Joann Zhang

A. Utilize research and assessment data to identify needs and establish learning outcomes for the development of programs and services

 

            By taking the Research and Assessment course, I learned how to differentiate and create learning outcomes, and program outcomes. One of the projects I learned the most from was facilitating a lesson plan based on our weekly readings for our peers. We had to create learning and program outcomes, teach, and then assess their learning based on the outcomes we created.  Through this process, a key challenge that resonated with me was how to create measurable outcomes that our assessment could successfully evaluate (whether it was qualitative or quantitative data). I had researched various ways of measuring outcomes; one that stuck out the most was SMAART goals. SMAART goals factored in whether or not outcomes would be measurable and realistic (Henning & Roberts, 2016). Prior to this course, I think my program or learning outcomes were a bit unrealistic, simply because I was too idealistic and the outcomes I had wanted was hard to measure. It is important for student affairs practitioners to create realistic and measurable outcomes that reflect on participants’ capabilities. This is because great programs can be portrayed as unsuccessful programs if they have unrealistic outcomes or if they are hard to measure (Henning & Roberts, 2016). I plan to use what I’ve learned from Research and Assessment to create better program and learning outcomes for my students and for my department. By implementing SMAART goals and outcomes, I will have program and learning outcomes that will be more realistic and measurable. Through this class, I was also able to think more critically about what processes or software are working and what could be enhanced to make our work more efficient. Assessment is a key component to most student affairs departments, and thus, by researching best practices and establishing measurable learning outcomes for the department and programs, I hope that my future work will be benefited. In order to get there, I need to further develop my knowledge around writing program and learning outcomes and best practices around measuring outcomes through assessment.

            During my summer internship with Portland State University in the Student Community Engagement Center (SCEC), one of my main responsibilities involved analyzing the assessment data and evaluations from the prior year’s programs, and to use what I learned to identify the areas of improvements for future programs and services. During this internship, I was able to put the theories and practices I learned from my Research and Assessment course and apply it towards real processes. It was challenging to jump into a department where I had little knowledge about their programs or services, nor not knowing where the data was stored. At the time of this internship, SCEC used a variety of databases and programs to 1. Collect student information, 2. Register participants for service projects, and 3. Create surveys for participants to take after service projects. It ended up being difficult to find what I needed since I did not know which databases or programs were used. Upon finding and analyzing the data, I was able to evaluate learning outcomes that were used for each program and offer areas of improvements based on whether or not outcomes were met. During the duration of this internship, I was also tasked with researching other institutions’ “service recognition programs” which ultimately kick-started SCEC’s first Service Recognition Program. In order to get this program live, I researched various institutions and their recognition programs, developed program and learning outcomes and streamline the application process. I learned for this type of recognition program, institutions often used ‘e-badges’ or different levels of recognition. For SCEC, we had concluded that the best approach that would work well for this department is to have different levels of recognitions and different recognition badges. Our program would implement e-badges such as the ‘leadership badge,’ from the Student Leadership department, the ‘sustainability badge,’ from the Student Sustainability Center or even a ‘service badge’ from the Student Community Engagement Center, etc. Having various programs initiate student recognition meant that students could get more involved with the Student Activities and Leadership Programs office and be recognized for it. I enjoyed the work I did for SCEC, and from this internship, I learned the importance of keeping our computer files organized. It was challenging to be a new member of the team and navigate a system where there seemed to have little consistency between where information was stored. Thus, in order to ensure year-to-year data is consistent, and that outcomes were still relevant to the actual program, how can new professionals navigate an established system where continuity and organization may not be the most prominent? If needed, I hope to have enough confidence and office experience to propose to my supervisor the need of reorganizing data files or systems so that the history of our of old programs including outcomes are not lost, and that we can continue to move forward.  

