2010-2011 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement – Fraternity and Sorority Life
Blake Balajadia, Assistant Director
9/19/11
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Spring 2011, 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
11?
(yes/no)
Type(s) of
assessment utilized
(rubric, survey, test,
focus group,
employee evaluation,
etc)
Findings (how many students
participated in assessment, most
significant findings, summary of
themes and/or actual data if
available)
1:Communication
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 96% of attendees
strongly believed they gained communication
skills from the retreat.
2: Reasoning
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 89.3% of attendees
strongly believed they gained reasoning skills
from the retreat.
3: Leadership
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 92% of attendees
strongly believed they gained leadership skills
from the retreat.
4: Individual
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 97.3% of attendees
strongly believed they gained individual
responsibility skills from the retreat.
5: Social
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 97.3% of attendees
strongly believed they gained social
responsibility skills from the retreat.
6: University
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Fraternal Values Summit: 92% of attendees
strongly believed they gained university
responsibility skills from the retreat.
L.O. #
For Spring 2011, please indicate if findings noted above were discussed and/or what
actions have been taken in response to the findings.
L.O. #
How were
findings
analyzed?
(statistical
analysis,
generation of
common themes,
benchmarked with
previous data)
How were
findings
communicated to
your staff? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training,
revised curriculum for
workshops, revised materials,
development of a new
instrument, revised instrument,
etc)
1:Communication
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
FASL Team Meetings,
Committee Planning
Meetings
FASL Team Meetings,
Committee Planning
Meetings
Revised curriculum to include role
playing where leaders are asked to present
scenarios both written and orally, peerassessment of skills improvement
Exploring the use of case studies and
discussions in officer-specific
workgroups throughout the course of the
year
Revision of instrument to more
properly/realistically assess specific
leadership developmental outcomes
FASL Team Meetings,
Committee Planning
Meetings
Addition of multimedia components that
aid in values discussion. Exploration of
stress management curriculum
FASL Team Meetings,
Committee Planning
Meetings
Exploring allowing more time and
adjusting format for cross council
interaction, hosting discussions on social
justice to continue throughout year
Create new materials that help plot leader
academic progress. Inviting University
guest speakers to the retreat/officer
meetings.
2: Reasoning
3: Leadership
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
FASL Team Meetings,
Committee Planning
Meetings
FASL Team Meetings,
Committee Planning
Meetings
Based on your assessment experience in 2010-11, what changes (if any) do you plan
to make for 2011-12 related to learning outcomes? (instrument, analysis,
communication to staff, etc)
FASL plans to develop more learning outcomes assessment instruments to capture the
breadth of what is offered to students (advising, leader cohorts, program consultations,
overall services, etc).
For 2010-11, 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)
None
We look forward to developing instruments for
use at the end of this semester
For 2010-11, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
None
2010-2011 Student Involvement Assessment Report
Division of Student Affairs
Department Sub-Unit
Person(s) Submitting Report
Date
Director Signature
Student Involvement – Orientation and Transition
Emily Bauer, Associate Director
9/16/2011
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes (add addl rows if needed)
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Fall 2010, 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)
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 See further
Orientation highlights below.
Student staff selection= 130 (up from
86) applications received, 122 group
interviews, 72 individual interviews, 35
Orientation Leaders hired.
Overall staff selection shows higher
scores and a bigger pool. Distinction of
confidence in communication skills for
hired student leaders.
Parents and students responded that
they felt comfortable navigating the
University in various ways (3.98/5students and 4.32/5-parents. See further
Orientation highlights below.
Same as above (#1)
4
Y
Orientation surveys,
Staff applications,
FWD evals
5
Y
Orientation surveys
6
Y
Orientation surveys,
Staff application
essays, FWD evals
Parents reported an average score of
responsibility awareness of 4.31/5. See
further Orientation highlights below.
Number of staff applications is best
ever. OAT focus on success and
readiness for position. Continuation of
interest sessions to disseminate detailed
information about 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 4.00/5- students and
4.17/5- 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 3.93/5students and 4.31/5- parents; this
includes becoming a part of the SJSU
community. See further Orientation
highlights below.
Student leader interviews had theme of
wanting to give back to the University
and build community on campus.
Fall Welcome Days attendance riseover 8,000 student interactions.
Departments reported record attendance
and engagement. Fall Welcome Days
attendees reported feeling welcome on
campus. (see attached).
For Fall 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
Statistical analysis
and comparative
data from past.
Interview scores
Staff meeting, OTeam meeting
2
Statistical analysis
and comparative
data from past.
Staff meeting, OTeam meeting
3
Selection process
scores, individual
reflections
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
6
Staff meeting, OTeam meeting
Keep recruitment strategies for
2010- increased word of mouth and
use of past leaders to pass on a
legacy of leadership. Leaders that
communicated well had higher
interview scores and were more
likely to get hired. We turned away
over 80 leaders.
Updating of printed materials and
website to clarify strategies for
success in Next Steps/matriculation
process. New online and print
resources identified including
parent website or portal with this
information for 2012.
