2009-2010 Assessment Report for Division of Student Affairs
Department
Student Involvement – Orientation & Transition (OAT)
Person(s) Submitting Report
Date
Director Signature
Emily Bauer, Associate Director
July 15, 2010
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: 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 2009, 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 09? (yes/no)
1
Yes
Type(s) of assessment utilized
(rubric, survey, test, focus group,
employee evaluations,, etc)
Orientation surveys, Staff interviews
2
Yes
Orientation surveys
3
Yes
Staff interviews,
Leadership rubrics
4
Yes
Orientation surveys, Staff applications,
FWD evals
5
Yes
Orientation surveys
6
Yes
Orientation surveys, Staff application
essays, FWD evals
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 See further
Orientation highlights below.
Student staff selection= 81 (up from 57) applications received, 78
group interviews, 59 individual interviews, 30 Orientation Leaders
hired.
Average group interview score= 6.8/10
Average individual interview score= 11/15. Overall staff selection
shows higher numbers and a bigger pool.
Distinction of confidence in communication skills for hired
student leaders. We also had a record number of returning staff
hires for the 2010 program.
Parents and students responded that they felt comfortable
navigating the University in various ways (4.03/5- students and
4.29/5-parents; both up from 2008). See further Orientation
highlights below.
Same as above, plus:
Development and use of leadership rubric for personal
counseling/reflection.
Parents reported an average score of responsibility awareness of
4.35/5. See further Orientation highlights below.
Number of staff applications is best yet. OAT focus on success
and readiness for position. Continuation 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 4.03/5- students and 4.25/5- parents; 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
4.06/5- students and 4.30/5- 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 rise- over 7,500 student
interactions. Departments reported record attendance and
engagement. Fall Welcome Days attendees reported feeling
welcome on campus. (see attached).
For Fall 2009, please indicate if findings noted above were discussed in your department and/or what actions have been taken in response to
the findings.
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, O-Team meeting
2
Statistical analysis and
comparative data from past.
Staff meeting, O-Team meeting
3
Selection process scores,
individual reflections
Staff meeting, O-Team 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, O-Team meeting
Keep 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 Next Steps/matriculation
process. New online and print resources identified
including parent public for 2011.
Development of SPARTA Leader position, selection
and training. Leadership rubric developed for UNVS
199.
Revised Nextsteps text to further clarify importance
of reading materials and following through with all
responsibilities.
Kept outlined date commitments for entire year.
Separately, the number of quality applicants increased
this year. It was the best yet!
Creation of Eco-Service portion of SPARTA Camp.
L.O. #
1
6
Staff meeting, O-Team meeting
Creation of SPARTA Camp program with AS Rec
Connect. New initiative to focus on connecting new
students to campus/becoming an active member of the
University.
For Spring 2010, please indicate which learning outcomes were the focus of data collection, type(s) of assessment was/were utilized, and
results.
1
Was data collected
in Spring 10?
(yes/no)
Yes
Type(s) of assessment utilized (rubric,
survey, test, focus group, employee
evaluation, etc)
Presentations, Papers
2
Yes
Tests, Papers tied to weekly readings
3
Yes
Rubric
4
Yes
5
Yes
6
Yes
Leadership specific assignments and
reflection
In-Depth discussion on social justice
issues
In-Depth exploration of University
resources and characteristics of positive
University role modeling
L.O. #
Findings (how many students participated in assessment,
most significant findings, summary of themes and/or actual
data if available)
94% of class received a B or higher in UNVS 199 course.
The course average was 95%.
Assignments specifically tied to communication had an
average course score of 94%
Average scores for the final and critical thought papers were
100% and 94% 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 93%.
Not analyzed at this point, but used to help each leader
identify areas of focus. Student growth was observed.
Assignments specifically tied to leadership had an average
course score of 100%
Assignments specifically tied to social justice had an average
course score of 93%
Assignments specifically tied to understanding University
resources had an average course score of 100%
Assignments specifically tied to advising had an average
course score of 87%
For Spring 2010, 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:
Communication
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)
Staff meeting
2: Reasoning
Grades
Staff meeting
3: Leadership
Grades
Staff meeting
4: Individual
Responsibility
5: Social
Responsibility
Grades
Staff meeting
Grades
Group discussion, staff meeting
6: University
Responsibility
Grades, common themes
Group discussion, staff meeting
Actions taken as a result of findings (revised
training, revised curriculum for workshops, revised
materials, development of a new instrument, revised
instrument, etc)
Identification of students that may be struggling
coinciding with individual interventions.
Use of individual leadership rubrics in 1:1 meetings.
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. Continued use of 10 Ways to Fight
Hate/Teaching Tolerance curriculum.
Campus Tour training, Admitted Spartan Day and
Transfer Orientation were added to curriculum for
students leaders.
For Fall 2010, please indicate which learning outcomes will be the focus of data collection and what type(s) of data collection will be utilized.
L.O. #
Will data be collected in Fall 10? (yes/no)
4- Individual
Responsibility
5- Social
Responsibility
Yes
Yes
Type of assessment utilized (rubric, survey, test, focus group, evaluations,
etc)
SPARTA Camp analysis on the impact of the program on student success at
the University
Eco-Service SPARTA Camp follow up- to gauge continued service
involvement in the community.
Based on your assessment experience in 2009-10, what changes (if any) do you plan to make for 2010-11? (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/O-Team sharing of data.
In-depth analysis of SPARTA Camp outcomes.
For 2009-10, please indicate any satisfaction assessments that were completed for your department.
Date and type of
assessment (survey,
focus group, etc)
Spring 2010- Focus
Group
What areas were assessed
related to satisfaction?
(services, service hours,
customer service, etc.
Transfer student experience,
needs
Summer 2009
Fall 2009
Orientation Evals
Fall Welcome Days Evals
Findings (# of students who responded, response rate, summary of themes, etc)
6 transfer students told us how/why they were satisfied with their University experience.
Data used to plan Fall Welcome Days and shared with staff of Transfer Orientation.
Themes= want to be involved, not on campus on Fridays, many night classes, want events
for them. Need more awareness of Fall Welcome events and leadership opportunities.
Partial satisfaction information (below)
Partial satisfaction information (below)
For 2009-10, please indicate any other assessment activities that took place in your department (usage, demographics, event participation,
etc).
Please information below for program data summaries for this time period.
Frosh Orientation 2009
Student Survey Highlights
Overall Satisfaction:

