SJSU Annual Program Assessment Form
Academic Year 2014-2015
Department: Student Involvement
Program: Fraternity & Sorority Life, Frosh Orientation, Leadership Development, Recognized
Student Organizations
College:
Website: www.sjsu.edu/getinvolved
Link to the University Learning Goals: www.sjsu.edu/getinvolved/about/learningoutcomes
Program Accreditation(s) (if any): n/a
Contact Person and Email: Michael Crump (michael.crump@sjsu.edu)
Date of Report: July 17, 2015
Part I
1. List of Program Learning Outcomes (PLOs)
2. Map of PLOs to University Learning Goals (ULGs)
3. Alignment – Matrix of PLOs to CLOs
4. Planning – Assessment Schedule
5. Student Experience
Part II
6. Closing the Loop/Recommended Actions
7. Assessment Data
8. Analysis
9. Proposed Changes and Goals
Appendices
1. Fraternal Values Summit 2015 Assessment Pre-Test/Post-Test
2. Hawaii Frosh Orientation 2015 Assessment Data
3. Recognized Student Organization Data (2006-present)
4. UNVS 096E (Leadership & Change) Spring 2015 Syllabus
5. UNVS 199 (Orientation Leadership Studies) Spring 2015 Syllabus
1
Part 1
Section 1: List of SI Program Learning Outcomes (PLOs)
Involved students at San José State University will think critically and practically.
•
•
•
Students demonstrate self-awareness through accurate assessment and understanding
of personal strengths and challenges.
When faced with uncertainty, students will demonstrate intellectual and emotional
aptitude – a tolerance of ambiguity.
Students exhibit cognitive complexity through creative and reflective thinking.
Involved students at San José State University will commit to success.
•
•
•
Resilient students will learn to appreciate the lessons that follow crucibles and adapt
constructively.
Students will acquire practical competence in communication ability, managing time
and responsibilities, and leading purposeful, healthy lives.
Students will demonstrate a thorough understanding of university programs,
organizations, and services – campus connectedness.
Involved students at San José State University will engage themselves as active members of
society.
•
•
•
Students will engender a conscious mindfulness that values difference in the thoughts
and actions of themselves and others.
Students will become responsibly connected to the society in which we reside by
actively working toward change.
An ability to start a movement or participate wholeheartedly in the accomplishments of
others – leaders and followers.
2
Section 2: Map of SI PLOs to University Learning Goals (ULGs)
Program Learning Outcome
Self-awareness
Tolerance of ambiguity
Cognitive complexity
Resilience
Practical competence
Campus connectedness
Values difference
Responsibly connected
Leadership & followership
University Learning Goal
Intellectual Skills
Intellectual Skills, Applied Learning
Intellectual Skills
Intellectual Skills, Applied Learning, Social &
Global Responsibilities
Intellectual Skills, Applied Learning
Applied Learning, Social & Global
Responsibilities
Intellectual Skills, Applied Learning, Social &
Global Responsibilities
Applied Learning, Social & Global
Responsibilities
Applied Learning, Social & Global
Responsibilities
The process of creating the current SI PLOs begin in late 2012 with brainstorming,
benchmarking, and research by a group of SI staff who indicated interest in the process. A
subgroup pulled together the research and other data and developed the initial draft of the
PLO language. This draft was finalized by the larger group and then presented to the full
staff.
After the PLOs were developed, staff engaged in a collaborative effort to map them to the
ULGs. Later, a similar process occurred to connect the PLOs to the individual Student
Involvement programs, services, and functions.
3
Section 3: Alignment – Matrix of SI PLOs to CLOs
The following table provides an overview of how the department PLOs connect to every
individual program, service, and function of Student Involvement.
Program/Service/Function
1
2
3
4
5
6
7
8
9
Associated Students Advising, Training and Development
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Customer Service
Engage: New Student Leadership Immersion Experience
X
X
X
X
X
Fall Welcome Days
Fraternal Values Summit
X
X
X
X
Fraternity and Sorority New Member Experience
Fraternity and Sorority Inter-Greek Council
X
Fraternity and Sorority Recruitment
Fraternity and Sorority Standards of Excellence
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Frosh Orientation
Graphic Design Projects
X
X
X
X
X
X
GREAT Workshops
X
X
X
X
X
X
Greek Week
Leadership Consultations
X
X
X
X
X
Leadership Dialogues
Leadership Today
X
X
New Student Organization Orientations
X
X
Parent and Family Programs
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Spartan Success Portal
X
X
X
X
X
X
Student Assistant Management & Supervision
X
X
X
X
X
X
Student Leadership Gala
X
Student Organization Conduct (Minor)
X
X
X
X
X
X
X
X
X
X
X
Student Organization Fairs
X
X
Student Organization Recognition Process
X
X
X
X
X
X
X
X
4
Student Organization Support
X
X
X
X
X
X
Student Success Initiatives
X
X
X
X
X
X
X
X
X
X
Transfer Programs
X
UNVS 096E : Leadership & Change
X
UNVS 199 : Orientation Leadership Studies
X
X
X
X
X
X
X
X
X
X
X
X
X
X
1) Students demonstrate self-awareness through accurate assessment and understanding of personal
strengths and challenges.
2) When faced with uncertainty, students will demonstrate intellectual and emotional aptitude – a
tolerance of ambiguity.
3) Students exhibit cognitive complexity through creative and reflective thinking.
4) Resilient students will learn to appreciate the lessons that follow crucibles and adapt constructively.
