Student Achievement Assessment Committee

Learning Outcomes Assessed this Year:

The learning outcomes for the UNIV 100 – University Success course are:

• Gain an understanding of the learning traditions and resources of Bowling Green State University.
• Actively participate in co-curricular learning experiences affiliated with a variety of BGSU programs and services.
• Develop intellectual, personal, and social skills that will assist in future semesters at BGSU and beyond.
• Develop skills in preparation for their future roles of productive employee and citizen.

The learning outcomes for Orientation & Registration are:

• Acknowledge Bowling Green State University’s academic expectations and the responsibilities of joining a learning community.
• Develop relationships with peers, faculty, and staff.
• Discuss the complex transitions and changes associated with the collegiate experience.
• Identify resources, services, and technology available at Bowling Green State University.
• Foster affirmation and pride in the choice to attend Bowling Green State University.

The learning outcomes for the Welcome Program are:

• Engage in discussions and activities that assist with the transition to college life and foster a desire for academic success.
• Acknowledge Bowling Green State University campus culture and tradition.
• Build upon relationships established during the Orientation & Registration program and have the opportunity to further develop relationships with faculty, staff, and other new students.
• Learn how to effectively use campus resources and services.
• Introduce in-class and out-of-class involvement opportunities.

The learning outcomes for the First Year Success Series are:

• Engage in discussions and activities that assist with the transition to college life.
• Learn how to effectively use campus resources and services.
• Introduce in-class and out-of-class involvement opportunities.
• Investigate transition issues throughout the first semester (i.e. advising, test taking tips, registration, time management, conflict management, etc.) in order to positively impact student success and retention.

Assessment Methods and Procedures:

UNIV 100 – University Success course

In Fall 2004, all sections of UNIV 100 completed The First Year Initiative (FYI) benchmarking instrument. This survey was developed through a partnership between the Policy Center on the First Year of College and Educational Benchmarking, Inc., with support by a grant from The Pew Charitable Trusts. This is the fourth year that BGSU has participated in the first benchmarking process specifically designed to compare student learning and satisfaction outcomes across variations of first-year seminars. The process included the administration of an on-campus survey and a reporting procedure that allows institutions to benchmark outcomes against self-selected peer institutions.

Instructors and peer facilitators provided written feedback on their teaching experience, the course content, and the support provided by the staff in Orientation & First Year Programs.

Instructors evaluated the performance of their peer facilitator and provided feedback on the established competencies.

Journals, reflective papers, and/or scrapbooks are collected from students throughout the semester to assess their transition to the first semester of college, their reaction to the course, and their overall BGSU experience. Information collected allows the instructor to make appropriate course changes and address student issues one-on-one.

Most classes distributed a mid-course assessment to determine the extent in which the class is meeting the needs of the students and the determined course objectives. Information collected allows the instructor to make appropriate changes to the course in response to the feedback provided.

Incorporated a common reading assessment into the FYI survey administered in all sections of UNIV 100.

Orientation & Registration and Welcome Programs

June 2004
• Evaluation of Orientation Leader Training by Orientation Leaders
• Evaluation of Orientation Leader Training by Orientation & Registration Staff

July 2004
At the conclusion of each Orientation & Registration session:
• Evaluation of Orientation & Registration by students
• Evaluation of Orientation & Registration by family members

At the conclusion of the entire Orientation & Registration program:
• Evaluation of Orientation & Registration by Orientation Leaders
• Evaluation of Orientation & Registration by BGSU campus participants
• Evaluation of Orientation & Registration by Orientation & Registration staff

In addition to post Orientation & Registration evaluations:
• Post-Evaluation of Orientation Leader Training by Orientation Leaders
• Post-Evaluation of Orientation Leader Training by Orientation & Registration staff
• Orientation Leader Self-Assessment of skills developed during Orientation Leader Training and through participation in the Orientation & Registration Program

August 2004
• Orientation & Registration staff self-assessment
• Evaluation of Welcome sessions by student participants

September 2004
• Gathered feedback from Resident Advisors and Orientation Leaders on Welcome programming and its impact on new students

October 2004
• Post-evaluation of Orientation & Registration sent to 1,000 randomly selected families who attended the program to determine how they used the information presented
• Focus groups with first semester students to gain feedback on their experiences at Orientation & Registration and Welcome Programs and their applicability during the first semester

December 2004
• Orientation Leaders wrote a reflective essay defining and assessing skills developed as Orientation Leaders and their transferability to their major/intended occupation

First Year Success Series

At conclusion of each workshop, students complete a brief evaluation that asks them to comment on what they identify as the major point of the session and how it relates to them, what information was most valuable, and what about this topic remains unanswered. In addition, they are asked to reflect on the content of the session and how it relates to their experience at BGSU. An online survey was also sent to program participants mid-semester and at the end of semester to gauge student response to the workshop topics and presentations. Presenters were also asked to provide feedback at the end of the semester regarding program logistics and suggestions for the future.

