2008-2009 Learning Outcomes Assessment Report
for Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement- Fraternity and Sorority Life
Jeannie Sabaroff, Assistant Director for FASL
September 11, 2009
Richard C. Kelley
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: Students will speak, listen and write to achieve intended
and meaningful understanding.
Reasoning: Students will use knowledge of evidence and context in order
to reach conclusions and reason, as well as to innovate in imaginative
ways.
Leadership: Students will acquire core leadership skills, enabling them to
lead productive and meaningful lives within the SJSU and global
community.
Individual Responsibility: Students will advance their understanding and
sense of self and live healthier lives in order to be successful at SJSU and
beyond.
Social Responsibility: Students will cultivate their understanding and duty
to be socially responsible and global citizens.
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.
For Fall 2008, 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 08?
(yes/no)
1
Yes
2
Yes
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluations,, etc)
New Member
Experience: Survey
New Member
Experience: Survey
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
New Member Experience: 150,
students learned the most in the alcohol
and hazing sessions, thought it was too
long, needed writing materials to take
notes, students did not feel like there
was much of a tangible take home
toolbox they can use later on
New Member Experience: Overall,
3
Yes
New Member
Experience: Survey
4
Yes
New Member
Experience: Survey
5
Yes
New Member
Experience: Survey
6
Yes
New Member
Experience: Survey
when asked if students gained new
tools to help them develop they
answered a 3.9 on a 5 point scale which
may mean they gained a few tools but
were not taught how to use them
afterwards.
New Member Experience: The
Leadership session only scored a 3.1
and 3.2 when asked about what they
learned from the session specifically
geared towards leadership.
New Member Experience: In specific
the alcohol and hazing session was
found to be the most useful personally
however the handouts were not seen as
effective.
New Member Experience: Overall
students made connections to other
fraternity and sorority life members and
began to have an understanding of what
their role and responsibilities are in the
community. This score was 3.9 out of
5.
New Member Experience: Overall,
students understand their role as an
SJSU student but not how to intersect
their multiple roles as an SJSU student
and a Greek Life member.
For Fall 2008, 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
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
New Member
Experience:
Overall, the design
of the program
needs to be
different and the
program needs to
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
New Member Experience: Develop
new instrument for event to include
pre/post test and more in depth
assessment of learning outcomes,
revamp curriculum, and event
scheduling
2
3
happen earlier in
the year. We found
that students do not
know much about
the Greek
community as a
whole and need to
learn that right
when entering into
the system. We
also need to find
ways to connect
this experience to
their later
leadership
experiences
New Member
Experience: See
Above
New Member
Experience: See
Above
Staff Meeting
New Member Experience: See
Above
Staff Meeting
New Member Experience: See
Above. I think this session needs to
have a very basic understanding of
what leadership is and how these
students can begin to acknowledge
the idea of leadership and how to
integrate it into their collegiate
experience.
New Member Experience: See
Above. While the information was
actually useful the presenter and
handouts did not add to the student
experience in this session.
Handouts need to be more useful
and user friendly and must be
specific in securing an engaging
speaker
New Member Experience: See
Above. This event needs to happen
earlier in the semester than end of
October and the fraternal values
session should be one large session
instead of different smaller ones so
we can connect the students in a
large group.
New Member Experience: Add in a
piece about how their new role as a
4
New Member
Experience: See
Above
Staff Meeting
5
New Member
Experience: See
Above
Staff Meeting
6
New Member
Experience: See
Staff Meeting
Above
Greek life member adds to the
community of SJSU.
For Spring 2009, 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
09?
(yes/no)
yes
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluation, etc)
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
2
yes
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
PRIDE: 52, highest self assessed
outcomes that were attained were social
responsibility and communication
which was surprising since leadership
and university responsibility were also
assessed, everything from the pre test
went up significantly on the post test
and particularly notable the knowledge
of risk management issues went from a
3.804 to an almost perfect strongly
agree of 4.954;
Standards of Excellence: 27 chapters,
We realized anecdotally we know the
chapters perform a lot of service and
events but they do not know how to fill
out the proper paperwork which causes
lower scores for chapters. Developed
actual ranking system for this year.
