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5/29/2019 1 Building a Culture of Assessment that Supports the Fraternity & Sorority Experience Wednesday, May 29, 2019 from 2-3:30pm ET #AdvanceU Technical Difficulties? • Attempt the alternate audio option provided • Send us a question through the GoToWebinar control panel • Contact GoToWebinar Support Center at (888)259-8414

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Page 1: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

5/29/2019

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Building a Culture of Assessment that Supports the Fraternity & Sorority Experience

Wednesday, May 29, 2019 from 2-3:30pm ET

#AdvanceU

Technical Difficulties?

• Attempt the alternate audio option provided

• Send us a question through the GoToWebinarcontrol panel

• Contact GoToWebinarSupport Center at (888)259-8414

Page 2: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

Presenter Information & Introductions

• Dr. Brian Joyce, Director, Office of Greek Life, Dartmouth College

• Michael A. Goodman, Assistant Director for Programming and Advising, Department of Fraternity& Sorority Life, University of Maryland (@mi_good)

• Dr. Emily Perlow, Assistant Dean of Students, Worcester Polytechnic Institute (@eperlow)

#AdvanceU

About The Program

• Learning Outcomes for Today's Program– Define key assessment terms– Identify sources of data available to you– Confidence in deciding what to measure and articulating

how it matters– Identify stakeholders and who can support you– Identify steps to develop an assessment plan

Page 3: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

What to Expect from Today's Program

• Lots of real-world examples

• Use the provided worksheet to think about how you'll apply this on your campus

• We will pause during the webinar for reflection or group discussion time

#AdvanceU

Assessment 101

Page 4: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

At it’s heart: organizational learning is core

Assessment Mindset

Reflecting:

Connecting:

Deciding:

Doing:

observing the environment and oneself

hypothesizing about possible reasons and solutions

choosing a method to determine the best course of action

Performing your work with an experimental frame

(Love & Estanek, 2004)

#AdvanceU

What’s the difference between

assessment and evaluation?

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#AdvanceU

• Assessmentis the work of collecting the data

• Assessmentasks: How effective is this?

Assessment vs. Evaluation

• Evaluationis what we do with the data

• Evaluationasks: How can we be more effective at this?

#AdvanceU

• Fraternity/sorority recognition standards

• Changing alcohol consumption behaviors

• Determining if students are learning intended outcomes from hazing education training

• Accountability

• Problem solving

• Outcomes

Three Purposes

(Barber, 2015)

Page 6: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

The Assessment and Evaluation Cycle

https://www.nacada.ksu.edu/Events/Assessment-Institute/The-Assessment-Cycle.aspx

#AdvanceU

Assessment and evaluation are often seen as extrait is fundamental to the work we do

• Assessment efforts MUST:– align with vision/goals/mission– contribute to strategic goals– have administrative support– involve partners– have dedicated resources– be ongoing– be open to new discovery– be tailored to the institution– result in response—no good if it sits on a shelf

Assessment vs. Evaluation

(Love & Estanek, 2004)

Page 7: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

Types of Assessment

Satisfaction Needs

of Student Populations

Success

Enrollment, Retention, Graduation

Engagement

ThroughPrograms and

Services

Learning

Outcomes Achievement

• Programmatic

• Demographic

• Climate

• Effectiveness

#AdvanceU

Discussion Time

Schlechty & Noblit (1982) suggest that being a good researcher means • Making the obvious obvious• Making the obvious dubious• Making the hidden obvious

What are examples of questions about your work that fall into each of the three categories?

Page 8: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

Deciding What to Measure and How to

Measure It

#AdvanceU

What are your strategic goals?

• Existing Strategic Plans– Are you meeting goals?– What/Are you comparing?– When do you reassess?– Do you have another

organization or institution you can grow from/compare?

Page 9: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

What are your strategic goals?

