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Presentation Title
Will It Show Up On My Transcript?:
Assessing Student Leadership
OSU Multicultural Center, Office of Student LifeFelix Alonso, Associate Director
Christa Porter, Intercultural Specialist – African American Student InitiativesNicole Nieto, Intercultural Specialist – Intergroup Relations
Brian Gibson, Graduate Administrative Associate – Education and Engagement
NASPA, March 8, 2010
After this session, participants will learn:
• What constitutes a certificate/transcript program (cohort structure)
• How students benefit• How to align program with departmental learning
outcomes and how to measure effectiveness• How assessment data affects program operation
Learning Objectives
Pre-MCC:
1969 – 1997 – African American Student Services, American Indian Student Services, Asian American Student Services
and Hispanic Student Services
1997 – 2001 – Gay, Lesbian, Bisexual, Transgender Student Services and Women Student Services
MCC History – 1969-2010
MCC:2001– 2007 MCC opens as collective of above groups and adds New Diversity Initiatives, National Coalition Building
Institute, Bias Assessment & Response Team
2008 – MCC launches Intercultural Model – serving individual constituency groups AND entire intercultural
community
MCC History – 1969-2010
Vision – Universal participation in establishing an intellectually vibrant and socially just community.
Mission – To facilitate the inclusive shared learning experiences of students where all can engage in dialogue, challenge barriers, and build collaborative relationships.
MCC History – 1969-2010
A collective of offices serving
cultural / identity groups
PROGRAM REVIEW
An intercultural
center serving all
2001-2007 2005-2006 2008
MCC Budget: $1,300,000.00MCC Staffing:
1 Full-time Director2 Full-time Associate Directors
2 Full-time Office Administrative Assistants1 Full-time Communications Coordinator
1 Full-time Special Projects Associate6 Full-time Intercultural Specialists
7 Part-time Graduate Associates13 Part-time Student Associates
Multicultural Center Snapshot
Multicultural Center Scope
• Intercultural citizenship
• Campus inclusion, diversity and cultural awareness
• Collaborations with students, faculty, staff and surrounding community organizations
• Student psychosocial/educational development
A Journey of Intercultural Awareness…Who Am I Who Are You Who Are We
Intercultural citizenship
Campus inclusion, diversity and cultural awareness
Collaborations with students, faculty, staff and surrounding community organizations
Student psycho/social/educational development
MCC Signature Events and Programs
Student Cohorts & Leadership: Council of Black Leaders / American Indian Council / Social Justice Cohort / Intergroup Council / Latino SUR / AGiYa/Mujer Woman Coalition / GLBT Programming Board
Trainings: National Coalition Building Institute / Diversity Toolbox / Common Ground / Growing Allies
Graduation Ceremonies: African American, American Indian/Indigenous, GLBT, Hispanic
Collaborative Grants
Bias Assessment & Response Team
MCC SignatureCommunity Celebrations:
Drums & Dough; An Intercultural Journey through Music and Breads / African American Family Affair & Reunion / La Fiesta/ Honoring Our Ancestors / OSU Powwow / ExplorAsia / OSU StoryBox Return and StoryTelling Festival
History & Awareness: United Black World Month / GLBT National Coming Out Day and History Month / Hispanic Awareness Week / Asian American Day of Remembrance / American Indian, Indigenous Awareness Week/Month
Intergroup Relations: EDU P&L 270.04, Go There!, Learning From Your Community, Intercultural Leadership Series, What’s Your Story Faculty Lectures, Y Tu Quien Eres? Nourish YourSELF
InterGroup Relations
• Curricular and co-curricular social justice education program
• Student Groups:– InterGroup Council– Bias Assessment and Response (BART) Student Team– DLTP Student Cohorts
• Education and Engagement• Dialogue Series
• DLTP is a co-curricular program based on a cohort model
• Diversity, social justice, leadership and service
• Certificate in Intercultural Awareness and Community Engagement
What is the Diversity Leadership Transcript Program (DLTP)?
• Reflect on privilege & oppression in society• Connect diversity to career goals• Develop understanding of social justice
through service• Reflect on beliefs/attitudes regarding social
justice, diversity, leadership, and service
DLTP Learning Outcomes
Example of DLTP Curriculum
Desired Learning OutcomeUmbrella
RequirementHow (your cohort’s name)
Will Meet the Requirements
Reflect on Privilege & Oppression in Society
6 Experiences w/ Reflection Components
Quarterly Dinner and Dialogue events
Quarterly IGR Events
Connect Diversity to Your Career Goals
1 ExperienceAttend 1 Intercultural Leadership
Series
Develop An Understanding of Social Justice Efforts Through Service
Experience
1 Service Project or Leadership Role in a Service Organization
Hunger Banquet
Reflect on beliefs and attitudes regarding social justice, diversity,
leadership and service.
Pre and Post Program Web Assessments
This will be distributed by DLTP staff
What is DLTP?
• Certificate of Intercultural Awareness and Community Engagement
• Cohort experience– Already existing student groups
(e.g. College Mentors for Kids, Student Alumni Council, GLBT First-Year Cohort)
– Groups created specifically to participate in the program (Social Justice Cohort)
Student Rewards of DLTP
Student Life Directive • Culture of Assessment• Student Life Research and Assessment Staff • Outcomes-based
– Learning Outcome and Alignment driven
• Performance Indicators– How will measurement take place?
Assessment Culture
Strategic Assessment • Division goals, unit goals/alignment, activities,
outcomes, indicators, growth measures, reflection
Comprehensive Model• Surveys (depth, quick), discussion groups,
interviews, content analysis, observation, stakeholder analysis, document analysis
Assessment in the MCC
Impact model (contribution vs. causality)
Uses of assessment• SWOT• Closing the Assessment loop • Coverage of outcomes
Assessment in the MCC
• Creating pre and post-test instruments• DLTP Pre-assessment• Noteworthy Findings• Implications of Results and Processes
DLTP Assessment Process
• Considerations– Diverse groups with diverse purposes– Mixed Methods approach (survey/focus groups)– Crafting questions specific to learning outcomes– Increasing clarity from last year’s assessment
• Development and consultations – With program coordinators and students– With Student Life Research and Assessment
Creating Pre and Post-test Instruments
• Implemented using SNAP• Administered online during autumn quarter• Required of all participants of DLTP cohort• 58 Questions
– 8 demographic– 50 cognitive, affective, intellectual, experiential questions
• Assesses personal and professional interests relating to development in social justice
DLTP Pre-assessment
Students (n = 294) identified that they• Are not able to confront discrimination in the moment (82)• Do not currently act as a mentor (62)• Seek out collaborations with other students (46)• Could not identify disparities in communities they serve (41)• Feeling personally responsible for combating injustice (41)• Do not wish to incorporate social justice issues into career (37)• Could not identify areas of commonalities with other cultures (21)• Could not articulate how involvement in diversity oriented
activities expands leadership capabilities (20)
Noteworthy Findings
• Contributes to the understanding of how diversity programming impacts student learning
• Demonstrates program value and necessity– Flexibly connecting students to personal and
professional development
• Acts as SWOT-like data used for improvement• Outcomes-based assessment illustrates value added
– Program to department, department to division
• Provides valuable information for reporting
Implications of Results and Process
• What types of leadership programs exist at your institution/in your department that offer students credit/certification?
• What strategies could your institution use to assess leadership/diversity-related programming?
Breakout Questions
• Alignment of goals/outcomes with larger department/student affairs area
• Assessment culture must be present • What is the impact of services your
department provides?– Administrators’ idea of what students need/want
vs. learning what students truly desire/need
Closing Thoughts
Questions?