Division of Student Affairs

The Division of Student Affairs partners with Academic Affairs to promote and enhance student learning that occurs both within and outside of the classroom. To focus their efforts, the Division created a set of seven learning outcomes, which were informed heavily by the pivotal document in the student affairs field, Learning reconsidered: A campus-wide focus on the student experience (NASPA/ACPA, 2004) , which promotes holistic learning and the idea that the entire campus is a learning community. Learning outcomes are what we expect students to be able to do, know, or achieve as a result of their engagement in co-curricular programs.

Event Attendance

Five ways to track event attendance through RamConnect

 

Polls

iClickers (also known as personal response systems) are handheld devices that participants can use to submit real-time responses to questions during a session. They are useful for guiding conversations during sessions and assessing learning and satisfaction at the end of a program. Approximately 80 devices can be reserved through the WCU Digital Corner. Training on using the equipment and information about how iClickers have been used successfully by others are also provided.

Mentimeter and Kahoot! are similar to iClickers, however these services are offered online and participants typically use their own electronic devices to answer the questions.

 

RamConnect

RamConnect (also known as the Campus Groups product) is a community engagement platform purchased by the Division of Student Affairs. Features include portals for community groups (e.g., student organizations, administrative committees), events calendars, news feeds, forms and more. For assessment purposes, RamConnect offers a common place offices to store event attendance data, group rosters, and leadership positions. Pre-/post-tests can be also administered through the forms function.

 

Surveys and Rubrics

Qualtrics is a program for designing and administering surveys. Purchased by the WCU Office of Institutional Research and managed by the Division of Information Services and Technology, it provides several survey features with a user-friendly interface.

• Basic survey design video
• Advanced survey design video
• Reporting results video
• Additional Resources

 

Campus Labs Baseline is an assessment program purchased by the Division of Student Affairs that provides both rubric and survey capabilities. After sending the survey to our CampusLabs representative, they will work with their team to create the survey in Baseline (please provide a few weeks for the design and editing process).

• Baseline Support Center
• Baseline Tips Document

 

Visual Design

Infographics and charts are helpful additions to documents that are all text. Visual elements can make the information you share easier for users to understand. The goal should be to efficiently and effectively communicate data in a way that is easy to use and understand for audiences of all levels while maintaining aesthetic appeal. Below is a mixture of free and paid resources that can be used in creating visual designs (e.g., posters, infographics, charts).

Canva

Piktochart

Snappa

Venngage

Visme

The authors of Student Affairs Assessment: A guide for practitioners describe different types of assessment based on the level of assessment complexity (Upcraft and Schuh, 1996). Our division uses these types of assessment as a framework to guide our initiatives and engages in activities to address each of these areas. Our framework is supported and sustained by our assessment infrastructure, which provides the means for carrying these activities. Infrastructure includes, but is not limited to, equipment, software, policies and procedures, assessment plans, assessment scheduling, professional development opportunities and other assessment resources.

High Complexity						Low Complexity
Alignment with Professional Standards	Benchmarking/ Comparison Studies	Outcomes Assessment (Learning)	Campus Climate	Student Satisfaction	Student Needs Assessment	Utilization Data

Alignment with Professional Standards

Several professional organizations have developed standards to guide the practices of their members. For the Division of the Student Affairs, the majority of these standards are created by the Council for the Advancement of Standards in Higher Education (CAS); however, individual departments may follow standards set by their respective professional organizations (e.g., National Association of Colleges and Employers). Some departments within the Division of Student Affairs also have the option of pursuing formal accreditation for their specific area and have chosen to do so (e.g., Department of Counseling and Psychological Services).

 

Benchmarking/Comparison Studies

This type of assessment involves comparing aspects of the home institution (e.g., organizational structures, staffing, programs, services, spaces, policies) to other universities and colleges. These studies can be particularly helpful in orienting new leaders, informing strategic plans, and determining whether or not to pursue new initiatives. The success of benchmarking studies depends on the extent to which each peer institution is comparable to the home institution's characteristics (e.g., student population, location, organizational structure). Assessment and institutional research staff are often involved in benchmarking studies and can provide support in creating a tailored list of peer institutions.

