1. Counselor Assessment: 2016-2018

2. “….any effort to gather, analyze, and interpret evidence which describes institutional, divisional, or agency effectiveness” (Schuh and Upcraft, 1996, p. 18)
Guides good practice
Typically has implications for single institution (vs. research)
Assessment
Learning
NASPA & ACCA Good Practice in Student Affairs : (Chickering & Gamson) * Engages students in active learning; helps students dev coherent values and ethical standards; sets and communicates high expectations for student learning; uses systematic inquiry to improve student and institutional performance; uses resources effectively to achieve institutional missions and goals; forges educational partnerships that advance student learning; builds supportive and inclusive communities.

3. Assessment and Student Affairs
While a significant amount of student learning occurs outside of the classroom (Pascarella & Terenzini, 2005) and student affairs professionals often help create and coordinate these out-of-class experiences (Cuyjet & Weitz, 2009), the student affairs perspective and experience too often is absent in campus-wide discussions of student learning assessment.” (Schuh and Gansemer-Topf, 2010, p. 5)
“Student affairs assessment activities, unfortunately, are often not well integrated with other campus assessment activities—in part, because academic affairs still conducts much of the work on student learning outcomes. “
“Student affairs practitioners cannot afford to ignore, obfuscate or refuse to be engaged in assessment activities….that …. lead to enhanced student learning” (Schuh, 2015)
As ASSESSMENT evolved, there was a lot of debate about how to do it, whether to do it, or sort of duck and take cover until the storm passed. … Good news: Evaluation of Student Affairs programs has a well-established history – mid 1950’s…. + Schuh&Upcraft pp QUESTION: How aspirational is this? How integrated is your institution’s Student Affairs assessment with learning outcomes?.... Then click for 2nd comment… HOW TO insert Student Affairs into the Topics of Learning?

4. “Good enough” (vs. perfect) assessments are the norm (Rossi & Freeman, 1993) due to:
Resource limitations
Time limitations
Organizational contexts
Implementation limitations
Assessment
Winnecott’s “good enough mother”….. “The perfect is the enemy of the good” Voltaire….NASPA & ACCA Good Practice in Student Affairs : (Chickering & Gamson) * Engages students in active learning; helps students dev coherent values and ethical standards; sets and communicates high expectations for student learning; uses systematic inquiry to improve student and institutional performance; uses resources effectively to achieve institutional missions and goals; forges educational partnerships that advance student learning; builds supportive and inclusive communities. LOOK at WHAT DATA is already being collected?

5. Counselor Assessment ( ) was conducted over a 2 year period with assessment status reports along the way.
Began with the outcomes
Reviewed 2015 CCSSE data: focused on Item 9b disaggregated by race & gender
Planned intervention - Green Bag Campaign (to promote academic and emotional fitness)
Qualtrics survey results from (showed GBC interventions to be effective. Wanted to expand outreach, so included GBC Skillshops)
CCSSE data on Item 9b from 2017: showed neg. slide of Male responses across race but other CCSSE items (9d, 9f, 21, 36) showed that students largely find the college supportive
Qualtrics survey results from : showed GBC to be effective on CCSSE Item 9b across all groups by race and gender
Future Assessments: Could stay with GBC and look to expand contact, esp to Males --- or change direction
With AD of Learning Assessment Office, reviewed about a dozen survey items (9, 10, 12 & 13), disaggregated all sorts of ways, thousands of lines….. To distill b4 presenting to college-wide Counselors considering…. Where is our work, what to measure as part of our assessment?

6. 2015 Male responses on “Very Much” were lower than females
White Male & Female “Very Much” responses lower
Similar groupings (but not the same) when examining “Very Much” & “Quite a bit” responses together…

7. GBC Qualtrics Survey 2016-17 and 2017-18
Q1, Q2, & Q3 sent to GBC Express & GBC Skillshop participants

8. GBC Express Qualtrics Survey 2016-2017
Total Responses
Total Invites
Response Rate
East 3 79 4%
Osceola 66 59
112%
West 6 92 7%
Winter Park 18
138
13%
Totals 93
368
25%
Need to increase survey response rates overall!! + discussed how to do that,
10% is acceptable Response Rate for satisfaction surveys
25% is Very Good & consistent with survey Response Rates of Academic Divisions
Want to increase survey response rates in !