Inferences from Assessments:

UNIV 100 – University Success course

Students responded most positively to the following aspects of UNIV 100:

• The course improved presentation skills.

• The course encouraged students to work together.

• The course encouraged students to speak in class.

• The course increased understanding of how to obtain academic assistance.

• The course improved abilities to establish personal goals.

• The course improved the ability to deal with stress.

• The course improved the understanding of academic honesty.

• The course improved efforts to get to know students in my class.

• The course improved the understanding of the role of the academic advisor, academic probation policies, and registration procedures.

• The course improved the understanding of health and wellness issues including alcohol and drug use, sexual issues, and the impact of exercising regularly.

• Instructor enthusiasm, availability, approachability, preparedness, teaching methods, and organization were consistently rated extremely high. While generally few concerns about the course or its content were indicated, it is important to note that the students’ view of the effectiveness and relevance of the course readings decreased from Fall 2003 to Fall 2004. The Common Reading Experience, The Things They Carried, was not well received by students, as well as instructors. It was difficult to incorporate the book into UNIV 100, because it did not have a direct link to the course content. In Fall 2005, the Common Reading Experience will be utilized in the course, but the decision has been made to go back to a more traditional textbook that better supplements the course and the intended learning outcomes. Instructors are pleased with this change, and look forward to using Step by Step to College and Career Success by John Gardner and Jerry Jewler in Fall 2005.

Orientation & Registration

General Observations from Student Evaluations

Breakout Groups/Sessions: Students commented on the effectiveness of their breakout groups. They found the information discussed helpful in preparing for the collegiate experience at BGSU. The small group interactions allowed them to become acquainted with other new students.

Orientation Leaders: Students commented on the effectiveness of the Orientation Leaders and found it very beneficial to speak with current students about the collegiate experience and possible transition issues. The Orientation Leaders did a good job in facilitating student-to-student interaction, while disseminating information.

Academic Advising: Students indicated that their individual meetings with advisors prepared them for online course registration. Advisors were efficient in answering questions regarding courses and major requirements. Students stated they were less confused about registration after these interactions.

Academic Meetings: Students commented on the effectiveness of meeting with their individual college and appreciated receiving more specific information related to their course of study.

Registration: Students commented on the effectiveness of the registration process in obtaining their fall courses. The online course registration process was seen as a relatively smooth experience and Registration & Records staff was found to be very helpful with this process.

Meeting Other New Students: Students indicated that the opportunity to meet other new students and stay in the residence halls was an important part of the Orientation and Registration process. Many mentioned that meeting other new students made them feel more comfortable about returning for the start of the semester. Quality of the Staff: The majority of student comments were directed at the effectiveness of the Orientation and Registration staff, including orientation leaders, academic advisors and others associated with the program. Students enjoyed the Orientation Leaders’ enthusiasm and the assistance that they provided to students, as well as their approachability.

College Preparation: Student comments centered on the informative nature of the Orientation and Registration program. They found the information provided during the program to be very helpful in preparing them for BGSU and expressed excitement about attending BGSU after completing Orientation and Registration.

Organization: Students expressed satisfaction with the overall organization of the program.

Student Suggestions/Recommendations

Morning Welcome: Students frequently commented that they found the opening session “boring” and felt that similar information was repeated throughout the day. They clearly would prefer more engaging speakers.

Videos: Students indicated that they watched a lot of videos throughout the day and felt that some content was repetitive.

Q and V Skit: Students found the skit to be confusing and were unsure of how to utilize the information presented. They also commented on the poor quality of the skit.

Program Length: Students commented on the length of the Orientation and Registration Program. They felt that in particular the first day of the program was too long.

Breakfast: Students suggested that breakfast be added on Day 2 of the program.

Social Activities: Students suggested including more activities in the program that would provide more opportunities for interaction between new students.

Residence Hall Tours: Students would like the opportunity to view their assigned residence hall and room.

More Time for Questions: Students commented that it would be helpful to include more time for questions. These comments included time with their Orientation Leader and academic advisor, as well as for general campus life issues.

“Nothing”: An overwhelming number of student responses indicated that they would not add anything else to the schedule.

General Observations from Family Evaluations

Academic Meeting: The majority of the comments from the family evaluations focused on the specific college advising that their student received. Participants were pleased with the overview of academic information presented and the responses provided for student and parent questions.

