Skip to Local Navigation
Skip to Content
California State University, Long Beach
California State University Long Beach Assessment and Testing Secondary Banner
Print this pageAdd this page to your favoritesSelect a font sizeSelect a small fontSelect a medium fontSelect a large font
 

Division of Student Services Tables of Student Learning Outcomes

Click on the departments below to view student learning outcomes and status reports for 2009-2010:

 

Associated Students, Inc. (ASI)

Career Development Center (CDC)

Center for Scholarship Information

Counseling & Psychological Services (CAPS)

Disabled Student Services (DSS)

Educational Equity Services

Educational Opportunity Program (EOP)

Housing and Residential Life

Student Health Services

Student Life & Development (SLD)

Student Orientation, Advising, and Registration (SOAR)

Testing, Evaluation & Assessment (TEA)

University Outreach & School Relations

University Student Union (USU)

Women's Resource Center

Timeline for 2010-1011

Associated Students, Inc. (ASI)

Student Learning Outcome
As a result of serving as an elected or appointed officer in Student Government, student leaders will demonstrate increased utilization of at least three of the five leadership practices identified in Kouzes’ and Posner’s The Student Leadership Challenge.
Measurement Tool

Student Leadership Practices Inventory

Relevant Framework
Leadership Development
Status

The Student Leadership Practices Inventory (SLPI) was sent to 58 students shortly after their appointment or election to leadership positions in Student Government. 48 students completed the on-line questionnaire. Data from the self-assessment exercise revealed that the following percentages of student leaders frequently engage in these leadership practices:

 

  • Modeling the Way (37.5%)                                              

  • Inspiring a Shared Vision (41.67%)                      

  • Challenging the Process (54.17%                          

  • Enabling Others To Act  (68.75%)                        

  • Encouraging the Heart (47.92%)                       

Only 40.68% of the student participants reported demonstrating three or more of the leadership behaviors “often” to “almost always.”

In February the same group was instructed to select 5-8 observers to whom the SLPI Observer instrument would be sent. The observers’ responses were analyzed to see if the students had been observed engaging in practices identified in The Leadership Challenge.

32 of the student leaders who completed the self assessment participated in the observer assessment. Data from the observer instrument revealed that the percentage of student leaders who frequently engage in the following leadership practices were:

  • Modeling the Way (62.50%)                            

  • Inspiring a Shared Vision (65.36%)              

  • Challenging the Process (59.38%)               

  • Enabling Others to Act (68.75%)                        

  • Encouraging the Heart (53.13%)

Of the student leaders participating in the observer exercise, 65.63% received higher average scores from their observers than they had assigned to themselves. According to the observers, 56.25% of the students engaged in three or more of the five leadership practices on a frequent basis.

Use of Findings
 

Go to Top

Career Development Center (CDC)  
Student Learning Outcome

After the completion of a series of career counseling appointments for career/major decision-making, students will be able to identify the basic concepts of the career/major decision-making process and utilize a career/major resource.

Measurement Tool

Pre & Post Assessment

Relevant Framework
Career Choices
Status

From September 2009 through May 2010, the CDC administered 225 Counseling Pre-Assessment Intake forms to students prior to their first counseling appointments for “career decision-making” or “clarifying career goals”. Approximately 3-5 weeks after the students’ first appointments they were sent an e-mail containing a web-based post-assessment survey, including the same questions. 53 respondents completed the post-assessment survey, resulting in a response rate of nearly 24%. The pre and post assessment data from these 44 students was collected and analyzed. The results indicate:

Career Decision- Making:

 

  • 7% increase in the number of the students who reported that they have increased their level of confidence in being able to choose a major.
  • 47% increase in the number of students who reported that they now understand the process on how to make decisions regarding their major.
  • 27% increase in the number of students who reported being able to identify resources to help them choose a major.
  • 54% increase in the number of students who reported that they are now able to identify their interests and how their interests relate to their major.
  • 81% increase in the number of students who reported that they made a decision about choosing a major.

 

Clarifying Career Goals:

 

  • 125% increase in the number of the students who reported that they increased their level of confidence in being able to choose a career.
  • 138% increase in the number of students who reported that they now understand the process on how to make decisions regarding their career.
  • 85% increase in the number of students who reported being able to identify resources to help them choose a career.
  • 111% increase in the number of students who reported that they are now able to identify their interests and how their interests related to their career.
  • 160% increase in the number of students who reported that they made a decision about their career.

Please click here to view the Student Learning Outcomes Counseling Results report.