 

Outcomes Assessment (Learning)

Often referred to as "assessment" by faculty, this type of project looks at the level of learning that occurs inside and outside of the classroom. National organizations have published frameworks to guide the development of learning outcomes in higher education (e.g., Council for the Advancement of Standards in Higher Education, Association of American Colleges and Universities, National Association of Colleges and Employers). There are typically four levels of learning outcomes: university, divisional, department, and program.

 

Campus Climate

This type of assessment focuses on the quality of a person's experience but is not limited strictly to satisfaction. The term "campus climate" is often used when studying topics such as diversity and inclusion, behavior/conduct, and space layout and design.

 

Student Satisfaction

Satisfaction assessments look at the quality of a particular aspect of the college experience. These types of assessments may be focused on overall experiences, technology, facilities, programs, services, processes and more.

 

Needs Assessments

This type of assessment is used to determine what students need in order to be successful. Topics might include, but are not limited to, health and wellness, academic support, diversity and inclusion, facilities, accommodations, safety, parking, dining, housing, and more.

 

Utilization Data

Utilization studies involve data regarding participation in programs, events, services, etc. This type of data can be combined with a variety of other data to assist staff in better understanding students who are/are not engaged on campus as well as the level of impact programs and services have on the student experience.

Accreditation

For more than a decade, the Division of Student Affairs has contributed to WCU's accreditation through self-studies and external reviews using the standards set for by the Council for the Advancement of Standards (CAS) in Higher Education. West Chester University is accredited by the Middle States Commission on Higher Education. To learn more about MSCHE's Standards for Accreditation and Requirements of Affiliation, click here.

 

Assessment/Research Ethics Certification

The Collaborative Institutional Training Initiative (CITI) is for faculty, staff and students who are planning research and assessment studies. After completing the training, individuals are eligible to request university approval to share study results externally (through conferences, poster sessions, publications, etc.). This request can be made by submitting an application to the WCU Institutional Review Board. Applicants are strongly encouraged to submit IRB applications before collecting data for their study.

CITI training involves a series of online modules and quizzes regarding the study team's responsibility to protect participants from harm, issues the study team may run into during a study, and the ethical principles set forth by the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research. The Social Behavioral Research - Basic Refresher track is recommended for most Student Affairs staff. Once completed, the certification lasts for three years, at which time the recipient must complete the training again. Courses completed at other institutions may be eligible for consideration at WCU.

For more information about starting CITI training, click here .

 

Assessment Planning

Assessment Planning Template

Principles of Good Practice for Assessing Student Learning

 

Consent Forms

Consent forms are the first part the survey and interview process. This form helps the coordinator ensure that participants understand the project before participating. It provides critical information to help the participants understand their rights as participants, how their information will be protected, benefits and risks of the assessment, who they can contact with questions and much more. Creating a consent form can be challenging, especially on the first try. In order to help make the process easier, WCU's Institutional Review Board has created the Consent Form Builder. Click here to get started.

 

Focus Groups

Focus Group Quick Reference Sheet
Running Focus Groups Presentation

 

Grant Evaluations

Requests for proposals for large grants typically require an external evaluator to be part of the project team. The American Evaluation Association maintains a list of evalautors by state. A review of the evaluators located in Delaware, Maryland, New Jersey, and Pennsylvania was completed in 2018. To learn more about grant evaluation, please contact Amanda Thomas, Executive Director of Assessment and Planning. 

 

Learning Outcome Development

Bloom's Taxonomy describes the learning process and serves as an excellent resource throughout the learning outcome development process.

• Putting learning reconsidered into practice: Developing and assessing student learning outcomes  (Keeling & Associates, 2007)
• How to formulate measurable learning outcomes  (Gambino, 2010)
• Bloom's Taxonomy

 

NASPA Consortium Benchmarking Surveys

In partnership with NASPA and other professional organizations, CampusLabs has created benchmarking surveys for the following areas: 

• Campus Activities
• Career and Professional Aspirations
• Campus Recreation
• Fraternity and Sorority Life
• Mental Health
• Orientation
• Residence Life
• Student Conduct
• Student Union Programming

These can be particularly valuable for staff who want to better understand how their areas compare to other institutions. There is no additional cost for our departments to participate however, an Institutional Review Board application is required for each study.

