2013 assessment 2014 - student affairs...effectiveness during the 2013-2014 year . our assessment...

Assessment highlights

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Table of ConTenTs

FAC I L I t I e s s e R V I C e s

Housing Support Survey . . . . . . . . . . . . . . . . . . . . 4

Annual Student Art Show . . . . . . . . . . . . . . . . . . . 4

Construction Waste Management Data . . . . . . . 5

Upholstery & Furniture Repairs . . . . . . . . . . . . . . 5

Assessment Process . . . . . . . . . . . . . . . . . . . . . . . . 2

Excellence in Action . . . . . . . . . . . . . . . . . . . . . . . . 2

Mission & Objectives . . . . . . . . . . . . . . . . . . . . . . . 3

Tar Heels Talk Back . . . . . . . . . . . . . . . . . . . . . . . . 3

O R G A n I Z At I O n A L e F F e C t I V e n e s s

Diversity in Hiring . . . . . . . . . . . . . . . . . . . . . . . . . 6

Diversity and Inclusion Development Plan . . . . 7

Summer Conference Client Study . . . . . . . . . . . . 7

Upper Class Student Re-contracting in First Year Experience Buildings Study . . . . . . 8

Website Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

s t U D e n t - C e n t e R e D L e A R n I n G

Residence Hall Association . . . . . . . . . . . . . . . . . 10

Student Staff Training . . . . . . . . . . . . . . . . . . . . . 11

Multicultural Advisors . . . . . . . . . . . . . . . . . . . . . 12

NASPA Consortium Study . . . . . . . . . . . . . . .13-15

The First-Year Experience . . . . . . . . . . . . . . . .15-16

s tA F F e n G AG e m e n t

Professional Staff Engagement Survey . . . . . .17-18

Welcome

Assessment in the UNC Chapel Hill Department of Housing & Residential Education focused on student learning and satisfaction, as well as organizational

effectiveness during the 2013-2014 year . Our assessment efforts informed our practice in numerous ways, including:

¡ Identifying student satisfaction rates with regard to work requests .

¡ Continuing to divert waste from landfills and focus on our sustainability efforts .

¡ Recognizing student needs around the DHRE website .

¡ Articulating student competency development as a result of their participation in the Multicultural Advisor program, Student Staff Training, serving on the Residence Housing Association, and working as Resident Advisors .

¡ Establishing a benchmark for our programs and services, including cultivating inclusive environments, through participating in the NASPA Consortium Study .

¡ Focusing on the engagement of our staff in DHRE .

This publication tells the story of a few of our many accomplishments throughout the 2013-2014 year and represents the significant time and energy our team attributes to creating a positive and educational experience for our students . I hope you will enjoy the highlights, learn something new about our students, and celebrate the work of our departmental staff members .

None of the assessment efforts this year would have been possible or successful without your dedication, enthusiasm, and genuine desire to continue to be the best at what we do .

Additional thanks go to Paige Abe, Alexa Wood, Sarah Hoffarth, Michael Cherry, Hallie Kloots, CJ Jackson, Andrea Becker, Jess Evans, Debbie Bousquet, Krista Prince, Sarah Rowe, Josh Ferrari, Jack Vitaliz, and Nicole Ponticorvo for their countless hours of data collection, analysis, and reporting . Thank you each for your dedication and enthusiasm for assessment work .

Thank you,

Ciji A . Heiser

Coordinator for Assessment Department of Housing & Residential Education University of North Carolina at Chapel Hill

U n C H O U s I n G & R e s I D e n t I A L e D U C At I O n | PAG e 1

Cover photo by Susan Rhody.

A s s e s s m e n t P R O C e s s

D e PA R t m e n tA L AC H I e V e m e n t s

The purpose of assessment in DHRE is to improve our prac-tice, demonstrate student learning, share our story, facilitate and encourage data-driven decision making and planning, as well as to collect and analyze data in an ethical and inclusive way .

To this end, the Assessment Committee works to cultivate and communicate information that informs our practices to bet-ter serve our student population through comprehensive and inclusive assessment, evaluation, planning, and professional development . To accomplish this, we focus on:

¡ Demonstrating student learning and success through Excellence in Action .

¡ Establishing benchmarks for organizational effectiveness .

¡ Disaggregating data to better understand the impact of DHRE on all of our students .

¡ Providing professional development opportunities around assessment .

¡ Fostering a culture of evidence in DHRE .

¡ Facilitating purposeful and thoughtful assessment and the completion of the assessment cycle .

¡ Sharing our data in engaging ways with internal and external partners .

2013 - 2014 A s s e s s m e n t H I G H L I G H t s | PAG e 2

Design, Facilitate,Implement

Programs and Services



IdentifyAssessment

Methods

Collect and Analyze

Information

Share (Reporting and

Executive Summary)

ImplementChanges

(Action Plan)MISSION

ACADEMIC PLAN

STUDENT AFFAIRSSTRATEGIC PLAN

IdentifyInitiatives,

Re�neKnowledge



Figure 1. the Assessment Process

P Launching the First Year Experience Program

P Ongoing sustainability initiatives

P Diversity & Equity Professional Development Plan

P Professional Development Newsletter

e XC e L L e n C e I n AC t I O n

EIA outlines a comprehensive approach to

support students in achieving a core set of 21st century skills or competencies .

Mission sTaTeMenT

Excellence in Action (EIA) is a framework designed to help students track and reflect on meaningful experi-ences to foster their learning and success at and after Carolina .

Goals

Goal 1: To facilitate intentional student engagement across the University to support the development of Dynamic Learning, Honor, Personal Responsibility, and Community Engagement .

Goal 2: To engage students in the process of building a co-curricular transcript to organize, contextualize, and make meaning of diverse learning experiences .