5) Students will acquire practical competence in communication ability, managing time and
responsibilities, and leading purposeful, healthy lives.
6) Students will demonstrate a thorough understanding of university programs, organizations, and
services – campus connectedness.
7) Students will engender a conscious mindfulness that values difference in the thoughts and actions of
themselves and others.
8) Students will become responsibly connected to the society in which we reside by actively working
toward change.
9) An ability to start a movement or participate wholeheartedly in the accomplishments of others –
leaders and followers.
Currently, Student Involvement is in the process of reviewing each program/service and
revising CLOs so that they map to Student Involvement’s PLOs. The review process has been
completed for Fraternal Values Summit, which we are using as a model.
Fraternal Values Summit CLOs
Connection to community
Confident in ability to set/achieve goals
Understand role/confident in
responsibilities
Leadership responsibilities & life balance
Aware of difference/appreciate difference
Dealing with new situations
Knowledge of SJSU resources
Knowledge of Greek councils
Greek policies and procedures
Knowledge of SI mission/programs/services
Start a movement/project
Student Involvement PLOs
Responsibly connected
Self-awareness
Self-awareness, practical competence
Self-awareness, practical competence
Values difference, responsibly connected
Self-awareness, tolerance of ambiguity,
resilient
Resource awareness, campus connectedness
Values difference
Resource awareness, practical competence
Campus connectedness
Self-awareness, resilient, leaders and followers
5
Section 4: Assessment Schedule
CLOs for programs that do not currently have them will be created before the next occurrence
of the program, specifically:



Engage – by September 1, 2015
Frosh Orientation – by the end of Fall semester
Leadership Dialogues – by the end of Fall semester
Student Involvement will devote time during the Fall 2015 semester to create further direct
assessment measures (where necessary) and complete the mapping of SI PLOs to CLOs.
Moving forward, we have identified nine major programs that we aim to assess using direct
methods each time they occur. These programs are:









Engage (annually, Fall semester)
Fraternal Values Summit (annually, Spring semester)
Frosh Orientation (annually, Summer)
Greek Active Personal Development Workshops (ongoing, academic year)
Leadership Dialogues (annually, Spring semester)
Leadership Today (annually, Spring semester)
New Member Experience (each semester)
UNVS 96E: Leadership & Change (annually, Spring semester)
UNVS 199: Orientation Leadership Studies (annually, Spring semester)
The following programs will continue to be assessed based through utilization and satisfaction
measures each time they occur:




Fall Welcome Days (annually, Fall semester)
Fraternity & Sorority Academic Performance (each semester)
Recognized Student Organization Recognition (each semester)
Student Organization Fairs (each semester)
For two other programs (Fraternity/Sorority Standards of Excellence and Student
Employee/Management Intern Development), the assessment schedule does not precisely align
with the typical assessment cycle and department staff will determine how best the data from
these assessments might best be incorporated into the annual assessment report.
Since the Student Involvement PLOs are relatively new, Student Involvement will review
relevant assessment data and findings during Fall 2015 in order to determine whether or not
PLOs need to be revised (which, if necessary, could be completed by the end of Spring 2016).
We aim to engage in a thorough review of our PLOs every five years or whenever ULG revisions
occur.
6
Section 5: Student Experience
We have posted information about our learning outcomes in the following places:




Student Involvement website
Various posters in the SI office
UNVS 96E and UNVS 199 syllabi
SI department bookmarks
Student input was not sought when our most recent PLOs were created. However, we can
certainly incorporate student feedback in future revision processes.
7
PART II
Section 6: Closing the Loop/Recommended Actions
Based on recommendations from the 2014 Special Taskforce on Racial Discrimination, a
new diversity and inclusion component called We Are Sparta was added to the Frosh
Orientation program. This was piloted as an optional session during the 2014 program, but
became mandatory for all participants in 2015. This two-hour interactive session is
facilitated by campus partners from MOSAIC Cross Cultural Center, the Cesar Chavez
Community Action Center, LGBT Resource Center, and Women’s Resource Center.
In order to respond to pressures of student schedules and as a result of limited resources,
the fraternity/sorority New Member Experience transitioned from an in-person to an
online program. This allows participants to access the program at any time and from any
location and increased the participation rate considerably. The online version also does not
incur any department costs, as opposed to the in-person format that required audiovisual
and catering costs that the department was no longer able to afford. Since the online
format was a pilot, it was not assessed. However, the NME will be assessed using direct
methods moving forward.
Due to staff transition, changes to the Leadership Today and Orientation Leader training
assessment measures did not occur.
8
Section 7: SI Assessment Data
Utilization Assessment Summary
Program/Activity
All Programs
Assessment Type
Program participation
Fraternity/Sorority
Grade Point Averages
Averages compared to
University
Frosh Orientation
2014
Frosh Orientation
2015
Hawaii Frosh
Orientation 2015
Leadership
Development
Programs
Recognized Student
Organizations
Program participation
Program participation
(estimated)
Program participation
Program participation
Number of officially
recognized orgs in
good standing
Summary of Findings
82 - Fraternal Values Summit
1666 - Fraternity/Sorority Members
738 - Greek New Member Experience
33 - Orientation Retreat
22 - UNVS 199
12 - UNVS 96E
Fall 2014:
All Undergrad GPA - 2.96
All Greek GPA - 2.81
Spring 2015:
All Undergrad GPA - 2.96
All Greek GPA - 2.85
3642 - new frosh
1220 - parents/guests/family members
3794 – new frosh
1121 – parents/guests/family members
9 - new frosh
2 - parents/guest/family members
22 - Engage
87 - Leadership Dialogues
40 - Leadership Today
46 new orgs added in Fall 2014, 41 new
orgs added in Spring 2015, 442 total
recognized organizations
9
Satisfaction Assessment Summary
Program/Activity
Engage
Fraternal Values Summit
Assessment Type
Survey
Survey
Frosh Orientation 2014
Survey
Frosh Orientation 2015
Hawaii Frosh Orientation
2015
Leadership Dialogues
(partnership with
University Housing
Services)
Leadership Today
(partnership with MOSAIC
Cross Cultural Center)
Orientation Leader Retreat
Survey
Survey
Survey
Survey
Survey
Summary of Findings
None for this type of assessment.
