Department	Assessment Results
Student Development Division	Academic Excellence In Student Affairs
STING Success Peer Mentor Program	STING Instructor Assessment  - Conducted in October 2006. STING General Program and Services Assessment - Conducted in November 2006 STING Peer Mentor Employee Academic Assessment - Fall 2006
Leadership and Mentorship Program	Mentee Academic Performance - Fall 2004 - Spring 2005 Peer Mentor Academic Performance - Fall 2006
University Scorpion Scholars	Scholars Academic Performance - Fall 2006

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ASSESSMENTS  REFERENCES

PLANNING YOUR PROGRAM EVALUATION

Key Considerations: Consider the following key questions when designing a program evaluation

A MODEL FOR COMPREHENSIVE ON-GOING ASSESSMENT

Assessment provides credible information to guide decisions about resource allocation. It documents the educational effectiveness of our work with students, and provides guidance for program improvement. Assessment results help us to communicate the value of our work to administrators, students, faculty, parents, and other stakeholders. Assessment provides an opportunity for us to celebrate the achievement of colleagues and students. Good assessment involves collecting information, analyzing it, and making decisions based upon what we have learned. Good student affairs assessment needs to be ongoing and not a “project de jour.” It is cyclical and builds upon previous findings.  The plan needs to be dynamic and flexible to meet the varying needs of each department. A good divisional assessment plan needs to be easily understood by all staff, required of each department, and supported by central administration.

 

EIGHT COMPONENTS OF A COMPREHENSIVE MODEL OF ASSESSMENT.

1) tracking

2) needs assessment,

3) satisfaction assessment,

4) student cultures and campus environments assessment,

5) outcomes assessment

6) comparable institution assessment

7) national standards assessment

8) cost effectiveness assessment.

 

Tracking - Who uses (and doesn’t use) our services, programs, and facilities? Are we able to describe the users and non-users by gender, race, ethnicity, age, class standing, residence, and other variables? Are all our users students, and, if not, what variables describe them? Tracking involves collecting and summarizing data about usage.

Needs Assessment - Assessing student needs is the process of determining the presence or absence of the factors and conditions, resources, services, and learning opportunities that students need in order to meet their educational goals and objectives within the context of an institution’s mission. What services, facilities, and programs are needed according to student and staff perceptions, institutional expectations, and current research? Can we differentiate needs from wants?

Satisfaction assessment - What is the level of satisfaction of those who use our services, programs, and facilities? Can students and other clientele help us understand our strengths and provide suggestions for improvement of the challenges they identify?

Student cultures and campus environments assessment Assessing student culture and campus environments can help us understand the climate on campus for any number of things, such as for special populations (women, gay students, students of color) and mission-relevant goals (tolerance, public service, community, reduction of drug/alcohol abuse).

Outcomes assessment - Do our services, programs, and facilities have any effect on student learning, development, academic success, and other intended outcomes? Is it the effect that we intended? How does the outcome compare to non-users of the services, programs, and facilities? Outcomes assessment is the process of determining “if a relationship exists between some intentional intervention and some desired outcome, taking into account those pre-college and during-college factors that might influence the desired outcome.

Comparable institution assessment - Often referred to as benchmarking, this form of assessment helps us understand how we compare with peer institutions and/or institutions that appear to be doing a better job performing the particular service, program or facility management. The key to this form of assessment is to select comparable institutions that have good assessment programs rather than relying upon anecdotal information.

National standards assessment - Using nationally accepted standards to assess our programs, services, and facilities is the seventh component. Are we meeting the minimal standards developed by the Council for the Advancement of Standards (CAS) for Student Services/Development Programs and other relevant organizations?

Cost effectiveness assessment - What is the cost of delivering specific services, programs, and facilities to students and other users? Are the benefits worth the cost? Implementation of the Model.

 

ITEMS TO SUBMIT WITH EVALUATION REPORTS