Assessment Symposium California Lutheran University Student Affairs Meeting April 6, 2006

Purpose Report assessment evidence and ways in which the evidence was and will be used to improve student learning and the quality of our service. Assessment Symposium

Benefits  Sharing of research and learnings (e.g. Program Review, Services goals)  Engages various members of the University Community  Listen, learn, and appreciate others Assessment Symposium

Benefits  Supportive environment via roundtable format  Encourages assessment to become part of our practice  Research in Action! Assessment Symposium

Guiding Principles  Simple  Meaningful  Reports “Work in Progress” Assessment Symposium

California Lutheran University Dedicated to educating leaders for a global society who are strong in character and judgment, confident in their identity and vocation, and committed to service and justice. Core Values Excellence Service Diversity Respect Responsibility Courage Pursuit of Truth

Features  4 step model  5 – 10 minute presentation  One goal  Standardized PowerPoint format  Review and practice sessions Assessment Symposium

Assessment Cycle Measurable Goals Data Collection and Reporting Assessment A University-wide process to improve and support student learning Assessment Symposium Report Recommendations / Goals Assessment Design

4 Step Model 1. What goal was set? 2. What research design / measure was used? 3. What data were collected and what emerged from data (analysis)? 4. What recommendations can be made? Measurable goals set? Assessment Symposium

Operations Assessment Goal Reduce the number of complaints received from credential students

Research Design  Measures Used to Collect Data Toward Goal Progress Established categories for complaints and recorded data daily Established categories for complaints and recorded data daily Resulting from previous Data Analysis: Created position of Student Service Coordinator Created position of Student Service Coordinator Provided additional training in customer service and technical areas Provided additional training in customer service and technical areas Implemented the development of staff professional portfolios Implemented the development of staff professional portfolios

Data Collection Results

Analysis of Data  Fewer complaints received in areas with closer proximity of a credential supervisor.  Mis-advisement has the most room for improvement; most related to changes or confusion about state or university regulations or policies.  Fewer complaints were received in locations where professional development was regularly utilized.  Greater number of student-centered initiatives and fewer complaints received from areas where staff had developed professional portfolios.

Future Goals  Develop, implement and measure additional ways to communicate policies in order to decrease “mis-advisement” complaints.  Determine the relationship between complaints and participation in professional development and proximity of credential supervision provided.  Design and implement staff professional portfolios state-wide.

Assessment Symposium  May 22, 2006, a.m.  Format Slide 1: Introduction Slide 2 Slide 3 Slide 4 Slide 5 Slide 6 Measurable Goal Assessment Design Data Collection Analysis of Data Recommendations/ Measurable Goal What goal was set? What aspects of student learning / service will be assessed? Identify measures (instrument / tool) used to provide data on progress toward goal. What process was used? What data were collected? What themes emerged? What was learned? Recommendations for growth based on analysis  What measurable goal is set for ?

Assessment Symposium California Lutheran University Student Services April 6, 2006 Written and Produced by Halyna Kornuta Director of Assessment and Educational Effectiveness