What We Learned

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What We Learned

• A Guide to Assessment at Widener University

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Co-Presenters

• Mike Strong
• Assistant Director of University Center
  Administration
• Amber LaJeunesse
• Resident Director, Residence Life

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Program Objectives

• Participants will
• Observe how the WU student affairs division
  selected learning objectives and each unit
  developed program outcomes.
• Understand why the Student Leader Training
  program was created.
• Review the Case Study Widener Universitys
  Student Leader Training program.
• Identify what worked and what didnt work.

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About Widener University

• Mens sana in corpore sano
• Mission, Vision, Goals
• Student profile
• Population size
• Residential v. Commuter
• Degrees offered
• Student Affairs division
• Departments
• Functions
• Interdependence on one another

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Strategic Plan

• Division Learning Objectives
• Students will
• Explore and clarify values and demonstrate
  ethical behavior.
• Promote responsible citizenship.
• Develop autonomy, maturity, and personal
  responsibility.
• Understand and appreciate human differences.
• Establish and maintain a healthy and balanced
  lifestyle physically, mentally, spiritually, and
  emotionally.
• Demonstrate leadership knowledge and skill.

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University Center Administration

• Program Outcomes
• Students will
• Recognize modes of finding and knowing about
  events, activities, and services available at
  Widener and within the metropolitan community.
  (SA LO 2)
• Consider others viewpoints to understand the
  impact of diversity on society. (SA LO 4)
• Discover a healthy and balanced lifestyle through
  diverse recreational, social, and cultural
  activities. (SA LO 5)
• Have the opportunity to apply leadership theory
  and practice. (SA LO 6)

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Where did it come from?

• DVSAC, UD presentation
• Presentation to SA team
• Development of committee
• Training August 2007
• How does it fit in?
• UCTR ? Strategic Plan
• SA LO 6
• UCTR PO 4 Students will have the opportunity to
  apply leadership theory and practice.

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Committee Design

• Committee Representation
• International Student Services
• Multicultural Student Affairs
• Residence Life Housing
• Student Life
• University Center
• Wellness Center
• No Committee Representation
• Chaplains Office
• Judicial Affairs
• Student Health Services

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Student Groups Involved

• RAs, Residence Life
• Student Managers, University Center
• Student Managers, Wellness Center
• CREW (Orientation) leaders, Student Life
• Pre-Orientation Outing, Student Affairs Outdoor
  initiative

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Student Leader TrainingPurpose

• To create student leaders in the Division of
  Student Affairs who can demonstrate leadership
  theory and skills.
• To share the burden of training student employees
  where training is similar across units.
• To reduce divisional costs associated with
  employee development.

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Goals

• Goals
• 1. Students will interact with other student
  leaders and maintain those connections. (SA LO 5)
• 2. Students will learn to recognize a problem,
  assess potential solutions, and resolve the
  problem effectively. (SA LO 6)
• 3. Students will be able to define diversity. (SA
  LO 4)

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Program

• Implementation
• Activities on Teambuilding, Problem Solving, and
  Diversity (see Handout)
• Method of delivery
• Assessment Feedback

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Pre-Training Assessment

• Survey
• Likert scale (1-5)
• Included a question to ensure quality responses
• Examples available
• I feel comfortable interacting with student
  leaders.
• I feel comfortable expressing solutions to
  problems.
• I can clearly define diversity.
• I feel comfortable discussing the aspects of
  diversity with people different than me.

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In-Process Assessment

• Group work
• Recorded data
• Facilitator observations

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Post-Training Assessment

• Survey (Same survey questions as the Pre-Training
  Assessment in a different order)
• Open-Ended Questions were added

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Training Results

• Not unexpected
• The results were both positive and negative
• Overall, the students knowledge of problem
  solving and diversity increased

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Survey Results

• Knowledge increased in these areas
• Labeling functions of other leadership positions
• Identifying problematic situations for self and
  others
• Utilizing a routine behavior to assess personal
  methods of dealing with problems
• Defining Diversity
• Listing human aspects that make people diverse
• Comfort discussing diversity with peers and
  non-peers
• Comfort understanding aspects of diversity
• Comfort expressing personal definition of
  diversity

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Follow-up Assessment

• Focus Group of students involved
• Committee Meeting

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Focus Group Results

• Positive feedback
• Met students they did not already know
• Relieved to work with others they dont typically
  work with
• The puzzle activity was great. They were able to
  delegate tasks and accomplish a common goal
• It removed students from their comfort zone
• The discussions after the activities were helpful

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Focus Group Results

• Negative feedback
• Too long (took up too much time)
• Students missed out on the meaning because they
  lost interest
• The location was too small
• Not enough breaks
• Too repetitive
• Not enough explanation of the purpose

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Focus Group Suggestions

• Break the groups and the time up more
• Con the trainees into learning something
  without specifically saying it
• Offer a Behind Closed Doors experience
• Up the training level too basic
• Teach them how to deal with issues, not what they
  are
• Debrief the entire training
• Be more aware of what each group is doing in
  their individual trainings to avoid repetition
• Allow the students to explain their roles on
  campus
• Use an outside facilitator or a university
  employee they dont typically work with

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Suggestions for you

• Justify your program through your strategic plan
• A Needs Assessment is critical
• Purpose must be clearly articulated
• Dont get discouraged by negative feedback

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Whats Next?

• November Review feedback data with committee
• December Present to and receive feedback from SA
  division
• January Meet to select dates and topics for Fall
• February Communicate training to potential
  student leaders on various applications
• March Select 2008 student leaders
• April Meet with focus group for Needs Assessment

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Whats Next Part 2

• May First committee meeting (including 2-3
  students)
• June July Continue planning
• August Student Leader Training
• September Follow-up and assessment
• October Begin planning phase 2
• January 2009 Implement phase 2
• August 2010 Implement phase 3

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• Are there any questions?
• Thank you for your time.
• Have a great weekend!