Goal 3: To help students integrate knowledge and skills in the fulfillment of responsibilities and the realization of current and future endeavors .

Goal 4: To partner with students as leaders to translate programmatic engagement

into a demonstration of competency develop-ment in their personal and professional lives .

PAC k AG e C e n t e RThe total number of packages processed in Spencer & Morrison Package Centers from August 13, 2012 – April 27, 2013 is 114,543 . This is the first year over 100,000 packages have been processed in an academic year .

Tar Heels Talk Back is a branding cam-paign designed to share assessment results and data-driven responses in a creative

and eye-catching way . Tar Heels Talk Back communicates to stakeholders that their feedback has been heard and will be used to drive decisions .

Data is shared through Tar Heels Talk Back electronic bulletin boards, postcards, community newsletters, emails, publica-tions, social media and other imaginative and resourceful channels .

Tar Heels Talk Back is used at the point in the Assessment Cycle after the results have been analyzed, reported and used to develop an action plan . The primary function is to share what we learn as a result of assessment and communicate how a department uses that knowledge to engage in best practices and continuous improvement .

Mission & Objectives

The Assessment Committee strives to cultivate an environment of informed ethical practice, with emphasis on student learning, continuous improvement and accountability in support of the mission and goals of the Department of Housing & Residential Education.


As UNC Student Affairs endeavors to align our programs with student competency development, assessment is used to measure the depth and breadth of the student learning experience . Student Affairs competencies are grouped into four areas: Dynamic Learning, Honor, Personal Responsibility and Community Engagement .

Throughout this report, you will see areas where we have measured student competency development noted by the icons in Figure 2 . In addition to the competencies, assessments connected to key aspects of our mission statement will be noted with icons shown in Figure 4 .

The primary goal of the Committee is to create a comprehen-sive and consistent culture of assessment where we use data, in all its forms, to inform our practice and to ensure student success, self-awareness and satisfaction .

Figure 2. Elements of the UNC student Affairs Excellence in Action student Competency system

Figure 4. Aspects of the UNC Department of housing & Residential Education mission statement featured in assessments throughout this report

Figure 3. the mission and guiding principles for the UNC Department of housing & Residential Education

DYNAMiC lEARNiNg

hONOR

COMMUNit Y ENgAgEMENt

PERsONAl REsPONsiBil it Y

self-Awarenesssatisfactionsuccess

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student

The mission of Housing & Residential Education is tocreate an inclusive on-campus housing environment that promotes:

development · citizenship · involvement · leadership

It was easy to contact and obtain the services of Housing Support. Housing Support responded in a timely fashion to my request. I was treated courteously by the service technician/worker. The work was completed to my satisfaction. The worksite was left neat and orderly.

FALL 20131016 RESPONDENTS

SPRING 2014840 RESPONDENTS

Agree or Strongly Agreewith the statements below.

Agree or Strongly Agreewith the statements below.

87% 91%

faCiliTies seRViCes

Housing Support

b AC kG R O U n D

The idea for the Annual Student Art Show came to life in 2008 . Debbie Bousquet served on the newly formed UNC Student Art Committee alongside students with an enormous passion for art . This passion evolved into the planning of a student art exhibit . Students submitted pieces of art and the committee selected various pieces for an art exhibition .

Among the pieces displayed were photographs, paintings, a mixed media piece and a hand carved wooden wall sculpture . When attendees came through the exhibit, the student artists were present and their excitement was immeasurable .

All of these pieces, with the exception of the wall sculpture, were permanently installed in four of the south campus residence halls . The success of the first exhibition confirmed the need for this to become an annual event .

P U R P O s e & m e t H O D O LO G y

Throughout the year, students submit maintenance requests for their rooms through “Fix My Room .” After maintenance issues are resolved, students receive a survey asking them to rate their experience based on five statements .

k e y F I n D I n G s

¢ Of the 1016 students who responded in the fall of 2013, 87% (or 882 students) agreed or strongly agreed with each of the statements . Last year at the same time, out of 640 students who responded in the fall, 95% agreed with each of the statements .

¢ In the spring of 2014, 840 students responded to the survey and 91% (or 762 students) agreed or strongly agreed with the five statements . Of the 914 students who responded in the spring of 2013, 97% agreed with each of the statements .

¢ In total, 1856 students responded to the survey this year and 89% (or 1644 students) agreed or strongly agreed with each of the statements . This compares to the 2012-2013 academic year when 1554 students completed the survey and 96% agreed .

Figure 5. housing support survey results

s t U D e n t s U R V e y


satisfaction

Annual Student Art Show

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C ARMICHAELCR AIGE

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24

Figure 6. Exhibit locations and submission quantities by year

success

faCiliTies seRViCes

Construction Waste Management Data

Upholstery & Furniture Repairs 2004-2013

Each year as our buildings undergo the perpetual cycle of construction, we work to reduce the amount of waste contributed to landfills . From March to August of 2013, 56 .1 tons were diverted from the landfill after the High Rise Improvements

Project involving Hinton James, Ehringhaus, Avery, Parker, and Teague . In addition to this, 9 .1 tons were diverted from May through August of 2014 from the Avery, Parker, and Teague improvement project .


