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Division of Student Services
Tables of Student Learning Outcomes

Click on the departments below to view student learning outcomes and status reports for 2011-2012:

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Career Development Center (CDC)  
Student Learning Outcome

As a result of participating in a workshop for interview preparation, students will identify six of nine components to prepare for a professional interview. 

Measurement Tool
Pre and Post Assessment
Relevant Framework
Knowledge Acquisition, Integration, and Application
Status
  • The Career Center collected a total of 87 pre and post-assessments for the Interviewing Preparation workshops. 

  • Out of 87 that were completed, 79 were acceptable for data collection and 8 were  unacceptable

  • The average pre score was 2.39 and the average post score was 4.65, indicating an improvement of 2.26.  This is a decrease from 2010 – 2011 (Pre = 2.37, Post = 7.44, Improvement = 5.07).

  • The total number of students who were able to successfully identify 6 or more components after attending the workshop came to 24 students, or 30.4%.  This is a decrease from 2010 – 2011 (97 students, 84%).

Observations:

  • Positive gain in results decreased in 2011–2012 versus 2010–2011.

  • Class level of respondents differed due to the types of workshops that were presented.  In 2010-2011, there were more in-class presentations compared to 2011-2012.  Despite this, Seniors were the highest attending class level for both years of research.

  • Overall, researching the company and dressing professionally stood out in students' perception of interview preparation with over 50% identifying these items in both pre and post assessments.

  • More than half of the students attended the Interviewing Techniques Workshop for a class or other requirement (58.2% or 46 students)

As a result of employer presented sessions, students identified 13 additional components to a successful interview.

Use of Findings
As a result of the findings, the Career Development Center will revert to the in-house method of presenting the workshop to students.  During 2010-11, Career Counselors presented the workshop.  During 2011-12, guest employers presented the workshop.  However, the workshop will be enhanced by including the additional components that were identified as important for a successful interview.

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Center for Scholarship Information

Student Learning Outcome

Students who complete the scholarship workshop will be able to list the four main components of a scholarship.

Measurement Tool
 
Relevant Framework
Knowledge Acquisition, Integration and Application
Status
 
Use of Findings
 

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Disabled Student Services (DSS)

Student Learning Outcome
Thirty per cent of the triple pre-baccalaureate students who complete the DSS “Quick Screening Survey” and participate in follow-up sessions with DSS counselors will be able to identify a potential or actual disability that impacts their academic performance.
Measurement Tool
 
Relevant Framework
 
Status
 
Use of Findings
 

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Educational Equity Services

Student Learning Outcome

After completing the six-week McNair Scholars Summer Research Internship Program (SRIP), 90% of participants will indicate they have increased their oral, written and research skills.  90% of participants will have their faculty mentors indicate that the participants will have increased their oral, written, and research skills.

Measurement Tool

Faculty pre and post assessment & observation / student self assessment

Relevant Framework

Intellectual Growth

Personal & Educational Goals

Status
Our data in two cycles of assessment show that while these benchmarks are being met, in that participants and mentors are indicating growth in these skills, the amount of growth is showing what may be an interesting pattern.  In the 2010-11 cohort, writing skills were rated as improving by 50%, while research and presentation skills were reported as rising 80%.  The 2011-12 cohort reports a 50% gain in each of the three measures.  There was an important systematic difference between the two cohorts, however.  The 2010-11 group was assessed at the immediate end of the summer research internship, which represents a significant emotional high point for scholars.  The 2011-12 group was assessed at the beginning of the Fall semester, far removed from this singular achievement. 
Use of Findings
To investigate further whether this variation in achievement is a result of natural fluctuations or a systematic effect of the timing of the assessment we will gather assessment data for the 2012-13 cohort both at the end of the summer internship and at the start of the Fall semester.  Given that we are meeting a rather high benchmark, however, it seems clear to us in the program that the basic features of our offering to our students should remain unchanged.

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Educational Opportunity Program (EOP)

Student Learning Outcome

First year EOP students who participate in EOP math tutoring will increase their subject proficiency.

