2012-2013 Student Involvement Assessment Report
Division of Student Affairs
Department
Person(s) Submitting Report
Date
Director Signature
Student Involvement (both Student Engagement and Success Teams)
Richard C. Kelley
9/25/2013
Please list department learning outcomes
#1
#2
#3
#4
#5
#6
#7
#8
#9
Self-awareness (thinking critically and practically)
Tolerance of ambiguity (thinking critically and practically)
Cognitive complexity (thinking critically and practically)
Resiliency (Commitment to success)
Practical competence (Commitment to success)
Campus connectedness (Commitment to success)
Values difference (Engaging Oneself as Active Members of Society)
Responsibly connected (Engaging Oneself as Active Members of Society)
Leaders and followers (Engaging Oneself as Active Members of Society)
For Fall 2012, 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
2012?
(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 Selfawareness
Yes
Spartan Success Portal use
data, Orientation staff
interviews and selection,
Fall Welcome Days surveys,
ENGAGE surveys and
Student Leadership
Conference surveys
#2 Tolerance
of ambiguity
#3- Cognitive
complexity
No
n/a
In fall 2012, 1,625 online Spartan Success Portal workshops were
taken. This shows a self-awareness and realization on behalf of the
student that they need support in a given topic area. Top workshops
for fall were: Discover your learning style (462), Time management
(184), Overcoming procrastination (180), Stress management
techniques (137) and Mastering the job interview (120). Applicants for
Orientation Leader positions also demonstrated self-awareness
through the selection process. This fall there were 170 returned
applications, 158 participants in the large group workshop and 72
invited to interview individually. Of this 32 were hired. Of those hired,
all had a strong sense of self and exhibited self-awareness. The
highlight for Fall Welcome Days data is that a large majority of
respondents felt that they will be successful at SJSU as a result of FWD
(4.05 on a 5 point Likert scale). This outcome was also significantly
higher than the average for the past 6 years. Highlights for the
ENGAGE Leadership program are that a large majority of respondents
felt confident in their sense of self (4.47 on a 5 point Likert scale). This
same outcome was rated a 4.47 (on a 5 point Likert scale) for the
Student Leadership Conference.
n/a- new to SI in spring
Yes
Orientation surveys,
Orientation staff interviews,
ENGAGE surveys, and
Student Leadership
Conference surveys
At Frosh Orientation, a large majority of participants felt that they had
opportunities for meaningful discussion (4.22 on a 5 point Likert scale).
Of the 72 students interviewed for Orientation Leader positions, all
exhibited a depth in their reflective thinking and applied their personal
lives to work as a campus leader. A large majority of ENGAGE
participants felt that they could: discuss problems in a constructive
manner (4.2); and make educated decisions based on reasoning (4.41).
These same outcomes were rated a 4.31 and 4.34 respectively for the
#4 Resiliency
#5 Practical
Competence
#6 Campus
connectedness
No
Yes
n/a
Orientation surveys, Fall
Welcome Days surveys,
ENGAGE surveys, and
Student Leadership
Conference surveys
Yes
Written Assessment (Pre
and Post Assessment) and
Surveys
Orientation surveys, Fall
Welcome Days surveys,
ENGAGE surveys, and
Student Leadership
Conference
Yes
Yes
#7 Values
difference
Yes
#8
Responsibly
connected
Yes
#9 Leaders
and followers
No
Written Assessment (Pre
and Post Assessment) and
Surveys
ENGAGE surveys, and
Student Leadership
Conference surveys
ENGAGE surveys, and
Student Leadership
Conference surveys
Student Leadership Conference.
n/a- new to SI in spring
Practical competence is a huge piece of Frosh Orientation and Fall
Welcome Days. They encompass many skills that lead to student
success. At the 2012 program, a large majority of participants felt: they
now understood sexual consent (4.28); had a sense of the purposes of
higher education and the mission of SJSU (4.22); gained information
on academic policies/procedures, requirements and programs (4.28);
and gained information on availability of campus services and
programs (4.12 ). Fall Welcome Days highlights include a significant
decrease in both knowing resources available on campus (3.07) and
knowing my way around campus (3.65). ENGAGE highlights include:
feeling confident in communication skills (4.29) and having a strong
understanding of university expectations (4.29). These same outcomes
were rate a 4.31 and 4.38 respectively for the Student Leadership
Conference.
85.9% of attendees were successfully able to identify how to report
hazing as a result of attending the New Member Experience.