Over a span of almost 10 years, repairing and reupholstering furniture in the residence halls has saved a total of $312,839 .94 .

tA R H e e L t R e A s U R e

Figure 7. Breakdown of tonnage diverted from landfills through waste management efforts

1512 LAMINATE TOPS 22.1 TONS

420 CAST IRON SINKS

10.4 TONS METALS 8.2 TONS

210 TOILETS6.6 TONS

182 URINALS5.1 TONS

CARPET REMOVAL(RECYCLED) 1.8 TONS

SHIPPING & PACKAGINGMATERIALS 1.4 TONS

2013 56.1 TONS 2014 9.1 TONS

82 TOILETS2.9 TONS

METALS1.6 TONS

164 SINKS4.6 TONS

FURNITURETYPE

QUANTITY

COST OFREPAIRS

TOTALSAVINGS

COST OFNEW

REPLACEMENT

LOVE SEAT CHAIR COUCH CUSHIONS OTTOMAN BED ENDS

16 35 35 190 3 2,853

$7,176 $13,154 $22,550 $1,900 $1,080 $54,264.06

$19,758 $26,126 $115,101 $7,410 $2,064 $242,505.00

$12,582 $12,972 $92,551 $5,510 $984 $188,240.94

Tar Heel Treasure is an opportunity for students to donate unused or unwanted items such as books, school supplies, food, electronics, clothing, and bedding rather than throwing these items away . In 2013, Tar Heel Treasure diverted 11 dumpsters worth of material from the landfill!


During the Spring 2013 hiring process, a number of candidates were offered second round interviews, final round interviews, and/or the opportunity to work in DHRE . Multiple candidates declined the offer or the interview . In an attempt to better understand the interview experience from the perspective of the candidate, a seven question survey was distributed in September and October to 37 people who fit this circumstance, 13 (35%) responded .


¢ When asked to share their interviewing experience, most candidates (75%) provided positive feedback about the interview process, the conversations with staff, and the experience of being on campus .

¢ The top two reasons candidates did not accept a position working for DHRE are that the candidate was made an offer elsewhere (71%) and too much time passed between the second interview and an offer to visit campus (43%) .

¢ The professionals involved in the interviewing process met the following expectations of candidates:

¡ A clear posting of the job description (100%),

¡ A positive SEAHO, TPE, or Skype interview experience (79%),

¡ A positive first round phone interview experience (71%),

¡ Communication with regard to their status in the interview process (57%) .

s U G G e s t I O n s F O R I m P R O V e m e n t

According to responses, the process could improve with regard to:

¢ The timeliness of an on-campus interview offer (50%) .

¢ Communication with regard to their status in the interview process (36%) .

¢ The timeliness of the position offer (21%) .

The interview experience for candidates is positive . Concerns related to timing emerged as the most significant area in which the hiring process could improve .

AC t I O n I t e m s I m P L e m e n t e D

P Develop a clear timeline .

P Search Chairs work with Human Resources Associate to discuss HR checkpoints, such as the

best times to submit the candidate status board .

P Continue marketing and networking efforts at Regional and National Conferences .

I m PAC t

¢ A more timely, seamless process for our candidates:

¡ Our last on campus interview in 2014 happened before our first on campus interview in 2013/2014 .

¡ In 2013, TPE ended March 17th, our First On Campus Interview happened April 16 and the last On Campus Interview happened May 23 .

¡ In 2014, TPE ended March 16th, our First On Campus Interview happened March 24 and the last On Campus Interview happened April 4 .

¢ We have seen a decline in the number of candidates who drop out of the pool or decline .

¡ In 2013, withdraws after second interviews and on campus interviews:

¡ 23 after second interview, 8 after on campus .

¡ In 2014, withdraws after second interviews and on campus interviews:

¡ 2 after second interview, 1 after on campus .

oRGaniZ aTional effeC TiVeness


Diversity in Hiring

Candidates who withdrew after second interview

Figure 8. Impact of Action Items Implemented Following Diversity in Hiring Study

2013

2014

Candidates who withdrew after on campus interview

23

8

2

1

Figure 8. impact of action items implemented following diversity in hiring study

“My visit to Chapel Hill was wonderful, from my arrival to the full tour and meeting the staff, I enjoyed the total visit.”

--Response from survey participant



Diversity and Inclusion Professional Development Plan

I n t R O D U C t I O n

Last year, DHRE launched a Diversity and Inclusion Professional Development Plan, or the Multicultural Competence Professional Development Plan . To gain better perspective on our professional goals, what learning and growth occurred, how our staff use what they learned and if we should continue to use the plan, DHRE distributed a survey to staff . Of the 52 staff who received the sur-vey, 23 started and completed it for a response rate of 44% .


¢ As a department, our goals spanned from broad and open to focused and specific including a range of ideas from attending the two required events to learning more about specific populations on campus . Of the 23 staff that provided feedback on the survey:

¡ 10 wanted to grow and develop,

¡ 8 people sited specific groups or populations that they wanted to learn more about,

¡ Another 8 people wanted to attend events and fill the PD requirements,

¡ And 9 people expressed a desire to learn and grow, but also to engage with others .

¢ 83% said the MCC Professional Development plan helped them grow . Comments indicate:

¡ Having the time, space, and permission was encouraging .

¡ Learning and awareness increased .

¢ As a department:

¡ We learned about our student population and the historical perspective of different populations .

¡ Many of us felt an increase in our own sense

of self awareness, but also awareness of where we are in the south and a sense of history .

¡ Some of us even learned more about the history and culture of UNC .

¢ When asked how staff can apply what they have learned, comments focused on continuing dialogues, increasing awareness, and acting as advocates, allies, and leaders around diversity topics .

¡ Comments around dialogue expressed a desire to talk to others about experiences and encouraging difficult dialogues around topics of diversity .

¡ Comments with the theme of awareness expressed an increased awareness of people and their needs, keeping diversity at the forefront, and challenging ourselves to be more thoughtful and inclusive .

¡ Action oriented comments expressed a desire to want to better serve our diverse student populations, listen more, become better allies, and lead discussions or activities to increase awareness for others .

¢ The following elements of the plan most encouraged growth:

¡ Setting a goal for myself (68%),

¡ Regular updates on the opportunities I could participate in (68%),

¡ Setting action strategies for myself (42%) .

Summer Conferences Client Information Survey


In the summer of 2013, camps and conferences clients participated in a client information survey to provide feedback on our summer operations . A total of 19 clients responded .