PRIDE: See above. In specific
reasoning went down by .1 on the
evaluation from the previous year,
however areas of the pre/post test
related to reasoning went up
significantly. The understanding of
similarities/differences of the four
different Greek councils went up by
1.5, feeling of preparation to deal with
personal issues of chapter members
went up by .4, and education
surrounding risk management went up
by 1.1. The pre/post test results show
that students were able to take the
knowledge they learned and use it to
come up with innovative and sensible
solutions to use in their leadership of
3
yes
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
4
yes
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
5
yes
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
their chapters.;
Standards of Excellence: See Above.
While students filled out the
paperwork, we realized that they follow
instructions and do not really use their
own reasoning skills to be creative with
programs and requirements they have.
PRIDE: See above. Leadership went
up by .1 point from the previous year.
In specific, feeling prepared to lead
chapter/council went up by .3 points,
and development of tools to lead
chapter/council was not asked on the
pre test but students ranked 4.45 on the
post test.
Standards of Excellence: See Above.
Many of our Greek students are in
leadership positions within their work,
and other student organizations but do
not put the information down on paper
to document these accomplishments.
PRIDE: See above. Scores remained
the same from the previous year. In
specific, education surrounding risk
management issues and how they are
affected by them went up by 1.1 points.
Standards of Excellence: See Above.
Most all organizations completed the
requirement related to individual
responsibility such as providing
workshops on topics such as self
defense, time management, etc for their
members which help to develop their
own personal educational skills.
PRIDE: See above. Scores went up by
.1 points. In specific, connection
between leaders of different chapters
and councils went up by 1.7 points.
This will help throughout the year
when planning events, troubleshooting
problems, and developing unity within
the Greek community.
Standards of Excellence: See Above.
Most chapters documented the bare
minimum hours for community service
however anecdotally we know that
6
yes
PRIDE: survey,
pre/post text,
evaluation; Standards
of Excellence: rubric
many more hours are done each year.
PRIDE: See above. Scores went down
by .1 points from the previous year. In
specific, knowing and feeling
comfortable with campus advisors went
up by 1.2 points, and knowing how to
properly register a social event went up
by 1.2 points. Students were educated
about specific policies and procedures
they need to understand as a SJSU
student organization.
Standards of Excellence: See Above.
We document all chapters compliance
with university and FASL policies and
most complied throughout the year
For Spring 2009, 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
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
PRIDE: Everything
assessed in the
pre/post test went
up which means the
outcomes of the
specific retreat as
well as the
department were
achieved. This is
the first time
pre/post tests have
been used but when
comparing the
evaluations from
previous yearsalmost everything
has gone up
consistently, not in
large quantities but
in small quantities
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
PRIDE: Each year it seems as
though the PRIDE retreat gets
better and better. This year we had
50% devoted to team building and
connections while the other 50%
was dedicated to education. This
balance seemed to work quite well.
We do need to refresh some
material and activities for the next
year as well as build in more time
for individual reflection and council
work.
Standards of Excellence: Revised
program to include relevant
information that are in line with our
standards as a Greek community.
We need to help students to better
understand why we have a
standards program and how to use
2
3
4
5
6
each year;
Standards of
Excellence: Needs
to be a better
understanding of
why the standards
are in place and
how to properly fill
them out. Also,
this was the first
year we accepted
national standards
programs in lieu of
ours which is a
great way to bridge
the gap between
national
headquarters and
the university but
more work needs to
be done on the
connection of the
actual standards
items
See Above
See Above
See Above
See Above
See Above
their reasoning skills to be creative
with what their chapter does and
provides for its members.