Campus connectedness is also a highlighted outcome of Frosh
Orientation and Fall Welcome Days. In 2012, a large majority of
orientation participants felt that: they were more connected with other
students (4.09); had a greater sense of connection to SJSU (4.12); and
interacted with faculty, staff and continuing students (4.15). For Fall
Welcome Days, all campus connectedness outcomes went down
significantly in 2012. This includes: feeling of belonging to SJSU (3.63);
making friends (3.41); connecting to faculty and staff (3.03); and knowing
how to get involved on campus (3.16).For ENGAGE, participants stated
that they will empower themselves to have a productive and meaningful
experience at SJSU (4.47). This same outcome was rated a 4.34 for the
Student Leadership Conference.
Attendees reported their connectedness to campus 3.41 out of 4 as a
result of attending the New Member Experience.
For ENGAGE, a large majority of respondents felt that they are socially
aware and can facilitate positive relationships in a diverse environment
(4.47). This same outcome was rated a 4.44 for the Student Leadership
Conference.
For ENGAGE, a large majority of respondents felt a strong
understanding of expectations of their role as a student leader on
campus (4.29). This same outcome was rated a 4.38 for the Student
Leadership Conference.
Not measured as most leadership development programs happen in
spring semester
For Fall 2012, 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
Use data, benchmarking
with previous data,
common themes, Likert
scale outcome
measurement
Orientation and Fall
Welcome Days data–
shared in person and in
email with O-Team and
office staff; Spartan
Success Portal usage was
shared weekly with key
campus partners;
ENGAGE and Student
Revised OL application packets; increased marketing of Spartan
Success Portal; creation of supplemental Spartan Success Portal
information and updated website; revised ENGAGE timeframe
and curriculum.
3
Benchmarking with
previous data, common
themes, Likert scale
outcome measurement
5
Benchmarking with
previous data, common
themes, Likert scale
outcome measurement
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
6
7
8
Benchmarking with
previous data, common
themes, Likert scale
outcome measurement
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Common themes, Likert
scale outcome
measurement
Common themes, Likert
scale outcome
measurement
Leadership Conference
data was shared with
office staff
Orientation data- shared
in person and in email
with O- Team and
department staff;
ENGAGE and Student
Leadership Conference
data was shared with
department staff
Orientation and Fall
Welcome Days datashared in person and in
email with O- Team and
department staff;
ENGAGE and Student
Leadership Conference
data was shared with
department staff
Team Meetings,
Committee Planning
Meetings
Revised small group scripts for Orientation Leaders (discussion
generators); revised Orientation staff interview questions; revised
ENGAGE curriculum.
Revised Orientation Kick-off; creation of content for Ultimate
Spartan Guide mobile app; revised staff training; revised ENGAGE
curriculum.
Continuation of curriculum and instrument revision.
Orientation and Fall
Welcome Days datashared in person and in
email with O- Team and
department staff;
ENGAGE and Student
Leadership Conference
data was shared with
department staff
Team Meetings,
Committee Planning
meetings
Revised Orientation Kick-off; creation of content for Ultimate
Spartan Guide mobile app; revised staff training; revised ENGAGE
curriculum.
ENGAGE and Student
Leadership Conference
data was shared with
department staff
ENGAGE and Student
Leadership Conference
data was shared with
department staff
Revised ENGAGE marketing and curriculum.
Continuation of curriculum and instrument revision.
Revised ENGAGE marketing and curriculum.
For Spring 2013, 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
Type(s) of
assessment utilized
Findings (how many students participated in
assessment, most significant findings, summary of
in Spring
2013?
(yes/no)
(rubric, survey, test,
themes and/or actual data if available)
focus group, employee
evaluation, etc)
#1 Selfawareness
Yes
Spartan Success Portal use
data, UNVS grades, and
Leadership Today post
surveys
#2 Tolerance of
ambiguity
No
n/a
#3 Cognitive
complexity
Yes
UNVS grades, and
Leadership Today post
surveys
#4 Resiliency
Yes
UNVS grades
#5 Practical
competence
Yes
UNVS grades, and
Leadership Today post
surveys
Yes
Written Assessment (Pre
and Post Assessment) and
Surveys
UNVS grades, and
Leadership Today post
surveys
#6 Campus
connectedness
Yes
Yes
#7 Values
Yes
Written Assessment (Pre
and Post Assessment) and
Surveys
UNVS grades, and
In spring 2013, 2,083 online Spartan Success Portal workshops were
taken. This shows a self-awareness and realization on behalf of the
student that they need support in a given topic area. Top workshops
for spring were: Discover your learning style (141), Time management
(230), Overcoming procrastination (202), Stress management
techniques (171) and Mastering the job interview (211). This is the
same top 5 as fall, but in a different order (what you see here is in
order from fall). The Orientation staff also participated weekly in
reading reflection assignments. They were asked to answer prompts
about themselves in relation to the material and their role as an OL.
