that I will be successful at
SJSU
Feeling good about my choice to attend
SJSU
Knowing how to get involved on
campus
2007 2008 2009 2010 2011
3.72 3.64 3.63 3.78 3.99
3.65 3.62 3.63 3.66 4.04
Change
+0.21*
+0.38*
3.41
3.17
3.86
3.72
3.50
3.20
3.85
3.67
3.45
3.20
3.81
3.72
3.52
3.21
3.82
3.74
3.76
3.43
3.84
4.04
+0.24*
+0.21*
+0.02
+0.30*
3.85
3.82
3.78
3.92
4.10
+0.18*
3.45
3.53
3.50
3.60
3.76
+0.16*
* Indicates a significant jump in ratings year over year
Student Involvement- Orientation and Transition
UNVS 199: Orientation Leadership Studies
Course Syllabus, Spring 2012
Class Information:
Course Title:
Date/Time:
Location:
UNVS 199: Orientation Leadership Studies
Tuesdays 4:30-7:15pm
Sweeney Hall 435
Instructor:
Adrienne Hypolite
Transition Programs Coordinator, Student Involvement
Office Hours:
By appointment - please call or email:
Office phone: 408.924.5975
Office email: adrienne.hypolite@sjsu.edu
COURSE DESCRIPTION
This class is designed for students who have been selected to serve as orientation staff for
San José State University. Through lectures, exercises, group projects and readings, students
will learn the theoretical and practical aspects of leadership. Students will receive training in
university policies and procedures and other skill building areas pertinent to their role as
student orientation staff. They will also have an opportunity to develop a thorough working
knowledge of the resources and services available to new students. Material utilized in the
classroom will be applicable to the students’ leadership experiences.
COURSE OBJECTIVES
1. To examine theoretical perspectives and applications of leadership;
2. To strengthen existing skills and develop new skills in leadership;
3. To examine the various transition issues that new students and parents experience;
4. To prepare class members for their role in working with new students during the
Frosh Orientation program;
5. To acquire thorough knowledge of the resources and services available to new
students including university programs, academic requirements, policies, and procedures,
and the physical layout of the campus;
6. To develop an awareness of and sensitivity to the diverse makeup of the university;
7. To utilize theories and concepts learned in class and apply them to practical aspects of
the orientation staff position.
Expectations
 Arrive promptly
 Be prepared
 Use active listening skills
 Be respectful of presenters
 Stay positive
 Be present
REQUIRED TEXTS & MATERIALS:
1) Participation in the PB Wiki, which carries all course content and discussion boards
2) Personal Calendar/Date Book (Can be purchased at the Spartan Bookstore)
3) An Email account that you check regularly for the official staff email distribution
COURSE REQUIREMENTS
Responsibility - Students are responsible for all materials presented including
lectures, films, slides, guest speakers, panel presentations, projects and all assigned
readings. In addition, students are responsible for bringing proper materials to each
class.
Attendance/Participation - This course is heavily experiential and interactive. Therefore,
attendance and participation in each class is imperative. The success of the course and the
benefits students receive depend on the experiences and opportunities provided during class.
Students are expected to have completed the assigned reading and assignments before class
and participate in class discussion. Please arrive on time as we will begin at 4:30pm.
If a student misses any part of class/training, he/she is expected to notify the instructor of
the absence ahead of time, at least 24 hours in advance. It is the student’s responsibility to pick up
homework assignments and the information covered in class before the next class session.
Also, at any time the instructor has the prerogative to evaluate a staff member’s performance
and ask that person to step down from his/her position, and withdraw him/her from the
class, if it is deemed necessary.
1. Weekly Quizzes- Information presented each week is important for you to retain for
your position. To test your knowledge, there will be a short quiz at each class, covering
material from the week before.
2. Homework- Students will be asked to complete various types of homework aimed at
learning/applying course material.
Admitted Spartan Day (Saturday, April 14th )
Students must volunteer at Admitted Spartan Day, on Saturday, April 14th as
campus tour guides. On this day, you will be interacting with students that will be
attending orientation this year. In order to accomplish this task effectively, you will
need to sign up to shadow campus tours, per the requirement and availability of the
Student Outreach and Recruitment office (SOAR). Details about how to sign up will
be provided to you. Knowledge gained from this experience will help you put the
finishing touches on the Prospective Student Reflection.
Transfer Orientation
Students must serve as a volunteer for one of the spring Transfer Orientations. Sara
Calhoun will be signing up volunteers and you are responsible for attending on that
date.
3. Reading Reflections/Discussion Questions– Reading assignments will be assigned
on a weekly basis. Prior to class, students must read the assignment and complete a series
of discussion questions posted to the wiki tool. Assignments help evaluate the student’s
comprehension of the material. This practice is also a good method for students to pick
out the most relevant parts of the reading to keep for quick reference.
4. In Depth Assignments and Reflection – Throughout the semester you will be asked
to complete three assignments aimed at creating in-depth understanding of the course
material. Each of these papers must be typed, three to five pages, double spaced. Details
of the assignments with specific rubrics will be provided at least one month prior to their
due date.
Leadership Reflection
In the Leadership Reflection you will be asked to reflect on your strengths and future
growth areas as a leader on campus.