94% responded that overall the student orientation staff was “excellent” or “good”

77% responded that overall the orientation program was “excellent” or “good”

71% of the students were pleased with the advising sessions
Satisfaction – Day 1 activities – Group meetings (excellent + good ratings):

74% were satisfied with the “Get Connected” group meeting

72% were satisfied with the “Academic Advising & SJSU Requirements” group meeting

75% were satisfied with the “University Life 101” group meeting

74% were satisfied with the “Spartan to Spartan“ group meeting
Special Interest Sessions: All special interest sessions had a greater than 50% satisfaction rate. The top 5 were the following:

72% satisfied – “Club Sports @ SJSU”

71% satisfied – “Spartan Shops: Food, Books, Cable, Internet and You!”

71% satisfied – “University Library”

70% satisfied – “Go Greek! Fraternity and Sorority Life at SJSU”

68% satisfied – “Expand your Horizons! SJSU Study Abroad Programs”
The following statements had a 70% 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

I feel more familiar with the SJSU campus and surrounding community.

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
Other important results:

66% of the students attended orientation without their parents/guardians

86% responded that the orientation date that they attended was convenient for them

81% 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
Summer 09
Summer 08
Summer 07
Respondents
2151
2793
2584
Percent
94%
92%
95%
Avg.
2509
93%
Overall, the orientation program was “excellent” or “good”
Semester
Summer 09
Summer 08
Summer 07
Respondents
2151
2793
2584
Percent
77%
74%
82%
Avg.
2509
78%
Parent Survey Highlights
Overall Satisfaction:

94% responded that overall the student orientation staff was “excellent” or “good”

89% responded that overall the orientation program was “excellent” or “good”
Satisfaction – Day 1 activities (excellent + good ratings):

77% were satisfied with the check-in process

79% were satisfied with the “Destination SJSU” program

79% were satisfied with the Resource Faire

60% were satisfied with lunch

88% were satisfied with the “Orientation Kick-Off” program

91% were satisfied with the “Understanding SJSU” program

92% were satisfied with the Academic Advising overview

79% were satisfied with the “Successful Transitions” program

80% were satisfied with dinner

82% were satisfied with the Student Q & A panel
Special Interest Sessions: All special interest sessions had a greater than 50% satisfaction rate. The top 6 were the following:

95% satisfied – “Transitioning to College for the Student with Psychological Concerns”

95% satisfied – “Spartan Shops: Food, Books, Cable, Internet and You!”

94% satisfied – “The Bursar’s Office is Here to Help You!”