Staff Meeting
Staff Meeting
Staff Meeting
Staff Meeting
Staff Meeting
See Above
See Above
See Above
See Above
See Above
For Fall 2009, 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
Will data be collected in
Fall 09? (yes/no)
yes
2
yes
3
yes
4
yes
5
yes
Type of assessment utilized (rubric, survey,
test, focus group, evaluations, etc)
Pre/post test and survey(new member
experience)
Pre/post test and survey(new member
experience), survey (PHC recruitment)
Pre/post test and survey(new member
experience), survey (PHC recruitment)
Pre/post test and survey(new member
experience), survey (PHC recruitment)
Pre/post test and survey(new member
experience)
6
yes
Pre/post test and survey(new member
experience), survey (PHC recruitment)
Based on your assessment experience in 2008-09, what changes (if any) do you plan
to make for 2009-10? (instrument, analysis, communication to staff, etc)
There will be changes in the instrument for Standards of Excellence and New Member
Experience. There will also be a creation for the Panhellenic recruitment experience.
These programs will be revamped according to assessment results from last year and will
be assessed on the new structure.
I would like to create a centralized place for assessment results to be communicated to all
stakeholders of the Greek community and will look into ways to do that.
2008-2009 Learning Outcomes Assessment Report
for Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement – Orientation and Transition (OAT)
Emily Bauer, Associate Director for OAT
September 11, 2009
Richard C. Kelley
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 2008, 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 08?
(yes/no)
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluations,, etc)
Orientation surveys,
Staff interviews
1
Y
2
Y
Orientation surveys
3
Y
Staff interviews
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
Orientation data remained consistent
with past findings (interaction based
scores averaged 3.8/5). See further
Orientation highlights below.
Student staff selection= 57 applications
received, 52 group interviews, 48
individual interviews, 31 Orientation
Leaders hired.
Average group interview score= 6.7/10
Average individual interview score=
10.7/15
Clear distinction of communication
skills between hired and non/hired
student leaders.
Parents and students responded that
they felt comfortable navigating the
University in various ways (3.89/5students and 4.15/5-parents). See
further Orientation highlights below.
Same as above, plus:
Identification of ideal leadership
experience and conflicts (RA positions,
4
Y
Orientation surveys,
Staff applications,
FWD evals
5
Y
Orientation surveys
6
Y
Orientation surveys,
Staff application
essays, FWD evals
number of hours worked, etc).
Students and parents reported an
average score of responsibility
awareness of 3.7/5- students, 4.12/5parents. See further Orientation
highlights below.
Number of staff applications
determined by OAT to be important
priority in years to come (quality
focus).
Application process used to gauge
responsibility level.
Implementation of interest sessions to
disseminate detailed information at
program and commitments.
Fall Welcome Days attendees reported
being aware of appropriate resources.
(see attached).
Students and parents reported an
understanding of all elements of an
SJSU education of 3.91/5- students and
4.16/5- parents; this includes becoming
a responsible citizen. See further
Orientation highlights below.
Students and parents reported an
understanding of all elements of
University awareness and responsibility
of 3.92/5- students and 4.19/5- parents;
this includes becoming a part of the
SJSU community. See further
Orientation highlights below.
Increased marketing with a “do you
heart SJSU?” theme. Thus, student
leaders that applied chose to take an
active role in their University and this
was shared in the communication data
above.
Fall Welcome Days attendance risearound 7,000 student interactions. Fall
Welcome Days attendees reported
feeling welcome on campus. (see
attached).
For Fall 2008, 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
Staff meeting, OTeam meeting
4
Statistical analysis
and comparative
data from past.
Applications,
Interview process
Email, staff
meeting
5
Statistical analysis
and comparative
data from past.
Statistical analysis
and comparative
data from past.
Applications,
Interview scores,
Staff meeting, OTeam meeting
Revised recruitment strategies for
2010- increased word of mouth and
use of past leaders to pass on a
legacy of leadership. Students that
apply do much better if they fully
understand and can communicate
the purpose of orientation and the
needs of first-year students.
Updating of printed materials and
website to clarify strategies for
success in transition period. New
online resources site developed
through work with DRC.
Revised qualifications added for
2010 orientation staff- identification
of various leadership positions that
conflict with quality work (ex: we
will not be hiring current RAs for
Core Staff positions to incorporate a
solid and focused leadership
position).