¢ Most respondents (90%) reported being

satisfied with communication before and after (89%) the conference .

¢ Clients reported being satisfied that check-in (90%) and check-out (90%) went smoothly .

¢ Overall, most clients (89%) reported being somewhat (21%) or very (68%) satisfied .

74%of respondents support continuing this opportunity as a way to develop our departmentas it relates to multicultural competence

100% of respondents say they would recommend UNC to a colleague or friend as a location to

host their event!



From October 2013 to November 2013, DHRE distributed a survey to 325 sophomore, junior, and senior students who re-contracted for a housing space in First Year Experience residence halls .

The purpose of this survey was to identify why over 300 upper-class students decided in 2012-2013 to re-contract in buildings designated as First Year Experience residence halls for the upcoming 2013-2014 academic year . Out of the 325 students, 98 participated for a response rate of 30% .


¢ The majority of students (81%) who responded to the survey self-selected their room and DHRE assigned 17% of the participants a room .

¢ When asked if the respondents knew certain buildings were designated as First Year Experience for the upcoming year, 65% said yes and 27% said no .

Upper Class Students Re-contracting in First Year Experience Buildings

AC t I O n I t e m s I m P L e m e n t e D

P Cap the number of students who can recontract at 200 students .

P Work with Star Rez and upper class students to be able to select housing with their friends on North Campus .

P Cluster the 200 students who recontract into Manning West .

P Cluster first year students located on North Campus together in Connor to establish a sense of connection with other first years as well as the FYE program .

P Educate first year students about their housing options so they have reasonable expectations for returning to their current space or relocating to NC .

P Continue to engage stakeholders such as Admissions and NSCPP to revisit and clarify topics around the FYE .

I m PAC t

The number of returners permitted to occupy spaces in the First Year Experience buildings was limited to the top two floors of Craige North, around 127 spaces . After reassignments, we opened with 82 returners compared to 325 last year .

Respondents’ second preferences for housing were Ehringhaus (20%), Craige (14%), Manning East (13%), and Manning West (12%).

Figure 9. the top four housing preferences by percentage named as first choice

Craige

20%manning West

27%1

manning east

13%4Hinton James

14%3

2


satisfaction

0 10 20 30 40 50 60 70 80

Apartment-style housing is too expensive

About 30% of students selected “other” as an option and provided open-ended comments focused on building or roomtype such as singles or suite style rooms, working with campus ministry, and the desire to live on South Campus.

Though it would be fun to live with FYE students

Wanted to live in same building as friends

Wanted a larger room

Had a great experience last year

Comfortable in this building

Wanted to live in a suite-style building

33%

39%

42%

48%

51%

60%

68%

Figure 10. top factors influencing students’ decisions to re-contract into their current space



In an attempt to understand what students look for from our website, DHRE distributed a survey to 153 student leaders famil-iar with DHRE programs and services . Of the student leaders surveyed, 29 responded for a response rate of 19% and a comple-tion rate of 100% .


¢ The top reasons students use the website are:

¡ To find information about the residence halls (floor plans, pictures, etc .) (90%),

¡ For “Fix My Room” requests or to find information on their housing assignment (76%) and,

¡ To explore leadership opportunities (45%) .

¢ The most important information to students, found on the website, is employment opportunities (83%), learning about the residence halls and other housing options (76%), and information on mail and packages (69%) . Students articulated that how to find us on social media (69%), checking out the events calendar (38%), exploring academic initiative opportunities like Meals with Heels (35%) and information on the Housing Conduct Process (35%) are the least important topics found on the DHRE website .

¢ Students identified the events calendar (28%), exploring academic initiative opportunities (28%), finding out specific information about their room (24%), and information on the Housing Selection Process (21%) as topics that were unclear on the website .

¢ When asked what top three topics need to be readily viewable when people visit the website, students responded with information on the Housing Selection Process (52%), learning about the residence halls and other housing options (52%), checking out the events calendar (31%), information on the Move-In Process (31%), and finding out specific information about their room (28%) .

D AtA - D R I V e n R e CO m m e n D At I O n s

¢ Clarify the following information students ranked as important: information on the Housing Selection Process, room specific information, and employment opportunities .

¢ Information about the residence halls, housing selection, assignments, and employment are evaluated to be most important to students, and should be readily viewable on the website .

¢ Students reported that information regarding the events calendar and explore academic initiatives was unclear and listed this information as unimportant; however, some students reported that the events calendar should be readily viewable .

AC t I O n I t e m s

P Manage and update website content as needed to correspond with Housing news and events (ex . Housing Selection Process, Move-In, etc .) .

P Redesign the wire frame for the website with these changes:

¡ Add more photos of residence halls .

¡ Provide a larger photo viewing window .

¡ Add a “Get Involved” menu tab, which would highlight employment and leadership opportunities .

¡ Highlight links to “Fix My Room” and “What’s My Address?”

¡ Rearrange the home page with a greater emphasis on getting involved with DHRE and getting settled when students arrive .

¡ Embed an interactive calendar that all DHRE employees can access .

¡ Create a new page highlighting academic initiatives in the professional employment area of the website (use as a recruiting tool and not informational for students) .

Website Survey


Percent of responses

0 10 20 30 40 50 60 70 80 90 100

Need information about residence halls

Need a “Fix My Room” request

Leadership opportunities

Find information on housing assignment

Figure 11. Reasons students use the DhRE website as indicated in the survey

RHA Student Leader Learning and Development

sTUDenT-CenTeReD leaRninG



RHA members must develop and demonstrate leadership, com-munication, critical thinking, collaboration, and fiscal respon-sibility competencies . To demonstrate the development of these competencies, leaders in RHA participated in a series of assess-ments throughout the year . Key findings allowed us to identify the areas in which students are most successful and to make sugges-tions for improving their experiences as student leaders .

m e t H O D O LO G y

¢ For Heelprint Training Day, we administered a survey to Community Governors one month after training to collect direct and indirect evidence of learning . The survey had a 62% response rate .