Measurement Tool
Posttest and final grade in math
Relevant Framework
Intellectual Growth
Status
 
Use of Findings
 

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Housing and Residential Life

Student Learning Outcome

As a result of increased training for Resident Assistants on building community in the residence halls and the implementation of a community development guide, residents will report an increased sense of community living in the residence halls.

Measurement Tool

Post Assessment

Relevant Framework
Interpersonal and Intrapersonal Competence
Status

Resident Assistants participated in 3 ½ hours of training on why community development is important, the elements of an effective community and how to build a successful community before the start of the 2011-2012 academic year.  Specific community development expectations and milestones were developed for the fall semester and progress was assessed during weekly meetings between the RAs and their supervisors.

As measured in the resident satisfaction survey administered in the spring of 2011 and again in the spring of 2012, residents indicated a slight decrease (from an average of 2.88 on a 4 point scale to an average of 2.76) in the level of satisfaction with the sense of community in their residence hall from 2011 to 2012.  Additional training thus had no positive impact on the sense of community that residents felt living in the residence halls.

Use of Findings

While training on community development will remain an important element in RA pre-service training, additional strategies for community development, such as the implementation of residential colleges, need to be investigated.

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President's Scholars Program

Student Learning Outcome

As a result of participating in program specific leadership committees, President’s Scholars will acquire knowledge in effective leadership, create annual committee goals, and be able to identify and complete action items towards meeting goals.

Measurement Tool

Post assessment

Relevant Framework

Personal & Educational Goals

Status

Four program leadership committees were formed, with an average of 5-8 members for each committee. Leaders within each committee were identified, goals and possible action items were generated in writing and shared with all committee members. A monthly leadership meeting is held in which committee members attend and share their action items accomplished and their goals for the year. As well, guest speakers from the campus and/or community are invited to each meeting to impart leadership advice to attendees. Post assessment will be an end of the semester report from each committee outlining goals, action items completed, and how leadership qualities have been enhanced.

Use of Findings

These findings can be used to further enhance the leadership engagement of Scholars with the campus community and our program.  

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Student Health Services

Student Learning Outcome

Upon completion of the Alcohol, Tobacco and Other Drugs (ATOD) Step 1 Mandatory class, students will have a greater understanding of the effects and risks of alcohol use/abuse.


Measurement Tool
Pre and posttest
Relevant Framework
Healthy Behavior
Status
Complete findings can be viewed here.
Use of Findings
 

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Student Life & Development (SLD)

Student Learning Outcome

Students who attended the T-3 Leadership Conference workshop on OrgSync in 2011 will be able to navigate through the OrgSync site as demonstrated by the students utilizing OrgSync.  OrgSync is a Campus Engagement Network that connects your students to organizations, programs, and departments on campus in a private online community.

Measurement Tool

Assessment of OrgSync Student Profiles Registration

Relevant Framework
Knowledge Acquisition, Integration and Application
Status

Out of the 74 students who enrolled in the OrgSync Workshop at T-3 in 2011, 83% registered their personal profiles as OrgSync users after completing the workshop.

On the T-3 Leadership Conference evaluations, 61 students listed OrgSync as one of the top three things they learned at T-3, while 22 students listed OrgSync as one of the two workshops that they enjoyed the best at the conference.

Use of Findings

The above findings indicate that as a result of the T- 3 workshops featuring OrgSync, a significant number of students registered on OrgSync.  Workshops on OrgSync will continue to be offered during the T-3 Leadership Conference held annually.

In addition, further research will be conducted to determine whether students who have registered their individual profiles on OrgSync have continued to use the features offered by OrgSync.