Update of SPARTA Leader
position, selection and training.
Leadership module updated for
UNVS 199.
Updated website and Nextsteps text
to further clarify importance of
reading materials and following
through with all responsibilities.
Separately, the number of quality
applicants increased again this year.
It was truly record-breaking!
Continuation of Eco-Service
portion of SPARTA Camp.
Continuation of SPARTA Camp
program with AS Rec Connect.
Initiative focuses on connecting
new students to campus/becoming
an active member of the University.
For Spring 2011, 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
10?
(yes/no)
Y
Type(s) of assessment
utilized (rubric,
survey, test, focus
group, employee
evaluation, etc)
Entire class grades
Findings (how many students
participated in assessment, most
significant findings, summary of themes
and/or actual data if available)
100% of class received a B or higher in
UNVS 199 course.
2
Y
Weekly Scenario
Practice and Debrief
3
Y
4
Y
Specific Leadership
follow up in 1:1
meetings
Leadership specific
assignments and
reflection
5
Y
In-Depth discussion on
social justice issues
6
Y
In-Depth exploration of
University resources
and characteristics of
positive University role
modeling
Students were able to critically apply
what was learned in class reading and
discussion in weekly scenario practice.
ID of personal goals used to help each
leader identify areas of focus. Student
growth was observed.
Personal reflection papers showed
increased empathy for transition
experiences as well as the OL
role/responsibility in assisting with this.
100% of students reviewed the Speak
Up material provided by the Southern
Poverty Law Center and signed an
individual pledge to speak out against
everyday bigotry.
Weekly reflections, quizzes and tests
showed basic understanding of campus
resources and awareness of the
importance of being a role model for
the University.
For Spring 2011, please indicate if findings noted above were discussed in your
department and/or what actions have been taken in response to the findings.
L.O.
#
How were findings
analyzed?
(statistical analysis,
generation of
common themes,
benchmarked with
previous data)
Grades- UNVS 199
and overall GPA
How were findings
communicated to
staff in your
department? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training, revised
curriculum for workshops, revised
materials, development of a new
instrument, revised instrument, etc)
Staff meeting
2
Grades
Staff meeting
3
Grades
Staff meeting
4
Grades
Staff meeting
5
Grades
Group discussion,
staff meeting
Identification of students that may
be struggling coinciding with
individual interventions.
Identification of assignment quality
issues. In-class follow-up when
needed. Individual interventions as
needed.
Individual advising and tracking
with Orientation Coordinator.
One staff member released prior to
the semester due to fall grades.
Staff use of Speak Up material.
1
6
Grades, common
themes
Group discussion,
staff meeting
Campus Tour training, Admitted
Spartan Day and Transfer
Orientation were kept in the
curriculum for students leaders.
This is the second year for this.
For Fall 2011, please indicate which learning outcomes will be the focus of data
collection and what type(s) of data collection will be utilized.
Will data be collected in Type of assessment utilized (rubric, survey,
Fall 11? (yes/no)
test, focus group, evaluations, etc)
4- Individual Yes
SPARTA Camp analysis on the impact of
Responsibility
the program on student success at the
University
6- University Yes
Follow up the We are Sparta campaign with
Responsibility
some measure of engagement on campus.
L.O. #
Based on your assessment experience in 2010-11, what changes (if any) do you plan
to make for 2011-12? (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.
In-depth analysis of SPARTA Camp outcomes.
For 2010-11, please indicate any satisfaction assessments that were completed for
your department.
Date and type
of assessment
(survey, focus
group, etc)
Summer 2010
Fall 2010
What areas were
assessed related to
satisfaction?
(services, service
hours, customer
service, etc.
Orientation Evals
Fall Welcome Days
Evals
Findings (# of students who responded,
response rate, summary of themes, etc)
Partial satisfaction information (below)
Partial satisfaction information (below)
For 2010-11, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
Please see attached for program data summaries for this time period.
Frosh Orientation 2010
Student Survey Highlights
Overall Satisfaction:



94% responded that overall the student orientation staff was “excellent” or “good”
83% responded that overall the orientation program was “excellent” or “good”
68% of the students were pleased with the advising sessions
Satisfaction – Day 1 activities – Group meetings (excellent + good ratings):




73% were satisfied with the “Get Connected” group meeting
72% were satisfied with the “Academic Advising & SJSU Requirements” group meeting
81% were satisfied with the “University Life 101” group meeting
78% 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:





79% satisfied – “Go Greek! Fraternity and Sorority Life at SJSU”
76% satisfied – “Expand your Horizons! SJSU Study Abroad Programs”
73% satisfied – “Spartan Shops: Food, Books, Computers and You!”
71% satisfied – “The Bursar’s Office Is Here To Help You”
70% satisfied – “University Library Tour”
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 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
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:



74% of the students attended orientation without their parents/guardians
90% 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 10
Summer 09
Summer 08
Respondents
1403
2151
2793
Percent
94%
94%
92%
Avg.