¢ Mid-year evaluations and end of year evaluations consisted of an evaluation completed by their professional staff advisor using a five-point scale . At mid-year, 50% of Governors were evaluated . At the end of the year, 56% of Governors were evaluated .

¢ The Effectiveness Checklist consisted of a number of areas students could check off and two open-ended questions around areas for success and improvement . A total of 14 checklists were completed .

¢ In the End of Year Survey, students provided feedback on their experience and satisfaction and gave suggestions for improvement . Of the students who responded after receiving the survey, 92% completed the assessment .


L e A D e R s H I P

¢ Governors showed growth between mid-year and the end of the year in the areas of positive relationships, accountability, and team-building .

¢ They showed a noteworthy decline in their dependability and promptness .

CO m m U n I C At I O n

¢ Governors improved in being prepared for and engaged in one on ones with their advisor, listening to feedback, and sharing concerns promptly .

¢ Governors struggled to consistently make agendas for their meetings .

C R I t I C A L t H I n k I n G

¢ Governors showed notable gains in their use of inclusive language and problem solving skills .

CO L L A b O R At I O n

¢ Governors improved in facilitating teamwork, working collaboratively, and encouraging participation .

¢ Governors showed declines in supporting officer updates and participating in meetings from mid- to end of year .

F I s C A L R e s P O n s I b I L I t y

¢ Governors demonstrated a continuing ability to accurately follow procedures for spending throughout the year .


¢ Include the first semester growth that the governors experience by means of a retrospective pre-post questionnaire at the mid year mark .

¢ Assertiveness training for Community Governors may help their ability to hold staff accountable, be organized during meetings, and may help improve their dependability .

¢ Develop training for a designated position with responsibilities in diversity programming for each community government .


P Redesign the Heelprint Training Assessment to evaluate skills in a manner congruent with mid-year and end of year evaluations so that an entire year’s worth of growth in the Governor role can be analyzed .

P Identify an on-campus organization or professionals within DHRE that have an interest in developing an assertiveness training for Community Governors .

1.0

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3.0

4.0

3.203.32 3.27 3.27

3

3.5 3.48 3.55

3.133.33

LEADERSHIP COMMUNICATION CRITICALTHINKING

COLLABORATION FISCALRESPONSIBILITY

End of YearMid Year

4%CHANGE

17%CHANGE

2%CHANGE

6%CHANGE

NOCHANGE

Figure 12. improvement in student growth and development in key areas from mid-year to end of year.

success




The purpose of the survey was to assess the development and growth of student staff in the areas of administration, leadership, communication, supervision, safety, privacy and crisis response . The objectives of training included informing student staff of crisis and safety protocol, reviewing the Community Living Stan-dards, equipping student staff with skills needed for hall program-ming, and teaching student staff how to exemplify Community Immersion . In total, 384 student staff received the survey and 71% (n=272) responded .


¢ Participating in training allows staff to gain the knowledge they need to be successful in each of the areas specific to their leadership position .

¢ The majority (64%) of student staff correctly identified the description of Community Immersion .

¢ Student staff (77%) reported being satisfied or very satisfied with student staff training .

¢ Behind Closed Doors Scenarios (BCDs): The overarching data from the BCD rubrics indicated new RAs best manage situations involving sexual misconduct, alcohol policy, quiet hours, relationship violence, and situations involving international students with academic issues . RAs were less able to respond to students who feel homesick, students in large party scenarios, and incidents requiring fundamental knowledge of multicultural competence .


Student staff responded with 183 suggestions for improving train-ing . These open-ended comments divided into five themes listed in order of frequency:

¢ The structure of training was the primary area of improvement with 38% (n=70) of comments falling into this area . Suggestions for improving the structure of training include lengthening training and shortening the days .

¢ The structure of sessions during training was the second largest area of response capturing 31% (n=56) of student

staff comments . Participants recommended shortening sessions and not structuring lectures back to back .

¢ Training content, resources, and a focus on technical skill development emerged as the third theme with 20% (n=30) of student comments .

¢ Student comments (13% or 23 comments) indicated that training could improve by reducing redundancy .

¢ Returning staff members (aka “returners”) were mentioned in 9% (n=17) of comments . Comments around returners focused on not having returners at every session and innovative suggestions for how returners could be better utilized .


P Decrease sessions/topics that are covered with all student staff in lecture style setting .

P Create more small group, in area, trainings completed by staff as a team .

P Develop stronger training around budgets and technology .

P Create a comprehensive in-area training guide .

P Increase focus on topics of Sexual Assault Protocol and Procedures .

I m PAC t

A committee reviewed the data and made changes that were implemented in the 2014 August Student Staff Training . Overall, initial review of training feedback from August 2014 indicated a rise in student satisfaction with the experience .

Student Staff Training

0 5 10 15 20 25 30

COMMUNICATION: 22%

ADMINISTRATION: 23%

LEADERSHIP: 23%

SUPERVISION: 25%

PROGRAMMING: 30%

SAFETY, PRIVACY AND CRISIS RESPONSE: 24%

Figure 13. Average percentage growth in each student staff training area.

satisfaction

Staff training resulted in student staff members who are more confident in

their knowledge and comfortable with their responsibilities.



Multicultural Advisors


The purpose of this program is to:

¢ Create an environment that enables DHRE student leaders to dialogue around topics related to diversity, multiculturalism and social justice,

¢ Increase awareness and knowledge of diverse identities and how they influence interactions with others,

¢ Promote inclusive communities through positive interaction,

¢ And increase resources available for staff on topics relating to diversity, multiculturalism and social justice .