Parent Programs: Participants remarked that they enjoyed both Parents Perspectives and Coffee & Connections. Both programs provided them with opportunities to have questions answered and gained information about pertinent areas. However, some parents also commented that it was difficult to hear at times during Coffee & Connections and perhaps a different setting should be used in the future.

Orientation Leaders: Family participants commented that the Orientation Leaders were extremely helpful throughout the Orientation and Registration process. They were impressed with their enthusiasm and commented on the effectiveness of the information they provided.

Program Organization: Participants stated that they were pleased with the overall organization of the program.

Staff: Family participants were impressed with the quality of the staff - orientation leaders, professional staff, and faculty. They enjoyed the Orientation Leaders' enthusiasm throughout the day, their knowledge of the campus, and the professionalism of the entire staff.

Information: Program participants were satisfied with the information presented on both student and academic support services and felt that participation in Orientation eased their concerns of sending their student to BGSU.

Family Suggestions/Recommendations

Repetition of Information/Program Length: Family members expressed that the program could be condensed into a one-day program. The family participants commented that the information given in many of the presentations was repetitive.

Accommodations: Some participants expressed dissatisfaction with the program accommodations in McDonald Hall due to lack of air conditioning.

Breakfast: It was suggested that breakfast be provided or that written materials indicate that breakfast would not be made available.

Financial Aid/Bursar: It was noted that opportunity to interact with Financial Aid and the Bursar on Day 2 was disorganized.

Advising/Registration: It was suggested that more time be available during advising appointments, as well more assistance with the course registration process. Many expressed confusion over Q & V courses.

Campus Tours: Some family members requested campus tours or more time for campus tours. A campus tour is currently offered to participants on Day 1, so promotion and timing may need to be reviewed.

More Small Group/Breakout Sessions: Program participants expressed an interest in more small group sessions dealing with topics including student health information, campus safety, and alcohol.

Activities: Family participants expressed a need for their students to have more activities to partake in during the day and at night. The emphasis of their comments was on the evening activities.

General Observations from the Campus Community

• Students and parents seemed very pleased with their Orientation & Registration experience. Many commented that the program was organized and staff members were very helpful.
• Online resources were excellent and were found to be helpful when working with students. Consider sending notification to campus offices as to when the Orientation materials are available via the Orientation & First Year Programs web site.
• Consider making Orientation & Registration a one-day program. However, it was also noted that a shorter program would have less impact.
• Day 2 interest sessions were not well attended and some felt that they are not worth repeating in the future.
• Academic information throughout the program has improved and seems to be hitting the mark with students and family members.
• Student Financial Aid would like to expand the number of staff members in the Multi Purpose Room each day.
• Consider expanding the time available for Bursar and Financial Aid presentations.
• Enhance the Academic Advising video by making it more realistic, less scripted.
• Consider combining Focus on Campus Life and Coffee & Connections.
• The Orientation Leaders were representative of BGSU students and were very impressive.
• Consider adding more days to the Orientation schedule to reduce group size each day.
• Review how the Multi Purpose Room activities are listed on the schedule. This area may appear to be optional.
• Encourage faculty who present the opening session to focus their comments on the students and the students’ collegiate experience. Their comments should not include a list of their credentials.

General Observations from Student Orientation Leaders

• Orientation Leaders noted that training was organized, well planned, and prepared them to not only be familiar with the program, but to answer questions and feel confident about their responsibilities. However, most felt that they needed more information regarding the status of on-campus housing, BGeXperience, and Q&V courses.
• They enjoyed working with first year students, their families and the entire Orientation staff, as well as participating in the dinner show. Working at the information tables on Day 2 was their least favorite responsibility and many noted that some work shifts/work days were long. Group dynamics amongst some Orientation Leaders and living in McDonald East were also concerns for some members of the group.
• They indicated the position improved their leadership, public speaking, team building, and organizational skills. They also increased their knowledge of the University and its resources, while building connections with other students, staff, faculty and administrators.

Welcome Program

The most common theme identified in the student responses was that new students enjoyed attending the large events to meet people and connect with the campus. Students enjoyed the programs that allowed them to socialize and make friends as well, as the food and prizes that were available.

When asked what type of events and programs new students would like to see added to the Fall Welcome program, most students liked the events that were already in place. Suggestions for additional programs include games such as “Fear Factor” and “Who Wants to be a Millionaire”, larger scale events such as big name concerts – musicians as well as comedians, intramural sporting events and tournaments, and tours of the campus as well as specific facilities (i.e. library, rec center, study labs, etc.) Students also mentioned that some of the more popular events should be offered more than once so that everyone can attend.

