DSA Assessment Plan
Department Name:
Assessment Plan for Academic
Year:
Director:
Assessment Contact(s)
(if not the director):
Women's Resource Center
2013-2014 (Fiscal Year 14)
Dr. Beverly McPhail
Malkia Hutchinson
Department Mission Statement: To advocate, educate, and provide support services for the advancement of gender equity and student success on
campus
We empower students, faculty, and staff with the tools they need to advocate for safe spaces on campus, gender
Department Vision Statement: inclusivity, and success in both their personal and educational pursuits . We are a point of entry for students in
need by providing either direct services or referrals to on campus and city wide resources.
1. To provide a comfortable place where UH students, staff, and faculty can seek information, obtain confidential
referrals to appropriate campus and community resources, and discuss issues of concern;
2. To educate the University of Houston community on topics that concern women with a special focus on violence
against women due to gender, sexual identity, race, or disability;
3. To serve as a liaison between women on campus and the administration, often by working with the University
Department Goals:
Commission on Women; and
4. To celebrate the achievements of University of Houston women by featuring a UH female faculty, staff or
student each month on our web site in the "Spotlight" feature.
1
DSA Assessment Plan
Program or Services Being Assessed: Gender Talk
Learning Outcome(s) and/or
Program Objective(s)
Students who participate
Gender Talk will increase their
knowledge about gender issues.
Method
Paper survey consisting of
Likert scales and open-ended
questions on knowledge gains.
Likert scales (1-5) with 1 = no
increase and 5 = strong
increase. Outcome met if
average score is above 4.1.
Open ended questions will be
assessed for content themes.
Timeline
(Month)
Frequency
Four times a year, twice 10/16/2013,
during the fall and twice 11/20/2013,
during the spring
3/5/2014,
semesters
Purpose
To determine if Gender Talk
increases knowledge among
students on a range of gender
issues.
Goal(s) Supported
WRC Goal # 2
DSAES Goal # 1
4/30/2014
Results:
Twice during the fall 2013 semester we surveyed Gender Talk participants about their experience, once using paper and pencil and the other using
tablet for electronic data gathering. 100% of participants either agreed or strongly agreed that they learned something new at the program. 100%
would recommend Gender Talk to others and 100% said they found it beneficial to the campus community.
Action:
One question asked was what future topics (professional women, women in appearance in the workplace, sexualization of women on reality
television shows, and reproductive justice) would the participants recommend and we hope to integrate those topics in Gender Talk in Spring 2014.
Although the participants were overall very positive, the actual numbers of participants were a little low, with a total of 8 respondents. To increase
our number for Spring 2014 we are trying new programming, mixing up the more educational programs with some more informal and conversational
programming as well as adding life skills after graduation series of programs. We are also having our GCSW intern conduct one Gender Talk program
next semester.
2
DSA Assessment Plan
Program or Services Being Assessed: Lean In Circle
Learning Outcome(s) and/or
Method
Program Objective(s)
Faculty, staff and students participating
in the Lean In Circles will report a gain
in knowledge, confidence, and
connection to the university.
Timeline
(Month)
Frequency
Paper survey consisting of During each group that is
Likert scales and openformed
ended questions. The
outcome will be met if the
average scores are over 4.1
Six weeks after group
starts, spring 2014
Purpose
Status
to determine if the Lean-In
groups are a helpful resource
to faculty, staff, and students
by increasing knowledge and
confidence in the workplace
arena.
WRC Goal number 2
DSAES Goal number 1 and
6 (work with UCW and
Lean In nonprofit)
Results:
The majority of respondents found their experience with the Lean In Circle favorable. At the end of the sixth meeting, we passed out the surveys for
Action:
Participants felt the circle should be an ongoing method of support for women on campus. Participants started meeting weekly throughout the
Program or Services Being Assessed: $tart $mart (2013)
Learning Outcome(s) and/or
Method
Program Objective(s)
Students who complete the $tart $mart
training will be able to identify the
gender wage gap and feel confident
negotiating for their first salary upon
graduation.