• Existing Strategic Plans– Are you meeting goals?– What/Are you comparing?– When do you reassess?– Do you have

anotherorganization or institutionyou can growfrom/compare?

• Creating Strategic Goals– Set Learning Outcomes as a

division or department– Ask how you want students

and community to develop (or change)

– Tie to institution or umbrella department goals

#AdvanceU

Using Data to Assist with Advocacy

• Capturing bias-related data could lead to staffing or programming opportunities (CISI: Commitment to Interracial Social Interaction)

• Capturing demographic data could lead to understanding who is missing from programs and events (user statistics; compare across years)

• Utilizing an existing instrument (e.g., McMahon & Farmer, 2011; rape myth acceptance)

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#AdvanceU

Connect to Student Development

Discussion Questions to Participants• How are students developing in their various identities?• What student development theories do you engage with in

your work?• In what ways do you partner to better explore this area (e.g.,

IR office, student affairs academic program, divisional research teams/expectations)?

#AdvanceU

Results Based on Accountability

(Friedman, 2005)

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#AdvanceU

Know and Address What You are Seeking to Measure

• UMD Advising Survey Example

-promoted diverse ideas-challenged our thinking-advocated for our group-was available for consultation-served as a mentor

#AdvanceU

Identifying Partners and Tools

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#AdvanceU

Tools at Your Fingertips

• Institutional Research• Alcohol Education• Campus Police• Student Conduct• Foundation Team/Reports• Leadership • Student Activities• Academic Advising• Career Development• Campus Registrar• Umbrella Groups

Potential Stakeholders

#AdvanceU

Tools at Your Fingertips

• Fraternity and sorority experience survey

• National survey of student engagement

• CIRP Surveys

• CAS Standards

• Campus satisfaction or climate surveys

Existing Assessments

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#AdvanceU

Real Life Example: WPI

•

#AdvanceU

Tools at Your Fingertips

Data visualization software

Page 14: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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#AdvanceU

Discussion Time

• Who are the stakeholders you can partner with on your campus?

• What tools are available to you that you could use?

• What skills or expertise do you need and who can help you?

#AdvanceU

Putting Your Plan Into Action

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#AdvanceU

Creating an action plan

What do you want to assess?

Is it measurable?

A case study looking at alcohol data from Dartmouth College

#AdvanceU

Discussion Time

1) What are your next steps to get started on assessment?

2) What are some helpful strategies you can share with the group that utilize best practices?

3) What are the barriers to assessment in your work? How can you overcome these?

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#AdvanceU

Resources

#AdvanceU

References

Barber, J. P. (2015). Tenet two: Commit to student learning as a primary focus. In R. Phillips Bingham, D. A. Bureau, & A. Garrison Duncan (Eds.),Leading assessment for student success (pp. 22-37).Sterling, VA: Stylus.

Friedman, M. (2005). Trying hard is not good enough: How to produce measurable improvements for customers and communities. Charleston, SC: BooksurgePublishing.

Love, P., & Estanek, S. M. (2004). Developing an assessment mindset. In P. Love & S. M. Estanek(Eds.), Rethinking student affairs practice (pp. 83-117). San Francisco, CA: Jossey-Bass.

Maki, P. L. (2004). Assessing for learning: Building a sustainable commitment across the institution. Sterling, VA: Stylus.

McMahon, S., & Farmer, G. (2011). An updated measure for assessing subtle rape myths. Social Work Research, 35: 71-81.

Schlechty, P., & Noblit, G. W. (1982). Some uses of sociological theory in educational evaluation. Research in Sociology of Education and Socialization, 3, 283-306.

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#AdvanceU

Questions and Answers

Thank You for Participating

Page 18: Research AU Slide Deck · 2019. 5. 30. · ñ l î õ l î ì í õ í ñ · À v h ] v P v ] } v o v t Z } Ç } µ Á v } M / ] u µ o M µ Ç o } } l ] v P o } Z } o ( } u

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