93% satisfied – “A Sneak Peek: The Seminar Experience in Humanities Honors Program”

91% satisfied – “University Housing Services”

90% satisfied – “Benefits of Educational Opportunity Program”
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 son/daughter’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 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

Parents/guardians were provided with relevant information and activities
Other important results:

96% responded that the orientation date that they attended was convenient for them
Combined Survey Highlights
Program Events
Check-In
Destination SJSU
Resource Faire
Orientation Kick-Off
Getting Connected with SJSU
Advising Overview
Student Mean Score
Special Interest Sessions
A Sneak Peek
Benefits of Educational Opportunity
Program
Career Center Resources
Club Sports Team at SJSU
Expand your Horizons through Study
Abroad Programs
Nutrition and Wellness
SJSU Financial Aid 101
Spartan Shops
Transitioning for College Students
with Psychological Concerns
Go Greek! Fraternity and Sorority
Life at SJSU
Got Worry?
Involvement and Leadership
Opportunities. Get Involved!
A Sneak Peak: The Seminar
Experience in Humanities Honors
Change It All: From Service to
Scholarship
University Housing Services
University Library
What's the Bursar's Office and What
Can It Do for Me?
Engineering Success 101
Student Mean Score
Parent Mean Score
3.72
3.86
3.76
3.86
3.98
3.95
4.01
4.07
4.12
4.27
4.26
4.41
Parent Mean Score
3.73
3.79
4.37
4.32
3.60
3.95
3.89
4.29
4.23
4.24
3.79
3.74
3.98
3.85
4.25
4.03
4.50
4.76
3.92
3.94
3.68
3.78
4.23
4.03
3.73
4.37
3.73
4.12
3.87
3.99
3.83
4.53
4.19
4.46
3.75
4.25
Group Meetings
Group Meeting # 1 - Get Connected
Understanding SJSU
Group Meeting # 2 - Academic
Advising & SJSU Requirements
Academic Advising Overview
Successful Transitions
Group Meeting # 3 - University Life
Skits
Student Q&A Panel
Group Meeting # 4 - Spartan to
Spartan
Evening Entertainment
Academic Advising and Registration
Meals
Breakfast
Lunch
Student Mean Scores
Parent Mean Scores
3.98
n/a
3.95
n/a
4.26
n/a
n/a
n/a
4.03
4.41
4.04
n/a
n/a
4.00
4.20
n/a
3.89
3.88
n/a
n/a
Student Mean Score
Program Outcome
Parent Mean Score
3.64
3.60
N/A
3.68
Student
Mean Score
Parent/Family
Mean Score
I have a better sense of the purpose of higher education
and the mission of SJSU
4.03
4.25
I was provided with adequate information about SJSU academic policies,
procedures, requirements and programs
4.06
4.30
I was better understand my student’s responsibilities as an undergraduate
at SJSU
n/a
4.35
I received sufficient information about the availability of services and
programs
3.98
4.28
I feel more familiar with the SJSU campus and the surrounding
community
3.95
4.11
During the program I felt that I had opportunities to interact with faculty,
staff and continuing students
3.96
4.28
During the program I felt that I had opportunities to have meaningful
discussions with my group leader and other Frosh
3.90
After attending Day One morning activities, I feel more connected to
other new students at SJSU.
3.86
After attending Day One morning activities, I have a greater sense of
connection to the SJSU campus.
3.93
After attending Day One morning activities, I have a greater
understanding of the value of diversity on SJSU’s campus.
4.04
My parents/parents or guardians were provided with relevant information
and activities
3.78
After participating in University Life 101, I feel I have a better
understanding of the components of sexual consent.
4.08
I am beginning to feel like I am a member of the SJSU community
n/a
n/a
n/a
4.09
4.30
n/a
The sessions and activities were timed adequately.
4.06
3.79
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
Dinner
4.29
4.03
3.89
4.13
Advising Outcome
Student Mean Score
I understand the information I received on General Education
requirements, academic policies/procedures and registering for courses.
3.82
The advising session helped me learn how to register for courses
3.85
I understand the schedule that was given to me by my Academic Advisor
3.76
I knew what courses I needed to take after attending the advising session
3.63
Overall, I was pleased with the advising session
3.93
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 2008, 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. Student life skits were revamped to give students’ a clearer picture of the severity of
sexual assault for a college student.
Overall Trends by Session: Students

Special Interest Session scores were fairly consistent across sessions.

Program outcome scores were consistent across sessions
Overall Trends by Session: Parents

Special Interest Session scores were fairly consistent across sessions. Parents rated sessions significantly higher than students.