2116
93%
Overall, the orientation program was “excellent” or “good”
Semester
Summer 10
Summer 09
Summer 08
Respondents
1403
2151
2793
Percent
83%
77%
74%
Avg.
2116
77%
Parent Survey Highlights
Overall Satisfaction:


92% responded that overall the student orientation staff was “excellent” or “good”
92% responded that overall the orientation program was “excellent” or “good”
Satisfaction – Day 1 activities (excellent + good ratings):










79% were satisfied with the check-in process
80% were satisfied with the “Orientation Kick-Off” program
82% were satisfied with the “Destination SJSU” program
71% were satisfied with the Resource Faire
56% were satisfied with lunch
89% were satisfied with the “Understanding SJSU” program
96% were satisfied with the Academic Advising overview
86% were satisfied with the “Successful Transitions” program
81% were satisfied with dinner
86% 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:






100% satisfied – “Students Love Eating Healthy”
90% satisfied – “A Sneak Peek: The Seminar Experience in Humanities Honors
Program”
89% satisfied – “The Bursar’s Office is Here to Help You!”
89% satisfied – “Spartan Shops”
89% satisfied – “SJSU Financial Aid 101”
89% satisfied – “Career Center Services”
The following statements had an 80% or higher “agreement” response rate:








I have a better sense of the purposes of higher education and the mission of SJSU
I was provided with adequate information about SJSU academic policies, procedures,
requirements, and programs
I better understand my student’s responsibilities as an undergraduate student at SJSU
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.
Parents/guardians were provided with relevant information and activities
The program met its stated goals of helping new students and parents to navigate SJSU,
register for classes, and make the connections they need to be successful
Other important results:

94% responded that the orientation date that they attended was convenient for them
Combined Survey Highlights
Program Events
Student Mean
Parent Mean Score
Score
Check-In
Destination SJSU
Resource Faire
Orientation Kick-Off
Getting Connected with
SJSU/Understanding SJSU
Advising Overview
Special Interest Sessions
3.81
3.88
3.82
3.87
4.02
4.11
4.13
3.96
4.12
4.27
3.95
4.61
Student Mean
Parent Mean Score
Score
A Sneak Peek
Benefits of Educational
Opportunity Program
Career Center Services
Club Sports at SJSU
Expand your Horizons! SJSU
Study Abroad Programs
Students Love Eating Healthy
SJSU Financial Aid 101
Spartan Shops
The Hitchhiker’s Guide to Eating
Healthy at SJSU
Go Greek! Fraternity and Sorority
Life at SJSU
Got Worry?
Involvement and Leadership
Opportunities. Get Involved!
Ingredients for Success as a Science
Major
Change It All: From Service to
Scholarship
University Housing Services
University Library
LGBT Center
Stepping Into Academics
Bursar’s Office is Here to Help
You!
Engineering Success 101
3.90
3.70
4.43
4.09
3.88
3.77
4.05
4.22
4.14
4.23
3.89
3.64
4.08
3.69
4.38
4.29
4.33
4.29
4.16
3.93
3.82
3.82
3.88
4.00
3.51
3.73
3.58
3.91
3.86
3.85
3.71
3.86
3.84
4.07
4.35
4.25
4.15
4.27
3.85
4.32
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
Dinner
Student Mean Scores
Parent Mean Scores
4.02
n/a
3.95
n/a
4.27
n/a
n/a
n/a
4.14
4.61
4.21
n/a
n/a
4.07
4.27
n/a
3.89
3.83
n/a
n/a
Student Mean Score
Parent Mean Score
3.81
3.53
3.84
N/A
3.59
4.11
Program Outcome
Student
Mean Score
Parent/Family
Mean Score
I have a better sense of the purpose of higher education
and the mission of SJSU
4.00
4.17
I was provided with adequate information about SJSU academic
policies, procedures, requirements and programs
4.04
4.35
I better understand my student’s responsibilities as an undergraduate at
SJSU
n/a
4.31
I received sufficient information about the availability of services and
programs
3.92
4.30
I feel more familiar with the SJSU campus and the surrounding
community
3.91
4.17
During the program I felt that I had opportunities to interact with
faculty, staff and continuing students
3.93
4.27
During the program I felt that I had opportunities to have meaningful
discussions with my group leader and other Frosh
3.93
n/a
After attending Day One morning activities, I feel more connected to
other new students at SJSU.
3.90
n/a
After attending Day One morning activities, I have a greater sense of
connection to the SJSU campus.
3.94
n/a
After attending Day One morning activities, I have a greater
understanding of the value of diversity on SJSU’s campus.
4.08
3.97
My parents/parents or guardians were provided with relevant
information and activities
3.73
4.25
After participating in University Life 101, I feel I have a better
understanding of the components of sexual consent.
4.10
n/a
3.72
3.98
3.98
4.32
The sessions and activities were timed adequately.
