Assessment in Real Life

Abigail LeederRamah Leith

Jessica Wilson

Program Outcomes

Participants will be able to describe the steps in the assessment cycle.

Participants will be able to identify strategies to use at each step of the assessment cycle.

Participants will be able to write an assessment plan for a project.

Cycle of Assessment

Types of Assessment Tracking – monitoring who uses our programs, services and

facilities (e.g. raw numbers, frequency, age, class standing, gender, race, residence, etc).

Needs Assessment – identifying needs of our students and clientele (e.g. student perceived, research supported, and institutionally expected).

Satisfaction Assessment – measuring the level of student and clientele satisfaction with our programs, services, and facilities.

Student Cultures and Campus Environments Assessment – assessing the collective perception of campus and student experience (e.g. campus climate, academic environment, residential quality of life).

Cost Effectiveness Assessment – determining whether the programs, services and facilities we offer to students are worth the cost.

Assessment Types

Learning Outcomes Assessment – measuring the impact our services, programs and facilities have on students’ learning, development, and student success.

Comparable Institution Assessment – identifying how the quality of our programs, services and facilities compare with peer institutions’ best practices.

National Standards Assessment – using nationally accepted standards to assess our programs and services (e.g. national assessment inventory– EBI, CAS standard self-assessment, departmental review by consulting group).

Real Life

Abigail Leeder- Student Learning, One Time Workshop Assessment

Jessica Wilson- Needs Assessment Ramah Leith- Tracking Assessment Abigail Leeder- Student Learning, Student

Leader Assessment

Student Learning, One-Time Workshop

AssessmentAbigail Leeder

SWAT Workshop Assessment

Step One: Define

http://www.youtube.com/watch?v=BhiGiUnJXps

PROGRAM/DEPARTMENT GOALS The Sexual Wellness Advocacy Team (SWAT) a group of student educators that use theatre and other interactive activities to educate their peers about sexual assault and healthy relationships.

Step One: Define PROGRAM/DEPARTMENT GOALS Train 18 students per term to serve as

peer educators on issues of Sexual Assault & Dating Violence

Present 90 minute educational programs to at least ten student groups per term that educate campus audience on the dynamics of sexual violence

Present the original production “It Can’t Be Rape” to all incoming students at IntroDUCKtion on the Dynamics of Sexual Violence

Step One: DefineAfter attending a SWAT Educational

presentation students will be able to:

Understand the definition of consent (in the context of sexual activity)

Recognize and name common myths around sexual violence.

Identify and model appropriate bystander behaviors

Be able to list existing campus and community resources available to survivors of sexual violence.

Step One: DefineThrough SWAT presentations we wish to: Humanize the experience of being a

sexual assault survivor by inviting audience members to empathize with a character in that position

Place sexual assault in context of the experience of a college student

Give students the ability to recognize dangerous and oppressive behaviors of perpetrators of sexual assault

Encourage further discussions among peers about the impact of sexual violence on the community

Encourage communication as a core component of a healthy relationship

Step Two: Program DESIGN PROGRAM TO MEET OUTCOMESThrough a weekly class and a two-day retreat Peer Educators

develop 90 minute presentations using theatre and other interactive training methods to meet desired outcomes

IMPLEMENT PROGRAMPresent to residence halls, fraternities and sororities, student

groups

Step Three: Assessment Methods

HOW DETERMINE WHAT YOU WILL MEASURE?

A desire to understand the impact on student learning and the effectiveness of the presentations in reaching learning outcomes

WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?

Half-sheets of paper filled out at the end of the workshop and entered into StudentVoice

HOW DID YOU ANALYZE THE DATA?

Percentages

Step Four: Evaluation

BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM AT MEETING YOUR OUTCOMES? Spring Term Workshop Evaluations 259 Respondents

Step Four: Evaluation

Step Four: Evaluation WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS

OR FUTURE PLANNING?Presenters read through after each presentation and make adjustmentsWe evaluate results on a whole at each planning retreat WHERE DID YOU REPORT THE RESULTS?Here!

Satisfaction and Needs Assessment

Jessica WilsonQueer Student Satisfaction and Needs

Assessment

Step One: Define

GOALS1. To assess how well the UHC was meeting the

needs of our LGBTQ student population2. To assess LGBTQ students’ perceptions of the

UHC3. To gather this information that is relevant to

the clinical population

Step One: Define

OUTCOMES1. The UHC will identify areas of growth2. The UHC will dedicate time to make changes

in order to serve the LGBTQ student population well

Step Two: Program

Campus colleague assistance LGBTESSP for students comments

and good use of language UCTC for facilitation of focus groups

Step Three: Assessment Methods

What will speak loudest to the clinical staff; Qualitative data Quantitative data

Assessment; Gathering Data

Student in-service Focus groups Colleague experience Student Voice

Data Analysis

Focus Groups Confidential, taped conversations. Noted trends, and outliers

Student Voice Numbers and trends provided

Step Four: Evaluation

Did we need to do all four types of assessment?!?!

No…and yes All information was consistent, but

knowing the audience was much more important

Evaluation: Next steps

Presentations at various UHC committees UHC commissioned a task force to report on

data and make recommendations Final report was given to UHC’s Executive

members for endorsement Diversity Action Committee charged with

making sure changes are implemented

Tracking AssessmentRamah Leith

Male Bystander Awareness Campaign

Step One: Define

PROGRAM/DEPARTMENT MISSIONHealth Promotion’s Department Mission: We work to develop healthy campus

communities that support students in reaching their full potential by providing health promotion, education and prevention information and services. In addition we are committed to providing student leadership opportunities under the guidance of social justice within a public health framework.