Revised Nextsteps text to reflect
importance of reading materials and
following through with all
responsibilities.
Revised recruitment strategies for
2010- clear outlined date
commitments for entire year.
Separately, the number of quality
applicants increased this year.
Revised Orientation Kick-Off to
include sustainability statistics and
tips for students.
Increased focus on being an
involved student added to
presentations for Orientation. Use
of I (heart) SJSU campaign.
Findings that fully supported the
questions and content of the
1
6
Staff meeting, OTeam meeting
interview process that will remain
in place for future years.
Increased Fall Welcome Days
marketing that focused on
becoming a Spartan and engaging
in campus life.
For Spring 2009, 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
09?
(yes/no)
Y
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluation, etc)
Presentations, Papers
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
97% of class received a B or higher in
UNVS 199 course. The course average
was 94%.
Assignments specifically tied to
communication had an average course
score of 97%
2
Y
Tests, Papers tied to
Average scores for the final and critical
weekly readings
thought papers were 96% and 95%
respectively. This showcases that
students were able to critically apply
what was learned in class reading and
discussion. The course average for
weekly reading assignments was 86%.
3
Y
Rubric
Not analyzed at this point, but used to
help each leader identify areas of focus.
Student growth was observed.
4
Y
Leadership specific
Assignments specifically tied to
assignments and
leadership had an average course score
reflection
of 82%
5
Y
In-Depth discussion on Assignments specifically tied to social
social justice issues
justice had an average course score of
82%
6
Y
In-Depth exploration of Assignments specifically tied to
University resources
understanding University resources had
and characteristics of
an average course score of 90%
positive University role Assignments specifically tied to
modeling
advising had an average course score of
88%
For Spring 2009, 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
5
Grades
Grades
Staff meeting
Group discussion,
staff meeting
6
Grades, common
themes
Group discussion,
staff meeting
Identification of students that may
be struggling coinciding with
individual interventions.
Creation of e-portfolios for all
student staff.
Identification of assignment quality
issues. In-class follow-up when
needed. Individual interventions as
needed.
Individual advising and tracking
with Orientation Coordinator.
Two staff members released.
Group identification of social
justice issues affecting students.
Use of 10 Ways to Fight
Hate/Teaching Tolerance
curriculum.
Identification of further information
that needed clarification and
methods of pumping student leaders
up for helping the University.
1
For Fall 2009, please indicate which learning outcomes will be the focus of data
collection and what type(s) of data collection will be utilized.
L.O. #
4Leadership
Will data be collected in
Fall 09? (yes/no)
Yes
Type of assessment utilized (rubric, survey,
test, focus group, evaluations, etc)
Interview scores, common themes to address in
UNVS 199, Quantity of quality applications,
use of leadership rubric for those hired.
Based on your assessment experience in 2008-09, what changes (if any) do you plan
to make for 2009-10? (instrument, analysis, communication to staff, etc)
Keep analyzing set outcomes for Orientation programs based on CAS standards and tie
these with departmental outcomes. Keep using evaluation/survey method and campus/OTeam sharing of data.
Focus on student leader skill development with specialized rubrics.