The MA modules facilitate the development of both overarching outcomes for the entire program and learning outcomes related to each individual module .

To identify if students achieved these learning outcomes, a pretest and posttest (PPT) assessment tool was designed for each module . Students articulated their responses using a four point scale of beginner (1), developing (2), competent (3), and advanced (4) .


¢ In the Power and Privilege module, responses indicated students’ increased ability to recognize diverse identities and develop their cross-cultural perspectives .

¢ Power and Privilege module data indicates a 49% growth in students’ ability to correctly identify privilege as a special advantage, neither common nor universal, and related to a preferred status or rank after participating in the module .

¢ After participating in the Socio-Economic Status module, students thought more about campus resources (services offered by offices on campus, financial resources for paying for college) and the personal experiences of SES students (going home for the holidays, having supportive families) .

¢ In the First Generation College Students module, students identified personal characteristics (work ethic,

perseverance) and community impact (bring unique perspective and diversity to campus) as strengths of FGCS .

¢ After participating in the FGCS module, more students identified faculty, office hours, and Carolina Firsts as academic resources for FGCS . More students also identified Carolina Firsts and CAPS resources for FGCS in social transition .

¢ After the MA Module on Ability, more students referenced inclusive language, accessible spaces, food/nutrition considerations, and using multiple publicity formats as ways to be inclusive of residents with disabilities when planning a program .

¢ The Gender Roles Module broadens student perspectives of characteristics and qualities around masculinity and femininity, and encouraged students to challenge traditional views .

¢ After engaging in the Mental Health modules, students designed poster presentations following specific criteria . Of the posters submitted, 54% debunked a myth around mental health, 38% addressed stereotypes or combated a stigma around mental health, 50% provided resources around mental health, and 27% identified the benefits of help seeking behavior .

¢ Data indicates that the MA Program provides our student leaders with self-awareness and cross-cultural perspectives as well as teaches them to create an inclusive community conducive to our guiding philosophy of Community Immersion .


¢ Student responses indicate that the effectiveness of the modules diminishes over time . Student responses to the assessment measures also decrease over time . These two factors suggest decreasing the number of modules and integrating the assessment measures more seamlessly into the module experience .

41% 31% 31% 56%Ability to understand how your identities in�uence yourattitude and behavior

Ability to considermore than oneperspective

Ability to engage with people di�erentfrom yourself

Ability to openly discuss and address culturallyinsensitive behaviors

Figure 14. Percentage increase in learning Outcome growth after participating in the Multicultural Advisors modules

self-Awareness

The NASPA Consortium StudyI n t R O D U C t I O n

In order to explore student perspectives of the services offered by the department, DHRE distributed the NASPA Residence Life Consortium Study to all students living on campus in January 2014 . The questions on this survey explored students’ self-reported responses to areas of involvement, development, climate, and satisfaction . In total, 2,641 students responded to the NASPA Residence Life Consortium Study . Of the students who received the survey, 26% responded with a 90% completion rate .


I n V O LV e m e n t

One key area measured by the Consortium study was student involvement . Student involvement includes interactions with roommates, peers, student and professional staff, as well as attendance at floor meetings and programs . The majority of respondents reported interacting with their roommates (88%) and peers (56%) daily . Most students reported interacting with their RA either weekly (46%) or monthly (26%) . Respondents reported seeing their Community Director once a semester (21%) or never (44%) .



75%of respondents became aware

of campus resources or serviceswith which they were not already familiar

47%of respondents reported that

their understanding of diverse perspectiveschanged as a result of DHRE programs

51%of respondents agreed that

participation in residence life programmingand events provided them with skills and

abilities they will use after college

52%of respondents said that participatingin residence life programming resulted

in a greater sense of personal responsibility

77%of respondents stated that residence life

programming allowed them to meetindividuals with di�erent interests

from their own

Figure 16. Percentage of respondents assessing the benefits of aspects of residence life programming.

Figure 15. Percentage of respondents who attended, participated, or helped to plan/facilitate a residence life programming event by category.

social

74%1

Diversity

29%3

Health & Wellness

33%2

Community service

29%3

Academic success

27%5Community

building

26%6

success

The NASPA Consortium Study

s t U D e n t D e V e LO P m e n t

After participating in residence life programming, students reported the development of a number of specific skills and abilities including diversity, academics, and competency development . Residence life programming helped students to meet individuals with different interests from their own (77%), similar interests to their own (77%), and feel like they were a part of the campus community (71%) .

Almost half of respondents (47%) reported that their understanding of diverse perspectives changed as a result of participating in DHRE programs .

With regard to their academics, students reported gaining experiences/skills relevant to their academic major (32%) and their future career (33%) . Participants also shared that their academic achievement and grades improved (23%) and they learned to balance social activities and academic obligations (48%) .

Student skills in stress management (30%), time management (32%), communication (51%), critical thinking/problem solving (31%), conflict management (39%), study skills (33%), and their ability to articulate their values, attitudes, and beliefs (39%) improved as a result of participating in residence life programming .

Six-hundred fifty-six students provided open-ended feedback about programming in the residence halls . When asked, “In what ways has your involvement in residence life programming and events provided you with skills and abilities that you will use after college?” six major themes emerged . These themes were building relationships (36%), communication (20%), personal development (19%), critical thinking (16%), cross-cultural perspectives (7%), and wellness and resiliency (2%) .

C L I m At e

Most respondents (87%) reported they will be enrolled at UNC Chapel Hill next semester . Most students (95%) believed they will complete their degree at UNC-CH . More than half (60%) of respondents said they are likely to donate to UNC-CH after they graduate and 64% said they will likely participate in alumni events .

s At I s FAC t I O n

Most students were satisfied or very satisfied with their on-campus living experience (83%) and were likely to live in on-campus housing next year (60%) . Student respondents provided feedback on how the residential experience at UNC Chapel Hill could be improved . The open-ended feedback was coded and the following themes emerged:

• Residential education/programming (34%),

• Facilities (structural issues) (21%),

• Amenities and enhancements (18%),

• Housing administration (9%),

• Dining (7%),

• Housekeeping (5%),

• And transportation and parking (4%) .