Prospective Student Reflection
In the Prospective Student Reflection you will be asked to reflect on the prospective
student process based on your participation in the SOAR campus tour and Admitted
Spartan Day.
Advising Assignment
In the Advising assignment you will be asked to apply knowledge of SJSU specific
academic advising scenarios as well as compile an academic plan toward graduation.
5. Department Project/Presentation – This project will require your group to
investigate one of the resource departments at our university. Your group will be
responsible for highlighting the services this department offers as it pertains to incoming
students. Along with your presentation, you must provide one handout (30 copies) that
outlines your presentation and summarizes key information about this department. On
the assigned date, your group will give a presentation about what you learned (15
minutes). Part of your score for this assignment will include an ice breaker that your
group will lead prior to your presentation, highlighting your group’s facilitation skills
(10-15 minutes). You will also be asked to provide 1 copy of written directions for your
ice-breaker to the instructor.
6. One-on-One meetings – This assignment requires each student to schedule and
complete one-on-one meetings. These meetings are required but it is recommended that
all staff check-in with each other as much as needed.
 All Orientation Staff with Coordinator
o 15mins before Spring Break
o 15mins after Spring Break
 All Orientation Leaders with respective Team Leader
o 10mins before Spring Break
o 10mins after Spring Break
7. Exams- There will be two exams (a midterm and final) during the semester covering
reading assignments and/or materials covered in class/small group discussion sessions.
Late Assignments – Late assignments will be accepted up to one week after the assignment
is due, and assessed a mandatory 10% deduction in points for each day the assignment is
late. After one week, late assignments will not be accepted. In order to receive credit and
maintain status as an Orientation Staff member, students must complete the course
requirements stated above and receive the grade of B or better. If the course requirements
are not met according to the point criteria and your agreement, your employment will be
terminated.
Point System - Grades will be determined on a 1000-point system. You may review the
points you have earned at any point during the semester by meeting with the instructor
outside of class.
Orientation Leader Point Breakdown:
Weekly Quizzes (10@ 10 points each)
100
Reading Reflections/Discussion Questions (8 @ 25 points each)
200
Department Project/Presentation
100
Transfer Orientation Participation
40
Admitted Spartan Day Participation
40
Leadership Reflection Paper
100
Prospective Student Reflection
100
Advising Assignment
100
One-on-One Meetings
40
Midterm
80
Final Exam
100
____________________________________________________________
Total Points:
1000
GRADING SCALE
Final grades will be determined as follows:
Points
Grade
1000 – 970
A+
969 – 930
A
929 – 900
A899 – 870
B+
869 – 830
B
829 – 800
B799 – 770
C+
Points
Grade
769 – 730
729 – 700
699– 670
669 – 630
629 – 600
599 – Below
C
CD+
D
DF
ACADEMIC INTEGRITY
Your own commitment to learning, as evidenced by your enrollment at San Jose State
University, and the University’s Academic Integrity Policy requires you to be honest in all
your academic course work. Faculty members are required to report all infractions to the
Office of Student Conduct and Ethical Development. The policy can be found at
(http://sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf).
ACCOMMODATIONS
If you need course adaptations or accommodations because of a disability, or if you need
special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03
requires that students with disabilities requesting accommodations must register with DRC
to establish a record of their disability.
COURSE TIMELINE
Class
Date
January
31st
Topic
February
7th
First-year
Students/Transition
February
14th
Generational
Differences and
Parent/Family
Concerns
February
21st
Psychosocial
Development
Theories
Social Justice &
Diversity
February
28th
Introductions
Syllabus
March 6th
Advising
Group Facilitation
March
13th
Advising
Group Facilitation:
Small Group #1
Advising
March
20th
March
27th
Reading
Presentation
Discussed
C1: Mission
and Vision of
SJSU
C2: Orientation
Basics & First
Year Students
C3: Millennial
Group #1
Students,
Career Center
Parents &
Families
Assignment
Due
Gear up for
Retreat!
C4: Student
Development
Group #2
Student Health
Center
C5: Diversity & Group #3
Campus
Writing Center
Climate
C6: General
Group #4
Education &
Associated
Degree
Students
Progress
C7: Advising
Group #5
Policies &
Study Abroad
Procedures
C8:
Remediation
Reading
Reflection #3
Reading
Reflection #1
Reading
Reflection #2
Reading
Reflection #4
Leadership
Paper
Reading
Reflection #5
Midterm
Spring Break ~No
Class
April 3rd
SJSU Resources
C9: All About
SJSU
Group #6
Ombudsperson
Reading
Reflection #6
April 10th
SJSU Resources
Wellness
C10: Student
Success &
Wellness
Reading
Reflection #7
April 17th
Orientation Schedule
C11: Day 1
(Morning &
Afternoon)
Group #7
Learning
Assistance
Resource
Center (LARC)
Group #8
Disability
Resource
Center
Prospective
Student Paper
April 24th
Orientation Schedule
May 1st
University Life 101
May 8th
Advisor Meet & Greet
University Life 101
May 15th
Class Celebration
C12: Day 1
Group #9
Evening & Day MLK Library
2
C13: University
Life 101 Skits
C14:
Orientation
Guides &
Manuals
None
Reading
Reflection #8
Advising
Assignment
Final Exam