96% of attendees rated the overall program
as average, good, or excellent. Nearly all
participants rated the retreat location and
accommodations as satisfactory or better.
97% of attendees rated the program as
average, good or excellent. 95% of attendees
stated that the program did an average or
better job in helping new students navigate
SJSU, register for classes, and make
connections needed to be successful.
Will be reported in next assessment cycle.
Average attendee satisfaction was 4.5 (on a
5 point scale).
83% of participants rated the program as
good or excellent and would recommend it
to a friend. Moving forward, we are planning
to use more direct assessment methods.
100% of participants rated the program as
average, good or excellent (75% rated as
excellent).
Nearly all participants rated the retreat
location and accommodations as
satisfactory or better.
Selected Additional Data
Frosh Orientation 2014
*99% of attendees rated the student Orientation Leaders as average, good or excellent.
*89% of attendees rated the academic advising session as average, good or excellent.
*85% of attendees rated the class registration process as average, good or excellent.
*95% of attendees rated the opportunities to interact with fellow students and to learn about
SJSU life as average, good or excellent.
Hawaii Frosh Orientation 2015
*Student attendees rated the student Orientation Leaders as 4.89 (on a 5 point scale).
*Student attendees rated the academic advising session as 4.56 (on a 5 point scale).
Leadership Dialogues (partnership with University Housing Services)
*83% of participants reported that the information in the session(s) extremely helpful.
10
*83% of participants reported that they would be extremely likely to attend Leadership
Dialogues again in the future.
Selected Qualitative Responses
Engage: New Student Leadership Immersion Experience
“I feel that the most beneficial part of this program was that it made me feel confident to
participate and engage in on-campus activities.”
Fraternal Values Summit
“We came in as strangers and emerged as colleagues.”
“Everything was sincere, honest, and real. I loved that the relationships I’ve made are genuine
and this retreat made me empowered as a person and as a proud member of my sorority.”
Frosh Orientation 2014
“The staff was welcoming and helpful with directions and instructions. You made us feel like family.”
“I really enjoyed the advising session because it was a great way to help a student understand
what kind of classes we should be focusing on as freshman and it helped me understand how to
register for them.”
“I liked having the opportunity to experience the dorm life prior to me starting the academic
year. It allowed for me to connect with other students and learn how it felt to share a room
with two other people.”
“I liked the skits that the orientation leaders acted out for us because not only did they teach us
important lessons about the policies, but they were fun, humorous, and, overall, entertaining!”
Orientation Leader Retreat
“What will change in my life is my awareness to my surroundings. I feel more aware of the
diversity around me, and I am grateful for all the diversity I see on campus. This retreat taught
me the value of the individual even more so than I did before. This retreat also taught me the
impact one has in the world, and I want to be that positive impact for frosh.”
11
Learning Outcomes Assessment Summary
Program
PLO
Method/
Measure
Findings/Conclusions
Conclusions/
Next Steps
Engage
Self-awareness/
Campus
connectedness
Post-retreat
self-reporting
(survey)
We are happy
with this data, but
plan to use more
direct assessment
measures for
Engage moving
forward.
Fraternal
Values
Summit
Values difference
Pre-Test/
Post-Test
93% agreed or strongly agreed
that they felt more connected
to SJSU and more confident in
their potential to be a leader.
100% agreed or strongly
agreed that they felt more
prepared to transition to
college and to get involved at
SJSU.
91% increase in participants
who rated their awareness of
difference as very high. 61%
increase in those who rated
their appreciation of
difference as very high.
Self-awareness
Pre-Test/
Post-Test
Campus
connectedness/
responsibly
connected
Pre-Test/
Post-Test
Frosh
Orientation
n/a
n/a
28% increase in confidence in
ability to set goals. 27%
increase in confidence in
ability to balance leadership
responsibilities with other
responsibilities/commitments.
120% increase in ability to
articulate understanding of
relevant policies. 122%
increase in identification of
Student Involvement as a
resource. 11% increase in
ability to articulate a basic
awareness of all 4
communities/councils.
n/a
Leadership
Dialogues
n/a
n/a
n/a
Plan to continue
with this measure.
We are very
pleased with these
results, which
indicate that
several of the
goals of the
program were
achieved.
Plan to continue
with this measure.
Plan to continue
with this measure.
We are pleased
with these results,
which indicate
that several
program goals
were achieved.
We are looking to
establish direct
measures for the
next assessment
cycle.
We are looking to
establish direct
measures for the
next cycle.
12
Leadership
Today
(partnership
with
MOSAIC
Cross
Cultural
Center)
Orientation
Leader
Retreat
Self-awareness
Post-retreat
self-reporting
(survey)
100% agreed or strongly
agreed that LT helped them
better identify their personal
strengths and weaknesses.
We are looking to
establish direct
measures for the
next assessment
cycle.