83%satis�ed or very satis�edof respondents were

with their on-campus living experience.

“They (programs) have painted a picture for me of how I am personally responsible for my life, including my relationships, what I choose to do for work, my time management, etc.”

--Response from student to the question “In what ways has your involvement in residence life programming and events provided you with skills and abilities that you will use after college?”

Figure 17. satisfaction with on-campus living experience.

satisfaction

Student respondents reported that their on-campus living environment

and climate was respectful (94%), welcoming (90%), and inclusive of

diverse identities (93%).

success

success



The First Year Experience


Based on the guiding pillars of the DHRE Mission Statement, our FYE program seeks to positively affect student success, self-awareness, and satisfaction in the areas of personal, academic, social, and cultural development . To operationalize the guiding pillars, the FYE program established four goals as follows:

¢ 1 . Provide intentional learning experiences that support students in their transition to UNC-CH .

¢ 2 . Provide learning experiences that integrate the academic setting into the residential environment .

¢ 3 . Provide students with the knowledge and skills to persist and complete their degree in four years .

¢ 4 . Provide safe, supportive, and inclusive environments that promote student success, self-awareness, and satisfaction .

We disaggregated data collected using the NASPA Survey to account for first year student perspectives represented on North Campus (NC), South Campus (SC), and Granville Towers (GT) . Of the 2,641 stu-dents (26% of campus population) who participated in the study, a total of 954 (25%) identified as first year students . These 954 students represent approxi-mately 23% of the 4,000 first years living on campus . Of the 954 first year respondents, 731 (77%) reported living on South Campus, 113 (12%) reported living on North Campus, and 110 (12%) reported living in Granville Towers .


s U P P O R t I n G s t U D e n t t R A n s I t I O n

¢ Over 90% of first year students interacted with their roommates on a daily basis regardless of location on campus .

¢ Students on SC saw their RA daily (16%), more than their peers on NC (11%) and in GT (11%) . About 50% of students, regardless of location on campus saw their RA weekly .

¢ In its inaugural year, the FYE program met the goal of assisting students with their transition by excelling at supporting students with building social connections in their living environment .

NASPA Study: RA DevelopmentResident Advisors (RAs) demonstrated significant gains related to their knowledge, awareness, and skills . Many student staff respondents strongly or somewhat agreed that after being an RA, their time management (88%), leadership (94%), and problem solving (89%) skills improved . The majority (92%) of RA respondents agreed that they were better able to articulate their personal leadership philosophy and reported an improvement in their abilities to work as a team (93%), better understand the dynamics of a group (92%), and organize programs and events (95%) .

After being an RA, respondents agreed they were better able to understand multiple sides of a conflict in order to determine the best course of action (96%) and were better able to help others through personal conflicts (95%) . Responding RAs felt more confident in their decision-making abilities (86%) and their ability to respond to crisis situations (96%) . After their RA experience, participants felt better able to express ideas in front of a group (88%), articulate career goals (70%), and create a balance between education, work, and leisure (87%) . Most RAs (90%) agreed they had gained skills/experience relevant to their future career and that they will use those skills/experiences after college (95%) .

Many RAs developed their personal ethics and values (84%), and were better able to recognize world views and opinions different from their own (93%) . Around issues of diversity, Resident Advisors reported learning the most about topics of gender (86%), religion/spirituality (81%), disability (80%), and social justice/oppression and privilege (80%) .

TIME MANAGEMENT

RESIDENTS

PROBLEM SOLVING

SKILLS I WILL USEAFTER COLLEGE

RELEVANT TO MAJOR

BALANCE

FUTURE CAREER

STUDENTS

88%

95%

66%

87%

32%

32%

51% 48%

33%31%

89% 90%

Figure 18. Resident Advisor development compared to student development in key areas

success



The First Year Experience

AC A D e m I C I n t e G R At I O n I n R e s I D e n C e H A L L s

¢ Roughly one fourth of students across campus strongly or somewhat agreed that their academic grades and achievement improved as a result of engaging in residential programming in FYE .

¢ Granville Towers students reported the highest study skill improvement at 43% compared to their peers on NC (40%) and SC (39%) .

¢ In addition to becoming aware of resources, students also gained experiences and skills relevant to their academic major . In GT, 42% of students agreed they developed these skills as well as 41% of NC first years and 36% of SC first years .

k n O W L e D G e & s k I L L s F O R P e R s I s t e n C e

¢ When comparing competency development across first-year populations on South Campus, North Campus, and Granville Towers, the First Year Experience created an equitable learning experience for students regardless of location .

¢ Of note is that residents of GT reported a higher level of personal responsibility development (71%) compared to their peers on NC (58%) and SC (58%) . This is the only dissonance across development by location .

I n C LU s I V e e n V I R O n m e n t

¢ First-year students are as satisfied (83%) with their on-campus living experience as the total respondent population (83%) . Students in GT were satisfied (83%), on SC were slightly more satisfied (84%), but on NC were the least satisfied of the first years (76%) .

¢ On South and North Campus, at least 90% of first year students expressed that their on-campus living environments were respectful, welcoming, and inclusive of diverse identities . In Granville Towers, 88% of students felt their environment was respectful, 86% welcoming, and 77% inclusive of diverse identities .

¢ Across the board, 95% of first year students are very or somewhat likely to complete their degree at this institution .