Paper survey consisting of
Likert scales and including
pre- and post-test. The
outcome will be met if the
average scorse are over 4.1
Timeline
(Month)
Frequency
After every training, one
1-Nov-13
Fall 2013 and one Spring
2014, toward the end of
the semesters when
students begin to focus on
procuring jobs
Purpose
Status
to determine the
WRC Goal # 2 DSAES Goal
effectiveness of the workshop number 1 and 6 (AAUW
in increasing confidence and Wage Project and WGSS)
skills around salary
negotiation
Results:
We had conducted a pre- and post-test for the Start Smart workshop. Unfortunately, they were lost in campus mail and we do not have the results to
share.
Action:
Our change would never to send data through campus mail again and be sure to scan all hard copies.
3
DSA Assessment Plan
Program or Services Being Assessed: $tart $mart (2014)
Learning Outcome(s) and/or
Method
Program Objective(s)
Students who complete the $tart $mart
training will be able to identify the
gender wage gap and feel confident
negotiating for their first salary upon
graduation.
Paper survey consisting of
Likert scales and including
pre- and post-test. The
outcome will be met if the
average scorse are over 4.1
Timeline
(Month)
Frequency
After every training, one
1-Nov-13
Fall 2013 and one Spring
2014, toward the end of
the semesters when
students begin to focus on
procuring jobs
Purpose
Status
to determine the
WRC Goal # 2 DSAES Goal
effectiveness of the workshop number 1 and 6 (AAUW
in increasing confidence and Wage Project and WGSS)
skills around salary
negotiation
Results:
At the end of every semester, and as requested by on campus organizations, the Women's Resource Center partners with the Women's, Gender, and
Sexuality Studies department to present the Start Smart program. The workshop aims to teach young women about the pay gap that exists between
men and women in the workforce while also teaching salary negotiation skills.
Start Smart is put together by the WAGE Project which supplies workshop facilitators with assessments for the beginning, measuring how much
participants already know, and end, measuring how much participants learned, of the program.
For the past three sessions (November 2013, February 2014, and April 2014) we have had 57 participants combined. Before the session starts
participants are asked pre-test questions such as "Do you know how to benchmark a salary for a particulary job" and "do you know how to use as
basic budget to prepare for salary and benefits negotiation?"
From our November sample, every respondent answered "no" to both questions. In the post-workshop evaluation, all respondents answered "yes"
to "Did attending this workshop a) show you how to use a basic budget to prepare for salary and benefits negotiation" and "b) Show you how to
benchmark the salary and benefits for your fist job."
When participants were asked to rank their level of comfort with regards to negotiating salary and benefits commiserate with their level of
education and experience, the majority of them ranked between 1-3 before the workshop. After the workshop, 3 circled "3". 7 circled "4", and 4
circled "5".
We believe the program outcome is achieved at the end of the workshop. Students have the opportunity to practice what they've learned in role
playing exercises and leave with additional resources for strenghening their negotiation skills.
4
DSA Assessment Plan
Action:
During our April 2014 workshop, we had a female economics professor come in to share information regarding negotiating within the current labor
market. Having her participate was very helpful for students who had more in depth questions beyond the professional scope of WRC and WGSS
staff facilitators.
She has agreed to participate in future workshops depending upon her schedule.
Program or Services Being Assessed: A Question of Consent
Learning Outcome(s) and/or
Timeline
Method
Frequency
Program Objective(s)
(Month)
Fraternity members who take the
Paper survey consisting After every training
variable, because
Question of Consent training will
of Likert scales and
fraternities must
report learning how to ask for
open ended questions.
arrange
sexual consent.
Outcome is met if the
presentations with
average score is 3.1 or
WRC staff
greater.
Purpose
Status
To determine the
program's ability to
educate about sexual
consent to increase
student success and safety
on campus.
WRC Goal # 2
DSAES Goal Number 1 and
6 (Work with Leadership
and Fraternity and Sorority
Life
Results:
Beverly went to the Interfraternity Council in September 2013 to deliver an outline of the sexual consent presentation and to ask fraternities to
invite her to give the full presentation to their chapters. Unfortunately, none of the fraternities asked for the program to be delivered, so there is no
data available.
We believe the program outcome is achieved at the end of the workshop. Students have the opportunity to practice what they've learned in role
playing exercises and leave with additional resources for strenghening their negotiation skills.
Action:
Beverly sought feedback from the IFC president and Jason Bourgeon about her presentation to the IFC to see if there was a problem with the way
she delivered the information that resulted in no invitations, but she did not hear back from either of them.
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