Thanks to all DSA staff and our partners across the university who participated in the Assessment Results Showcase on Monday, March 20th. Please complete this survey to provide your feedback on the Showcase. Include below is a brief summary of each of the presentations that were included in the Showcase, along with highlights of the discussion around each presentation. The handouts for the presentations are available here.
DSA Dashboard Discussion – Planning and Outreach (Robert Snyder)
DSA implemented a dashboard assessment and reporting tool beginning in Spring 2014, with each DSA department creating and submitting a dashboard three times a year: fall (October), winter (February), and spring (May). The dashboard provides a brief synopsis of departmental goals, progress towards goals using metrics/key performance indicators, and highlights/achievements in a consistent format. This is an opportunity to learn more about the purpose and content of the dashboards, how DSA stakeholders use the dashboards, and how DSA staff can support the development of the dashboards for their departments.
Thoughts from the presentation: What you can do to get involved with Dashboards: 1) know they are available, 2) use them, 3) contribute information, including metrics and stories. GW’s dashboard provide a digestible synopsis of the department’s activities and reflects the division’s preference for a balance between qualitative and quantitative data.
Financial Literacy and Behaviors Among GW Students – Colonial Central & Survey, Research, & Analysis (Jennifer Joslin Vader and Kim Dam)
In the Fall of 2016, Colonial Central conducted a survey of GW students to better understand their financial behaviors and their level of financial literacy using a foundation of the National Financial Capability Survey released by FINRA Investor Education Foundation. Working with a Senior Research Associate from Global Financial Literacy Excellence Center in the School of Business, we developed a targeted survey for delivery to both undergraduate and graduate GW students.
Thoughts from the table: This survey provides an example of a national lack of financial literacy, not just among college students. The survey revealed that students, especially graduate students, are very concerned about debt and generally students overestimate their financial literacy. Consistent with national trends, females demonstrated less financial literacy than males. In response to this survey, a freshmen seminar was offered and virtual programming is being organized.
First-Year Connections Survey – Enrollment Management & Retention (Lindsay Peck)
The inaugural First-Year Connections Survey was administered to all first-year students in Spring 2016 as an opportunity to amplify student voices related to their experience at GW. Connections Survey data are being used to: a) determine interventions for students who report major concerns, b) discern patterns in student attitudes or behaviors based on academic performance, and c) assess the institution's fulfillment of the brand promise.
Thoughts from the table: Some initial interesting findings from this survey include that the survey suggests GW’s brand is communicated to students in the way it was originally thought and respondents do not dislike the advising process in contrast to what is often anecdotally heard.
Health and Wellness Needs Assessment of GW Students Using the ACHA NCHA Survey – Colonial Health Center (Alexis Janda Knott)
The Colonial Health Center conducted the American College Health Association’s national survey in November of 2016 among a representative random sample of 3,000 students with a 20% response rate. The ACHA survey assesses a breadth of topics including but not limited to: substance abuse, mental health, chronic and infectious disease prevalence, sexual and relationship health, and physical well-being.
Thoughts from the table: In general, GW’s students’ health is on par with the national population. One notable difference is that GW students report somewhat higher levels of stress. Among GW students there is a large gap between perceived and actual drug use. Many GW students report feeling overwhelmed and exhausted during the past two weeks.
Student Organization Training: A Benchmarking Assessment – Center for Student Engagement (Kaitlyn Schmitt)
In Spring 2016, the CSE undertook a benchmarking project to examine training practices of student organization leaders at peer institutions. Based on this data, the CSE learned new ideas for training methods, examined trends of challenges with student organization training, and identified best practices for student organization leader training.
Thoughts from the table: Based on benchmarking, GW has developed a mandatory in-person training system that is individualized through collaboration between student organizations and their advisor. There is a mandatory “soft skills training” through Excellence in Leadership Seminars, and student leaders have the opportunity to customize trainings based on the needs of their organizations. Student sentiments about mandatory training and attendance remain ongoing challenges. Incentives are provided through not being able to register without successful completion of the program. The CSE continues to think about how online or electronic resources and trainings may be used.
Using Assessment to Advance GW’s Student Organizations – Center for Student Engagement (Anne Graham)
The presentation provided an overview of the comprehensive program review process undertaken by the Center for Student Engagement’s Student Involvement team in examination of GW’s student organization management and support. The presentation also addressed how the program review contributed to significant structural, personnel, goal, and operational changes with the area of student organization management and support.
Thoughts from the table: This table discussed the Student Involvement Program Review, alignment of research questions and industry standards (CAS), the justification of resources, and refocusing staff professional areas, advising, training, and expectations for students and staff.
Using Rubrics to Document Learning Outcomes – Intramural Sports (Dan Gardner)
Intramural Sports uses self-evaluation rubrics, completed by referees, and officials evaluation rubrics, completed by supervisors observing the referees, to score referee performances across a variety of competencies. VALUE was used as a source of the rubrics.
Military and Veterans Student Services Census Assessment – Office of Military and Veteran Student Services (Kellis Robbins)
Assessment of census data for all military-affiliated students at GW. Presentation included demographics on this unique population as well as comparison to national averages, and how these demographics reflect on the overall GW commitment to this population.