Creating a S.I.M.P.L.E. & Creating a S.I.M.P.L.E. & Comprehensive Comprehensive

Assessment Plan for Assessment Plan for Residence Life and Residence Life and

HousingHousing

Dr. Mike FulfordDr. Mike FulfordEmory UniversityEmory University

Student Affairs Assessment ConferenceStudent Affairs Assessment ConferenceOctober 11-12, 2010October 11-12, 2010

Why do we need an Why do we need an assessment plan?assessment plan?

►Scarcity of resourcesScarcity of resources►Need to know that resources are Need to know that resources are

effectively impacting students, staff, effectively impacting students, staff, facilities, and customersfacilities, and customers

►Helps professionals tap into the power Helps professionals tap into the power of evidence based decision makingof evidence based decision making

►Provides a mechanism for supervising Provides a mechanism for supervising staffstaff

What is Assessment?What is Assessment?► According the Southern Association of Colleges and Schools According the Southern Association of Colleges and Schools

(SACS):(SACS):Accreditation by the Commission on Colleges signifies that the

institution (1) has a mission appropriate to higher education, (2) has resources, programs, and services sufficient to accomplish and sustain that mission, and (3) maintains clearly specified educational objectives that are consistent with its mission and appropriate to the degrees it offers, and. . . that indicate whether it is successful in achieving its stated

objectives. (Principles of Accreditation, 2008) (Principles of Accreditation, 2008)► The systematic process of determining educational objectives, The systematic process of determining educational objectives,

gathering, using, and analyzing information about student gathering, using, and analyzing information about student learning outcomes to make decisions about programs, learning outcomes to make decisions about programs, individual student progress, or accountabilityindividual student progress, or accountability ( (Erwin, T.D. Erwin, T.D. (1991). (1991). Assessing student learning and developmentAssessing student learning and development ) )

Evidence Based Decision Evidence Based Decision MakingMaking

►An evidence based decision process An evidence based decision process consists of several logical steps that consists of several logical steps that help shape your thinking, information help shape your thinking, information gathering, analysis and course of gathering, analysis and course of action. (The Lewis Group, 2004)action. (The Lewis Group, 2004)

►Utilize quantifiable data to determine Utilize quantifiable data to determine the direction of your program using the direction of your program using anecdotal information as a anecdotal information as a complementcomplement

What a Comprehensive What a Comprehensive Assessment Plan can do for your Assessment Plan can do for your

Organization?Organization?► Turn everyone’s heads in a direction Turn everyone’s heads in a direction ► Identify issues to your major decision Identify issues to your major decision

makers for future changes and initiativesmakers for future changes and initiatives► Lay a foundation for your programLay a foundation for your program► Help you attain funding through internal or Help you attain funding through internal or

external sourcesexternal sources► Help you stop doing things that are costly, Help you stop doing things that are costly,

but ineffectivebut ineffective► Examples?Examples?

The S.I.M.P.L.E. PartThe S.I.M.P.L.E. Part

1.1. SStart with a picture of where you want to betart with a picture of where you want to be2.2. IIdentify the learning outcomes for your dentify the learning outcomes for your

organization’s initiativesorganization’s initiatives3.3. MMake sure they are measurable outcomes ake sure they are measurable outcomes

(how will you know it’s effective)(how will you know it’s effective)4.4. PPlan your initiatives for the year and build in lan your initiatives for the year and build in

your methods of measurementyour methods of measurement5.5. LLive the planive the plan6.6. EEvaluate your initiatives and use the valuate your initiatives and use the

evidence to make better decisionsevidence to make better decisions

SStart with a picture of where tart with a picture of where you want to be?you want to be?

1.1. What will your organization and the students What will your organization and the students you impact look like at the end of your you impact look like at the end of your determined cycle (1 year, 5 years, 10 years)determined cycle (1 year, 5 years, 10 years)

2.2. Think of some specific images that bring Think of some specific images that bring definition to your vision of the future (i.e. definition to your vision of the future (i.e. residents feel like they are part of a residents feel like they are part of a community)community)

3.3. Incorporate visions that you have control Incorporate visions that you have control over and also include things that may be a over and also include things that may be a stretch for your department or staffstretch for your department or staff

IIdentify the Learning Outcomes dentify the Learning Outcomes for for

Your Organization’s InitiativesYour Organization’s Initiatives1.1. Outcomes in its simplest form are the results Outcomes in its simplest form are the results

of your assessment. These are the things of your assessment. These are the things that make up the details of your picture of that make up the details of your picture of the futurethe future

2.2. They are your “expected impact”They are your “expected impact”

3.3. They can be process oriented (i.e.- completed They can be process oriented (i.e.- completed the renovation of a new learning center)the renovation of a new learning center)

4.4. They can be knowledge or skill based (i.e.- They can be knowledge or skill based (i.e.- students will understand the importance of students will understand the importance of networking with other students)networking with other students)

MMake Sure They are Measurable ake Sure They are Measurable OutcomesOutcomes

1.1. How will you know your initiatives are How will you know your initiatives are effective?effective?

2.2. Your outcomes need to be something you Your outcomes need to be something you can measure (i.e.- Yes or No, benchmarks, can measure (i.e.- Yes or No, benchmarks, % changes, defined increase or decrease)% changes, defined increase or decrease)

3.3. You need to be able to easily define this You need to be able to easily define this measurement tool (i.e.- survey, database measurement tool (i.e.- survey, database information, budget information, etc.)information, budget information, etc.)