 

B. Design and implement assessment tools and interpret data to inform future programs

 

            At the conclusion of spring term, my assistantship supervisor at the Honors College had me create an assessment survey for each of our student ambassadors. We had each student reflect on their role within Honors College, what else they’d like to learn and areas in which they think they could improve upon. These questions were chosen intentionally to see whether or not students could think critically about their role, and whether or not they’d like to increase their responsibility for the following year. Through this assessment survey, our student ambassadors were able to reflect and think about what worked well and what didn’t. Based on their feedback, it was our goal to create new processes that could be implemented so that everyone feels part of the team and structure. For an example, some of the answers we received included having more structure around office tasks so that they knew what needed to be done without having to ask a professional staff. With each feedback we received, my supervisor and I tried to think of additional processes that we could implement in order to best support future ambassadors and office needs. An example of an implementation we were able to do was incorporate ambassador meetings once a term. During this meeting, ambassadors had an opportunity to bond with each other, engage in professional development opportunities and share with us their experience as a student staff. We were also able to incorporate a new training process for our newly hired ambassadors. We are utilizing our seasoned ambassadors to train and go through a training checklist with the newly hired ambassadors. The intentionality of this survey was to make sure our student ambassadors had an opportunity to share with us their highlights from their role, and possible areas of improvements and their overall thoughts on their role in the office. Based on the information they shared with us, it informed us on how we would structure the future processes and future ambassadors. Something from this assessment tool I will take with me in my future role as a student affair professional is the importance of connecting with your team, staff, or students. By checking in on a regular basis, and reflecting on the year or term; new improvements could be made and thus the team could be benefited. This is important because if you don’t reflect on previous programs or events, new ideas or new practices will be less likely to occur and thus it will be difficult to move forward. Having an open dialogue and trust between me and those whom I work with is important. I want to ensure that they are comfortable and want to share with me their concerns or happiness about their experience whether it is in life or in our office.

            My internship with Portland State University’s Student Community Engagement Center (SCEC) provided me an opportunity to collect and analyze prior year’s assessment and evaluations. During the time I was collecting evaluations or data, there was not an established process in which certain databases (OrgSync, Google Forms, or Qualtrics) would be used for specifics reasons. In other words, sometimes student who is taking lead on a specific program would use Qualtrics to collect evaluations or sometimes it would be through OrgSync or even Google Survey. There seemed to be a lack of consistency on which databases were being used. As an intern who was trying to collect data, it became challenging to collect and organize the data after each assessment and evaluation. Through this internship, I learned the importance of being organized and establishing office expectations around which database would be used and for what. By the end of my internship, I was able to successfully report the data I collected, and implement a structure around which database would be used for 1. Collecting students’ information, 2. Creating registration forms, and 3. Creating evaluations for post-projects. By doing so, a smoother process will be implemented for future programs and student staffs. From this internship, I learned the importance of being organized, transition notes and being consistent between each program and student leader. This will guide my work as a student affairs practitioner when I am working with students or staffs who have multiple projects to keep organized.

          Another internship I was able to engage in designing and implementing assessment tools was my involvement I had with my internship in the Center for Civic Engagement serving as their Alternative Break Site Leader for Ashland. As a site leader, I created learning and program outcomes for our specific trip and designed pre-trip and post-trip assessments that would measure whether our outcomes were met. By using what I learned from my Research and Assessment course and my experience from Portland State University, I was proud of the assessment tool I helped create. For an example, my outcomes were directly related to my pre and post assessments and the assessment was organized in a way where the first outcome was addressed by the first question, and so on. I also addressed how I would measure each outcome through SMAART goals (example: identify two current environmental issues threatening the Ashland/Medford area (or other locations around the world). One of my takeaways from this internship was the importance of being transparent with our data and assessments. I think it is important for an outsider to come in, and understand exactly what you’re assessing and how you assess it. This is important because then they understand my intentions and that there aren’t any tricks to our program and goals. By stating to our participants that these are the learning and program outcomes, and this is how we’ll measure it (through our assessment); I hoped that there weren’t any unexpected surprises. At one point during our trip, I even stated, “this is on our assessment,” so that they knew what to expect. By being as transparent as possible, I want people will feel supported when going through our event or program. I’d like to take what I’ve learned through writing our Alternative Break learning and program outcomes into my future roles within student affairs by creating organized, and directly related outcomes and assessment questions.