Use of Findings
 

Go to Top

Center for Scholarship Information

Student Learning Outcome

Students who complete the scholarship workshop will be able to identify where they can find campus scholarship resources and list the four main components of a scholarship.

Measurement Tool

Post Questionnaire

Relevant Framework

Independence

Personal & Educational Goals

Status
Study to be extended to 2011-2012
Use of Findings
 

Go to Top

Counseling & Psychological Services (CAPS)
Student Learning Outcome

As a result of using the CAPS interactive website tools, students will perceive greater awareness of their mental health treatment options.

Measurement Tool

On-line Post Assessment

Relevant Framework
Healthy Behavior / Satisfying and Productive Lifestyles
Status
Results are now available. Please click here to review the report.
Use of Findings
 

Go to Top

Disabled Student Services (DSS)

Student Learning Outcome

As a result of their participation in the Stephen Benson Program’s counseling services, learning disabled students will be more competent in discussing their accommodation needs with their professors.

Measurement Tool

Pre & Post SBP Evaluation Instrument

Relevant Framework

Effective Communication

Status
Data are currently being analyzed, and will be available in September-October, 2010.
Use of Findings
 

Go to Top

Educational Equity Services

Student Learning Outcome

After completing the six-week McNair Scholars Summer Research Internship Program (SRIP), 90% of the students will be able to demonstrate that they have increased their oral, written, interpersonal and research skills..

Measurement Tool

Faculty Pre and Post Assessment & Observation / Student Self Assessment

Relevant Framework

Intellectual Growth

Personal & Educational Goals

Status
Report will be submitted November 12, 2010.
Use of Findings
 

Go to Top

Educational Opportunity Program (EOP)

Student Learning Outcome

As a result of participating in EOP Mandatory tutoring for students enrolled in math 1, students will demonstrate growth in EOP pre-math assessment to the final math assessment.

Measurement Tool

Pre Math Assessment administered by EOP and Post Assessment (final grade) administered by the Math Dept.

Relevant Framework

Intellectual Growth

Status

In fall 2009, The Educational Opportunity Program mandated tutoring for all EOP students who qualified for MAPB 1(math 1).  The goal of the project was two-fold: 1) to help students comply with the Chancellor’s Executive Order 665 asking students to remediate within one year, and 2) to provide students with a study guide/assessment to help them prepare for final examinations. 

In fall 2009, 117 EOP students enrolled in MAPB 1 (Math 1); 72 EOP students passed MAPB 1 at the end of the semester (61%).  Of the 117 students enrolled in MAPB 1, 111 attended EOP mandatory tutoring regularly (defined as two or more contacts).  Sixty-five percent of students attending mandatory tutoring passed MAPB 1 in fall 2009.  Twenty-nine students took the EOP pre-math assessment examination; 21 of the 29 students passed (or 72%) the pre-assessment quiz and passed MAPB 1 in fall 2009.  

Conversly, 41 students enrolled in EOP Tutoring did not take the EOP pre-math assessment; 39  of the 41 students did not pass MAPB 1 in fall 2009.

In spring 2010, 27 students enrolled in MAPB 1(Math 1); 21 students attended EOP mandatory tutoring regularly (two or more contacts).  Of the 21 students, 18 students passed MAPB 1 at the end of the semester (85.7%).  Among students who passed, eight took the EOP pre-math assessment; seven of these eight students passed the quiz (87.5%) and passed the course.

Use of Findings
 

Go to Top

Housing and Residential Life

Student Learning Outcome

As a result of participating in the Resident Assistant (RA) Training, the RA will be able to identify at least six different steps used in conflict resolution, the 3-steps in ATOD policy, and at least five different rules and regulations pertaining to the residence halls.

Measurement Tool

Post Assessment

Relevant Framework

Intellectual Growth

Social Responsibility

Status

At the f all 2010 Resident Assistant (RA) training program, RAs were evaluated about their knowledge of three key components of an RA’s role in the residential life program.

At the completion of the training program the RA staff was again evaluated and the results compiled. A bar chart of results can be viewed by clicking here.

Use of Findings
 

Go to Top

Student Health Services

Student Learning Outcome

Upon completion of the Alcohol, Tobacco, and Other Drugs (ATOD) Step 1 mandatory class, students will increase their understanding of CSULB alcohol and drug policies, signs of alcohol poisoning, and risks associated with alcohol and/or drug abuse.