Program outcome scores were consistent across sessions.
Key Recommendations for the Future

Increase participation rate in survey for more valid results

Continue to work on traffic flow to aid in participants feeling satisfied with wait time. Increase level of connection by pairing students and
guests with a small group leader for Destination SJSU.
Session Breakdown
Session
Student
Student
Student
Parent
Parent
Parent
Parent
Total
Pre-Reg.
No Show
Actual
Pre-Reg.
No Show
Walk-In
Actual
Attendance
#1 June 15-16
383
12
371
131
15
8
124
495
#2 June 18-19
389
20
370
142
11
15
146
516
#3 June 25-26
402
25
377
182
41
19
160
537
#4 July 29-30
400
22
378
172
10
10
172
550
#5 July 6-7
407
33
373
128
12
22
138
511
#6 July 9-10
404
32
373
143
17
23
149
522
#7 July 16-17
398
42
355
154
30
13
137
492
#8 July 20-21
393
58
335
102
18
12
96
431
3,176
244
154
122
1,122
TOTAL
2,932
1,154
4,054
Fall Welcome Days 2009
Student Survey Highlights
Response Rate
5244 students invited to participate
484 respondents
9% response rate
Demographics-Classification
56% freshmen
44% transfer students
Demographics-Major
18% Applied Science and Art
17% Business
18% Engineering
15% Humanities and the Arts
13% Social Science
8% Science
8% Undeclared
3% Education
Event Attendance-General
27% did not attend any Fall Welcome Days events
Event Attendance (Top 7)
40% Welcome Convocation
32% On-Campus Job Fair
27% Breakfast on the Lawn
25% Find Your Classes Tours
23% Spartan Connection
21% Spartan Football
20% SJSU’s Got Talent
Event Awareness
39% Signs
47% Flyers
46% Orientation
34% Guide to Fall Welcome Days
13% Spartan Daily
11% My RA
Favorite Events (Top 10)
25% Spartan Squad Kick-Off
19% Spartan Football
12% Student Organization Faire
10% On-Campus Job Faire
6% President’s Breakfast
6% Cell Phone Scavenger Hunt
5% Latino/Chicano New Student Welcome Reception
3% Alumni Ice Cream Social
3% Welcome Convocation
3% SJSU’s Got Talent
Most Welcoming Events (Top 9)
All events- 27
Orientation- 16
Spartan Squad Kick Off- 13
Welcome Convocation- 13
Student Organization Faire- 12
President’s Breakfast- 12
None- 11
Spartan Football- 10
Find Your Classes Tours- 10
Outcomes-Participation in Fall Welcome Day assisted with:
62% “strongly agree” or “agree” with knowing my way around campus
60% “strongly agree” or “agree” with feeling good about my choice to attend SJSU
58% “strongly agree” or “agree” with feeling that I will be successful at SJSU
54% “strongly agree” or “agree” with knowing the resources available to me on campus
53% “strongly agree” or “agree” with feeling like I belong at SJSU
48% “strongly agree” or “agree” with knowing how to get involved on campus
45% “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
458
3.63
454
3.63
Making friends
452
3.45
Connecting to faculty and staff
455
3.20
455
3.81
452
3.72
457
3.78
458
3.50
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)
436
Other Events Attended (Top 5)
Club/Organization activity- 23
Greek life events- 12
Transfer Information Program- 9
Block Party- 8
Sporting events- 5
Event Awareness (Top 5)
Email/MYSJSU- 53
MUSE- 5
Internet/website- 5
Roommate- 3
T-Shirt- 3
Lack of Participation (Top 5)
Time conflict/Too busy- 98
Didn’t know about it- 28
Lack of Interest- 18
Too Shy- 6
No one to go with- 2
Suggestions (Top 5)
More/better advertising/earlier- 29
More events/activities- 16
No change needed/good as is- 15
More interactive events/to meet other people- 12
Weekend/Later events- 12
Responses with follow-up
Requested more information on getting involved= 192 respondents
Interested in being a part of Orientation or the Fall Welcome Days Board= 111 respondents
Quotes about negative experiences
“I was really disappointed that most events weren’t more than one day.”
“I felt very lost and overwhelmed about the welcome days.”
Quotes about positive experiences
“Student Organization Fair was filled with welcoming students who were eager to talk with you.”
“They were all good and informative in their own way.”
“I found the President’s Welcome was the most important and inspiring moment.”
Comparative Data (from 2008)
General
Event attendance was higher than past years
Numbers of students reporting not hearing about events was significantly lower
The number of students requesting information on how to get involved went way up (from 72 to 192)
Find Your Classes Tours was new to the most welcoming event list
The Student Organization Faire, Latino/Chicano Welcome and Alumni Association Ice Cream Social were all new to the top favorite
events
Event awareness went up in each category, lack of participation responses were fewer this year
The program outcome of “Feeling that I will be successful at SJSU” rose at a much higher level this year
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
3.72
3.65
3.41
3.17
3.86
3.72
3.85
3.45
2008
3.64
3.62
3.50
3.20
3.85
3.67
3.82
3.53
2009
3.63
3.63
3.45
3.20
3.81
3.72
3.78
3.50
Change
-.01
+.01
-.05
0
-.04
+.15
-.04
-.03
Student Involvement- Orientation and Transition
UNVS 199: Orientation Leadership Studies
Spring 2010
Course Syllabus
Class Information: Course Title:
UNVS 199: Orientation Leadership Studies
Date/Time:
Tuesdays 4:30-7:15pm
Location: BBC 324
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
 Be respectful of presenters
Stay positive
Be present
REQUIRED TEXTS & MATERIALS:
1) Access to the PB Wiki, which carries all our course content and discussion board
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,
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
3.
Homework Assignments – Students will be asked to complete various types of homework aimed to learning/applying course material. This
4.
In Depth Assignments and Reflection – Throughout the semester you will be asked to complete three in-depth assignments two of which are