Practical
competence
Post-retreat
self-reporting
(survey)
We are looking to
establish direct
measures for the
next assessment
cycle.
Values difference
Post-retreat
self-reporting
(survey)
100% reported that LT helped
them increase skills in active
listening. 91% reported that LT
contributed to their
development of transferable
career skills
97% agreed or strongly agreed
that LT helped them develop
greater appreciation of diverse
perspective and more
sensitivity toward people
different from them
Self-awareness
Post-retreat
self-reporting
(survey)
Average of 8% increase in 11
key areas of self-awareness as
a result of retreat. Greatest
increase was in knowledge,
skills, and abilities related to
allyship (37%).
Values difference
Post-retreat
self-reporting
(survey)
All participants reported that
the retreat helped them
develop a greater
understanding of others and
better appreciation of
individual and cultural
differences.
Practical
competence
Post-retreat
self-reporting
(survey)
All participants reported that
the retreat helped them
develop a greater
understanding of teamworkrelated skills and transferable
career skills.
This is a critical
measure for this
program and we
will continue with
it, but we will also
look to add more
direct measures.
Plan to continue
with this measure,
but also will look
into tracking
change in selfawareness for OLs
who return to
staff.
Plan to continue
with this measure.
We are happy
with this outcome
and will continue
to incorporate
diversity and
inclusion training
in the OL Retreat.
Plan to continue
with this measure.
13
Selected Additional Data
Fraternal Values Summit
*There was a 33% increase in participants’ ability to articulate the purpose and programs of
Student Involvement.
Leadership Today
*97% of attendees reported that Leadership Today contributed positively to the quality of their
college experience.
14
Section 8: Analysis
In terms of assessment of PLOs, we believe that the pre-test/post-test measure for
Fraternal Values Summit (FVS) is the most robust. Data shows that achievement of PLOs
(values difference, self-awareness, responsibly connected, and campus connectedness) did
occur. The primary purposes of the program – to educate fraternity/sorority leaders on
policy and to build a stronger sense of community – certainly were fulfilled. This is the
second year we have used this particular instrument for FVS and will plan to continue using
it. More importantly, the data supports our belief that the curriculum for FVS is strong and
effective and that the program furthers the Student Involvement, Student Affairs, and SJSU
missions.
We had similar success with the Orientation Leader Retreat, although a direct assessment
method was not used. Participants did report greater knowledge, skills, and abilities in
relation to three PLOs (self-awareness, values difference, practical competence). The 2015
retreat placed a significantly greater emphasis on developing knowledge, skills, and abilities
in relation to valuing difference and we were very pleased that all participants reported
improvement in that PLO. We look forward to using direct methods in future assessment
cycles. The Leadership Today (LT) program participants reported similar improvement and
we aim to incorporate direct assessment measure for the 2016 program. Based on the
knowledge and experience of staff who work with the program, we see significant value in
conducting a formal qualitative assessment with Leadership Today participants. We hear
every year that LT has an incredibly positive impact on participants and we would like to
collect and present that “student voice” in a systematic way.
It should be noted that, with the exception of Frosh Orientation, all of the programs
measured with PLOs involve self-selected student leaders. As our vision states, we
implement these programs in order to “transform student experiences into learning
opportunities.” Our assessment in general provides data that our programs do indeed
facilitate learning and we continue to endeavor to attract more students to these
opportunities (e.g.: Engage was created specifically to bring new frosh into the leadership
and involvement “pipeline”).
15
Section 9: Proposed Changes and Goals
We have not yet established program learning outcomes for Engage, but will do so for the
2015 program. We will also establish measures for direct assessment of the program.
Frosh Orientation has a long history of quality utilization/satisfaction assessment, but we
are looking to develop direct learning outcomes assessment for the program. The challenge
will be to develop a direct assessment measure for such a large population (4000+) in such a
way that we can obtain a high response rate.
Our assessment for Leadership Dialogues did not yield the number of response that we had
hoped and we will develop a new assessment strategy for the program, which also include
direct assessment of learning outcomes.
The assessment for Leadership Today yielded very interesting data in terms of the
experiences and beliefs of participants. We also did capture some data in regard to how
participants felt the program affected them. However, there was not a direct assessment of
learning outcomes and we plan to include a direct assessment measure in the future.
The 2014-2015 year marked the first time we implemented the fraternity/sorority New
Member Experience (NME) in an online format (using Canvas), rather than an in-person
training. As we have decided to move forward with the online NME, we will incorporate
student satisfaction and learning outcomes assessment components. We will also be
conducting some qualitative assessment (i.e. focus groups) with both participants and their
new member educators in order to improve content and delivery.
We are in the process of developing a formalized system for assessment of our student
employees and management interns. This will provide us with information on shaping how
we hire, train, coach, and supervise our student employees. It will also provide useful
insight to our student employees on what they have learned during their time with us so
that they can use that information for graduate school applications and job searches.
16
Appendix 1: Fraternal Values Summit 2015 Assessment Pre-Test/Post-Test
Fraternal Values Summit 2015
Pre-Test
Circle the Appropriate Rating: 1 = Strongly Disagree and 5 = Strongly Agree
I feel responsibly connected to the community that we live in.
1
2
3
4
5
Comments_____________________________________________________________________
I am confident in my ability to set goals and achieve them.
1
2
3
4
5
Comments_____________________________________________________________________
I understand my role/position within my chapter/council and am confident I can fulfill my
responsibilities.
