Violence Intervention & Prevention Center
The Violence Intervention and Prevention Center (VIP) wanted students who were in the UK 101 classes to have a better understanding of the issue of relationship violence. The results of the evaluation indicated that students had attained some knowledge of the issue during the presentation by the VIP staff.
The VIP Center also wanted UK 101 students to understand how to use their services. The evaluation indicated that they needed to include more information about the services that are available to students.
The VIP Center felt that the questions on the UK101 evaluation needed to be improved. They felt that asking the students about their sense of feeling connected to the issue of relationship violence would be helpful so their presentations could be adjusted to speak specifically to the issue.
The Counseling Center used the instrument called Counseling Center Assessment of Psychological Symptoms or CCAPS. This tool measures the subjective distress and is administered periodically to clients to monitor therapeutic progress. The results of the CCAPS indicated that there were minor improvements in depression, anxiety and overall distress via this standardized measure over the course of therapy. However, the Center is reviewing the use of CCAPS for assessment purposes and will revisit this at a later date.
The Counseling Center set as a goal to help students build and maintain healthy relationships across a spectrum of social interactions. This was evaluated via the Counseling Center Evaluation. The majority of clients reported improvements in the areas of communication, social ease, social success, and tolerance after counseling.
The Counseling Center helps students use decision-making skills, wellness behaviors, and healthy choices to navigate academic challenges. The Counseling Center works with students who are at risk for leaving UK. They have been influential in retaining students who may have trouble with time management, motivation, and who are not leading a healthful lifestyle.
Students reported that they wanted to see the space updated. The staff took this to heart and they painted the walls and updated the floors, and the new changes look great. Students also said that the Counseling & Testing Center needed to clarify the Center's name; those working there thought that was a great idea. The center is now officially The Counseling Center.
In order to assess safety within the residence halls, the Office of Residence Life sought out to assess how effective staff training for emergency procedures was for both staff and residents within the undergraduate facilities. In order to determine the impact of staff training, student orientation to emergency procedures given by R.A.s, and the actual effectiveness of those processes, evacuation during a fire alarm was isolated to be measured. Assessments included a direct observation of fire drill evacuations in all residence halls by Residence Life Senior Staff and by the University's Fire Marshal.
During Resident Advisor training, the actual time it took students to evacuate from the facilities was 43% faster when compared to the 2009 year, which is exceptional. Additionally, it should be noted that having two high-rise facilities of 23 floors skews the average amount of overall time it takes for residents to evacuate during a fire alarm because of the building's design. Despite the heartening discovery of a decline in the amount of time it took for students to evacuate the facility, work still remains in terms of better educating students in selecting the appropriate route to take during evacuations.
The employees that work the Information Desks throughout the Student Center, and the counter in the Cats Den are typically undergraduate students given the title, Service Representative. The Service Representative Survey is administered to all Service Representatives, survey asks students to rank a variety of statements about their job skills. These statements question Service Representatives on their comfort with speaking to others, confidence in giving directions, and other various questions regarding activities performed within the position.
The results of the survey in the area of interpersonal and intrapersonal skills clearly reflect that the students have a strong perception of their own skills and abilities in interacting with people, giving directions, and serving the needs of our patrons. The open ended-questions clearly show that our students are strengthening their communication skills, abilities to interact with others and the importance of their position as front line staff in the Student Center.
Utilizing Academic Techniques and Tools for the Assessment of Learning in Student Affairs
By Betsy Mahoney, Director of Student Affairs Administration and Leah Simpson, Assessment Specialist
Betsy Mahoney, MHA, and Leah Simpson, MPA, facilitated a discussion on assessment of learning in Student Affairs at the annual conference of the Association for the Assessment of Learning in Higher Education (AALHE) in Lexington, Kentucky last June 6, 2011.
Student Affairs is one of the largest employers of students on the University of Kentucky campus, providing students opportunities for leadership roles while working in a diverse environment. Instead of focusing solely on the entire student population served, primarily as customers, many departments in UK's Student Affairs group chose to directly assess the learning of their student employees. The session discussed the rationale for direct assessment of student employee learning, and demonstrated some of the rubrics that have been created to evaluate the student employees.
The Division of Student Affairs decided to do formal assessments and to discuss assessment results on a regular basis. The director and the members of the assessment committee meet on a monthly basis to find ways to improve the division's programs. Their programs go through an assessment process similar to how academic programs are assessed.
Student Affairs Assessment Teams: Engaging Student Affairs Professionals in Assessment
By Alexandra Henchy, Student Affairs Doctoral Research Associate
Alex Henchy facilitated a conversation exploring the benefits and challenges of using assessment teams in Student Affairs at the annual conference of the Association for the Assessment of Learning in Higher Education (AALHE) in Lexington, Kentucky last June 6, 2011. During the conversation she talked about UK's Assessment Team (A-Team) and how members work together and support one another in the goal of assessing student learning. The primary purpose of the A-Team is to promote an assessment culture that examines student learning and ways to improve programs and services. The team includes representatives from each department in Student Affairs. The members have a variety of backgrounds and experiences within Student Affairs which reflects the diversity within Student Affairs.
Alex also discussed the strengths and challenges of having assessment teams and provided a sample of an A-Team curriculum. Additionally, she shared information about the assessment teams at other universities and asked participants about their own experiences and concerns about using the team approach for assessment.