Orientation Outcomes based on CAS Standards
Frosh Orientation 2008 Highlights
The following statements had a 70% or higher “agreement” response rate (Frosh):
 I was provided with adequate information about SJSU academic policies,
procedures, requirements, and programs
 My experience at orientation was culturally diverse
 I received sufficient information about the availability of services and programs
 During the program, I felt that I had the opportunities to interact with faculty,
staff, and continuing students
 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
 I better understand my responsibilities as an undergraduate student at SJSU
 I have a better sense of the purposes of higher education and the mission of SJSU
The following statements had an 80% or higher “agreement” response rate
(parents):
 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 son/daughter’s responsibilities as an undergraduate student
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
 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
 The dates offered for orientation were acceptable
 Parents/guardians were provided with relevant information and activities
Program Outcome
I have a better sense of the purpose of higher
education and the mission of SJSU
Student
Mean Score
Parent/Family
Mean Score
3.91
4.16
I was provided with adequate information about SJSU
academic policies, procedures, requirements and
programs
I was better understand my/my son or daughter’s
responsibilities as an undergraduate at SJSU
I am beginning to feel like I am a member of the
SJSU community
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
My experience at Orientation was culturally diverse
My parents/parents or 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
3.97
4.11
3.97
4.12
3.89
n/a
3.90
4.26
3.87
4.17
3.89
4.13
n/a
3.76
4.06
3.66
4.10
4.17
4.15
3.89
Advising Outcome
Student Mean Score
I was satisfied with the information I received on
general education, academic policies and procedures
and course registration
Overall, I was pleased with the advising session
3.70
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
3.58
3.73
3.59
3.44
Fall Welcome Days 2009 Data Highlights
Outcomes-Participation in Fall Welcome Day assisted with:
70% “strongly agree” or “agree” with knowing my way around campus
67% “strongly agree” or “agree” with feeling good about my choice to attend SJSU
62% “strongly agree” or “agree” with feeling that I will be successful at SJSU
60% “strongly agree” or “agree” with knowing the resources available to me on campus
58% “strongly agree” or “agree” with feeling like I belong at SJSU
53% “strongly agree” or “agree” with knowing how to get involved on campus
49% “strongly agree” or “agree” with making friends
33% “strongly agree” or “agree” with connecting to faculty and staff
Outcomes-Mean Scores
5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree
N
Feeling like I belong at SJSU
Mean
Std. Deviation
442
3.64
.935
439
3.62
.945
Making friends
437
3.50
.999
Connecting to faculty and staff
440
3.20
.961
439
3.85
.897
436
3.67
.916
435
3.82
.966
436
3.53
.972
Knowing the resources
available to me on campus
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
Valid N (listwise)
423
Student Involvement- Orientation and Transition
UNVS 199: Orientation Leadership Studies
Spring 2009
Course Syllabus
Class Information:
Course Title:
Date/Time:
Location:
UNVS 199: Orientation Leadership Studies
Tuesdays 4:30-7:15pm
BBC 021
Instructor:
Alissa Christenson
Coordinator, Orientation and Transition
Student Involvement
Office Hours:
By appointment - please call or email:
Office phone: 408.924.5975
Office fax: 408.924.5953
Office email: alissa.christenson@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 reading, 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 including academic
requirements, programs, policies, procedures, and facilities of the university. Material utilized
in the classroom will be applicable to the students’ leadership experiences. Students will
apply the knowledge and skills learned during the class lab component, and during our
programs throughout the year.
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 parent’s experience;
4. To prepare class members for their role in working with new students during the
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’s
student body and faculty/staff population;
7. To utilize theories and concepts learned in class and apply them to practical aspects of
the orientation staff position, primarily through the class lab component and programs.
Expectations
Arrive promptly
Be prepared
Use active listening skills
REQUIRED TEXTS & MATERIALS:
 Be respectful of presenters
Stay positive
Be present
1) Orientation Staff Binder (2009). (Provided by Student Involvement)
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
4) Additional readings to be assigned and postings on the class wiki tool
COURSE REQUIREMENTS
Responsibility - Students are responsible for all materials presented including lectures,
tapes, films, slides, guest speakers, panel presentations, excursions and all assigned readings.
In addition, students are responsible for bringing all materials to each class.
1. 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 an OL is consistently late to class they will have to meet
with the Coordinator to discuss their continuation as an Orientation Leader for SJSU.
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.
2. Exams - There will be one exam during the semester covering reading assignments
and/or materials covered in class/small group discussion sessions. This exam will take
place at the conclusion of the semester.