1
2
3
4
5
Comments_____________________________________________________________________
I am not worried about my leadership responsibilities getting in the way of my ability to live life
in a way that is healthy and meaningful to me.
1
2
3
4
5
Comments_____________________________________________________________________
I am aware of the difference in thoughts, values, and actions within the Fraternity and Sorority
Community.
1
2
3
4
5
Comments_____________________________________________________________________
I appreciate the difference in thoughts, values, and actions within the Fraternity and Sorority
Community.
1
2
3
4
5
Comments_____________________________________________________________________
17
When faced with situations I don’t understand I look at them with:
a. Suspicion
b. Tolerence
c. Disinterest
e. Interest
f. None of the above
List up to 5 departments/programs at SJSU that support student success, wellness, and/or
community
______________________________
______________________________
______________________________
______________________________
______________________________
Briefly describe your knowledge of the four fraternity/sorority councils.
__________
__________
__________
__________
Name topics covered by the Greek Management Manual/Greek Policy and describe your overall
level of understanding those policies:
Briefly outline your knowledge of the purpose and programs of the Student Involvement office.
Please discuss a movement/project/initiative you would like to start/participate in within your
chapter or community and how you plan on doing it?
18
Fraternal Values Summit 2015
Post-Test & evaluation
Circle the Appropriate Rating: 1 = Strongly Disagree and 5 = Strongly Agree
I feel responsibly connected to the community that we live in.
1
2
3
4
5
Comments_____________________________________________________________________
I am confident in my ability to set goals and achieve them.
1
2
3
4
5
Comments_____________________________________________________________________
I understand my role/position within my chapter/council and am confident I can fulfill my
responsibilities.
1
2
3
4
5
Comments_____________________________________________________________________
I am not worried about my leadership responsibilities getting in the way of my ability to live life
in a way that is healthy and meaningful to me.
1
2
3
4
5
Comments_____________________________________________________________________
I am aware of the difference in thoughts, values, and actions within the Fraternity and Sorority
Community.
1
2
3
4
5
Comments_____________________________________________________________________
I appreciate the difference in thoughts, values, and actions within the Fraternity and Sorority
Community.
1
2
3
4
5
Comments_____________________________________________________________________
When faced with situations I don’t understand I look at them with:
a. Suspicion
b. Tolerance
c. Disinterest
e. Interest
f. None of the above
19
List up to 5 departments/programs at SJSU that support student success, wellness, and/or
community:
______________________________
______________________________
______________________________
______________________________
______________________________
Briefly describe your knowledge of the four fraternity/sorority councils.
__________
__________
__________
__________
Name topics covered by the Greek Management Manual/Greek Policy and describe your overall
level of understanding those policies:
Briefly outline your knowledge of the purpose and programs of the Student Involvement.
Please discuss a movement/project/initiative you would like to start/participate in within your
chapter or community and how you plan on doing it?
A) EXPECTATIONS
Expectations for learning and conduct were clear
1
2
3
4
5
Comments_____________________________________________________________________
B) ACCOMMODATIONS
Food
1
2
3
4
5
Location
1
2
3
4
5
Comments_____________________________________________________________________
C) EDUCATIONAL SESSIONS/ACTIVITIES
Your Always Wearing Letters Video and Discussion (Friday)
1
2
3
4
5
Comments_____________________________________________________________________________
20
What’s my Leadership Style? (Friday)
1
2
3
4
5
Comments______________________________________________________________________________
Lost Greek Generation (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
Privilege Walk Session (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
The FASL Way (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
Trust Walk Session (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
Deference Line-up (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
Letter Swap (Saturday)
1
2
3
4
5
Comments______________________________________________________________________________
21
Bringing It Back Home Session (Sunday)
1
2
3
4
5
Comments_____________________________________________________________________
Policy Time (Sunday)
1
2
3
4
5
Comments_____________________________________________________________________
Yarn Maze (Sunday)
1
2
3
4
5
Comments_____________________________________________________________________
E) FEEDBACK
The 3 most valuable things I learned this weekend are:
1.
2.
3.
What did you like best about the Fraternal Values Summit?
What would you change for next year?