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Student Orientation, Advising, & Registration (SOAR)

Student Learning Outcome
SOAR advisors who participate in three pre-training workshops will identify all General Education Categories.
Measurement Tool
Posttest
Relevant Framework
Practical Competence
Status

After a comprehensive screening and interview process by Student Orientation, Advising and Registration (SOAR), 16 undergraduate students were hired to serve as SOAR Advisors for Summer 2011.  SOAR then conducted three, three-hour pre-training sessions for these newly-hired advisors on Friday, April 22, 29 and May 6, 2011.  These pre-training sessions were designed to introduce California State University (CSU) policies, California State University, Long Beach (CSULB) academic advising guidelines, and the CSULB 2008 General Education Pattern.  During the first session, advisors were asked to individually identify the six categories that comprise the CSULB 2008 General Education Pattern, and only 1 of the 16 advisors (6.25%) could accurately identify all categories.  At the conclusion of the third pre-training session, advisors completed an assessment covering areas related to academic advising guidelines and policies, in addition to identifying the various categories of the general education pattern.  All 16 advisors (100%) were able to correctly identify the six categories of the CSULB 2008 General Education Pattern.

Use of Findings

Based on the results of the post assessment, Student Orientation, Advising and Registration will hone the content and structure of future pre-training sessions to reflect the changes in CSU policies and CSULB guidelines along with addressing the wide range of learning styles of today’s college student.

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Student Recreation and Wellness Center

Student Learning Outcome

SRWC Student Building Managers who attend Injury Report training will complete injury reports accurately and in a timely manner in compliance with ASI and University risk management policies and procedures. 

Measurement Tool

Pre- and Post-Workshop Exam

Relevant Framework

Knowledge Acquisition, Integration, and Application

Status

During the 2011-12 fiscal year, 120 injury/incident reports were filed accurately out of 123 (98%).  Three reports needed revisions. The SRWC Building Managers attended training in the Fall 2011 on injury/incident report writing and took a post exam at the end of the training.  A passing score 70% was required for completing the training.  All nine SRWC Building Managers passed with perfect scores.

Use of Findings

The operational need for complete and accurate incident reports remains critical at the SRWC.  No significant changes are warranted in the training program.

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Testing, Evaluation & Assessment (TEA)
Student Learning Outcome

Students who receive GWAR advising and/or take a GWAR course will successfully meet the GWAR within one year.

Measurement Tool

Student records; CS link report of WPE placement and outcomes

Relevant Framework

Persistence and Academic Achievement

Status
Student tracking will be completed after spring semester 2013
Use of Findings
 

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University Outreach and School Relations (UOSR)
Student Learning Outcome

As a result of attending the 2011 CSULB Counselors’ Conference, 85%of counselors will learn details regarding key admission deadlines and university initiatives.

Measurement Tool

Post assessment – online email survey.

Relevant Framework

Personal & Educational Goals

Status

A post conference questionnaire was emailed the week following the conference. Results were as follows:

There were 71 respondents to CSULB Counselors’ Conference survey, including 32 Community College counselors and 39 High School counselors, for a 31.95% response rate. All questions except #2 were answered correctly by 85% of the respondents.

Counselors were asked four questions, two that were the same for both populations and one that was unique and specific to their area.

1. What does STEM stand for? (Both CC and HS)

100% - Science, Technology, Engineering and Math

2. What is the deadline to submit the Admitted Student Reply Form?

(Both CC and HS)

Community College

31.25% - June 1 *

12.5% - May 1

12.5% - Depends *

12.5% - Other *

31.25% - No Answer

*Considered correct.

High School

25.6% - April 1/March 31

59% - May 1 *

15.4% - No Answer

*Considered correct.

3. Can transfers apply as undeclared majors? (CC)

93.6% - No

6.25% - Yes

4. Name one way to be exempt from Early Start. (HS)

28.2% - SAT scores *

35.6% - EPT/ELM *

12.8% - EOP Summer Bridge *

25.6% - Other *

*Considered correct.

Other included:

Score “College Ready” on EAP

AP scores

CST or STAR scores (Early Assessment Program)

Use of Findings
 

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University Student Union (USU)

Student Learning Outcome

Upon completion of the USU Board of Trustee orientation, elected student board members will demonstrate increased application of successful writing of board proposals as assessed by administrative writing faculty.

Measurement Tool

Pre- and Post-Orientation Assessment

Relevant Framework

Knowledge Acquisition, Integration, and Application

Status

The USU Board of Trustees orientation was held on June 9, 2011 for the 2011-2012 academic year. Four of the five USUBOT Student-at-Large members were chosen as subcommittee chairs and responsibilities included writing proposals for USUBOT approval (15 voting members). A total of 25 proposals were written and submitted for approval and a total of 24 (96%) were passed.  Of the 25 proposals written by the USU BOT members and assessed by an administrative writing faculty member, 23 (92%) were determined to meet the criteria for successful writing.