The average overall score for reading reflections was 92.4%. As a indepth assignment, students were asked to examine their own
strengths and weaknesses and reflect on their leadership journey. The
overall average score on this paper was 100%. Highlights for the
Leadership Today program are that a large majority of respondents
felt confident in their sense of self (4.56 on a 5 point Likert scale).
Not specifically measured
Orientation staff displayed critical thinking and material application
through the assignment mentioned in learning outcome #1, as well
as writing a Prospective Student Reflection. This paper was based
on campus tour shadowing and observation from Admitted Spartan
Day. The average overall score for this paper was 99%. Student
orientation leaders also had one-on-one meetings with both their
Team Leader and the Orientation Coordinator. The One-on-one
setting was one of challenge to think critically about personal
leadership growth. . A large majority of Leadership Today
participants felt that they could: discuss problems in a constructive
manner (4.39); and make educated decisions based on reasoning
(4.62).
The UNVS grades for quizzes over time represent resiliency.
Sometime students expect this class to be all fun, but quizzes and
exams are set to be challenging. The average quiz score was 84.1%.
Also there is a significant difference between midterm scores
(average 78.8%) and final exam scores (91%).
Through a department presentation project, leaders were
challenged to not only learn about an important campus resource,
but turn around and teach this resource to the class. A strict grading
rubric was used to help develop presentation and public speaking
skills. The overall average score for this assignment was 83%.
Students also completed experiential components of the course that
required communication skills. They were giving tours at Admitted
Spartan Day and volunteering at Transfer Orientation. Leadership
Today highlights include: feeling confident in communication skills
(4.39) and having a strong understanding of university expectations
(4.59).
Fraternal Values Summit: (81 participants) On a scale with 5 as
strongly agreeing, average attendee scores improved 15% as a result
of attending the Summit moving from 3.77 to 4.34
As exhibited in the pass rate (all passed-need 80% or higher to
remain on orientation staff), all student leaders acquired knowledge
and skill in teaching others about campus resources. For Leadership
Today, participants stated that they will empower themselves to
have a productive and meaningful experience at SJSU (4.69).
Fraternal Values Summit: (81 participants) On a scale with 5 as
strongly agreeing, average attendee scores improved 26% as a
result of attending the Summit moving from 3.49 to 4.4
This outcome can be seen through the Prospective Student Paper
difference
Leadership Today post
surveys
Yes
#8 Responsibly
connected
#9 Leaders and
Followers
No
Written Assessment (Pre
and Post Assessment) and
Surveys
n/a
Yes
UNVS grades
mentioned previously. Students were challenged to consider a
broad spectrum of incoming students and what they might be
coming in with. For Leadership Today, a large majority of
respondents felt that they are socially aware and can facilitate
positive relationships in a diverse environment (4.59).
Fraternal Values Summit: (81 participants) On a scale with 5 as
strongly agreeing, average attendee scores improved 15% as a result
of attending the Summit moving from 4.01 to 4.6
Not specifically measured
This outcome can be seen through the Leadership Reflection Paper
mentioned previously.
For Spring 2013, 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
Common themes, grades
Designed final training around ; notes to revise future classes
3
Common themes, grades
4
Common themes, grades
5
Common themes, grades
6
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Common themes, grades
UNVS data shared with
department staff and
Core Staff; Spartan
Success Portal data
shared with key
stakeholders on a weekly
basis, Leadership Today
data was shared with
department staff
UNVS data shared with
department staff and
Core Staff, Leadership
Today data was shared
with department staff
UNVS data shared with
department staff and
Core Staff, Leadership
Today data was shared
with department staff
UNVS data shared with
department staff and
Core Staff, Leadership
Today data was shared
with department staff
Team Meetings,
Committee Planning
Meetings
Designed final training around ; notes to revise future classes
7
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Common themes, grades
UNVS data shared with
department staff and
Core Staff, Leadership
Today data was shared
with department staff
Team Meetings,
Committee Planning
Meetings
UNVS data shared with
department staff and
Designed final training around ; notes to revise future classes
Designed final training around ; notes to revise future classes
Designed final training around ; notes to revise future classes
Designed final training around ; notes to revise future classes
The curriculum and assessment instruments are being reworked.
