2018-2019 Annual Report – Student Affairs Success Initiatives

• For the 2019-2020 academic year, approximately 80 new students will join SASI.
• The SASI program is founded on three pillars: intervention, identifying needs and intrusive advising.
• For the 2018-2019 academic year, we graduated 8 students through our program.
• SASI collaborated with the Student Experience Center, Chancellor’s Leadership Corps, and Charles W. Donaldson Scholars Academy to host UA Little Rock’s 2nd annual WorldFest. This year’s fest served over 500 UA Little Rock students, staff, and faculty members.
• SASI assisted the campus through numerous events such as Trojan Daze, Welcome Back Week, Pancake Breakfasts, Trojan Homecoming, WorldFest, and Summer Bridge Academy.

Type of assessment (learning outcome or operational)

Operational

Activity or experience being assessed

CWDSA/UA Little Rock Summer Bridge Academy

Assessment artifacts

Survey

SASI collaborated with the Charles W. Donaldson Scholars Academy to develop and execute the 2019 Summer Bridge Academy. This assessment assessed what each student has completed in order to be fully registered for the upcoming academic year.

Throughout the three week summer program, student mentors, staff, and instructors work with students to familiarize them with the various processes of attaining a higher education. At the end of Summer Bridge Academy, we had students fill out a survey to track each student’s level of progression to be fully prepared for the academic year.

Time period assessment was done

June 2019

Results

The survey results gave us a great gauge of where each student is in their registration process. Most first generation students feel overwhelmed with the lengthy, convoluted process of fully enrolling into college. There seems to be a trend of students that do not realize the need of meeting with their academic advisor and the importance of the next step, class registration. The second important trend is addressing the housing and meal plan.

SBA Handle All Business Survey Results

• • Have you been admitted to the college you plan on attending?
    • 37 – Yes
    • 7 – No
    • 7 – I’m not sure.
  • Have you completed ALL PARTS of the FAFSA (Free Application for Federal Student Aid) and submitted it?
    • 35 – Yes
    • 10 – No
    • 14 – I’m not sure.
  • Have you been advised for the fall semester?
    • 32 – Yes
    • 17 – No
    • 10 – I’m not sure.
  • Have you registered for classes in the fall?
    • 19 – Yes
    • 37 – No
    • 3 – I’m not sure.
  • Have you put in a housing application & paid your deposit?
    • 9 – Yes
    • 27 – No
    • 23 – I’m not going to live on campus.
  • If you have a car, have you gotten your vehicle permit?
    • 10 – Yes
    • 44 – No
    • 5 – Don’t need one.
  • Have you signed up for a meal plan?
    • 8 – Yes
    • 38 – No
    • 6 – I’m not sure.
    • 7 – Don’t need one.
  • Have you secured your scholarships?
    • 25 – Yes
    • 14 – No
    • 20 – I’m not sure.
  • Have you taken a campus tour?
    • 40 – Yes
    • 19 – No
  • Have you attended orientation for the school you plan on attending?
    • 16 – Yes
    • 43 – No
  • Have you applied for the Academic Challenge Scholarship?
    • 29 – Yes
    • 30 – No
  • What college do you plan on attending?
    • 39 – UA Little Rock
    • 3 – Philander Smith College
    • 10 – UA Pulaski Technical College
    • 1 – Grambling State University
    • 1 – Arkansas State University
    • 1 – Arkansas State University or UCA
    • 1 – Henderson State University
    • 1 – Lake Michigan College
    • 2 – Undecided
  • Is there anything you have a question regarding college?

* Answers varied from work study questions to roommate requests

(The data sets only include those students who remained in the program with no excessive absence. There were 59 total responses but some students did not answer all questions.)

Continuous improvement process

The numerical figures are also used as a tool to anticipate what areas students have a lack of understanding of and how to address the method of communication with future incoming classes. We can then take the areas we see as most confusing or convoluted and ensure we present the information in a more clear and concise manner for the next program while the students are on campus with us during the program. Specifically the following areas: earlier FAFSA support and class registration process completion.