The information gathered in response to Fall Welcome 2004 will be used as the staff in Orientation & First Year Programs develops plans for 2005 and beyond, as well as in conjunction with the Fall Welcome Committee that is comprised of key programming areas from across campus.

First Year Success Series (FYSS)

Student response to the workshops they attended through FYSS was positive. However, it may be more helpful to ask more targeted questions in the workshop evaluations about the presentations in the future, as their responses lend little input as to possible improvements for the future. Students did appreciate that many of the presentations were held in residence halls, as this made the workshops easy to access. They also provided ideas for topics to be covered in the future, and this feedback has been incorporated into Fall 2005 planning.

Actions Taken/Program Improvements:

UNIV 100 – University Success course
• Gathered feedback from UNIV 100 instructors and peer facilitators at the end of their teaching semester. Information gathered was used when reviewing course content, developing instructor development sessions, and revising the online Instructor Resource Manual for Fall 2005.

• Course evaluations and analyses of enrollment patterns have been used to modify course content and enhance instructor development sessions.

• Regularly gathered feedback from UNIV 100 instructors and peer facilitators participating in spring instructor development sessions to address immediate and long-term training needs.

• Secured new resources focusing on academic success that instructors can use in the classroom.

• In preparation for fall semester, workshops were held for peer facilitators and course instructors. Topics covered in the workshops included: Syllabus development, campus and classroom resources, classroom management, first year student issues, course readings, web applications, and active learning techniques.

• Selected a new textbook for the course that better focuses on the learning outcomes of the course. In Fall 2005, all sections will use Step by Step to College and Career Success by John Gardner and Jerry Jewler.

Orientation & Registration
• Reviewed the length of the program and continue to streamline the content.

• Increased faculty participation during the Orientation & Registration Program.

• Expanded academic programming during the Orientation & Registration Program.

• Continued to review the timeliness of the information presented and the readiness of students and their families to process the information presented throughout the program and made the appropriate changes.

• Focused on consistent messages throughout the program with regard to academic and community expectations.

• Implemented a revised online writing placement test in Spring 2005.

• Revised Focus on Campus Life session to provide more directed discussion prompts for parent discussion groups.

• Developed the Orientation Team Leader position to enhance the leadership opportunities for returning Orientation Leaders and better manage the Orientation & Registration Program.

Welcome Program
• Expanded the Fall Welcome Committee membership to include more integral programming partners.

• Extended the length of Fall Welcome 2005 and expanded late night programming options.

• Increased collaboration with the Office of Residence Life through Resident Advisor and Orientation Leader partnerships during Fall Welcome.

First Year Success Series
• Expanded the First Year Success Series to include all first year residence halls, UNIV 100 classes and Springboard classes.

• Expanded communication with students throughout their first year via MyBGSU web portal.

• Incorporated programming resources from key areas on campus including the Counseling Center, Campus Involvement, Career Center, Greek Affairs, Residence Life, BGeXperience, and Recreational Sports.

• While residence hall sites are popular, a few more sessions need to take place in more public settings such as the Bowen-Thompson Student Union. While the residence hall settings are open to all students, commuters often felt uncomfortable trying to navigate the halls.

During the 2004-2005 academic year, the following evaluation and assessment initiatives were completed in Orientation & First Year Programs. Detailed reports are available for review.

• Evaluation of Orientation Leader Training by Orientation Leaders and Orientation & Registration Staff

• Evaluation of Orientation & Registration by Students & Family Members

• Evaluation of Orientation & Registration by Orientation Leaders, BGSU Faculty & Staff Participants, & Orientation & Registration Staff

• Post-Evaluation of Orientation Leader Training by Orientation Leaders and Orientation & Registration Staff

• Orientation Leader Self-Assessment of skills developed during Orientation Leader Training and through participation in the Orientation & Registration Program and their transferability to their major/occupation and other leadership opportunities

• Post-evaluation of Orientation & Registration sent to randomly selected families who attended the program

• Welcome Program feedback gathered at each event, as well as follow-up data from Resident Advisors and Orientation Leaders

• Focus groups with first semester students to gain feedback on their experiences at Orientation & Registration and Welcome Programs and their applicability to the first year of college

• First Year Initiatives Benchmarking Survey in all UNIV 100 classes

• Peer Facilitator and Instructor feedback and self-evaluation process

• Common Reading Experience feedback gathered in all UNIV 100 classes

• UNIV 100 Instructor and Peer Facilitator training feedback

• First Year Success Series evaluations distributed at the end of each workshop, as well as a follow-up online survey sent to participants at the middle and end of fall semester