Student Affairs Institutional Planning & Assessment

1. Student Affairs Institutional Planning & Assessment Presentation to the CCNY Review Committee March 12, 2008 Esther Perález, Ed.D. 1

2. Division of Student Affairs MISSION STATEMENT The CCNY Division of Student Affairs supports the mission of the College by providing high quality, student-centered services and programs to facilitate and enrich students’ academic, professional, and personal growth and development in a culture of mutual respect and inclusiveness. We advocate for the development of the whole student-intellectually, physically, personally, socially, culturally, spiritually, and emotionally to promote life-long learning opportunities. The Division pursues this mission by collaborating with our campus and community partners to prepare students to become contributing citizens to their communities within a global society. 2

3. The City University of New York Division of Student Affairs Organizational Chart 3

4. Theoretical Overview Involvement Theory Simply put, involvement theory is based on the idea that the more a student is involved in the activities and offerings of the college, the more likely he or she is to remain in school. The amount of time and energy students devote to these activities will be critical to his or her success. (Astin, 1996) 4

5. Implementation Process forModel of Student Persistence Community and School Partnerships Learning Community Positive Experiences / Interactions 5

6. Employment Graduate/ Professional Schools Critical Points in a Student’s College Career -Referrals to Educational Support -Support Through Specific Programming Courses -Academic Success Workshops -Counseling/Career Information -Major Selection -Internships -Leadership Development Graduate/ Professional Schools Remaining Years • -Extended Orientation • -First Year Experience • Course • -Linkages to University • Resources • -Educational Support • -Early Warning • -Advising • -Counseling/Career • Information • -Diversity Initiatives Life-Long Learning First Semester Pre-Entry -Introduce to education/career planning -Pre-registration Advising -Assessment -Community Image *Student, Faculty, Staff *Alumni *Friends of the University -Special Workshops / Gatherings -High school counselors -Educational Support -Advising -Tutoring -Counseling -Orientation -Career Information -Student Groups Entry -Review of Assessment Materials -Financial Aid Information -University Resources -Community Resources -Referrals -Follow-up Workshops/Gatherings Period of Application 6

7. Division of Student Affairs University-Wide Assessment E.g.,NSSE, CIRP Division-Level Assessment E.g., Student Affairs Goals/Targets, CAS Standards, Seven Vectors, Inventory of Campus Practices and Student Access and Diversity Programs Inventory Departmental Assessment E.g., Wellness & Counseling, Residence Life, Athletics, Career Services etc. Program Assessment E.g., Workshops, Orientation, Career Fairs, etc. 7

8. Division of Student Affairs Priorities: • Support the academic mission of The City College of New York • Meet the Professional Student Affairs Standards as described by the Council for the Advancement of Standards in Higher Education (CAS Standards) • Follow Chickering’s (1987) seven vectors of good practice in undergraduate education as recommended by the National Association of Student Personnel Administrators (NASPA) 8

9. Division of Student Affairs Assessments Goals/Targets CAS Standards Seven Vectors • Design and implement programming to assist students in removing obstacles that challenge their academic success • Increase community building activities in support of campus retention initiatives • Increase job placement rates and other post-graduate opportunities for student’s career and professional development • Create a Division-Wide Student Affairs Assessment Plan for continued program improvement and service delivery • Increase availability of Student Affairs resources to better accommodate and support our diverse student body • Identify professional organizations where Student Affairs should maintain institutional and individual membership to draw greater recognition for academic quality • Intellectual growth • Effective communication • Enhanced self-esteem • Realistic self-appraisal • Clarified values • Career choices • Leadership development • Healthy behavior • Meaningful interpersonal relationships • Independence • Collaboration • Social responsibility • Satisfying and productive lifestyles • Appreciating diversity • Spiritual awareness • Personal and educational goals • Developing Competence • Managing Emotions • Moving Through Autonomy Toward Interdependence • Developing Mature Interpersonal Relationships • Establishing Identity • Developing Purpose • Developing Integrity 9

10. Division of Student Affairs2007-2008 Goals College Objective: Student Affairs Goals # 1: Strengthen CUNY flagship and college priority college programs, and continuously update curricula and program mix. # 3: Ensure that all students receive a solid general education and effective support, particularly in the first 60 credits of study. # 4: Increase retention and graduation rates. # 5: Improve post-graduate outcomes. # 6: Improve quality of student academic support services. # 9: Improve administrative services • Identify professional organizations where Student Affairs should maintain institutional and individual membership to draw greater recognition for academic quality • Design and implement programming to assist students in removing obstacles that challenge their academic success • Increase community building activities in support of campus retention initiatives • Increase job placement rates and other post-graduate opportunities for student’s career and professional development • Create a Division-Wide Student Affairs Assessment Plan for continued program improvement and service delivery • Increase availability of Student Affairs resources to better accommodate and support our diverse student body 10

11. Division of Student AffairsCounsel for Advancement of Standards in Higher Education (CAS) 11

12. The Trend Toward Assessment that Focuses on Student Learning Outcomes “Learning is also changing. The traditional lecture model is giving way to alternative approaches like Problem Based Learning, Competency Based Learning and Assessment. In some instances, even the very model of “a course” is experiencing pressure as organizations recognize the significance of learning that happens in communities, on the job, and from personal knowledge networks. Learning is now a process of living. Formal education is only a stage of learning. Learning continues in virtually all aspects of life. Schools assign grades to demonstrate competency. Learning through life experiences creates artifacts instead. The ability to include these is an important motivation for eportfolio development.” (Siemens, 2004) 12