By taking this information, we can reach out to students within the following week or two to provide them with the catered information to ensure that they complete their registration before classes start. Many times students receive an overwhelming amount of information, some of which they have already addressed and resolved. By providing a catered informational call or email, the student does not have to dig for the information that pertains to them currently.

Cutting down on the mountain of information helps students better understand what is left on their personal checklist. Assuring students have gone down their checklist, we cut down on student issues regarding housing/meal plan arrangements, dropped classes, and last minute tuition payments.

WHEN:

August 2019 – staff and student mentors reach out and assist students to handle any unfinished business

June 2020 – staff revisits the survey results when planning the next SBA programming

Stateholder involvement / Communication plan

The results have been curated into a report to provide an accurate representation of recruitment and retention efforts.

Type of assessment (learning outcome or operational)

The plan was to assess student learning. However, the survey was created by Student Experience Center an only operational questions were asked.

Activity or experience being assessed

Offer leadership institute to all students interested in leadership growth.

Student leaders from across the campus were invited to attend the Student Leadership Retreat. Students from different departments and scholarship programs attended. At the retreat, staff and graduate assistants provided different presentations in a workshop style manner and ended the retreat with a hands-on team activity.

The presentations include: Be the Change You Want To See: Leadership Defined through Social Change (impact of social change and leadership), I’m Not a Role Model! Am I? (active v. passive role model), Followership, Event Planning 101 (UA Little Rock’s re-designed campus event process tutorial), Organization Station (productivity and time management), Positivity = Productivity (the impact of attitude), Understate Change and Impacting Your Campus Community (student control and influence on an evolving campus).

For the team activity, each team was given an envelope containing instructions to plan an event. They were given their assignments at random; each envelope contained 1 of 4 university focuses: recruitment & retention, diversity & inclusion, collaboration & communication across departments/organizations, and personal development & growth. They were also given a budget, varying from $50-1,000.

At the end of the retreat, we had students reflect on the presentations, activity results, and the retreat overall. We provided students an anonymous survey so they could express how they felt they took away, or did not take away, by attending the retreat.

Assessment artifacts

Survey

Time period assessment was done

August 2018

Results

The Student Leadership Retreat Evaluation was a self-reported evaluation. The evaluation assessed inclusivity, interpersonal opportunity, leadership development, project initiative, hands-on application, academic/professional efficiency, task simplifying skills, and overall professional development.

The survey questions were formatted to be answered on a 1-5 scale with 5 being the best/high level and 1 being the worst/low level. The staff averages for all 10 questions were consistently 3 or above. The three highest rated statements were: “I felt involved in the retreat” “I was comfortable performing all the activities”, and “The retreat was an opportunity to meet and discuss ideas with student leaders.”

Questions Assessed & Average Score:

• 4.65 – I was comfortable performing all of the activities.
• 4.35 – The activities helped me get to know other participants.
• 4.26 – The activities were fun/enjoyable.
• 4.52 – The information learned here is useful to me as a student leader.
• 4.55 – The information was presented in a clear and concise manner.
• 4.61 – The retreat was an opportunity to meet and discuss ideas with student leaders.
• 4.48 – The sessions were informative.
• 4.71 – I felt involved in the retreat.
• 4.23 – I will recommend to future leaders to attend.
• 4.42 – Overall Rating

Because the Student Leadership Retreat Evaluation was an anonymous evaluation, we were able to gauge what students truly thought of the retreat and their takeaway. The reason for conducting a self-reported survey rather than a peer or superior evaluation is that by allowing students to evaluate anonymously you get a true expression of their thoughts rather than an answer they expect us to hear. It also provides the student an opportunity to express any dissatisfaction without fear or repercussion or any other negative response.

The evaluation scores were quite close. The data reflects students finding this retreat as slightly more beneficial informationally than as a chance to build better connections across organizations or departments. The students did see some beneficial leadership development in themselves as well.

Continuous improvement process

By sharing this information with future student leadership retreat planning committees we allow for better results by adjusting and improving the programming provided to fill and satisfy student needs/wants.