Use of Findings

The USUBOT Orientation has shown to be an effective introduction to the board. Elected student members are informed of their expectations and goals for the upcoming year. The findings from this SLO demonstrate the need to continue the training on administrative writing during the USUBOT Orientation, as well as the need to continue to provide writing guidance throughout the year.

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Veterans Affairs Services

Student Learning Outcome

Student veterans who attend the New Student Veteran Orientation will learn the process for receiving Veterans Administration educational benefits while studying at CSULB.

Measurement Tool

Students will demonstrate knowledge of the certification process by successfully submitting all forms required to receive VA educational benefits to the Veterans Affairs Services Office.

Relevant Framework

Persistence and Academic Achievement

Status

New Student Veteran Orientation was held on August 25th. Thirty-nine student veterans and dependents who were accessing VA benefits attended.

Of the thirty-nine who attended the workshop, thirty-five (90%) submitted the necessary documentation in a timely manner and are receiving VA educational benefits.

Use of Findings

As a result of these findings, New Student Veteran Orientation will be held again in each semester when new students are accepted at CSULB. Additionally, The Veterans Affairs Services Office will conduct follow up contacts with those students who have not completed their certification process

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Women's Resource Center

Student Learning Outcome

Students who attend the domestic violence documentary Telling Amy's Story and hear the panel discussion will be able to name three resources (campus/community) for people struggling with relationship/domestic violence and identify three indicators of violence, or potential for violence, in a relationship.

Measurement Tool
Posttest
Relevant Framework

Self esteem; healthy behavior

Status

Out of the forty-five persons who attended Telling Amy’s Story on November 3, 2011, 31 participants identified themselves as students and took the posttest   Fourteen (45%) students identified Counseling and Psychological Services and the Women’s Resource Center as resources for dealing with relationship/domestic violence, and 12 (38.7%) students identified the Long Beach Womens

Shelter.   Other resources mentioned were:  Student Health Services 9 (29%), Police 8 (25.8%), Project Safe 6 (19%),  hotline 4 (13%) and Laura’s House 4 (13%).

Students identified the following indicators of violence, or potential for violence, in a relationship: controlling relationship (22), physical abuse (13), and verbal abuse (13).  Other responses given were:  personality change (6), isolation (4), fear of partner (3) and manipulation (2).

Use of Findings

Campus departments and community agencies that collaborate with the Women’s Resource Center agreed that Telling Amy’s Story should be repeated in Fall 2012.   Efforts are underway to identify a broad coalition of campus partners who will promote the event to student organization members and classes.Contacts are being made with the Health Science Student Association, Criminal Justice Student Association, Law Society, Human Resources Management Association, as well as with faculty advisors to those groups. 

The program presentation can be improved by having a facilitator explain the learning outcomes at the beginning and having a more structured debriefing of the documentary before leading into the panel discussion.   Consideration should be given to the program format.  Instead of having such a large panel (7 members), perhaps only one representative from similar community agencies should be on the panel.  However, other agencies could have representatives available at information tables.

 

Timeline for 2011-12

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Due dates

Activity

Participants

By October 3, 2011

Draft student learning outcome for your department

Managers and staff from Student Services Departments

 

By October 24, 2011 Finalize learning outcome for 2011-2012 Managers and staff from Student Services Departments

By December 16, 2011

Student learning outcomes posted on assessment website

Learning Outcomes Committee

 

By May 30, 2012

Student learning outcomes results due

Learning Outcomes Committee

Managers and staff from Student Services Departments

By June 8, 2012 Student learning outcomes results posted on assessment website Learning Outcomes Committee
By August 1, 2012

Use of student learning outcomes results

Learning Outcomes Committee

Managers and staff from Student Services Departments

By August 15, 2012 Use of results posted on assessment website Learning Outcomes Committee

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