 

C. Apply knowledge of diverse audiences in the development, communication, delivery, and assessment of programs, curricula, and services

 

          One of the projects I completed during my internship with Portland State University was to create an internal and external log book or ‘annual summary’ that summarized our 2015-2016 programs. Through this project, I had to make sure my log books were accessible for a diverse audience. For an example, for the external logbook, I made sure the language I used could be easily understood by non-PSU affiliated individuals. I used departments’ full name rather than abbreviations, ensured that language was easy to understand, etc. Within both log books, I discussed the mission of the Student Community Engagement Center, the statistics of each program and the services each program provided. The internal log book included more information which included the areas of improvements for each program. By clearly indicating the areas of improvement, future program leaders can then review and improve on the areas in which data showed weaker trends or understanding.  I think it is important for student affairs professionals to be able to showcase their work or programs to diverse communities. Having more people or different people knowing and understanding your department’s goals and programs are important, especially when wanting more students to get involved and gaining community support. I personally value transparency and although negative feedback is not always the easiest, it is important to be opened to constructive feedback. It is important to see different perspectives in relations to your programs because it could enhance the type of work you do. I think it is also important to create an annual review document that showcases the work one has accomplished as a department, team or individual. I see myself creating an end of the year summary (whether it analyzes the number of service projects we organized or the number of students I met with through advising). By doing so, this will help guide my next year’s goals and initiatives.

            After completing our Alternative Break trip, for my internship with the Center for Civic Engagement, we were able to share with all the other members of the Center for Civic Engagement on our team’s services and accomplishments. Through CCE’s “Reorientation Day” to campus, it provides trips an opportunity to reflect on our week-long service trip as well spread awareness on the experience we gained around our trip’s topic. Not everyone has the opportunity to engage in these types of trips, or engage in the service we took part in, thus by sharing what we did, others can become more informed. Also, by sharing our experience, we can better reflect on what our trip meant to us which can include what worked well or didn’t work well. As a student affair professional, I would value having space where students can openly share about their experience. I hope to do some sort of open forum or discussion in my future role as a student affair professional as I think it can be beneficial for students, leaders, and staff to have space where they feel comfortable enough to share openly about their experiences.

 

D. Identify target populations and use appropriate marketing strategies to maximize program effectiveness

 

            One of my job responsibilities within my graduate assistantship is to recruit prospective students for the Honors College. In the year and a half of serving in this role, I was able to help implement a marketing strategy in which targets Spanish-speaking communities. All of our recruitment/marketing brochures are currently in English, and thus, when members of the Honors College are out doing recruitment (especially during Latinx/specific community targeted events), it can be difficult to articulate certain information about the Honors College, especially if we have non-Spanish speakers attending these events. Thus, as a way to be proactive and inclusive towards the Latino/a community, I created a Spanish insert which can be added with our English recruitment and marketing brochures. I’ve also identified certain Honors student ambassadors who were comfortable with speaking Spanish and were available to communicate via email with other students who prefer speaking in Spanish or do not speak English. Through my internship with the Educational Opportunities Programs, I learned that parents within the certain communities that have English as their second language (such as the Latinx or Asian community) can sometimes have a cultural barrier between understanding the college culture and the experiences their child seeks, especially for first-generation students. Thus, in order to bridge the cultural gap between students, their parents and the college culture, I created an insert that explained ‘what is the Honors College,’ ‘what we inspire to do,’ and the admissions requirements to getting accepted. Creating this Spanish insert was important to me as it is one of my professional goals to help underrepresented students gain access and success in higher education. I plan to continue to support underrepresented students throughout my future role in student affairs. I strive to acknowledge our current practices and processes and to use a critical lens to see what could be improved to support and include more communities. I understand that this type of work doesn’t have to be as explicit as creating a Spanish version of a document, but simply mentoring someone who comes from a different background. With that being said, I do think having documents translated in various languages is important and is good practice for every department to do. By doing so, it creates a better understanding between non-English speakers and departments, as well as getting families to be more involved as well. 