The program met its stated goals of helping new students and parents to
navigate SJSU, register for classes, and make the connections they need
to be successful
Advising Outcome
Student Mean Score
I understand the information I received on General Education requirements,
academic policies/procedures and registering for courses.
3.76
The advising session helped me learn how to register for courses
3.68
I understand the schedule that was given to me by my Academic Advisor
3.69
I knew what courses I needed to take after attending the advising session
3.46
Overall, I think the advising session was informative
3.82
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 also leave with basic knowledge of academic advising and course
registration. Overall, students and guests have found the Frosh Orientation program to be
timed adequately and of value.
After integrating small group introductions at the beginning of the program, students felt
more connected and positive about their overall experience. This rating jumped from the
year to year average in the upper 70s to 83% in 2010. This year students also
demonstrated an ability to engage in and discuss key student life and success issues.
University Life 101 and Spartan to Spartan were rated at their highest level, despite their
heavy topics.
Overall Trends by Session: Students
 Evaluation scores and comments for Session 5 participants (parents and students)
were generally low; we can attribute this to a lack of class section availability
during this time.
 Evaluation scores and comments went up after more class sections were open and
made available for Session 6 and 7 participants.
Key Recommendations for the Future
 Increase participation rate in survey for more valid results
 Resource Faire Planning Team- to re-develop the entire piece of the program and
take into account the needs of all department tablers.
Session Breakdown
Session
#1 June 14-15
#2 June 22-23
#3 June 28-29
#4 July 6-7
#5 July 12-13
#6 July 19-20
#7 July 27-28
TOTAL
Student
PreReg.
Student Student Parent
No
PreShow
Actual Reg.
450
26
461
24
452
21
451
21
449
30
451
54
453
53
3,167
229
Parent
No
Show
Parent
WalkIn
Parent
Total
Actual
Attendance
424
101
15
9
95
519
437
124
12
15
127
564
431
110
8
18
120
551
430
136
12
15
139
569
419
153
3
36
186
605
397
132
29
17
120
517
400
2,938
130
886
34
113
22
132
118
905
518
3,843
Fall Welcome Days 2010
Student Survey Highlights
Demographics-Classification
56% freshmen
44% transfer students
Demographics-Major
17% Applied Science and Arts
15% Engineering
14% Humanities and the Arts
14% Social Science
14% Undergraduate Studies
12% Business
10% Science
3% Education
Event Attendance-General
23% did not attend any Fall Welcome Days events
Event Attendance (Top 9)
35% Target Night
27% On-Campus Job Faire
26% Welcome Convocation
21% Student Organization Faire
19% Student Success Faire
18% Spartan Squad Fall Sports Kick-Off
17% Find Your Classes Tours
16% SJSU vs. Utah Football Game
15% Alumni Association Ice Cream Social
Favorite FWD Event (Top 10)
Target Night- 36
Student Organization Faire- 27
Spartan Squad Kick-Off- 17
Football Game- 10
Engineering Welcome- 10
Welcome Convocation- 9
Ice Cream Social- 8
Transfer Reception- 7
SJSU’s Got Talent- 6
MOSAIC Open House- 6
Most Welcoming FWD Event (Top 5)
Spartan Squad Kick-Off- 20
Student Organization Faire- 19
Target Night- 18
Welcome Convocation- 14
Transfer Reception- 6
Other (Non FWD) Events Attended (Top 5)
Housing Events- 34
Clubs/Organizations- 13
Greek Events- 7
Academic Events- 3
Orientation- 5
Event Awareness
56% Orientation
50% Flyers
41% Guide to Fall Welcome Days
40% Signs
18% My RA
15% Spartan Daily
Other Event Awareness (Top 5)
Email/MYSJSU- 46
Other students on campus- 5
Professors- 2
Postcard- 1
Getting Involved
44% would like more information about getting involved at SJSU
Outcomes
70% (260 out of 371) strongly agree or agree that Fall Welcome Days helped them feel
good about my choice to attend SJSU. (Q22g)
68% (251 out of 368) strongly agree or agree that Fall Welcome Days helped them know
their way around campus. (Q22e)
66% (246 out of 373) strongly agree or agree that Fall Welcome Days helped them feel
like they belong at SJSU. (Q23a)
64% (239 out of 371) strongly agree or agree that Fall Welcome Days helped them feel
that they will be successful at SJSU. (Q23f)
Outcomes-Mean Scores
5=Strongly Agree, 4=Agree, 3=Neutral, 2=Disagree, 1=Strongly Disagree
N
Mean
Std. Deviation
Feeling like I belong at SJSU
373
3.78
.978
Knowing the resources available to me on
363
3.66
1.010
Making friends
370
3.52
1.031
Connecting to faculty and staff
367
3.21
1.006
Knowing my way around campus
368
3.82
.943
Feeling that I will be successful at SJSU
371
3.74
.965
Feeling good about my choice to attend SJSU
371
3.92
1.045
Knowing how to get involved on campus
370
3.60
.984
campus
Lack of Participation (Top 5)
Time conflict/Too busy- 56
Didn’t know about it- 18
Lack of Interest- 17
Transportation Issue- 6
Too Shy/No one to go with- 3
Suggestions (Top 6)
More/better advertising/earlier- 34
More events/activities- 33
No change needed/good as is- 32
More interactive events/to meet other people- 17
Weekend/Later/Before school starts events- 15
More food/free stuff- 14
Quotes about negative experiences
“My schedule did not allow it…to tell you the truth, I still feel a little lost.”