13. Student Learning and Development Outcome Domains as Set Forth by the Council for the Advancement of Standards in Higher Education (CAS): • Intellectual growth • Effective communication • Enhanced self-esteem • Realistic self-appraisal • Clarified values • Career choices • Leadership development • Healthy behavior • Meaningful interpersonal relationships • Independence • Collaboration • Social responsibility • Satisfying and productive lifestyles • Appreciating diversity • Spiritual awareness • Personal and educational goals 13

14. How Eportfolios Can Be Used to Focus Assessment on Student Learning Outcomes in Student Affairs • Whereas higher education assessment has traditionally focused on institutional program-based assessment, the focus has been shifting toward developing richer assessment strategies that better target student learning outcomes. • Provost Dagan has recognized this trend and is exploring how to assess student learning outcomes in a variety of ways including but not limited to including student learning outcomes in the Course and Teacher Survey and exploring how eportfolios might be effectively brought to CCNY. • Because eportfolios focus on student learning outcomes, they can be more helpful than any other assessment tool in capturing evidence of the learning that happens through life experiences such as those provided by Student Affairs. • “Some have suggested that the eportfolio concept be replaced with a concept of lifetime personal web page” (Cohn and Hibbitts, 2004) The development of an eportfolio in college should be the development of a tool that students will use throughout their careers. • Integrating Student Affairs into CCNY’s eportfolio planning and implementation would help generalize students’ eportfolios out of the classroom so that they become “lifetime personal webpages” instead of just adjuncts to their course grades. • The expanded use of eportfolios would also provide high quality, quantitative assessment of the impact of Student Affairs’ programming on student learning. 14

15. Eportfolio Benefits Division of Student Affairs Student CCNY • Means to share content with campus community • Authentic assessment tool • Prepares learners for life-long learning • Create an assessment –trail that is centralized and learner driven • Personal knowledge management • History of development and growth • Planning/goal setting tool • Assist learners in making connections between learning experiences (both formal and informal learning) • Provide the metacognitive elements needed to assist in planning future learning needs • Personal control of learning history • Dynamic student-centered learning and assessment • Providing value for learners by allowing personal control • Contribute to the development of a more permanent role in the lives of learners (i.e. education is not viewed as a 2-4 year relationship, but rather a life-long relationship) 15

16. Division of Student Affairs 2007-2008 DEPARTMENTAL ASSESSMENT HIGHLIGHTS 16

17. Division of Student Affairs 17

18. Division of Student Affairs - Orientation Orientation Program January 2008 Evaluation Questions • Q1. The Orientation staff was knowledgeable about campus resources. • Q2. As a result of the walking tour during Orientation, I am familiar with CCNY's history, traditions, and buildings. • Q3. I received a copy of the reading "Our Biotech Future" and enjoyed discussing the reading. • Q4. I know where to seek assistance if I feel I have financial aid issues. • Q5. I understand CCNY's policies regarding plagarism, academic integrity and other academic issues. • Q6. I understand CCNY's policies regarding responsible computer use and how to establish a CCNY email. • Q7. I am now more aware of how to be successful in college. • Q8. I now know more about campus resources, support services and programs. • Q9. I understand CCNY's eSIMS procedures. • Q10. The mailing and materials I received before my Orientation date assisted me with what to expect at Orientation. • Q11. The materials I received at the Orientation check-in helped me to plan mu schedule and get acclimated to CCNY. • Q12. I am aware of the Towers Residence Hall and the opportunity to live on campus. • Q13. As a result of Orientation, I am excited to start my first year at CCNY. 18

19. Division of Student Affairs - Orientation Orientation Pre-test & Post-test Survey Results I have not given much thought as to what type of career or job I want to have after college. Orientation Pre-test & Post-test Survey Results I know what services are offered by the Career Services Office. 19

20. Wellness & Counseling Center 2006-2007 2007-2008 20

21. Wellness & Counseling Center 21

22. ATHLETICS GPA Comparisons 2006 to 2007 G P A G P A Women’s Teams Men’s Teams 22

23. Athletics & Recreational Sports Recreation Comparison Fitness Center Recreation Comparison Mahoney Pool 23

24. Residence Life Satisfaction with Key Service Areas Office Staff Performance 24

25. Residence Life Overall Resident Satisfaction Resident Assistants’ Performance 25

26. Student Life & Leadership Development Oktober Fest Student Ratings Club Fair Student Ratings 26

27. Student Life & Leadership Development Diversity Panel Discussion Student Ratings The Relaxation Station –Spa Day Student Ratings 27

28. Career Center Student Contacts Student Participation Student Participation 28

29. Student Disability Services Comparison of Services Offered 29

30. Student Disability Services Change in Overall GPA SDS Registered Students G P A ADA Faculty Compliance Complaints 30

31. PLANNING OBJECTIVES: 2008 • Goal: Improve Retention & Graduation Rates • Review and analyze PMP, Goals/Targets, CAS standards and other relevant documents to develop additional objectives for 2008. • Implement comprehensive assessment plan. • Collaborate with academic affairs to begin the development of an e-portfolio in student affairs. • Collaborate with other major student support services programs to improve the quality of the student experience. • Develop initiatives that support an environment that values and promotes diversity and multiculturalism. • Collaborate with enrollment management to implement pre-orientation initiatives. “Isolated intervention or random support does not serve students’ needs to succeed, and faculty’s and City College’s desire for them to succeed. Only early, proactive, on-going direct support aimed at students, specifically coordinated with faculty’s demands and expectations of students will fulfill City College’s responsibility to students: successful academic and social development, and matriculation. This serves as the basis of Student Affairs.” 31