Additional Comments:
Overall Fraternal Values Summit Experience
1
2
3
4
5
22
Appendix 2: Hawaii Frosh Orientation 2015 Assessment Data
Program Logistics
Student
Application process to SJSU
4.25
Communication during admissions process
5.00
Communication before arriving to Frosh Orientation
4.75
Registration process for Frosh Orientation
4.50
Check-In
4.40
Location
4.88
Date/Time
4.44
Quality of meals/food
4.44
Quantity of meals/food
4.67
*Rating Scale: Poor = 1 |Fair = 1 | Average = 3 | Good = 4 | Excellent = 5
Parent/Family
4.67
4.50
4.17
4.33
4.88
4.50
4.63
4.63
4.63
Overall Impressions
Student
Student Orientation Staff
4.89
Professional Orientation Staff
4.78
Orientation Kick-Off/Welcome
4.67
Get Connected
4.44
University Life 101
4.56
Spartan to Spartan
4.44
Advising Overview
4.56
University Resources
4.22
Student Alumni Panel
4.44
Testing EPT/ELM (if applicable)
4.67
Virtual Tour
4.20
Spartan Bookstore
4.40
*Rating Scale: Poor = 1 |Fair = 1 | Average = 3 | Good = 4 | Excellent = 5
Parent/Family
4.75
4.63
4.50
4.57
4.43
4.71
4.38
4.50
4.63
--4.33
4.00
Program Outcomes
Student
Parent/Family
Pre
Post
Diff
Pre
Post
Sense of the purpose of higher education and the mission of SJSU
Adequate information about academic policies, procedures,
requirements
5.00
4.67
-0.33
4.40
4.63
0.23
3.50
4.78
1.28
4.0
4.75
0.75
Understanding of student responsibilities at SJSU
4.00
5.00
1.00
4.00
4.63
0.63
Connection to other new students at SJSU
2.50
4.22
1.72
4.00
4.63
0.63
Sufficient information about availability of services and programs
3.00
4.78
1.78
4.00
4.75
0.75
Opportunity to interact with staff and students
4.00
4.67
0.67
4.33
4.88
0.55
23
Diff
Opportunity to have meaningful discussions w/ staff and students
3.50
4.44
0.94
4.50
4.88
0.38
Tools to navigate SJSU in order for student success at SJSU
3.00 4.67 1.67 4.50
4.88
*Rating Scale: Strongly Disagree = 1 |Disagree = 1 | Neither Agree/Disagree = 3 | Agree = 4 | Strongly
Agree = 5
0.38
Advising Outcomes (Students Only)
Student
Post
4.78
Pre
Difference
Understanding of General Education (GE)
3.5
Requirements
1.28
Understanding of academic policies and procedures 3.5
4.67
1.17
Understanding of course registration process
3.5
4.67
1.17
Understanding of what courses needed
2.0
4.22
2.22
Understanding of how to plan course schedule
2.0
4.33
2.33
Understanding of how to register for courses
2.0
4.67
2.67
Overall information received is informative
2.5
4.67
2.17
*Rating Scale: Strongly Disagree = 1 |Disagree = 1 | Neither Agree/Disagree = 3 | Agree = 4 | Strongly
Agree = 5
Date Preferences for Frosh Orientation
Last weekend in April
1st weekend in May
2nd weekend in May
3rd weekend in May
4th weekend in May
5th weekend in May
1st weekend in June
*total percentages not equal to 100% due to round off
Student
Parent/Family
24%
18%
12%
18%
6%
6%
18%
Student
Parent/Family
67%
22%
-11%
--11%
9%
18%
27%
--9%
36%
Day of the Week Preferences for Frosh Orientation
Friday – Saturday
Saturday – Sunday
Sunday – Monday
Monday – Tuesday
Tuesday – Wednesday
Wednesday – Thursday
Thursday – Friday
*total percentages do not equal to 100% due to round off
42%
33%
--17%
17%
17%
Open Ended Questions
Reasons for choosing SJSU (Students Only)
24










Location X X X
Affordability/Cost X
Atmosphere/Sense of belonging X
People X
Family
Diversity
Weather
Leaving Hawaii
Student Life
Animation Program
Would absence of Hawaii Orientation affect decision to attend SJSU?
Student
Parent/Family
 No X
 No X
o But would have been
o Because student loves SJSU
inconvenient
o But would have been expensive
 Probably Not X
 Possibly (due to cost)
 Possibly X
 Yes
 Yes X
Liked Most – largest commented categories
Student
 Interactions X X X X
 Student leaders X X X
 Alumni Panel X
 Welcoming feelings
 Casual/informal setting
 Staff
 Informative
Liked Least – largest commented categories
Student
 Nothing X X X
 Too much elaboration
 Resources (hard to stay awake)
 Food
 EPT/ELM Testing





Parent/Family
Interaction with staff (students and staff) X X
X
Important topics covered X
Informative
Staff helping students
Food
Parent/Family




Nothing X
Repetition
Long
Lateness of Friday night
Suggestions
Student
Parent/Family
25





Less talking
Summer schedule (not during school)
Follow program time
More breaks
More fun activities





Separate orientation for non- first gen
students
Orientation after high school classes
Shorten orientation
Provide handouts of slides and contact info
list
Hold Orientation on different islands
*Both Pre-Assessment and Post-Assessment Surveys were designed via SurveyMonkey.com and
distributed to students and family members on paper.
26
Appendix 3: Recognized Student Organization Data (2006-present)
Spring 2015
Fall 2014
Spring 2014
Fall 2013
Spring 2013
Fall 2012
Spring 2012
Fall 2011
Spring 2011
Fall 2010
Spring 2010
Fall 2009
Spring 2009
Fall 2008
Spring 2008
Fall 2007
Spring 2007
Fall 2006
Total
Annual % New
RSO
Change
RSO
Total AH Total CR Total CL Total FS Total SP
442
5.20%
41
180
66
29
49
118
401
46
158
63
27
47
106
420
7.40%
32
388
42
149
63
32
50
94
391
2.40%
48
154
84
26
48
78
343
29
141
74
25
45
58
382
6.70%
29
171
83
30
40
58
353
358
5.90%
14
155
63
22
43
75
351
47
141
66
23
42
79
338
6.30%
29
315
60
135
53
19
39
69
318
14.40%
21
139
55
18
35
71
278
38
278
59.80%
112
51
19
38
58
244
174
174
77
27
17
15
38
AH – Academic/Honorary
CR – Cultural/Religious
CL – Club Sports
FS – Fraternity/Sorority
SP – Special Interest
27
Appendix 4: UNVS 96E: Leadership & Change Syllabus (2015)
UNVS 96E: Leadership and Change
Course Syllabus, Spring 2015
Class Information:
Course Title: UNVS 96E: Leadership and Change
Date/Time: Tuesdays 4:30-7:15pm
Location:
Sweeney Hall 312
Instructor:
Jackie Gardner
Leadership Development Coordinator, Student Involvement
Office Hours: By appointment - please call or email:
Office phone: 408.924.5963
Office email: jacqueline.gardner@sjsu.edu
Office location: Clark Hall #140
Reading Materials: The Student Leadership Challenge: Second Edition
By: James Kouzes & Barry Posner
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
To examine theoretical perspectives and applications of student leadership;
To strengthen existing skills and develop new skills in leadership;
To prepare class members for their role in various student leadership positions and beyond
To develop an awareness of and sensitivity to diverse populations and leadership styles;
To utilize theories and concepts learned in class and apply them to practical aspects of their
collegiate experience.