Measurement Tool

Pre/Posttest

Relevant Framework

Healthy Behavior

Status
Please click here for a PowerPoint presentation of findings.
Use of Findings
 

Go to Top

Student Life & Development (SLD)

Student Learning Outcome

Students who complete the Conflict Management Workshop will be able to correctly identify the five types of conflict in their appropriate order from easiest to most difficult to solve.

Measurement Tool

Posttest

Relevant Framework

Cognitive Behavior

Status

Please click here for PowerPoint slides pertaining to the Leadership Academy Report.

Use of Findings
 

Go to Top

Student Orientation, Advising, & Registration (SOAR)

Student Learning Outcome

Students who complete a SOAR workshop will be able to locate these campus locations: Brotman Hall, Bookstore, University Library, University Student Union, University Police, their particular major / minor department and/or certificate program office, Academic Advising Center, Learning Assistance Center, Career Development Center, Student Health Services, Student Life and Development Office, and Writers' Resource Lab.

Measurement Tool

Post Event Instrument

Relevant Framework

Cognitive Behavior

Status
An evaluation instrument was used to survey all students who attended SOAR from June to August, 2010. Data will be analyzed in the fall of 2010, after which results will be posted. It is expected that 90% of students will correctly locate all campus locations listed above as a result of attending SOAR.
Use of Findings
 

Go to Top

Testing, Evaluation & Assessment (TEA)

Student Learning Outcome

After participating in the Freshman Survey and responding to 20 items pertaining to personal and educational goals, a majority of the survey participants will develop a greater awareness of goals that are very important or essential for them, articulate plans for meeting these goals, and assess progress made in their first year of college.

Measurement Tool

Freshman Survey Follow-Up Questionnaire

Relevant Framework

Personal & Educational Growth

Status
Data will be collected in fall 2010 for students who began at CSULB as freshmen in fall 2008.
Use of Findings
 

Go to Top

University Outreach & School Relations

Student Learning Outcome

As a result of student assistants’ training, students will be able to demonstrate an awareness of four areas of CSULB admissions and internal operations processes and procedures by identifying the mission statement, appropriately answering the phone, writing the correct web address and selecting the correct dates of the financial application cycle.

Measurement Tool

Posttest

Relevant Framework

Cognitive Behavior

Status
Please click here to view the student assistant quiz and results.
Use of Findings
 

Go to Top

University Student Union (USU)

Student Learning Outcome

As a result of participation in the one-day training session during the first month of fall semester, USU Student Building Managers will demonstrate knowledge of ASI/USU emergency policies and procedures.

Measurement Tool

Emergency Procedures Exam

Relevant Framework

Independence

Status

USU/ASI Programs Training Day: 

In fall of 2009, the Building Management unit of the USU Facility Operations area planned and implemented a multi-faceted approach to train Student Building Managers on emergency procedures in the USU. All USU Student Building Managers were required to participate in the training which took place over the fall semester at weekly Student Building Managers meetings and was facilitated by the Associate Director for Facility Operations. Training areas included the proper procedures for dealing with various events throughout the facility or on campus: earthquakes, emergency evacuations, tornados, fire, and active shooters on campus and/or in the building.

At the end of the training the Student Building Managers were given an emergency procedures exam. Approximately 8 student building managers participated in the semester long training and took the exam. All 8 participants passed the quiz for a 100% pass rate.  Feedback was collected from participants, which was used to modify and improve the training for future semesters.  The emergency procedures training will again be conducted in the fall and spring semesters. All new hires will be given the training as well as the exam after hire.

Use of Findings
 

 

Timeline for 2010-1011

Go to Top

Due dates

Activity

Participants

October 28, 2010

Learning outcomes fall workshop

Learning Outcomes Committee

Managers and staff from Student Services Departments

Division of Student Services Leadership

November 8, 2010 Draft of student learning outcome statement s) by department Managers and staff from Student Services Departments

November 15, 2010

Learning outcome statement finalized

Learning Outcomes Committee

Managers and staff from Student Services Departments

December 16, 2010

Edited versions posted to CSULB Assessment Website

Learning Outcomes Committee

March 11, 2010 Student learning outcome(s) status report

Learning Outcomes Committee

Managers and staff from Student Services Departments

May 20, 2011

Student learning outcome findings posted to CSULB Assessment Website

Learning Outcomes Committee

Managers and staff from Student Services Departments

August 19, 2010 Use of findings posted to CSULB Assessment Website

Learning Outcomes Committee

Managers and staff from Student Services Departments

Go to Top