“I walked past things happening on campus, but I was never sure what was going on so I
never checked it out.”
“I was busy the first week and felt like I would be alone there.”
Quotes about positive experiences
“…everything was great. I think all involved put in great effort.”
“Keep it up! I felt very included as a new student here in San Jose.”
“I love how there is a little something for everyone.”
General
Event attendance similar to 2009, with a sizably smaller Frosh class
Target Night, a new event, was highly rated (ranked number 1 under favorite event)
Transfer Receptions, also a new event, were listed under most welcoming events
Numbers of students reporting not hearing about events continue to lower
Gains in outcomes were higher for “feeling like I belong at SJSU” and “feeling good
about my choice to attend SJSU”. This is important to us in a year of impaction and local
county admissions preference.
For the first time, all program outcomes went up; all but one reached their highest score
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
2010
3.78
3.66
3.52
3.21
3.82
3.74
3.92
3.60
Change
+0.15
+0.03
+0.07
+0.01
+0.01
+0.02
+0.14
+0.10
Campus Feedback Highlights
Only one department provided feedback. This information is noted but not reflected upon
in this report.
Fall Welcome Days Board Recommendations
Marketing
 Marketing in downtown businesses never happened
 Should have used RA’s more for marketing
 Handing out guide at Success Fair was good marketing for the rest of the events
 Placemats at Convocation (as done in 2009)
 Facebook coverage was good – managed by Theresa Rios in Communication
Dept.
 Chair should have graphic design experience
 Not a lot to do in the beginning, then picks up during the summer
 Use the beginning of your position to meet with committee, decide on a theme
with the board, design marketing plan, help Programming Chair market the RFP
process to other departments on campus
Campus and Community Relations
 Scavenger hunt – should have communication with the stores the day of the event
because managers didn’t pass message on to employees
 More responsibility for the position
Programming
 Make RFP’s available a week prior so the decision making process doesn’t
overlap with finals
 Include more details about what will and won’t be funded to avoid outrageous
requests
 Market to student groups and other departments that may be interested in hosting
an event
Convocation
 Not much work for the volunteers to do – will be all right with just the Orientation
staff, SI office staff, and FWD board
 Work with housing to get students and RA’s out to the event
 Be aware of timing of other events around Convocation (Eg: Target Night, first
day of school, etc.)
 Keep connections with the Provost and the Dean’s offices
 Liked having a common theme/color between program, postcard, and t-shirt
 Visit campus partners, don’t just call and email them – make connections
SPARTA Camp
 Later in the semester – due to overwhelming first week of school and all financial
responsibilities already in place
 Open to older students as well
 Use the SPARTA Leaders to hype up the activities
 Special Interest Session at orientation for SPARTA Camp
Overall Board
 Training in the beginning on each other’s roles and responsibilities
 Timelines of all positions are good
 Continue to build connection with Orientation staff
o Core Staff/board brainstorm
o Class visit from FWD board
o Final training visit from board to unveil FWD program of events
Student Involvement- Orientation and Transition
UNVS 199: Orientation Leadership Studies
Course Syllabus, Spring 2011
Class Information:
Course Title:
Date/Time:
Location:
UNVS 199: Orientation Leadership Studies
Tuesdays 4:30-7:15pm
Clark 218
Instructor:
Emily Bauer
Associate Director, Student Involvement
Office Hours:
By appointment - please call or email:
Office phone: 408.924.5964
Office email: emily.bauer@sjsu.edu
COURSE DESCRIPTION
This class is designed for students who have been selected to serve as orientation staff for
San José State University. Through lectures, exercises, group projects and readings, students
will learn the theoretical and practical aspects of leadership. Students will receive training in
university policies and procedures and other skill building areas pertinent to their role as
student orientation staff. They will also have an opportunity to develop a thorough working
knowledge of the resources and services available to new students. Material utilized in the
classroom will be applicable to the students’ leadership experiences.
COURSE OBJECTIVES
1. To examine theoretical perspectives and applications of leadership;
2. To strengthen existing skills and develop new skills in leadership;
3. To examine the various transition issues that new students and parents experience;
4. To prepare class members for their role in working with new students during the
Frosh Orientation program;
5. To acquire thorough knowledge of the resources and services available to new
students including university programs, academic requirements, policies, and procedures,
and the physical layout of the campus;
6. To develop an awareness of and sensitivity to the diverse makeup of the university;
7. To utilize theories and concepts learned in class and apply them to practical aspects of
the orientation staff position.