9. GBC Qualtrics Survey 2016-2017 96%
Q3 - How much does this college emphasize providing the support you need to succeed at this college?
GBC Qualtrics Survey
96%
Students who participate in GBC activities/events have very strong responses

10. CCSSE 2017: Item 9b
Valencia outperformed the 2017 CCSSE cohort (75% Quite a bit and Very Much) and other Top Performing Extra-Large Colleges (77% Quite a bit and Very Much). Our own data showed that males, across all ethnicities, reported a decrease between 2015 and …The changes are significant.
It was disappointing to see the decreases across all males (including Hispanic Females)! So Institutional Assessment helped look deeper and wider….. LARGER CONTEXT of Males struggling, less enrollment in HE….fluctuations…. ++ We wanted to look at other data to see how big of an issue this was.
CCSSE Item 9b
Quite a bit & Very much
2017
2015
African American males
82.6%
87.5%
Caucasian males
82.4%
82.8%
Hispanic males
84.3%
86.0%
ALL males
83.3%
85.1%
CCSSE Item 9b
Quite a bit & Very much
2017
2015
African American females
83.9%
82.6%
Caucasian females
82.9%
77.8%
Hispanic females
86.0%
87.2%
ALL females
84.6%
83.4%
2017
2015
All Students
83.9%

11. Findings and magnitude: Do students feel supported?
Valencia provides strong support for students, but students who are struggling may not feel supported. Colleges across the nation are doing more to reach out to those students.
9b. College emphasizes providing the support needed to succeed (Quite a Bit or Very Much)
9d. College emphasizes helping students cope with non-academic responsibilities (Quite a Bit or Very Much)
9f. College emphasizes providing the financial support needed
(Quite a Bit or Very Much)
21. Someone contacts students who are struggling with their studies
(Yes)
36. Overall experience at this college (Good or Excellent)
Valencia base sample
(N=1,369)
77.4%
32.3%
51.5%
11.6%
88.8%
Valencia base and oversample
(N=3,863)
83.9%
(0.0 point from 2015)
37.0%
(+1.6 points from 2015)
56.5%
(-3.3 points from 2015)
12.4%
(-0.6 points from 2015)
(+0.9 points from 2015
5 top-performing extra-large community colleges (N=5,851)
77.0%
32.9%
55.5%
18.6%
87.5%
CCSSE 2017 cohort
(N=177,771)
75%
29.1%
51.6%
20.7%
86.2%
Difference between Valencia base sample and CCSSE cohort
(+2.4 points)
(+3.2 points)
(-.1 points)
(-9.1 points)
(+2.6 points)
CCSSE survey Item 21 Asks if contacted when struggling “with my studies”?…… Per 9b, Valencia performing well, but what is bigger picture? Part of larger male alienation phenomenon?

12. Counselor Assessment – Two-year cycle 2016-18
Total responses [GBC Express only] – 93
Total responses [GBC Express only] – 115
Total responses [GBC Skillshops only] – 305
Total responses [GBC Express and GBC Skillshops] – 420
How much did the event you participated in support you to succeed academically?
How much did the event you participated in support you to become or remain emotionally fit?
How much does this college emphasize providing the support you need to succeed at this college?
[CCSSE Item 9b]
GBC Express
very much or quite a bit
academically
76%
emotionally fit
79%
succeed at this college
97% (96% in )
Total respondents
115
GBC Skillshops
very much or quite a bit
academically
83%
emotionally fit
84%
succeed at this college
92%
Total respondents
305

13. Counselor Assessment – disaggregated by Male/ethnicity
African American male
GBC Express
very much or quite a bit
Academically
86%
emotionally fit
43%
succeed at this college
100%
Total respondents 7
African American male
GBC Skillshops
very much or quite a bit
academically
84%
emotionally fit
85%
succeed at this college
86%
Total respondents 13
Caucasian male
GBC Express
very much or quite a bit
academically
67%
emotionally fit
100%
succeed at this college
Total respondents 3
Caucasian male
GBC Skillshops
very much or quite a bit
academically
100%
emotionally fit
86%
succeed at this college
Total respondents 14
Hispanic male
GBC Express
very much or quite a bit
academically
71%
emotionally fit
82%
succeed at this college
88%
Total respondents 17
Hispanic male
GBC Skillshops
very much or quite a bit
academically
88%
emotionally fit
91%
succeed at this college
85%
Total respondents 33

14. Counselor Assessment – disaggregated by Female/ethnicity
African American female
GBC Express
very much or quite a bit
Academically
85%
emotionally fit
69%
succeed at this college
100%
Total respondents 13
African American female
GBC Skillshops
very much or quite a bit
academically
82%
emotionally fit
89%
succeed at this college
97%
Total respondents 27
Caucasian female
GBC Express
very much or quite a bit
academically
73%
emotionally fit
82%
succeed at this college
100%
Total respondents 11
Caucasian female
GBC Skillshops
very much or quite a bit
academically
76%
emotionally fit
succeed at this college
96%
Total respondents 25
Hispanic female
GBC Express
very much or quite a bit
academically
78%
emotionally fit
80%
succeed at this college
100%
Total respondents 41
Hispanic female
GBC Skillshops
very much or quite a bit
academically
89%
emotionally fit
87%
succeed at this college
92%
Total respondents 78

15. Counselor Assessment 2016-2018 -- What did we learn?
--Per Valencia’s 5 Year Impact Plan for Equity and Diversity, Counselors identified a “performance gap” between students on CCSSE Item 9b and worked to close it
--GBC, with both Express and Skillshops, is an effective means of helping students report the college provides the support they need to succeed at this college (more effective than oversample from NSE on Item 9b)
--Future Assessments: Could stay with GBC curriculum and look to expand contact, esp to Males ---
or change the assessment tools and approach