28
Expectations
 Arrive promptly
 Be prepared
 Use active listening skills
 Be respectful of presenters
 Stay positive
 Be present
REQUIRED TEXTS & MATERIALS:
1) The Student Leadership Challenge: Second Edition By: James Kouzes & Barry Posner
2) Participation in Canvas, which carries all course content and discussion boards
3) Personal calendar/date book (Can be purchased at the Spartan Bookstore)
4) SJSU email account that you check regularly. Will be used for the official class/staff email
distribution list
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, class begins 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. Reading Reflections/Discussion Questions– Reading assignments will be assigned on a weekly
basis. Prior to class (by 12pm every Tuesday), students must read the assignment and complete
a reflection posted to Canvas, as well as respond to one reflection 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
29
reference. Reflections do NOT summarize even; rather they should answer the questions:
What? So what? Now what? An ideal reflection would demonstrate contextual understanding
of an experience, reflect on its significance, and discuss future applications of the knowledge
gained.
2. Leadership in the News- Your job is to find an article from a reputable news source that
shows an example of leadership (good or bad) in the world. This article must be recent, within 3
months. You will sign up for a date in class to present on your article. The presentation (15-20
mins) must include a summary and at least three discussion questions. You should provide your
audience with a copy of the article. You must also turn in a two(2) page summary and reflection
on the article.
2. 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,
12-point font, one inch margins three to five pages, double-spaced. There will be no make up.
Lifeline of Leadership
In order to know where you are going on your leadership journey, it is important to know
where you came from. In the Lifeline of Leadership Reflection paper you are asked to explore,
define, and reflect on your past leadership experiences, both in college and out of college.
Explore:
Where did your leadership come from? Who motivated you to seek a life of leadership? What
specific events encouraged you to step up and take the lead? Where did your leadership
experience start at SJSU?
Define:
What does the term "leadership" mean to you? Based on your life experiences to this point,
what is your personal philosophy of leadership? What do you hope to learn about yourself and
your abilities this semester as a leader?
My Leadership Platform
Over the past semester you have learned about many facets of leadership. You have learned
how certain leadership theories guide practice, gotten a chance to grow your leadership skills
through a presentation and taken a look back on your own journey and how you got here. This
course has allowed you to explore and define leadership from many different angles and
through different lenses.
This platform is the capstone of your experience. A person’s platform is what they stand for or
believe based on experiences they have had. As you are aware, many leaders have platforms
including politicians, teachers, athletes, and musicians.
30
In this reflection you are asked to state, analyze and discuss your leadership platform including
what you believe in, value, are passionate about and how your leadership skills have changed
and/or remained the same this semester.
Define:
What is your personal leadership philosophy and/or definition? How has this changed over the
past semester? What specific parts of The Student Leadership Challenge or additional
resources/theories have guided your practice as a leader this semester?
Explore:
Where are you “right now” in terms of your own personal leadership? What have you learned
from this experience so far this semester? What are you passionate about getting involved in or
taking away from this course? How will you change your student organization or leadership
path after this course? What have you learned about yourself this semester? How will you
continue to lead at SJSU?
3. Leadership Development and Skills Training Presentation – This project will require your
group to present one of the five Student Leadership Tenants to the new orientation leaders.
Your group will be responsible for highlighting the content and meaning of the specific portion
of the Student Leadership Challenge and how it connects to their orientation role and pertains
to incoming students and families. Along with your presentation, your group must provide one
handout (40 copies) that outlines your presentation and summarizes key information. On the
assigned date, your group will give a presentation and help teach the new orientation leaders
(60 minutes). Your presentation must include at least one activity and should connect to the
SJSU orientation experience.
CRITERIA FOR ORAL PRESENTATIONS:
Your group will be graded based on presentation of resource topic. Presentations are designed
to help you develop your analytical and presentation skills to help better prepare you for your
role as a student leader and beyond your time here at SJSU. Presentations will be announced in
advance. Students will be evaluated as a group on the following criteria:
Technical Explanation: Understanding of topic
Oral Presentation: Preparation, Effectiveness of presentation, Group cooperation
Professionalism: Appearance, language, attitude
3. 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 students
check-in as much as needed. You will bring a two (2) page reflection with your thoughts on the
31
class and your growth up until that point. This will help provide feedback for the next year’s
course as well as a way for the professor to assess where you are in terms of content.
4. 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.
5. Awareness Assignments (Extra Credit)- You will have the opportunity to opt-in on several
optional training opportunities. These short training opportunities will better prepare you for
your role as a student leader and student mentor of our Spartan community, along with
learning tools and resources that SJSU offers to help better support our student community.
You will be expected to attend the entire training and write a 2 page reflection assignment of
your experience and how you will use the training and tools to enhance your experience and
better support your fellow peers at SJSU. Each training is worth 10 points and you can earn up
to 30 points. Trainings will be held on every Friday from 2pm-5pm in Clark Hall #140 beginning
March 7th -21st. Papers are due the Monday following the training to receive credit.
