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Presentation Title. Will It Show Up On My Transcript?: Assessing Student Leadership OSU Multicultural Center, Office of Student Life Felix Alonso, Associate Director Christa Porter, Intercultural Specialist – African American Student Initiatives

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Presentation title

Presentation Title

Will It Show Up On My Transcript?:

Assessing Student Leadership

OSU Multicultural Center, Office of Student Life

Felix Alonso, Associate Director

Christa Porter, Intercultural Specialist – African American Student Initiatives

Nicole Nieto, Intercultural Specialist – Intergroup Relations

Brian Gibson, Graduate Administrative Associate – Education and Engagement

NASPA, March 8, 2010


Learning objectives

Learning Objectives

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


Mcc history 1969 2010

MCC History – 1969-2010

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 20101

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 20102

MCC History – 1969-2010

2001-2007

2005-2006

2008

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.

An intercultural center serving all

A collective of offices serving cultural / identity groups

PROGRAM REVIEW


Multicultural center snapshot

Multicultural Center Snapshot

MCC Budget: $1,300,000.00

MCC Staffing:

1 Full-time Director

2 Full-time Associate Directors

2 Full-time Office Administrative Assistants

1 Full-time Communications Coordinator

1 Full-time Special Projects Associate

6 Full-time Intercultural Specialists

7 Part-time Graduate Associates

13 Part-time Student Associates


Multicultural center scope

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

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

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 signature

MCC Signature

Community 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

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


What is the diversity leadership transcript program dltp

What is the Diversity Leadership Transcript Program (DLTP)?

  • DLTP is a co-curricular program based on a cohort model

  • Diversity, social justice, leadership and service

  • Certificate in Intercultural Awareness and Community Engagement


Dltp learning outcomes

DLTP Learning Outcomes

  • 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


What is dltp

What is DLTP?

Example of DLTP Curriculum


Student rewards of dltp

Student Rewards of 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)


Assessment culture

Assessment Culture

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 in the mcc

Assessment in the MCC

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 mcc1

Assessment in the MCC

Impact model (contribution vs. causality)

Uses of assessment

  • SWOT

  • Closing the Assessment loop

  • Coverage of outcomes


Dltp assessment process

DLTP Assessment Process

  • Creating pre and post-test instruments

  • DLTP Pre-assessment

  • Noteworthy Findings

  • Implications of Results and Processes


Creating pre and post test instruments

Creating Pre and Post-test Instruments

  • 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


Dltp pre assessment

DLTP Pre-assessment

  • 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


Noteworthy findings

Noteworthy Findings

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)


Implications of results and process

Implications of Results and Process

  • 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


Breakout questions

Breakout Questions

  • 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?


Closing thoughts

Closing Thoughts

  • 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


Questions

Questions?


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