3. Homework Assignments – Students will be asked to complete various types of
homework aimed to learning/applying course material. This includes: reading and
reflection, participation in a campus tour from Visitor Relations, facilitation of a group
ice breaker, participation in the SJSU Day of Service, and participation in the Orientation
Opening Video. Reading assignments will be assigned on a weekly basis. Prior to class,
students must read the assignment and complete a series of discussion questions either
in a one page essay or posted to the wiki tool. These discussion questions will be
collected and graded. These important 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 in-depth assignments two of which are reflective papers aimed at
creating in-depth understanding of the course material. Each of these papers must be
two pages, double spaced, Times New Roman font. Details will be provided at least one
month prior to their due date.
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 Visitor Relations campus tour as
well as the prospective student calling session.
Chickering Reflection
In the Chickering Reflection you will be asked to reflect on your own transition to
college, as you read and study Chickering’s Theory of Identity Development. Write a
reflection addressing the following: With what were you preoccupied as a first-year
(and sophomore & junior if applicable) undergraduate? What factors of San Jose
State’s environment shaped your development in a positive or negative manner?
Describe your development through one or more of the vectors
Advising Essay
In the Advising assignment you will be asked to apply knowledge of SJSU specific
academic advising scenarios.
5. Department Project/Presentation – This project will require your group to
investigate one of the departments in the Division of Student Affairs at our university.
Your group will be responsible for highlighting the services this unit/office/department
offers as it pertains to incoming freshmen. Your group will need to gather information
and statistics on the services provided within the department/office and how that
department/office is beneficial to new students. Each group will be assigned a
mentor who can be utilized for coaching and suggestions on presentation skills.
The specific requirements for this project will be given to you later in class.
Upon completion of your research, your group will give a brief, entertaining
presentation about what you learned (15 minutes). It should be overwhelmingly evident
in your presentation that each member of your group participated in this assignment on
an equal basis. Your presentation must begin with a 15 minute icebreaker that will count
for 40 points of your semester grade. The icebreaker should be original and directions
provided in written form to the class. Along with your presentation, you must provide
one handout (40 copies) that outlines your presentation and summarizes key
information about this department. In addition the presentation and handout, a portion
of your grade will be based on each group member’s assessment of you as a team
member.
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 Alissa Christenson, Coordinator, Orientation and
Transition
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
Late Assignments – Late assignments will be accepted. However, the possible score for the
assignment will be lowered by 10% each day that the assignment is late. In addition, all
assignments must be completed by May 8, 2009 in order to get credit for this class. Failure to
complete any assignment will result in a final grade of “Incomplete.” 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.
* Please note that extra credit assignments will be available
Point System - Orientation Leaders’ grades will be determined on a 1000-point system.
While you should keep track of the points you earn, you may review the number of points
you have earned at any point during the semester by meeting with the instructor outside of
class. Detailed assignment information will be provided.
Orientation Leader Point Breakdown:
In-Depth Assignments
Chickering Reflection Paper
Prospective Student Reflection
Advising Essay
Department Project/Presentation
Department Presentation Quizzes (10@ 10 points each)
Final Exam
Homework Assignments
Reading Reflections/Discussion Questions (10 @ 20 points each)
Group Ice Breaker Facilitation
SOAR Campus Tour Participation
Day of Service May 8th 2009
Opening Video5
100
100
100
125
100
100
200
40
40
40
One-on-One Meetings
Coordinator
25
Team Leader
25
____________________________________________________________
Total Points:
1000
GRADING SCALE
Final grades for Orientation Leaders will be determined as follows:
Points
1000 – 970
969 – 930
929 – 900
899 – 870
Grade
A+
A
AB+
Points
729 – 700
699– 670
669 – 630
629 – 600
Grade
CD+
D
D-
869 – 830
829 – 800
799 – 770
769 – 730
B
BC+
C
599 – Below
F
STATEMENT ABOUT 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).”
STATEMENT ABOUT 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
27th
February
3rd
Topic
Introductions
Syllabus
Group Mentors
First-year Students
Reading
Discussed
Mission &
Vision of SJSU
Presentation Assignment
Due
Emily Bauer None
& Alissa
Section 1
February
10th
February
17th
February
24th
Millennial Students and
Parents/Families
Communication
Section 2
Admissions
Counselor &
Alissa
Group 1
Section 3
Group 2
Leadership
Development
Section 4
Group 3
March 3rd
Facilitation Skills
Section 4
Group 4
March 10th
Social Justice &
Diversity
Social Justice &
Diversity
Speak Up!