sessions. This exam will take place at the conclusion of the semester.
includes: reading and reflection, participation in a campus tour from Student Outreach and Recruitment, facilitation of a group ice breaker,
participation in Transfer Orientation, 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.
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 Student
Outreach campus tour.
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 as well as compile a four-year
plan to graduation.
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 7th, 2010 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
100
100
100
125
100
100
Homework Assignments
Reading Reflections/Discussion Questions (10 @ 20 points each)
Group Ice Breaker Facilitation 40
SOAR Campus Tour Participation
Transfer Orientation
Opening Video
5
E.C. option-ASD (10)
200
40
40
One-on-One Meetings
Coordinator
Team Leader
____________________________________________________________
Total Points:
GRADING SCALE
Final grades for Orientation Leaders 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+
769 – 730
C
Points
729 – 700
699– 670
669 – 630
629 – 600
599 – Below
25
25
1000
Grade
CD+
D
DF
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 26th
Topic
Introductions
Syllabus
Group Mentors
First-year Students
Reading Discussed
Mission & Vision of SJSU
Presentation
Alissa
Assignment Due
None
Section 1
Reading Reflection #1
Section 2
February 16th
February 23rd
March 2nd
Millennial Students and
Parents/Families
Communication
Facilitation Skills
Leadership Development
Admissions,
Bursar, F. Aid &
Alissa
Group 1
Section 3
Section 4
Section 4
Group 2
Group 3
Group 4
March 9th
March 16th
Social Justice & Diversity
Social Justice & Diversity
Speak Up! Section 5
10 Ways to Fight Hate
Crimes on Campus, Section 5
Group 5
Group 6
Reading Reflection #3
Reading Reflection #4
Prospective Student
Reflection
Reading Reflection #5
Reading Reflection #6,
Opening Video
March 30th
Spring Break ~No Class
April 6th
Section 6 & 7
Group 7
Reading Reflection #7
April 13th
April 20th
Student Success
All About SJSU
All About SJSU
Advising
Section 7
Section 8
Group 8
Advising
April 27th
Advising
Section 8
Advising
May 4th
May 11th
Advising/Gameplan walkthrough
Class Celebration
Section 8
None
Advising
Alissa
Chickering Reflection
Reading Reflection # 8,
Opening Video
Reading Reflection #9 and
#10
Advising Assignment
Take Home Exam, Opening
Video
February 2nd
February 9th
Reading Reflection #2
2009-2010 Assessment Report for Division of Student Affairs
Department
Student Involvement – Student Organizations and Leadership (SOAL)
Person(s) Submitting Report
Date
Director Signature
Nam Nguyen, Associate Director, Student Organizations and Leadership
July 16, 2010
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: 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 2009, please indicate which learning outcomes were the focus of data collection, type(s) of assessment was/were utilized, and results.
Was data collected
in Fall 09? (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
5
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
6
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
Student Organization Leadership Conference: 88.9% of attendees
believed they gained communication skills from their experience at
the conference.
Nuts and Bolts for Student Organization: An averaged 92.3% of
the participants believed they gained communication skills from
their experience at the workshops
Student Organization Leadership Conference: 88.9% of attendees
believed they gained reasoning skills from their experience at the
conference.
Nuts and Bolts for Student Organization: An averaged 69.2% of
the participants believed they gained reasoning skills from their
experience at the workshops
Student Organization Leadership Conference: 85.6% of attendees
believed they gained leadership skills from their experience at the
conference.
New Student Organization Orientation: 100% of attendees believed
they gained leadership skills from their experience at the
orientation.
Nuts and Bolts for Student Organization: An averaged 97.3% of
the participants believed they gained leadership skills from their
experience at the workshops
Student Organization Leadership Conference: 88.9% of attendees
believed they gained individual responsibility from their
experience at the conference.
Nuts and Bolts for Student Organization: An averaged 64.5% of
the participants believed they gained individual responsibility from
their experience at the workshops.
Student Organization Leadership Conference: 78.6% of attendees
believed they gained social responsibility from their experience at
the conference.
Nuts and Bolts for Student Organization: An averaged 72.4% of
the participants believed they gained social responsibility from
their experience at the workshops.
Student Organization Leadership Conference: 80.4% of attendees
believed they gained university responsibility from their experience
at the conference.
Nuts and Bolts for Student Organization: An averaged 83.6% of
the participants believed they gained university responsibility from
their experience at the workshops.
L.O. #
For Fall 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
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, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Addition of different types of communication trainings at
SOLC, revised instrument for SOLC, more intentional
communication about skills attained at SOLC, creation of
Advisor Newsletter and Meetings
Creation of the Leadership Library to provide students
academic tools to assist in reasoning skills, need for more
analytical thinking based workshops at SOLC
2: Reasoning
3: Leadership
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
Continuation with SOLC Student Chairs to provide a