Step One: Define

PROGRAM GOALSMission:Be That Guy is a campaign meant to advocate,

highlight and support all the great men we have on this campus by empowering them to be active and engaged around sexual assault prevention issues.

Goal:To educate and empower UO men about sexual assault

prevention and how to not be a silent bystander when witnessing possible sexual assault situations.

Step Two: Program

Men’s Center SWAT

BTG Wall

The “Be That Guy” Take Back the Night Rally, Tabling and March

Step Three: Assessment Methods

WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?

Online Survey HOW DID YOU ANALYZE THE DATA? what marketing practices were most usefulevents most attendedBTG products receivedcampus and community affiliation

Facebook26%

Peer Health

Educator19%

Housing Flyer3%

Daily Emerald Ad5%

UO Men's Center4%

Fraternity10%

Packets Handed out by

Peer Health4%

Health Center Lobby Board

3%

Counseling Center Gallery

Wall2%

EMU Con-course Display

4%

Wellness Wednesday Article in the

Emerald2%

Tabling in the EMU

9%

Take Back the Night Tabling and/or Event

6%

Presentation Given to your Organization/Group

3%

Marketing

3%

22%

6%6%

8%

1%

53%

UO athlete UO Fraternity memberPast or Current Peer Health Educator UO Faculty/StaffCommunity Member UO AlumniUO student

Respondents Affiliation

Monday - By-stander Inter-vention Pre-

sentation23%Tuesday - 5K

Run12%

Wednesday - MOTIVATE Walk

7%

Thursday - Take Back the Night Event

26%

Monday - Thursday - EMU

tabling20%

Picture Taking Day12%

Events

Step Four: Evaluation

Advertise earlier. Provide more of an incentive to get

participation. Offer several nights for the Bystander

Intervention Training so more men can attend. Get more campus groups involved. Have a better location for the Bystander

Intervention Training.

Step Four: Evaluation

WHERE DID YOU REPORT THE RESULTS?Director of Health PromotionDirector of the Health CenterProgram and campus partnersPossible publications in College Health Journals.Possible presentations at the Oregon College Health

Association Conference and the American College Health Association Conference.

Student Leader Assessment

Abigail LeederSWAT Student Leader Assessment

Step One: Define PROGRAM/DEPARTMENT

MISSIONThrough innovative educational presentations the Sexual Wellness Advocacy Team advocates for healthy sexual relationships and works to prevent sexual assault and dating violence on campus via creative and experiential programming.

Step One: Define

The SWAT program has two major components:

a weekly class during the academic year where students devise and present theatre based workshop presentations for their peers

a summer production performed for incoming first year students during new-student orientation.

Step One: Define PROGRAM OUTCOMESThrough enrollment in weekly class and

presenting at least four workshops per term SWAT Leaders will:

Understand, analyze and critique the role of power and control in gender-based violence

Understand gender based violence in the context of larger societal oppression, including the intersectionality of oppressions

Understand and the dynamics of sexual assault, relationship violence and stalking

Step One: Define Recognize that sexual violence is

a learned behavior Recognize and dispel common

myths around sexual violence. Understand the definition of

consent (in the context of sexual activity) and demonstrate knowledge of its application in everyday situations

Identify and model appropriate bystander behaviors.

Gain knowledge about the existing campus and community resources available to survivors of sexual violence.

Step Two: Program

DESIGN PROGRAM TO MEET OUTCOMES

Curriculum development Guest Speakers, Reading

Materials, Campus Initiatives Incorporation of Best

Practices in teaching and peer-education

IMPLEMENT PROGRAM Weekly classes, workshops,

retreats

Step Three: Assessment Methods

HOW DETERMINE WHAT YOU WILL MEASURE?

Desire to assess student learning

WHAT DID YOU USE TO MEASURE IMPACT OR GATHER DATA?

End of term surveys, anonymously filled out that assess fulfillment of learning outcomes

HOW DID YOU ANALYZE THE DATA?

Studentvoice.com, data entered by student worker

Step Four: Evaluation BASED ON DATA, HOW EFFECTIVE WAS THE PROGRAM

AT MEETING YOUR OUTCOMES? Spring 2011 14 Respondents

Step Four: Evaluation

Step Four: EvaluationQ27. Do you have any other comments or suggestions about

the SWAT experience? Although greek life does need our help, we should try to

outreach to more identity based unions, so our resources are more fairly allocated to broader spectrum of the community. More youth education! Lets get swat into high schools and junior high populations.

Best club, activist organization, student leadership experience on campus. life-changing. swat enriched my college experience by providing a safe community of UO students committed to a common cause of ending sexual violence and learn together.

I love swat and Abigail! I LOVE SWAT. One of the best parts of college. I wouldn't have been

able to cope with my own victimhood of sexual assault without it. I will miss SWAT more that I can ever explain. SWAT is my family. I will always love it and feel blessed to have been a part of it. Thank You.

We should get more funding because we rock!

Step Four: Evaluation

WHAT DID YOU DO WITH THE DATA TO INFORM YOUR NEXT STEPS OR FUTURE PLANNING?

Read, envision, incorporateWHERE DID YOU REPORT THE RESULTS? Here!

Done!!Any questions?