Section 5
10 Ways to
Fight Hate
Crimes on
Campus,
Section 5
Group 5
March 17th
March
Spring Break ~No
Group 6
Reading
Reflection #1
Reading
Reflection #2
Reading
Reflection #3
SOAR Campus
Tour Reading
Reflection #4
Prospective
Student
Reflection
Reading
Reflection #5
Reading
Reflection #6
24th
March 31st
April 7th
Class
Cesar Chavez Day~No
Class
Student Success
Section 6 & 7
All About SJSU
Group 7 & 8
April 14th
All About SJSU
Section 7
Group 9
April 21st
Advising
Section 8
Group 10
April 28th
Advising
Section 8
Advising
May 5th
Advising/Gameplan
walkthrough
Day of Service
Class Celebration
Section 8
Advising
None
Video
revealed
May 8th
May 12th
Reading
Reflection #7
Reading
Reflection #8,
Opening Video
Chickering
Reflection
Reading
Reflection # 9,
Opening Video
Reading
Reflection #10
Advising
Assignment
Take Home
Exam
2008-2009 Learning Outcomes Assessment Report
for Division of Student Affairs
Department
Person(s) Submitting
Report
Date
Director Signature
Student Involvement – Student Organizations and Leadership (SOAL)
Nam Nguyen, Associate Director for SOAL
September 11, 2009
Richard C. Keley
Please list department learning outcomes (add additional rows if needed)
Learning
Outcome #1
Learning
Outcome #2
Learning
Outcome #3
Learning
Outcome #4
Learning
Outcome #5
Learning
Outcome #6
COMMUNICATION: Students will speak, listen and write to achieve intended and meaningful understanding.
REASONING: Students will use knowledge of evidence and context in order to reach conclusions and reason, as well as to
innovate in imaginative ways.
LEADERSHIP: Students will acquire core leadership skills, enabling them to lead productive and meaningful lives within
the SJSU and global community.
INDIVIDUAL RESPONSIBILITY: Students will advance their understanding and sense of self and live healthier lives in
order to be successful at SJSU and beyond.
SOCIAL RESPONSIBILITY: Students will cultivate their understanding and duty to be socially responsible and global
citizens.
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.
For Fall 2008, 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 08?
(yes/no)
Type(s) of assessment utilized
(rubric, survey, test, focus group,
employee evaluations,, etc)
Findings (how many students participated in assessment, most
significant findings, summary of themes and/or actual data if
available)
1
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
2
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
3
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
4
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
Student Organization Leadership Conference (306): 81% of attendees
believed they gained communication skills from their experience at the
conference.
Nuts and Bolts for Student Organization (61): An averaged 80.6% of
the participants believed they gained communication skills from their
experience at the workshops
Student Organization Leadership Conference (306): 33% of attendees
believed they gained reasoning skills from their experience at the
conference.
Nuts and Bolts for Student Organization (61): An averaged 85.4% of
the participants believed they gained reasoning skills from their
experience at the workshops
Student Organization Leadership Conference (306): 79% of attendees
believed they gained leadership skills from their experience at the
conference.
Nuts and Bolts for Student Organization (61): An averaged 86% of the
participants believed they gained leadership skills from their experience
at the workshops
Student Organization Leadership Conference (306): 27% of attendees
believed they gained individual responsibility from their experience at
the conference.
Nuts and Bolts for Student Organization (61): An averaged 82% of the
participants believed they gained individual responsibility from their
experience at the workshops.
5
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
6
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
Student Organization Leadership Conference (306): 11% of attendees
believed they gained social responsibility from their experience at the
conference.
Nuts and Bolts for Student Organization (61): An averaged 81.2% of
the participants believed they gained social responsibility from their
experience at the workshops.
Student Organization Leadership Conference (306): 58% of attendees
believed they gained university responsibility from their experience at
the conference.