Efforts to have this outcome become an ongoing focus with
students beyond the experience were realized.
9
Statistical analysis,
tracking of qualitative
remarks, and generation
of common themes
Common themes, grades
Core Staff
Team Meetings,
Committee Planning
Meetings
UNVS data shared with
department staff and
Core Staff, Leadership
Today data was shared
with department staff
Curriculum and facilitator training are revised for the next
experience.
Designed final training around ; notes to revise future classes
Based on your assessment experience in 2012-13, what changes (if any) do you plan to make for
2013-14 related to learning outcomes? (instrument, analysis, communication to staff, etc)
Learning Outcomes Measures
Thinking Critically and Practically
Critical thinking skills—This event/service provided helpful information and/or strategies to make judgments about, or evaluate what
you think, read, see and hear.
Reflection—This event/service provided time and space to think about skills you have acquired or improved upon
Self-Awareness—This event/service provided time and space to think about areas of personal strength or potential growth
Tolerance of Ambiguity—This event/service helped me to feel comfortable in times where there is no clear answer or set direction
Commitment to Success
Effective Communication—This event/service provided helpful information on how to speak and/or write in a way that the message will
be clearly understood
Practical Competence/Life Skills—This event/service provided helpful information and skills that will benefit me in everyday life
Healthy living—This event/service provided helpful information to identify areas of your health and well-being that can be improved
Resiliency—This event/service helped me to find appropriate resources/strategies to deal with problems as they arise
Time Management—This event/service provided useful information to improve my time management skills
Campus Connectedness—This event/service helped me feel a connection to SJSU
Resource Awareness—This event/service provided useful information about campus services and programs
Engagement as Active Member of Society
Multicultural competence—This event/service provided helpful information on how to interact and feel comfortable with people with
backgrounds and values other than my own
Leadership—This event/service provided helpful information and tools that will assist in working comfortably with groups or leading
others
Valuing Difference—This event/service helped me to see value in the potential and contributions of others
Social Justice (Thought)—This event/service helped me to think critically about a social issue
Social Justice (Action)—This event/service motivated me to take action on a social issue
(Use a 5 point Likert Scale: 1=Strongly Disagree, 2=Disagree, 3=Neutral, 4=Agree, 5=Strongly Agree)
Additionally, we plan to conduct a longitudinal analysis of our assessed programs and increase assessment of
services and offerings not yet assessed for Student Engagement team programs and services.
For 2012-13, please indicate any satisfaction assessments that were completed for your
department.
Date and type of
assessment
(survey, focus
group, etc)
Frosh Orientation
Survey—students
What areas were assessed related to
satisfaction? (services, service hours,
customer service, etc.
Findings (# of students who responded, response rate,
summary of themes, etc)
Ratings of overall student staff; ratings of
the Orientation program; Likert scale
ranking of program meeting its stated
goals
Frosh Orientation
Survey—parents
Ratings of overall student staff; ratings of
the Orientation program; Likert scale
Student participant ratings were: 97% excellent or good for
student orientation staff; 87% excellent or good for the
orientation program and 4.22 (on a 5 point Likert scale) for the
program meeting the stated goals of helping new students
navigate SJSU, register for classes, and make connections needed
to be successful.
Parent participant ratings were: 96% excellent or good for student
orientation staff; 93% excellent or good for the orientation
ranking of program meeting its stated
goals
program and 4.24 (on a 5 point Likert scale) for the program
meeting the stated goals of helping new students navigate SJSU,
register for classes, and make connections needed to be
successful.
For 2012-13, please indicate any other assessment activities that took place in your department
(usage, demographics, event participation, etc).
