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

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 –

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 –

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 – A collective of offices serving cultural / identity groups PROGRAM REVIEW An intercultural center serving all

MCC Budget: $1,300, 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 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 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 , 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 Requirement How (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 Goals1 Experience Attend 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?