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:
Reading Reflections (11 @ 20 points each) 220
Department Project/Presentation 100
Leadership in the News
30
Lifeline of Leadership Paper 100
My Leadership Platform
200
One-on-One Meetings with Reflections (2 @ 10 points each)
20
Participation and Discussion 20
Midterm
110
Final Exam
200
____________________________________________________________
32
Total Points: 1000
Extra Credit: Awareness Training Assignments 10 points ea. up to:
GRADING SCALE
Final grades will be determined as follows:
Points Grade Points
Grade
1000 – 970 A+
969 – 930
A
769 – 730
929 – 900
A729 – 700
899 – 870
B+
699– 670
869 – 830
B
669 – 630
829 – 800
B629 – 600
799 – 770
C+
599 – Below
30
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 AEC to establish a
record of their disability.
COURSE TIMELINE: (Please note that the course calendar is “subject to change with fair notice”)
*All assignments are due on the dates as listed.
33
Appendix 5: UNVS 199: Orientation Leadership Studies Syllabus (2015)
Student Involvement
UNVS 199: Orientation Leadership Studies
Course Syllabus, Spring 2015
Class Information:
Course Title: UNVS 199: Orientation Leadership Studies
Date/Time: Tuesdays 4:30-7:15pm
Location:
Sweeney Hall 413
Instructor:
Mariaelena Marcano
Assistant Director for Transition & Success, Student Involvement
Office Hours: By appointment - please call or email:
Office phone: 408.924.5962
Office email: mariaelena.marcano@sjsu.edu
Office location: Clark Hall #140
Reading Materials: The Student Leadership Challenge: Second Edition
By: James Kouzes & Barry Posner
Choosing Civility (Provided)
Speak UP! (Provided)
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 student 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;
34
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) The Student Leadership Challenge: Second Edition By: James Kouzes & Barry Posner
2) Participation in Canvas, which carries all course content and discussion boards
3) Personal calendar/date book (Can be purchased at the Spartan Bookstore)
4) SJSU email account that you check regularly. Will be used for the official class/staff email
distribution list
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, class begins 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.
35
Assignments - Students will be asked to complete various types of assignments aimed at
learning/applying course material.
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. There will be no make up quizzes.
New Student EventsAdmitted Spartan Day (Saturday, April 11th )
Students must volunteer at Admitted Spartan Day, on Saturday, April 11th 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. There
will be no make up.
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. There will be
no make up.
Reading Reflections/Discussion Questions– Reading assignments will be assigned on a weekly
basis. Prior to class (by 12pm every Monday), 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.
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, double-spaced. Details of the assignments with specific rubrics will be
provided at least one month prior to their due date. There will be no make up.
Leadership Reflection
In the Leadership Reflection you will be asked to reflect on your experience at the OL Retreat,
36
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 while
incorporating class reading materials and theory.
Advising Assignment
In the Advising assignment you will be asked to apply knowledge of SJSU specific academic
advising scenarios as well as compile an academic plan toward graduation.
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, your group 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 and digital word doc via email to:
Mariaelena.marcano@sjsu.edu.
CRITERIA FOR ORAL PRESENTATIONS:
Your group will be graded based on presentation of resource topic. Presentations are designed
to help you develop your analytical and presentation skills to help better prepare you for your
role as an Orientation Leader. Presentations will be announced in advance. Students will be
evaluated as a group on the following criteria:
Technical Explanation: Understanding of topic
Oral Presentation: Preparation, Effectiveness of presentation, Group cooperation
Professionalism: Appearance, language, attitude
One-on-One meetings – This assignment requires each student to schedule and complete oneon-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 Assistant Director
15 mins after Spring Break
All Orientation Leaders with respective Team Leader
15 mins before Spring Break
37
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.
Awareness Assignments- You will have the opportunity to opt-in on several optional training
opportunities. These short training opportunities will better prepare you for your role as an
Orientation Leader and student mentor of our Spartan community, along with learning tools
and resources that SJSU offers to help better support our student community. You will be
expected to attend the entire training and write a 2 page reflection assignment of your
experience and how you will use the training and tools to enhance your experience and better
support your fellow peers at SJSU. Each training is worth 10 points and you can earn up to 30
points. Trainings will be held on every Friday from 2pm-5pm in Clark Hall #140 beginning
March 6th -20th. Papers are due the Monday following the training to receive credit (Clark Hall
#140).
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 (11 @ 10 points each)
110
Reading Reflections (14 @ 10 points each) 140
Department Project/Presentation 50
Career Center Assignment
30
Transfer Orientation Participation 50
Admitted Spartan Day Participation 50
Leadership Reflection Paper 100
Prospective Student Reflection
100
Advising Assignment 100
One-on-One Meetings (2 @ 20 points each) 40
Midterm
115
38
Final Exam
115
____________________________________________________________
Total Points: 1000
Extra Credit: Awareness Training Assignments 10 points ea. up to:
GRADING SCALE
Final grades will be determined as follows:
Points Grade Points
Grade
1000 – 970 A+
969 – 930
A
769 – 730
929 – 900
A729 – 700
899 – 870
B+
699– 670
869 – 830
B
669 – 630
829 – 800
B629 – 600
799 – 770
C+
599 – Below
30
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 AEC to establish a
record of their disability.
COURSE TIMELINE: (Please note that the course calendar is “subject to change with fair notice”)
*All assignments are due on the dates as listed.
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