Nuts and Bolts for Student Organization (61): An averaged 82.6% of
the participants believed they gained university responsibility from
their experience at the workshops.
For Fall 2008, 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)
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)
1:Communication
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Benchmarked with
previous data,
generation of common
themes, analysis and
tracking of qualitative
remarks
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Addition of different types of communication trainings at
SOLC
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Creation of the Leadership Academy with curriculum
specifically focused towards critical thinking and problem
solving
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Creation of the Leadership Academy that offers an innovative
type of Leadership Programs that partnered with the College of
Business
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Increased curriculum at Leadership Today to cover self
awareness and individual impact
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Increased curriculum at Leadership Today to cover a more
comprehensive range of diversity training
Staff meetings, SOAL
Team Meetings, Semester
Reports, Post Program
Narratives, Committee
Planning Meetings
Creation of “Involvement Days” to create an overall university
connection
2: Reasoning
3: Leadership
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
For Spring 2009, please indicate which learning outcomes were the focus of data collection,
type(s) of assessment was/were utilized, and results.
L.O. #
1:Communication
Was data collected
in Spring 09?
(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)
Yes
Written Assessment (Pre
and Post Assessment) and
Leadership Today (39): 100% of attendees believed they gained
communication skills from their experience at LT.
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
Nuts and Bolts for Student Organization (11): An averaged
84.6% of the participants believed they gained communication
skills from their experience at the workshops
Leadership Today (39): 99.9% of attendees believed they
gained reasoning skills from their experience at LT.
Nuts and Bolts for Student Organization (11): An averaged
80.1% of the participants believed they gained reasoning skills
from their experience at the workshops
Leadership Today (39): 100% of attendees believed they gained
leadership skills from their experience at LT.
Nuts and Bolts for Student Organization (11): An averaged
93.1% of the participants believed they gained leadership skills
from their experience at the workshops
Leadership Today (39): 38.8% of attendees believed they
gained individual responsibility from their experience at LT.
Nuts and Bolts for Student Organization (11): An averaged
68.2% of the participants believed they gained individual
responsibility from their experience at the workshops.
Leadership Today (39): 44.4% of attendees believed they
gained social responsibility from their experience at LT.
Nuts and Bolts for Student Organization (11): An averaged
63.1% of the participants believed they gained social
responsibility from their experience at the workshops.
Leadership Today (39): 61% of attendees believed they gained
university responsibility from their experience at LT.
Nuts and Bolts for Student Organization (11): An averaged
59.2% of the participants believed they gained university
responsibility from their experience at the workshops.
For Spring 2009, 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)
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)
1:Communication
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Began recruitment of 2009 SOLC presenters to include a
more diverse offering of communication workshops
2: Reasoning
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
3: Leadership
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
4: Individual
Responsibility
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Began recruitment of 2009 SOLC presenters to include
problem solving sessions
Developed the leadership library to serve as a resource to
student organizations and leaders
Student Organization Recognition Banquet was themed on
“Sustainability” to promote eco-friendly event planning
5: Social
Responsibility
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
6: University
Responsibility
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Meetings
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings,
Semester Reports, Post
Program Narratives,
Committee Planning
Meetings
Student Organization Recognition Banquet was themed on
“Sustainability” to promote eco-friendly event planning
Implementation of “Involvement Days” to create an overall
university connection
For Fall 2009, 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:Leadership
Will data be collected in Fall 09?
(yes/no)
Yes
Type of assessment utilized (rubric, survey, test, focus group, evaluations,
etc)
Student Organization Leadership Conference will use evaluations that will
include satisfaction based questions and direct assessment
Based on your assessment experience in 2008-09, what changes (if any) do you plan to make
for 2009-10? (instrument, analysis, communication to staff, etc)
Based on our assessment experience and the focus that the Campus Life departments have chosen, the SOAL Team will assess on the
educational outcome of “Leadership”. We plan on using questions to achieve direct assessment such as:
“Please give an example of how the information shared today can be used effectively with your student organization”.