comprehensive leadership experience and will revise
training for those students hired for Fall 2010.
Creation of the November “Nuts and Bolts” workshop
focused on health and balance for student leaders.
Offerings of sessions at SOLC on sustainability and social
responsibility
Continuation of “Involvement Days” and creation of
“Student Organization Spotlight” to cultivate an overall
university connection and “SOAL Mates Awards” to
recognize staff members’ commitment to the student
organization community
For Spring 2010, 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 10?
(yes/no)
Type(s) of assessment utilized (rubric,
survey, test, focus group, employee
evaluation, etc)
1:Communication
No
2: Reasoning
No
3: Leadership
Yes
Written Assessment (Pre and Post
Assessment) and Surveys
Written Assessment (Pre and Post
Assessment) and Surveys
Written Assessment (Pre and Post
Assessment) and Surveys
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
No
L.O. #
No
No
Written Assessment (Pre and Post
Assessment) and Surveys
Written Assessment (Pre and Post
Assessment) and Surveys
Written Assessment (Pre and Post
Assessment) and Surveys
Findings (how many students participated in assessment, most
significant findings, summary of themes and/or actual data if
available)
New Student Organization Orientation: 93% of attendees
believed they gained leadership skills from their experience at the
orientation.
Appeals Student Organization Orientation: 91% of attendees
believed they gained leadership skills from their experience at the
orientation.
For Spring 2010, 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
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
2: Reasoning
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
3: Leadership
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
4: Individual
Responsibility
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, Post Program
Narratives, Committee Planning
Meetings
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Benchmarked with previous
data, generation of common
themes, analysis and tracking of
qualitative remarks
Staff meetings, SOAL Team
Meetings, Post Program
Narratives, Committee Planning
Meetings
Began devising methods for alternative forms of
communication with students (media clips, electronic
documents), conducted follow up meetings with all New
and Appeals groups for 2009-2010 to discuss stronger
communication strategies, work with Student Organization
Advisors to assist in communication training and
advisement, creation of the Curriculum Advisory Board
for SOLC, will be offering a Competency on “Individual
Growth” at SOLC that will include training on
Communication
Began recruitment of 2010 SOLC presenters to include
problem solving sessions, creation of the Curriculum
Advisory Board for SOLC, conducted follow up meetings
with all New and Appeals groups for 2009-2010 to discuss
problem solving
Developed the leadership library to serve as a resource to
student organizations and leaders, began development of
advanced training curriculum for SOLC chairs, assessed
Nuts and Bolts program and how it can be retooled, merge
of SOLC and New Member Experience to provide
additional leadership resources, creation of the Curriculum
Advisory Board for SOLC, will be offering a Competency
on “Individual Growth ” at SOLC that will include
training on leadership skills and organization management
Investigating new methods to deliver Alcohol Education at
SOLC, creation of the Curriculum Advisory Board for
SOLC, will be offering a Competency on “Health and
Wellness”
Developing online process for registrations to cut back on
paper consumption, creation of the Curriculum Advisory
Board for SOLC, will be offering a Competencies on
“Community Involvement” and
“Diversity/Multiculturalism” at SOLC, in the process of
redesigning the entire Leadership Today curriculum
(including the training of facilitators) to be more relevant
to the SJSU population
Implementation of “Involvement Days” to create an
overall university connection, creation of the Curriculum
Advisory Board for SOLC, will be offering a Competency
on “Community Involvement” at SOLC as well as
building in networking opportunities within the groups on
the day of the program
5: Social
Responsibility
6: University
Responsibility
For Fall 2010, please indicate which learning outcomes will be the focus of data collection and what type(s) of data collection will be utilized.
L.O. #
Will data be collected in Fall 10? (yes/no)
Type of assessment utilized (rubric, survey, test, focus group, evaluations, etc)
1:Communication
Yes
2: Reasoning
Yes
3: Leadership
Yes
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
4: Individual
Responsibility
Yes
5: Social
Responsibility
Yes
6: University
Responsibility
Yes
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
Student Organization Leadership Conference, New Student Organization
Orientations, SOLC Student Chairs Programs, Leadership Today 2011, Nuts and
Bolts for Student Organizations, Advisor Meetings will use evaluations that will
include satisfaction based questions and direct assessment
Based on your assessment experience in 2009-10, what changes (if any) do you plan to make for 2010-11? (instrument, analysis,
communication to staff, etc)
I would recommend that all teams within Student Involvement select a few questions (directly related to SI’s learning outcomes) to be used in all
program assessments. This continuity would allow us to cross assess our office as a whole and provide more structured direction for the teams.
For 2009-10, 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)
Fall Student Organization
Faire: September 2, 2009
Check In, Program Satisfaction
Fall Advisors Reception:
October 15, 2009
Spring Advisors Meeting:
January 29, 2010
Program Satisfaction, Information
Gathering
Program Satisfaction, Information
Gathering
Spring Student
Organization Faire:
February 3, 2010
Check In, Program Satisfaction
2009-2010 New Student
Organization Recognition
Process (Fall and Spring
Groups):
Service Satisfaction, Information
Gathering
Check-in was easy and efficient: 96% Attendees Agreed
Club spent time planning and delegating: 90.1% Attendees Agreed
Event helped my org promote upcoming events: 89.5% Attendees Agreed
Event communicated the purpose of my student org: 94.3% Attendees Agreed
Event helped my org recruit new members: 88.3% Attendees Agreed
Event helped me learn about other student orgs: 82.3% Attendees Agreed
Overall themes: Prefer more structured meeting vs “meet and greet”, wanted to
know about the resources on campus for advisors
Overall themes: Appreciated all the information shared (Risk Management and
Officer Transition Tips), Would like more information on fundraising and
finance
Check-in was easy and efficient: 97% Attendees Agreed
Club spent time planning and delegating: 82.1% Attendees Agreed
Event helped my org promote upcoming events: 91% Attendees Agreed
Event communicated the purpose of my student org: 95.4% Attendees Agreed
Event helped my org recruit new members: 84% Attendees Agreed
Event helped me learn about other student orgs: 87.2% Attendees Agreed
Summary of Significant Information:
1. How did your group know about the process to start a new student
organization at SJSU?: 50% SI Website, 37.5% SJSU Faculty/Staff, 37.5%
Knew from experience
2.
What did your organization spend the most time?: 50% Developing constitution,
25% Acquiring Membership
3.
Who completed the majority of your student organization recognition
application?: 75% President
4.
How useful was the first “Drop In Meeting”?: 100% Very Useful/Somewhat
Useful
5.
How often did you meet with your student organization advisor this semester?:
62.5% 1-3 Times, 25% 9+ Times, 12.5% Never
6.
Of the topics covered at the New Student Organization Orientation session,
which areas did you find most useful?: 62.5% University Resources, 62.5% On
Campus Events Scheduling, 62.5% AS Funding Process, 50% Recognition Info,
50% Banking Info, 50% Student Organization Policies
Overall, how difficult was it for your group to participate in the New Student
Organization Recognition process?: 50% Very Easy/Easy, 50% Neutral
7.
Spring 2010 Appeals
Recognition Process:
Service Satisfaction, Information
Gathering
Summary of Significant Information:
1.
Why did your organization not complete the Fall 2009 Recognition Process?:
75% Former Leaders did not update information with SI, 25% Did not know to
renew, 25% Did not know how to renew
2.
How did your group know about the process to start a new student
organization at SJSU?: 50%% SJSU Faculty/Staff, 33.3% Email/Call from
SI, 33.3% Advisor
3.
What did your organization spend the most time?: 33.3% Developing
constitution, 33.3% Acquiring Membership
4.
Who completed the majority of your student organization recognition
application?: 83.3% President
5.
How useful was the first “Drop In Meeting”?: 83.3% Very Useful/Somewhat
Useful
6.
How often did you meet with your student organization advisor this semester?:
50% 4-8 Times, 33.3% 1-3 Times, 16.7% 9+ Times
7.
Of the topics covered at the New Student Organization Orientation session,
which areas did you find most useful?: 83.3% University Resources, 33.3% On
Campus Events Scheduling, 50% AS Funding Process, 66.7% Recognition Info,
50% Banking Info, 16.7% Student Organization Policies
Overall, how difficult was it for your group to participate in the New Student
Organization Recognition process?: 50% Easy, 50% Neutral
8.
For 2009-10, please indicate any other assessment activities that took place in your department (usage, demographics, event participation,
etc).
Student Organization Recognition Banquet: Feedback was compiled during follow-up meetings with the SOAL staff, student assistants, and Club
Sport coordinator. These points will be utilized in the early planning for the 2011 Student Organization Recognition Banquet and will also include input
from Fraternity and Sorority Life.
Positives
Introduction video for the banquet was a fun addition
First time having the SJSU President speak and attend the event; giving it further prestige
Décor and set up was unique. Runway made recipients feel appreciated and special, gave the “wow factor”, and alternating blue and yellow table
cloths & orchids was beautiful and classic
Full house attendance (over 300); more advisors present during this year’s banquet
Enjoyed the President student speaker – short, relevant, and fun
Video aspect & slideshow for new & small student organizations was a nice addition. Will want to keep the new student organization spotlight as a
standard aspect of the program.
Including student assistants in the planning process, which gave the program a fun and creative edge
Having a theme and name for the awards, the “Sammy Awards”, made the event more memorable and cohesive
Changes
Application Process
o Use Microsoft Word instead of .pdf for the applications to ensure greater accessibility
o Target the marketing to all listed officers, not just Presidents
o Increase personalized marketing and presentations to applicants from historically low classifications (i.e. recreation/leisure)
o Focus flyers and marketing material for professional/academic organizations in the college’s center and office
o Upload all selection committee files onto an online file sharing website instead of using CDs
o Create an brief application form for selection committee members to have it feel more official
Program:
o Keep the audience engaged more during the awards segment and to have them stay the entire duration