WHEN: August 2020

Stateholder involvement / Communication plan

The results and impact will be shared in UA Little Rock’s Annual Report. The results will also be shared with future student leadership retreat planning committees.

Type of assessment (learning outcome or operational)

Operational

Activity or experience being assessed

For the 2018-19 year, the Student Affairs Success Initiatives procured 6 student mentors for incoming, first-time freshman students. These student mentors went through a two-day training before the fall semester started as well as a refresher training day at the beginning of the spring semester. This survey was taken at the end of the fall semester to ensure their training provided before they took on the role as mentor was proper and adequately covered obstacles they faced with their students and/or address any unaddressed issues before the start of the spring semester.

Assessment artifacts

The SASI Mentor Fall ‘18 Assessment Survey was a self-reported survey. The survey asked mentors to evaluate each presentation topic as most beneficial and/or most engaging as well as providing any suggestions for topics they wished we discussed.

The survey questions were formatted to be answered as a “check all that apply” when asking which topics were most beneficial and most engaging.

The three top answers for most beneficial training topic addressed were as follows: Be the Model (mentor role and expectations), Develop & Manage (how to maintain the mentorship), and Diversity & Inclusion Today & Tomorrow (viewing of BlackkKlansman and discussion of its relevance in today’s society and campus culture).

They were also giving an open text box to provide any additional training topics they felt would have better prepared them for their role as a student mentor. They were also asked to rate they experience as a SASI mentor.

Time period assessment was done

May 2019 survey reflecting over the 2018-19 academic year

Results

SASI mentor training was overall successful as the mentor’s experiences were generally on the positive side. However, some mentors seemed to find the Be the Model segment the most beneficial to prepare them for their mentor role but most found that the segment lacked the engagement piece. This applies to the Develop & Manage Segment as well. Being that these two segments are crucial to training, these two segments will need to be redesigned to be more engaging or memorable.

The Diversity & Inclusion segment was a perfect success rate. Although the numbers reflect that 3 of 6 mentors found that segment both beneficial and engaging, only 3 of the mentors participated in full segment (day 1 evening film, day 2 morning discussion). This approach was a success and students that were able to participate unanimously approved of the means in which we hosted this topic.

Questions Assessed & Average Score:

What training segment(s) did you find most beneficial?

• 2/6 – Introductions: ice-breakers, personality test, team activity
• 5/6 – Be the Model: mentor role and expectations, do’s & don’ts of mentoring
• 4/6 – Develop & Manage: how to maintain the mentorship, when to ask for help, how to help
• 2/6 – Teach: approaching the mentee’s academic/personal crisis, “What would Judy do?” activity
• 1/6 – Sponsor Growth: promote academic, personal, and professional growth
• 3/6 – Diversity & Inclusion: viewing of BlackkKlansman and discussion of its relevance in today’s society and campus culture

What training segment(s) did you find most engaging?

• 4/6 – Introductions: ice-breakers, personality test, team activity
• 1/6 – Be the Model: mentor role and expectations, do’s & don’ts of mentoring
• 0/6 – Develop & Manage: how to maintain the mentorship, when to ask for help, how to help
• 0/6 – Teach: approaching the mentee’s academic/personal crisis, “What would Judy do?” activity
• 1/6 – Sponsor Growth: promote academic, personal, and professional growth
• 3/6 – Diversity & Inclusion: viewing of BlackkKlansman and discussion of its relevance in today’s society and campus culture

Rate your overall experience as a SASI mentor.

• 0 – 1: It was a very unpleasant experience.
• 0 – 2: It was a bad experience.
• 1 – 3: It was alright.
• 2 – 4: It was a good experience.
• 3 – 5: It was a wonderful experience.

Continuous improvement process

Be the Model segment and Develop & Manage segment will be redesigned to be more engaging or memorable.

By sharing this information with other student mentorship coordinators, the results will help prepare and develop student mentors who in turn fill and satisfy student needs/wants of incoming, first-time freshman students.

WHEN: August 2019

Stateholder involvement / Communication plan

The results and impact will be shared in UA Little Rock’s Annual Report. The results will also be shared with other mentorship coordinators.