DSA Assessment Plan
LGBT Resource Center
Department Name:
Assessment Plan for Academic
FY 14
Year:
Lorraine Schroeder
Director:
Assessment Contact(s)
(if not the director):
The mission of the UH LGBT Resource Center is to launch the next generation of healthy, proud, academically
successful lesbian, gay, bisexual, transgender, and queer (LGBTQ) citizens, leaders and activists. By providing
support and a safe space for LGBTQ people on campus to access resources, ask questions, and make
Department Mission Statement:
connections, we strive for them to develop a positive self-image and a sense of optimism about their future as
a member of the LGBTQ community. Through visibility and education, we seek to create an environment of
LGBTQ acceptance and affirmation for the entire campus community.
Department Vision Statement: Our vision is acceptance and affirmation for LGBTQ people in every aspect of their UH experience, and an
environment on campus where justice, equality and respect for all prevail.
1. Provide support, resources and a safe space for LGBTQ people on campus
2. Create a campus environment of LGBTQ acceptance and affirmation
Department Goals:
3. Develop and maintain a continual source of funding for the LGBTQ Resource Center
4.
5.
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DSA Assessment Plan
Program or Services Being Assessed: Heteronormativity Presentations
Learning Outcome(s) and/or
Program Objective(s)
Faculty who attended the
presentation will be able to
represent LGBT people or issues
in the classroom at least one
time per semester.
Method
At the end of the semester
faculty who attended the
presentation will take a
survey asking how many
times they represented LGBT
people or issues in the
classroom.
Frequency
Timeline
(Month)
The survey will December and
be given twice May
per year
depending on
the
presentation
schedule.
Purpose
To determine if the
presentation has an
impact on faculty's ability
to help create a more
inclusive and accepting
classroom environment.
Results:
• Due to time constraints this program was not done this year. We will make every effort to continue it next FY.
Action:
• Due to time constraints this program was not done this year. We will make every effort to continue it next FY.
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Goal(s) Supported
Create a campus
environment of
LGBTQ acceptance
and affirmation NEW
DSA Assessment Plan
Program or Services Being Assessed: Sexual Health Jeopardy
Learning Outcome(s) and/or
Method
Program Objective(s)
As a result of the game, students At the end of the game,
students will write and orally
who attend the event will be
able to state one new behavior state the new behavior they
they plan to implement to help plan to implement.
maintian or improve their sexual
health.
Frequency
After each
game which
will probably
be played one
time per year.
Timeline
(Month)
November
Purpose
Status
To determine if the game
is an effective tool for
teaching students to
make healthy decisions
about their sexual health.
Provide support,
resources and a safe
space for LGBTQ
people on campus NEW
Results:
• Describe the methodology and frequency of the Assessment activities. At the end of the game, students will be able to complete the
sentence “as a result of today’s program I am more likely to…” On a scale from 1-10 they will rate the likelihood of this action before and after
the program and the likelihood will increase by an average of 2 points. This is different than what was originally stated in the “Assessment Plan”
which was, “At the end of the game, students will write and orally state the new behavior they plan to implement.”
• Is the Learning or Program Outcome achieved? Yes
• How do you know? All 15 students who participated were able to complete the sentence and the average likelihood rating went up by at least
2 points.
• Share specific data points from the assessment. The items students listed as being more likely to do were very congruent with making healthy
sexual health decisions. Some examples are: Get tested more frequently, Communicate with my dates about safe sex and sexual health in
general, Use condoms. In addition, the likelihood scale increase by an average of 4.17 points which was much more that what was expected.
Action:
• Any changes to the program/service content? It was apparent during the program that the role-playing questions contributed the most to the
student’s sexual health education, so more of these types of questions will be incorporated into the game.
• Any changes to the method in which the program/service is provided? Since the program proved to be something that students were both
engaged in and benefited from, we will move it to a larger venue, advertise more, and provide more structure to the execution of the game.
• Any changes in the funding/personnel dedicated to the program/service? Since the program proved to be something that students were
both engaged in and benefited from, we will spend additional funds on incentives to participate and on prizes. We will also spend some funds on
materials that help structure the execution of the game.
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DSA Assessment Plan
Program or Services Being Assessed: Brown Bag Lunch (Fall 2013)
As a result of attending the
A focus group will be
One time per
conducted during one of the semester
Brown Bag Lunches, students
will develop friendships with
well attended BBL's in mid to
LGBT students and allies.
late October and March.
Student responses will be
recorded and analyzed.
Oct-conduct a
pilot focus
group. March make imprvmt
-conduct
official focus
group.
To determine if the
current format of the
program is best for
connecting students to
each other.
Provide support,
resources and a safe
space for LGBTQ
people on campus NEW
Results:
• Describe the methodology and frequency of the Assessment activities. A focus group was conducted during one of the BBL's in late October.
Student responses were recorded and analyzed.
• Is the Learning or Program Outcome achieved? Yes
• How do you know? Since this was a pilot, the fact that only 2 students that were regular attenders participated is not as relevant. Although
the general consensus was that the BBL’s contributed to LGBT students making friends and feeling like they belong at UH, the group made
several great suggestions for improvement.
• Share specific data points from the assessment. NA
Action:
• Any changes to the program/service content? We will incorporate discussion topics from current events via youtube, etc. We can also have
some guest speakers, i.e. EOS, CAPS, Health Ctr; or take field trips, i.e. LSS, AD Bruce Religion Ctr., Career Services
• Any changes to the method in which the program/service is provided? We will vary the venue, etc. every Monday in the month, i.e. outside
on the rainbow parachute, Resource Center provide the lunch, pot luck, game. We will also increase our advertising efforts for this program as
well as for the LGBT Resource Ctr. in general.
• Any changes in the funding/personnel dedicated to the program/service? Since the program proved to be something that students were
both engaged in and benefited from, we will spend additional funds on food and advertisement.
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DSA Assessment Plan
Program or Services Being Assessed: Brown Bag Lunch (Spring 2014)
Learning Outcome(s) and/or
Method
Frequency
Program Objective(s)
As a result of attending the
A focus group will be
One time per
Brown Bag Lunches, students
conducted during one of the semester
will develop friendships with
well attended BBL's in mid to
LGBT students and allies.
late October and March.
Student responses will be
recorded and analyzed.
Timeline
(Month)
Oct-conduct a
pilot focus
group. March make imprvmt
-conduct
official focus
group.
Purpose
To determine if the
current format of the
program is best for
connecting students to
each other.
Status
Provide support,
resources and a safe
space for LGBTQ
people on campus NEW
Results:
• Describe the methodology and frequency of the Assessment activities. A focus group was conducted during one of the BBL's in late October.
Student responses were recorded and analyzed.
• Is the Learning or Program Outcome achieved? Yes
• How do you know? Most of the student specifically stated that not only does the BBL contribute a lot to them making friends on campus, it
also gave them a sense of belonging to UH. It is an environment that accepts them for who they are and understands their experiences.
• Share specific data points from the assessment. Safe space, people who understand me, topics important to us, place to belong, personal
connection to friends, community feeling, sanctuary, make friends, connect with others, family
Action:
• Any changes to the program/service content? We will incorporate more free discussion with prompting questions. Otherwise, the varied
content that we had this year will continue.
• Any changes to the method in which the program/service is provided? We will only attempt the outside BBL, to publicize the program, in the
fall when the weather is warmer at the beginning of the semester. We will also increase other advertising efforts for this program as well as for
the LGBT Resource Ctr. in general.
• Any changes in the funding/personnel dedicated to the program/service? Since the program proved to be something that students were
both engaged in and benefited from, we will continue to spend additional funds on food and advertisement.
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