4.4. For example, can you really measure For example, can you really measure “Improve collaboration between “Improve collaboration between department A & department B?”department A & department B?”

PPlan your Initiatives for the Year lan your Initiatives for the Year & include Methods of & include Methods of

MeasurementMeasurement1.1. This is what we do well- we like to plan This is what we do well- we like to plan

new thingsnew things

2.2. This is what we don’t do well- evaluate all This is what we don’t do well- evaluate all the new things to see if they are effectivethe new things to see if they are effective

3.3. Your initiatives are developed from your Your initiatives are developed from your outcomes/expected impactoutcomes/expected impact

4.4. When you initially plan them, go ahead When you initially plan them, go ahead and write the outcomes down as a guide and write the outcomes down as a guide and use them to create an evaluation or and use them to create an evaluation or measurement toolmeasurement tool

LLive the Planive the Plan

1.1. This is the hardest part of any assessment planThis is the hardest part of any assessment plan2.2. First, make a list of all your meetingsFirst, make a list of all your meetings3.3. Second, can you incorporate a discussion about these Second, can you incorporate a discussion about these

initiatives and plans into any or all of these meetings?initiatives and plans into any or all of these meetings?4.4. Ideas- use one on one meetings and let the plan drive those Ideas- use one on one meetings and let the plan drive those

meetingsmeetings5.5. Set up a regular planning meeting (monthly or bi-weekly) Set up a regular planning meeting (monthly or bi-weekly)

that is for discussion of long term goals and outcomes– not that is for discussion of long term goals and outcomes– not an information meetingan information meeting

6.6. Overdo it in the beginning- this helps get the machine Overdo it in the beginning- this helps get the machine running and allows you opportunities for slowdown during running and allows you opportunities for slowdown during the yearthe year

7.7. Bloom’s Taxonomy- determine what level you want them Bloom’s Taxonomy- determine what level you want them engaged in your expected learning/process outcomesengaged in your expected learning/process outcomes

EEvaluate your Initiatives and use valuate your Initiatives and use the Evidence to Make Better the Evidence to Make Better

DecisionsDecisions1.1. Identify points of contact where you can Identify points of contact where you can

collect data (quantitative or qualitative)collect data (quantitative or qualitative)2.2. Identify times when you want to collect dataIdentify times when you want to collect data3.3. Make evaluations something you can Make evaluations something you can

realistically compile realistically compile 4.4. Use a program like SPSS to produce simple Use a program like SPSS to produce simple

statistics and chartsstatistics and charts5.5. Use a planning retreat early in the summer Use a planning retreat early in the summer

to review the previous year’s data and USE to review the previous year’s data and USE THE DATA to make decisions about future THE DATA to make decisions about future planningplanning

Language of Outcomes

action steps

strategies

outcomesinputsgoals

mission

Breaking It Down

Mission- What do want to become?Goals- What is your defined end point?Inputs- What resources will you use?Outcomes- What will be your result and

what will it look like?Strategy- What are your methods of

achieving your outcomes?Action Steps- Implementation of

Strategy

Additional Points to ConsiderAdditional Points to Consider

1.1. Be realistic and prioritize goals for the next yearBe realistic and prioritize goals for the next year2.2. Identify all the access points where you can Identify all the access points where you can

collect datacollect data3.3. Who are important people to make the plan Who are important people to make the plan

happen?happen?4.4. Incorporate the assessment plan into your regular Incorporate the assessment plan into your regular

operationsoperations5.5. Create points in the year where you evaluate Create points in the year where you evaluate

progress (winter meeting, monthly progress progress (winter meeting, monthly progress reports)reports)

6.6. Celebrate your hard work and publish your results Celebrate your hard work and publish your results (yes, publish)(yes, publish)

Sample of excel file to track goals and initiatives

Questions & Follow-UpQuestions & Follow-Up

Any Questions?Any Questions?

Please contact us with your questions so Please contact us with your questions so we can keep up with your progress we can keep up with your progress and help you as you get your plan and help you as you get your plan

started.started.

Mike Fulford, Mike Fulford, mike.fulford@housing.gatech.edumike.fulford@housing.gatech.edu