Presentation Title Will It Show Up On My Transcript?: Assessing Student Leadership OSU Multicultural Center, Office of Student Life Felix Alonso, Associate.

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?