Expectations
Arrive promptly
Be prepared
Use active listening skills
 Be respectful of presenters
Stay positive
Be present
REQUIRED TEXTS & MATERIALS:
1) Participation in the PB Wiki, which carries all course content and discussion boards
2) Personal Calendar/Date Book (Can be purchased at the Spartan Bookstore)
3) An Email account that you check regularly for the official staff email distribution
COURSE REQUIREMENTS
Responsibility - Students are responsible for all materials presented including
lectures, films, slides, guest speakers, panel presentations, projects and all assigned
readings. In addition, students are responsible for bringing proper materials to each
class.
Attendance/Participation - This course is heavily experiential and interactive. Therefore,
attendance and participation in each class is imperative. The success of the course and the
benefits students receive depend on the experiences and opportunities provided during class.
Students are expected to have completed the assigned reading and assignments before class
and participate in class discussion. Please arrive on time as we will begin at 4:30pm.
If a student misses any part of class/training, he/she is expected to notify the instructor of
the absence ahead of time, at least 24 hours in advance. It is the student’s responsibility to pick up
homework assignments and the information covered in class before the next class session.
Also, at any time the instructor has the prerogative to evaluate a staff member’s performance
and ask that person to step down from his/her position, and withdraw him/her from the
class, if it is deemed necessary.
1. Weekly Quizzes- Information presented each week is important for you to retain for
your position. To test your knowledge, there will be a short quiz at each class, covering
material from the week before.
2. Homework- Students will be asked to complete various types of homework aimed at
learning/applying course material.
Camus Tour
Students must sign up for attend one campus tour hosted by Student Outreach and
Recruitment. Students should observe all that happens on this tour as well as the
questions of the participants. Knowledge gained from this experience will be used in
the Prospective Student Reflection.
Admitted Spartan Day (Saturday, April 16)
Students must volunteer at Admitted Spartan Day, on Saturday, April 16th. On this
day, you will be interacting with students that will be attending orientation this year.
Knowledge gained from this experience will help you put the finishing touches on
the Prospective Student Reflection.
Transfer Orientation
Students must serve as a volunteer for one of the spring Transfer Orientations. Sara
Calhoun will be signing up volunteers and you are responsible for attending on that
date.
3. Reading Reflections/Discussion Questions– Reading assignments will be assigned
on a weekly basis. Prior to class, students must read the assignment and complete a series
of discussion questions posted to the wiki tool. Assignments help evaluate the student’s
comprehension of the material. This practice is also a good method for students to pick
out the most relevant parts of the reading to keep for quick reference.
4. In Depth Assignments and Reflection – Throughout the semester you will be asked
to complete three assignments aimed at creating in-depth understanding of the course
material. Each of these papers must be typed, three to five pages, double spaced.
Leadership Reflection
In the Leadership Reflection you will be asked to reflect on your strengths and future
growth areas as a leader on campus.
Prospective Student Reflection
In the Prospective Student Reflection you will be asked to reflect on the prospective
student process based on your participation in the SOAR campus tour and Admitted
Spartan Day.
Advising Assignment
In the Advising assignment you will be asked to apply knowledge of SJSU specific
academic advising scenarios as well as compile a four-year plan to graduation.
5. Department Project/Presentation – This project will require your group to
investigate one of the resource departments at our university. Your group will be
responsible for highlighting the services this department offers as it pertains to incoming
students. Along with your presentation, you must provide one handout (30 copies) that
outlines your presentation and summarizes key information about this department. On
the assigned date, your group will give a presentation about what you learned (15
minutes). Your presentation will begin with the icebreaker listed below.
6. Group Ice Breaker Facilitation- In your Department Project/Presentation Group, you
will also be asked to present a 10-15 minute icebreaker. This project will help you
showcase your facilitation skills and help the group build a repertoire of activities to use
during summer.
7. One-on-One meetings – This assignment requires each student to schedule and
complete one-on-one meetings. These meetings are required but it is recommended that
all staff check-in with each other as much as needed.
 All Orientation Staff with Coordinator
o 15mins before Spring Break
o 15mins after Spring Break
 All Orientation Leaders with respective Team Leader
o 10mins before Spring Break
o 10mins after Spring Break
8. Final Exam- There will be one exam during the semester covering reading assignments
and/or materials covered in class/small group discussion sessions.
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 order to receive
credit and maintain status as an Orientation Staff member, students must complete the
course requirements stated above and receive the grade of B or better. If the course
requirements are not met according to the point criteria and your agreement, your
employment will be terminated.
Point System - Grades will be determined on a 1000-point system. You may review the
points you have earned at any point during the semester by meeting with the instructor
outside of class.