            The research I learned from my internship with the Educational Opportunities Program, involved understanding the different underrepresented communities and the barriers they could potentially have when accessing higher education and/or succeeding in higher education. From the research that I gathered and attending meetings at the Cultural Resource Centers on campus; we developed techniques to incorporate maximum support for academic success within these Cultural Resource Centers. The work I learned from doing this internship was recognizing that each community needs unique support. It is important for student affair professionals to take the time to understand struggles that have traditionally targeted certain communities and to figure out a way to disrupt the barriers. For an example: for the Black/African American community or Latino/Hispanic community, having a relationship with professors or professional staff who identify with them is rare. Thus, by having more community events or community collaboration efforts that invite professors of color to be present and engage with students from their community; students of color can be greatly impacted (Bell, 2014). One incident I explicitly remember was during the Racial Aikido. One of the students had indicated how thankful they were to see graduate students like me in a space like the Racial Aikido because it showed them that they could also go to graduate school. Having more people of color interacting with students of color is important since so much of our mainstream media implicitly or explicitly telling students of color, they can’t. Another technique I learned was having holistic advising that takes into consideration specific communities and identities. By having professional staff who are equipped to engage with students from different identities, students can begin to develop and deepen their understanding of their identities.

 

E. Implement accessible and engaging programs incorporating innovative techniques and technology to meet the needs of a diverse audience

 

          During my internship with the Center for Civic Engagement, serving in the role as the co-chair of the Hunger and Homelessness Action Week planning committee, we made it an initiative to ensure our programs throughout the week were accessible to all students and their interests. We had programs that ranged from art simulations to discussions and lectures. By having various types of programs, we wanted to make sure students could attend something they were interested and comfortable with. I personally enjoyed the Art & Stigma night because we were able to express our thoughts and experiences through art and expression. By utilizing this technique, other individuals who may not be as comfortable with verbally expressing their experiences will still take part in our programs.  I think as student affair professionals, it is important to provide students multiple outlets of expressing themselves and/or getting involved on campus. As we learned in our Student Development Theories II course, students have different ways in which they learn best. It is important to have different forms of engagement for the various learning styles. I will utilize what I’ve learned from this experience in my future and provide students with multiple ways of learning.

          Although I did not personally implement this initiative, I would like to acknowledge how the Speak Out event in 2015 and the Town Halls Forums that occurred shortly after. By attending those events on campus, it has helped me achieve this sub-competency. Through the Speak Out event, the programmers allowed a way for individuals’ off-campus to take part in the event, thus making it more accessible. Though there was a learning curve to allow members off-campus to participate (trolling and inappropriate uses of the web forum), I appreciated having the innovative technique of live streaming and texting – this allowed more people to be involved and for those to have a voice. I think having this form of technology present in similar events is important but will need to be monitored closely to ensure the educational and safety component of the evening is still intact. The Town Halls were also important in showing me how through a Q&A sessions or by receiving personal updates from President Ray, it helped contribute to creating a unified/supportive community. I’d like to take the knowledge and experience I gathered from observing the Speak Out event and Town Hall gatherings to my future role as a student affair professional because I value having space where individuals can engage in programs and have a voice.  If possible, I’d recommend more institutions doing so, so that administrators, faculty, and staff can have a better understanding of the current campus climate and become reacquainted with the students on campus. I think depending on the role you have on campus, your ability to interact with students can become scarce, and thus, you lose out on what is going on around campus. For me, part of professional development is to engage with your community so that you can best serve them. I hope my future institution will support me and my values of having space for students to speak openly about their concerns.