Spartan Success Portal
Fall 2012
Unique Individuals
Total Workshops
Average Workshops
Taken
Spring 2013
Unique Individuals
Total Workshops
Average Workshops
Taken
Academic Year
Unique Individuals
1,105
1,625
Spring Workshops By Category
1.47
1,551
2,083
1.34
2,656
Academic and Career
Exploration
Personal
Management
Learning to Learn
Reading and Writing
Strategies
Total Workshops
Average Workshops
Taken
3,708
1.405
Spring Workshops By Group
EOP
First Generation
Undeclared Major
Probationary Status
Veteran Status
Student Athlete
DRC
Peer Educator
Advising
MYSJSU/Web
Peer Connections
Guest
GREAT (Fraternity and Sorority)
Faculty
Friend
Frosh Orientation 2012
Student Highlights
Overall Satisfaction:



98% responded that overall the student orientation staff was “excellent” or “good”
89% responded that overall the orientation program was “excellent” or “good”
75% of the students felt that overall, the advising session was informative
Satisfaction – Day 1 activities (excellent + good ratings):




80% were satisfied with the check-in process
81% were satisfied with the “Get Connected”
85% were satisfied with the “University Life 101” group meeting
83% were satisfied with the “Spartan to Spartan“ group meeting
Satisfaction – Day 2 activities (excellent + good ratings):


85% were satisfied with the small group meeting
74% were satisfied with the Advising & Registration
o 78% were satisfied with the information I received about GE requirements academic policies/procedures and
registering for courses
o 67% were satisfied with knowing which courses I needed to take after attending the advising session
o 72% were satisfied with understanding the schedule that was given to me by my academic advisor
o 73% were satisfied that the advising session helped me learn how to register for courses
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 responsibilities as an undergraduate student at SJSU





After attending Day One activities, I have a greater sense of connection to the SJSU campus.
I received sufficient information about the availability of services and programs
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:


59% of the students attended orientation without their parents/guardians
88% 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
Respondents
Percent
Summer 12
2862
98%
Summer 11
2388
99%
Summer 10
1403
94%
Avg.
2218
97%
Summer 10
1403
83%
Avg.
2218
87%
Overall, the orientation program was “excellent” or “good”
Semester
Respondents
Percent
Summer 12
2862
89%
Summer 11
2388
98%
Parent Highlights
Overall Satisfaction:


97% responded that overall the student orientation staff was “excellent” or “good”
92% responded that overall the orientation program was “excellent” or “good”
Satisfaction – Program activities (excellent + good ratings):









86% were satisfied with the check-in process
82% were satisfied with the Resource Fair
89% were satisfied with the “Orientation Kick-Off” program
80% were satisfied with lunch
89% were satisfied with the “Understanding SJSU” program
92% were satisfied with the Academic Advising overview
84% were satisfied with the Student Q&A panel
75% were satisfied with the Special Interest Sessions
78% were satisfied with dinner
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
After attending this program, 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
I was 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
Historical Data:
Responded that overall the student orientation staff was “excellent” or “good”
Month
Respondents
Summer 2012
186
Summer 2011
543
Summer 2010
209
Avg.
313
Percent Agree
97%
97%
92%
96%
Summer 2010
Avg.
Responded that overall the orientation program was “excellent” or “good”
Month
Summer 2012
Summer 2011
Respondents
186
543
209
Percent Agree
92%
94%
92%
Program Outcome
After participating in University Life 101, I feel I have a better
understanding of the components of sexual consent.
I have a better sense of the purposes of higher education and the
Student
Mean Score
313
93%
Parent/Family
Mean Score
4.28
n/a
4.22
4.25
4.28
4.31
4.09
n/a
4.12
n/a
mission of SJSU.
I was provided with adequate information about SJSU academic
policies, procedures, requirements, and programs.
After attending Day One morning activities, I feel more connected
to other new students at SJSU.
After attending Day One morning activities, I have a greater sense
of connection to the SJSU campus.
I received sufficient information about the availability of services
4.30
4.12
and programs.
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.
4.13
4.15
n/a
4.22
4.24
The program met its stated goals of helping new students to
navigate SJSU, register for classes, and make the connections they
4.22
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
4.05
courses.
I knew what courses I needed to take after attending the advising
3.84
session.
I understand the schedule that was given to me by my academic
3.97
advisor.
The advising session helped me learn how to register for courses.
3.97
Overall, I think the advising session was informative.
4.03
2012 Frosh Orientation Attendance
Session
Student
Reg.
Pre- Student No Student
Show
Actual
Parent
Reg.