Orientation Leader Point Breakdown:
Weekly Quizzes (10@ 10 points each)
100
Homework
SOAR Campus Tour Participation
40
Transfer Orientation Participation
40
Admitted Spartan Day Participation
40
Reading Reflections/Discussion Questions (10 @ 20 points each)
200
In Depth Assignments
Leadership Reflection Paper
100
Prospective Student Reflection
100
Advising Essay
100
Department Project/Presentation
100
Group Ice Breaker Facilitation
40
One-on-One Meetings
40
Final Exam
100
____________________________________________________________
Total Points:
1000
GRADING SCALE
Final grades will be determined as follows:
Points
Grade
1000 – 970
A+
969 – 930
A
929 – 900
A899 – 870
B+
869 – 830
B
829 – 800
B799 – 770
C+
Points
Grade
769 – 730
729 – 700
699– 670
669 – 630
629 – 600
599 – Below
C
CD+
D
DF
ACADEMIC INTEGRITY
Your own commitment to learning, as evidenced by your enrollment at San Jose State
University, and the University’s Academic Integrity Policy requires you to be honest in all
your academic course work. Faculty members are required to report all infractions to the
Office of Student Conduct and Ethical Development. The policy can be found at
(http://sa.sjsu.edu/download/judicial_affairs/Academic_Integrity_Policy_S07-2.pdf).
ACCOMMODATIONS
If you need course adaptations or accommodations because of a disability, or if you need
special arrangements in case the building must be evacuated, please make an appointment
with me as soon as possible, or see me during office hours. Presidential Directive 97-03
requires that students with disabilities requesting accommodations must register with DRC
to establish a record of their disability.
COURSE TIMELINE
Class
Date
February
1st
Topic
Reading
Discussed
Mission &
Vision of SJSU
Presentation
Section 1
Emily,
Campus
Guests
Group 1,
Kelly, Laurel,
Core Staff
Group 2,
Campus
Guests
Group 3,
Core Staff
Group 4,
Campus
Guests
Group 5
February
8th
Introductions
Syllabus
Group Mentors
First-year
Students/Transition
February
15th
Millennial Students and
Parents/Families
Section 2
February
22nd
Wellness
Section 3
March 1st
Facilitation/Communication
Skills
Leadership Development
Section 4
March
15th
March
22nd
Social Justice & Diversity
Speak Up!,
Section 5
10 Ways to
Fight Hate
Crimes on
Campus,
Section 5
March
29th
Spring Break ~No Class
April 5th
Student Success
Section 6 & 7
April 12th
SJSU Resources
Section 7
April 19th
All About SJSU
Section 7
March 8th
Social Justice & Diversity
Section 4
SJSU VIPs
Group 6,
Campus
Guests
Group 7,
Campus
Guests
Group 8,
Campus
Guests
Group 9,
Campus
Guests
Assignment
Due
None
Reading
Reflection #1
Reading
Reflection #2
Reading
Reflection #3
Reading
Reflection #4
Leadership
Reflection
Reading
Reflection #5
Reading
Reflection #6
Reading
Reflection #7
Reading
Reflection #8
Prospective
Student
Reflection
April 26th
All About Advising
Section 8
Advising
May 3rd
StrengthsQuest
StrengthsQuest
Assessment
Campus
Guests
May 10th
Advising
Overview/Gameplan
Walkthrough
Class Celebration
Sample
Gameplan
Advising,
Core Staff
Reading
Reflection #9
Reading
Reflection
#10
Advising
Assignment
None
Core Staff
Final Exam
May 17th
2010-2011 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement – Student Organizations, Activities
and Leadership (SOAL)
Richard Dillon, Assistant Director
September 16, 2011
Richard C. Kelley, Director of Student Involvement
Please list department learning outcomes
Learning Outcome #1
Learning Outcome #2
Learning Outcome #3
Learning Outcome #4
Learning Outcome #5
Learning Outcome #6
Communication
Reasoning
Leadership
Individual Responsibility
Social Responsibility
University Responsibility
For Fall 2010, 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)
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
Student Organization Leadership Conference: 87.2%
of attendees believed they gained communication
skills from their experience at the conference.
2
No
3
Yes
Written Assessment (Pre and
Post Assessment) and Surveys
Student Organization Leadership Conference: 93.4%
of attendees believed they gained leadership skills
from their experience at the conference.
4
Yes
Written Assessment (Pre and
Post Assessment) and Surveys
Student Organization Leadership Conference: 92.8%
of attendees believed they gained individual
responsibility skills from their experience at the
conference.
5
No
6
Yes
Written Assessment (Pre and
Post Assessment) and Surveys
Student Organization Leadership Conference: 83.8%
of attendees believed they gained leadership skills
from their experience at the conference.
For Fall 2010, please indicate if findings noted above were discussed and/or what
actions have been taken in response to the findings.
L.O. #
How were
findings
analyzed?
(statistical
analysis,
generation of
common themes,
benchmarked with
previous data)
How were
findings
communicated to
your staff? (staff
meeting, retreat,
email, etc)
Actions taken as a result of
findings (revised training,
revised curriculum for
workshops, revised materials,
development of a new
instrument, revised instrument,
etc)
1:Communication
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
Addition of different types of
communication trainings at SOLC,
revised instrument for SOLC, more
intentional communication about skills
attained at SOLC, continuation of
Advisor Newsletter and Meetings
Development 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
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Continuation with SOLC Student Chairs
to provide a comprehensive leadership
experience and application of revised
training
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Re-launching of “Nuts & Bolts”
programming to offer more opportunities
within this outcome area
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Increasing the number of sessions at
SOLC on citizenship and social
responsibility
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Investment into RSO programming 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 2011, please indicate which learning outcomes were the focus of data
collection, type(s) of assessment was/were utilized, and results.