 

Reporting and Sharing Results

Here are some tools to help with summarizing assessment results:

Create an Assessment Communication Plan

Using Assessment Results: Promising Practices of Institutions that Do It Well (NILOA)

Assessment Reporting Template

 

Rubrics

AAC&U Value Rubrics

WCU Paraprofessional Staff Rubric

 

 Student Learning Questions

• What did you learn that you didn't know before attending this program?
• What can you do now that you couldn't do before attending this program?
• Have your views changed as a result of attending this program? If so, how?
• How will you change your behavior as a result of attending this program?
• How does the information provided in this program connect with what you have learned in class?
• How does the information provided in this program apply to your life?
• How can you use this information to make an impact on your community?
• What future steps are you thinking about taking as a result of attending this program?
• What questions do you still have after attending this program?

*Note: With slight modification, these questions can be used to gather information about learning related to participating in services, trips and more.

 

Choosing an External/Grant Evaluator

Organizations may consider hiring external evaluators for several reasons, some of which include the following:

1. The funding agency requires an external evaluator as part of a project proposal (standard practice for projects involving a significant amount of funding).
2. The study topic is sensitive and participants will be more comfortable responding honestly if the study is conducted by an external organization.
3. Staff do not have the skills, tools, time, or support needed to conduct the evaluation internally.

When selecting an evaluator, take the following criteria into consideration:

• Qualifications and level of experience working on similar projects
• Company history
• Level of staffing
• Workload and ability to complete the project on time
• Quality of work samples
• Systems and programs access
• Data security and confidentiality agreements
• References

For more information about the external evaluator search process and a list of potential evaluators, please contact Amanda Thomas.

Student Affairs uses assessment to provide data that support strategic priorities and initiatives, as well as to improve our programs and services that support student learning, retention, and success.

• Student Affairs Strategic Plan Priorities 2013-14
• WCU Strategic Plan
• WCU National Survey of Student Engagement Results

Membership

The Student Affairs Assessment Council is made up of members of the WCU community who are responsible for assessment activities and/or interested in learning more about co-curricular assessment.

 

Charge

To work with staff and faculty to improve the quality of co-curricular programs and services, student learning, retention and success through the intentional use of data.

 

The Assessment Council will:

• Review Student Affairs' contribution to meeting the Middle States Accreditation Standards
• Contribute to the assessment plan for the Division of Student Affairs
• Create and share assessment resources and professional development opportunities
• Design a co-curricular assessment calendar and provide feedback on assessments
• Recognize and celebrate co-curricular assessment activities that align with best practices
• Encourage collaboration on assessment projects where appropriate
• Assist with the coordination of division-wide assessment projects as needed
• Meet 1-2 times per month

Adapted from the previous WCU Assessment Council mission and the University of Oregon Student Affairs Assessment Council.

3.20.2018 

 

Council Members	Department
Amanda Thomas (Chair)	Assessment and Planning
Alexander Hazzard	LGBTQA Services
Chamapuwa Tinago	Residence Life and Housing Services
Courtney Kaiser	Assessment and Planning
Jared Brown	New Student Programs
Jodi Roth-Saks	Service-Learning and Volunteer Programs
Justin Brown	Residence Life and Housing Services
Kate Colyer	Service-Learning and Volunteer Programs
Maegan Cruz	Lawrence A. Dowdy Multicultural Center
Phyllis Schoen	Twardowski Career Development Center
Sandy Jones	Off-Campus and Commuter Services
Sarah Ryan	Student Conduct
Sherry Mendez	Wellness Promotion
Susan Visoskas	Residence Life and Housing Services
Terrell Bennett	Residence Life and Housing Services

Campus Partners

Information Services and Technology

Institutional Research

-  Overview of the Office of Institutional Research

-  Information Request Form

Institutional Review Board

Registrar's Office

Teaching, Learning & Assessment Center

 

Professional Organizations

ACPA Commission for Assessment and Evaluation

NASPA Assessment, Evaluation, and Research Knowledge Community