Pre- Parent
Show
No
Total
Attendance
Parent Actual
#1 June 12-13
506
26
480
170
37
133
613
#2 June 19-20
499
35
464
197
22
175
639
#3 June 26-27
481
44
437
179
20
159
596
#4 July 2-3
504
39
465
224
22
202
667
#5 July 10-11
503
24
479
181
17
164
643
#6 July 17-18
471
43
428
187
27
160
588
#7 July 24-25
441
47
394
159
27
132
526
#8 July 31-Aug 1
473
72
401
151
31
121
522
3,878
330
3,548
1,448
203
1,246
4,794
TOTAL
Fall Welcome Days 2012
Fall Welcome Days Outcome Tracking: 6 Year Data
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
Yellow Highlight—significantly lower than average score for 2012
Green Highlight—significantly higher than average score for 2012
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
2011
3.99
4.04
3.76
3.43
3.84
4.04
4.10
3.76
2012
3.63
3.07
3.41
3.03
3.65
4.05
3.95
3.16
Average
3.73
3.61
3.51
3.21
3.81
3.82
3.90
3.50
UNVS 199: Orientation Leadership Studies
Course Syllabus, Spring 2013
Class Information: Course Title: UNVS 199: Orientation Leadership Studies
Date/Time: Tuesdays 4:30–7:15pm
Location: Clark Hall 229
Instructor:
Adrienne Hypolite
Transition and Success Coordinator, Student Involvement
Richard Dillon
Assistant Director for Leadership Development, Student Involvement
Office Hours: By appointment - please call or email:
Adrienne Hypolite:
Office phone: 408.924.5975
Office email: adrienne.hypolite@sjsu.edu
Richard Dillon:
Office phone: 408.924.5963
Office email: richard.dillon@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 respectful of presenters
 Be prepared
 Stay positive
 Use active listening skills
 Be present
REQUIRED TEXTS & MATERIALS:
1) Participation in Canvas, 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. 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.
Assignments – Students will be asked to complete various types of assignments aimed at learning/applying
course material.
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 during each class, covering material from the week before.
2. New Student Events –
Admitted Spartan Day (Saturday, April 13th)
Students must volunteer at Admitted Spartan Day, on Saturday, April 13th as campus tour guides. On
this day, you will be interacting with students that will be attending orientation this year. In order to
accomplish this task effectively, you will need to sign up to shadow campus tours, per the requirement
and availability of the Student Outreach and Recruitment office (SOAR). Details about how to sign up
will be provided to you. 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
Canvas, as well as respond to discussion posted by classmates. 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. Papers – Throughout the semester you will be asked to complete three papers aimed at creating in-depth
understanding of the course material. Each of these papers must be typed, three to five pages, doublespaced. Details of the assignments with specific rubrics will be provided at least one month prior to their
due date.
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.
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
(40 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). Part of your score
for this assignment will include an ice-breaker that your group will lead prior to your presentation,
highlighting your group’s facilitation skills (10-15 minutes). You will also be asked to provide 1 copy of
written directions for your ice-breaker to the instructor.
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 Coordinator
o 15 mins before Spring Break
o 15 mins after Spring Break
 All Orientation Leaders with respective Team Leader
o 10 mins before Spring Break
o 10 mins after Spring Break
7. Exams – There will be two exams (a midterm and final) during the semester covering reading assignments
and/or materials covered in class/small group discussion sessions.
Late Assignments – Late assignments will be accepted up to one week after the assignment is due, and
assessed a mandatory 10% deduction in points for each day the assignment is late. After one week, late
assignments will not be accepted. 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 (8 @ 12.5 points each)
100
Reading Reflections (8 @ 25 points each)
200
Department Project/Presentation
100
Transfer Orientation Participation
40
Admitted Spartan Day Participation
40
Leadership Reflection Paper
100
Prospective Student Reflection
100
One-on-One Meetings (4 @ 10 points each)
40
Midterm
80
Final Exam
200
______ ____________________________________________________________
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
January 29th
February 5th
Topic
Introductions
Syllabus
First-year Students/Transition
Reading Discussed
C1: Mission and
Vision of SJSU
C2: Orientation
Basics & First Year
Students
C3: Millennial
Students, Parents &
Families
C5: Leadership
Development
C6: Leadership
Development
February 12th
Generational Differences and
Parent/Family Concerns
February 19th
Leaders as Allies: Part I
February 26th
Leaders as Allies: Part 2
March 5th
Psychosocial Development
Theories
C4: Student
Development
March 12th
SJSU Resources: Part 1
C7: Student Success
& Wellness
March 19th
MIDTERM
C8: Student Success
& Wellness
Presentation
Assignment Due
Reading Reflection #1;
Gear up for Retreat!