L.O. #
Was data
Type(s) of
Findings (how many students
collected
in Spring
10?
(yes/no)
assessment utilized
(rubric, survey, test,
focus group,
employee evaluation,
etc)
participated in assessment, most
significant findings, summary of
themes and/or actual data if
available)
1:Communication
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
New Student Organization Orientation: 79% of
attendees believed they gained communication
experience from the orientation.
Leadership Today: 69% of attendees strongly
believed they gained communication skills
from the experience.
2: Reasoning
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Leadership Today: 81.6% of attendees strongly
believed they gained reasoning skills from the
experience.
3: Leadership
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Leadership Today: 94.8% of attendees strongly
believed they gained leadership skills from the
experience.
4: Individual
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Leadership Today: 89.5% of attendees strongly
believed they gained individual responsibility
skills from the experience.
5: Social
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
Leadership Today: 94.8% of attendees strongly
believed they gained social responsibility skills
from the experience.
6: University
Responsibility
Yes
Written Assessment (Pre and
Post Assessment) and
Surveys
New Student Organization Orientation: 79% of
attendees believed they gained university policy
and general information from their experience
at the orientation.
Leadership Today: 84.3% of attendees strongly
believed they gained university responsibility
skills from the experience.
For Spring 2011, please indicate if findings noted above were discussed and/or what
actions have been taken in response to the findings.
L.O. #
How were
findings
How were
findings
Actions taken as a result of
findings (revised training,
analyzed?
(statistical
analysis,
generation of
common themes,
benchmarked with
previous data)
communicated to
your staff? (staff
meeting, retreat,
email, etc)
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
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
Continued development and execution of
methods for alternative forms of
communication with students (media
clips, electronic documents), conducted
follow up meetings with all New RSO’s
to discuss stronger communication
strategies, work with Student
Organization Advisors to assist in
communication training and advisement,
held an RSO Presidents focus group for a
read of the climate, creation of the new
philosophy for SOLC.
Began recruitment of 2011 SOLC
presenters to include problem solving
sessions, creation of the new philosophy
for SOLC, conducted follow up meetings
with all New and Appeals groups for
2009-2010 to discuss problem solving
Grew the leadership library to serve as a
resource to student organizations and
leaders, implemented advanced training
curriculum for SOLC chairs, creation of
the new philosophy for SOLC.
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
4: Individual
Responsibility
5: Social
Responsibility
6: University
Responsibility
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Implemented new method to deliver
Alcohol Education during recognition (ECheckup), creation of the new philosophy
for SOLC.
Staff meetings, SOAL
Team Meetings, Post
Program Narratives,
Committee Planning
Meetings
Implemented online process for
registrations to cut back on paper
consumption, creation of the new
philosophy for SOLC, enacted redesigned
the entire Leadership Today curriculum
to be more relevant to the SJSU
population
Development of “Involvement Days” to
create an overall university connection,
creation of the new philosophy for
SOLC.
For Fall 2011, 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
4: Individual
Responsibility
Yes
5: Social
Responsibility
Yes
6: University
Responsibility
Yes
Student Organization Leadership Conference, New Student
Organization Orientations, SOLC Student Chairs Programs,
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,
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,
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,
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,
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,
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 2010-11, what changes (if any) do you plan
to make for 2011-12 related to learning outcomes? (instrument, analysis,
communication to staff, etc)
No prior experience. However, I look forward to utilizing Student Voice and
implementing an assessment of student organization leaders. Using SV we will attempt to
create an assessment tool that gauges learning occurring among student organization
leaders as a result of their experience and measure this learning in line with our
departmental outcome domains.
For 2010-11, 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)
Leadership
Today
Program Satisfaction,
Information Gathering
SOLC 2010
Program Satisfaction,
Information Gathering
Program Satisfaction,
Information Gathering
Program Satisfaction,
Information Gathering
contributed positively to my college experience: 97%
contributed to the development of career skills: 87%
contributed to my sense of belonging to SJSU: 93%
leadership responsibility at SJSU: 94.8%
Communication about the Retreat: 52.6%
Retreat Location: 55.2%
Retreat Accommodations: 73.6%
Overall Assessment: 73%
Overall the conference was beneficial: 91.2%
For 2010-11, please indicate any other assessment activities that took place in your
department (usage, demographics, event participation, etc).
Student Organization Recognition Banquet 2011
Attendance: 380
Number of Award Applicants by Student Organization Categories:
Academic/Honorary:
8
Cultural/Religious
3
Special Interest
12
Outstanding Organization Member
19
Advisor of the Year
11
President’s Award
19
Most Creative Marketing
5
Outstanding Social Program
14
Outstanding Educational Program
14
Outstanding Traditional Program
13
Outstanding New Program
10
Total
128