¢ Students living in GT (74%) are significantly more likely to donate to the institution than their peers on SC (62%) and NC (60%) . Students in GT (81%) are also significantly more likely to participate in alumni events than first years on SC (68%) and on NC (64%) .

¢ Most students on SC (98%) report being extremely likely to be enrolled next semester at UNC-CH in addition to 97% of students in GT and 87% of students on NC .

I BECAME AWARE OF RESOURCESWITH WHICH I WAS NOT ALREADY FAMILIAR

AS A RESULT OF PARTICIPATING IN RESIDENCE LIFEPROGRAMMING, I FEEL A PART OF THE CAMPUS COMMUNITY

Strongly/somewhat agree

Strongly/somewhat disagree

Neither

NORTHCAMPUS

GRANVILLETOWERS

SOUTHCAMPUS

NORTHCAMPUS

GRANVILLETOWERS

SOUTHCAMPUS

75%

66% 70%

20%10% 10%

16%

74%

20%14%

84% 81%

13%19% 11%6% 5% 6%

Figure 19. Breakdown of responses to statements assessing the effectiveness of the FYE program.

success

satisfaction

As a result of participating in residence life programming,

approximately half of first-year students across campus agree their

understanding of diverse perspectives has changed.

sTaff enGaGeMenT



For the second year, DHRE staff participated in a survey to assess staff engagement . Questions continued to focus on areas of development/growth, communication, supervi-sion and relationships, environment/work-life balance, and inclusion . Of the 52 staff members in the department, 41 responded to and completed the survey for a response rate of 79% and a completion rate of 100% .

DHRE Staff

D e V e LO P m e n t A n D G R O W t H

¢ Staff responding to the survey agreed or strongly agreed they had the opportunity to work collaboratively (100%), to utilize their strengths (93%), and to use a variety of skills (90%) .

¢ Additionally, 90% of staff reported they had the opportunity for scholarly/ professional pursuits, to learn and grow within the last year, and to work autonomously .

¢ Staff agreed that developing multicultural competence is important (90%) and supported (95%) .

CO m m U n I C At I O n

¢ Most agreed they knew how their job performance was evaluated (81%) and could articulate the vision, mission, and long-term goals of DHRE (88%) .

¢ Overall, 81% of respondents agreed they knew how the departmental priorities supported the University mission and goals .

¢ Over half of respondents agreed that information received was detailed and accurate (68%) and they were well-informed about decisions made within DHRE (56%) .

¢ When asked if departmental meetings were useful for obtaining the information staff need to do their job, 7% strongly agreed, 42% agreed, 34% disagreed, and 12% strongly disagreed (5% N/A) .

e n V I R O n m e n t & W O R k / L I F e b A L A n C e

¢ The majority of respondents agreed the mission of the department made them feel their work was important (88%) and their work was meaningful (88%) .

¢ Most staff believed their work environment was a place where people wanted to go the extra mile (83%), they felt recognized for their contributions (81%), and the department cared about/considered their opinions (81%) and goals (78%) .

¢ In general, DHRE staff felt their areas were run efficiently (93%) .

¢ 81% agreed conditions in their job allowed them to be as productive as possible and 73% agreed meetings they attended were a productive use of their time .

¢ Staff members agreed they were encouraged to strike a balance between their work and personal lives in their areas (83%) and in the department (83%) .

¢ When asked if conditions in the job allowed staff to maintain work-life balance, the responses varied . Three quarters of staff agreed (75%) . Most staff (63%) accomplished much of their work over the course of day, 29% they had too much work to do, and 7% had down time .

Over 90% of respondents agreed or strongly agreed they

had the resources and materials needed to do their work (93%),

they would recommend this department to others as a good

place to work (95%), and the people in the department cared

about their well-being (93%).

satisfaction

sTaff enGaGeMenT


DHRE Staff

s U P e R V I s I O n & R e L At I O n s H I P s

¢ Most, had positive working relationships with their co-workers (93%) and had someone at work who genuinely cared about them (93%) .

¢ 98% communicated effectively with their supervisors and 93% agreed their supervisors communicated effectively with them .

¢ Staff members felt comfortable sharing ideas with colleagues (85%) and had positive working relationships with their supervisees (81%) and supervisors (95%) .

¢ The majority of staff members agreed they were comfortable approaching (95%) and could safely present complaints or concerns to their supervisor (90%) .

¢ Employee suggestions and recommendations were welcomed on a departmental level (81%) and 88% reported that there was a strong spirit of cooperation and collaboration both within individual areas and within DHRE .

¢ When asked if supervisors provided staff with timely feedback on their performance, 78% agreed .

I n C LU s I O n

¢ 100% of staff respondents agreed they were comfortable working with people who were different from themselves and they felt physically safe in the workplace .

¢ 90% were able to identify DHRE’s plan for enhancing inclusion, equity, and diversity .

¢ Most (88%) reported there was an acceptance of difference within their functional area .

¢ 85% of the staff reported feeling emotionally safe in the workplace, thought the department was comprised of people from different backgrounds, and felt a sense of belonging to the university .

¢ Most respondents (83%) said differences in opinions, attitudes, and beliefs were accepted and kept on an objective, personal basis .

1.0

2.0

3.0

4.0 2014

INCLUSION SUPERVISION/RELATIONSHIPS

ENVIRONMENT/WORK-LIFE BALANCE

COMMUNICATION DEVELOPMENT/GROWTH

2013

Figure 20. Average response of DhRE staff in each of five specified areas for 2013 and 2014.

98% of respondents reported the department celebrated diversity.

Department of Housing & Residential educationUniversity of North Carolina at Chapel hill450 Ridge Road, CB #5500, Chapel hill, NC 27599-5500919.962.5401 | [email protected] | housing.unc.edu

housing.unc.edu

2013 assessment 2014 - student affairs...effectiveness during the 2013-2014 year . our assessment...

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