Need award description and overview for Club Sports and FASL

Create video to introduce the Club Sports & Greek community
o Create a unified structure versus having different parts of the program coming together

Consistent format for video introductions (initial MC introductions, Club Sport video, slideshows, etc)
o Screen performers with content guidelines to keep the event tasteful and with clean material
o Possible keynote instead of having the President or administrator speak. Have a dynamic off campus speaker (maybe alumni) open the
event.
o Shorten award descriptions (maybe less time on award descriptions and instead have more time for winner to give thanks)
o Maybe have 2 performances instead of 3 in the interest of time
o Look into obtaining a Spartan Daily ad and press release early to ensure greater coverage
o Have a conversation with Athletics on modifying or keeping the Sammy Award name
Set up:
o Include ADA accessibility description on the poster ; ensure ADA ramp is included in Event Services meeting
o Shorten ramp to accommodate stage and performance area (cut the runway in half)
o Make actual announcement for recipients to walk down the stage to receive award.

Create a formalized receiving ceremony (handshake, award, photo, etc.)
Lighting in the back makes it seem less “formal.” Move step and repeat photos back to side stage area
Needed more assistance from the SU staff. Early mike set up and clearly instructed stage arrangement for the performers (i.e. moving the
podium during performances)
Check - In:
o Streamline check-in process (signage for club names, different lines for various groups – Club Sports, Advisors, Staff, etc.)
o Have pre-packaged plates for administrators and special guests (i.e. President, off-campus guests) , or earlier admission for the RSVP area
Program AV/Tech:
o Have music files prepared on CD (or USB)
o Ensure laptop has updated software and is compatible with Apple iMovie for the slideshow

Look into borrowing Event Center’s AV laptop
o Earlier set-up time for AV is needed (at least 1 hour prior to the event)
o
o
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OTHER SORB Data: Applicants were asked to check the marketing methods that reached them regarding the Student Organization Recognition
Banquet. Question: How did you hear about the awards? (check all that apply)
Email
37
76%
Word of Mouth
10
20%
Website
15
31%
Flyer/Banner
10
20%
Presentation
0
0%
Past Applicant
14
29%
Advisor
0
0%
Total respondents
49
Award Packet Applicants by Organization’s Position.
Question: Please check whether you are: Member or Officer (state position)
Member
1
2%
Advisor
4
7%
President
27
47%
Secretary
5
9%
Vice President
8
14%
Treasurer
2
3%
Other
12
21%
Total respondents:
58
Number of Award Applicants by Student Organization Categories:
Professional/Academic:
23
40%
Fraternity:
3
5%
Sorority:
4
7%
Governance/Advisory:
3
5%
Honorary:
2
3%
Religious/Spiritual:
3
5%
Arts/Entertainment/Publication:
2
3%
Cultural/Int'l/Social Justice:
11
19%
Political:
1
2%
Service:
4
7%
Club Sports
2
3%
Total
58