Reading Reflection #2
Group #1
Career Center
Reading Reflection #3
Group #2
Writing Center
Group #3
Associated Students
(Services)
Group #4
Student Health
Center (Services)
Group #5
Associated Students
(Gov’t & Events)
Reading Reflection #4
SJSU Resources: Part 2
March 26th
Spring Break ~No Class
Reading Reflection #5
Reading Reflection #6
Leadership Paper
Complete 1:1 w/ Adrienne
and with your Team Lead by
3/22
April 2nd
General Education & Degree
Progress
C9: Advising
Group #6
MLK Library
Reading Reflection #7
April 9th
Advising Policies, Procedures &
Remediation
C10: Advising
Group #7
Student Union
Reading Reflection #8
April 16th
Program Schedule: Day 1 & Day 2
C11: Orientation
Program
Group #8
Disability Resource
Center
April 23th
University Life 101
April 30th
May 7th
C13: University Life
Prospective Student Paper
101 Skits
1:1’s with Team Leaders & Orientation Coordinator ~ No Class ~ Final Due
Class Celebration
ENGAGE—New Student Leadership Immersion Program 2012
Outcome
Score Average
participants, 5 point Likert scale)
I am confident in my communication skills and feel that I am able
to discuss problems in a professional and constructive manner.
I am confident in my ability to initiate action, be adaptable, and
make educated decisions based on observation, experience,
reflection, reasoning, and communication.
I am confident in my ability to empower myself and others to
have productive and meaningful lives in the community and at
San José State.
I feel confident in my sense of self and I can properly execute
tasks in an ethical and responsible manner.
I believe I am socially aware and can facilitate positive
relationships in a diverse environment.
I feel I have a strong understanding of what the university
community expects in my role as a student leader on campus.
(with 17
4.29
4.41
4.47
4.47
4.47
4.29
Student Leadership Conference 2012
Outcome based on personal reflection after having attended
the event
I am confident in my communication skills and feel that I am able
to discuss problems in a professional and constructive manner.
I am confident in my ability to initiate action, be adaptable, and
make educated decisions based on observation, experience,
reflection, reasoning, and communication.
I am confident in my ability to empower myself and others to
have productive and meaningful lives in the community and at
San José State.
I feel confident in my sense of self and I can properly execute
tasks in an ethical and responsible manner.
Score Average
returned assessments, 5 point Likert scale)
(with 341
4.296
4.328
4.308
4.449
I believe I am socially aware and can facilitate positive
relationships in a diverse environment.
I feel I have a strong understanding of what the university
community expects in my role as a student leader on campus.
4.428
4.346
Leadership Today Pre-Test L.O. Results 2013
Outcome
Score Average
participants, 5 point Likert scale)
I am confident in my communication skills and feel that I am able
to discuss problems in a professional and constructive manner.
I am confident in my ability to initiate action, be adaptable, and
make educated decisions based on observation, experience,
reflection, reasoning, and communication.
I am confident in my ability to empower myself and others to
have productive and meaningful lives in the community and at
San José State.
I feel confident in my sense of self and I can properly execute
tasks in an ethical and responsible manner.
I believe I am socially aware and can facilitate positive
relationships in a diverse environment.
I feel I have a strong understanding of what the university
community expects in my role as a student leader on campus.
(with 40
4.000
4.297
4.270
4.216
4.324
3.892
Leadership Today Post-Test L.O. Results 2013
Outcome
I am confident in my communication skills and feel that I
am able to discuss problems in a professional and
constructive manner.
I am confident in my ability to initiate action, be adaptable,
and make educated decisions based on observation,
experience, reflection, reasoning, and communication.
I am confident in my ability to empower myself and others
to have productive and meaningful lives in the community
and at San José State.
I feel confident in my sense of self and I can properly
execute tasks in an ethical and responsible manner.
I believe I am socially aware and can facilitate positive
relationships in a diverse environment.
I feel I have a strong understanding of what the university
community expects in my role as a student leader on
campus.
Score Average
participants, 5 point Likert scale)
(with 40
4.385
4.615
4.692
4.564
4.590
4.590
Leadership Today Overall Rating 2013
Outcome
Excellent
Satisfactory
Poor
Percent rating
participants, 3 point Likert scale)
95%
5%
0%
(with 40