wou assessment 2

Running head: Assessment Report MSSP


Assessment Report for Multicultural Student Services and Program

Western Oregon University 2006

Wendy Alemán

Graduate Student, College Student Services Administration

Oregon State University


Needs Assessment Overview

The purpose of this assessment was to evaluate the use of services of the Multicultural Student

Services and Program (MSSP) by students identified as students of color on the Western Oregon

University campus. To evaluate the use of services offered by the MSSP office, it was

determined that assessment data should provide MSSP with demographic information for

students typically using the services and those who have not accessed services offered by MSSP.

The rationale for the assessment is to provide MSSP with data to assist in improving services,

program planning, and outreach to students on the Western Oregon University campus.

Methodology The first step in this program assessment was to develop a small focus group with students who

currently use services provided by MSSP. Due to schedule conflicts, two small focus groups

were conducted with students who used MSSP for various reasons (Diversity Scholar, student

clubs advised by MSSP, etc.). These focus groups allowed me to obtain the student perspective

on MSSP services. In addition, discussion with the two groups afforded me with sufficient

background to develop questions for further exploration. Due to the number of students of color

on the Western Oregon University campus, the assessment tool selected was an online survey.

Because the survey would ultimately evaluate two students groups, those that used MSSP

services and those who did not use the services of MSSP, Questionpro.com was used for its

ability to provide branching questions and skip logic.

Findings from the focus group were used to develop survey questions. Questions went under

several revisions and review by several colleagues and professionals in assessment before a final

test survey was created. Participants from the original focus groups were invited to take the

online survey and asked to take notes on the survey questions. After taking the online survey,

students were asked to rejoin a focus group to discuss their understanding of each question.

This testing group provided valuable feedback used to clarify or refine questions and develop the

final online survey distributed to students.

The invitation to participate in the online survey was emailed to 544 Western Oregon University

student email accounts. As an incentive to complete the survey, student participating in the


survey were given an opportunity to receive a gift certificate at a local pizza restaurant.

Reminder emails were sent on two additional occasions as means to increase the overall response

rate. Reminder emails were initially sent to all those in the database who had not responded. A

second survey reminder was sent to all respondents. This created a total of eight repeat

respondents. In comparing data, two of the eight repeat respondents were invalidated by faulty

information self-reported in the demographics of their survey responses. For the remaining six

repeat survey respondents, their second surveys were removed from the data set; their original

survey responses remain in the data set used in evaluation. Students who completed the survey

more than once were removed from the pool of eligible respondents for the gift certificate.

Nine students dropped out of the survey before answering a single question and three began

answering questions but dropped out before completing the survey. Of the three dropouts, one

identified as multiracial, one identified himself as white, non-Hispanic, and the third student as

Hispanic American/Latino/Chicano. Of the three dropouts, one indicated an awareness of the

MSSP existence, but no need of the services provided (the student reported a 3.00-3.49 GPA).

The White student who dropped out of the survey indicated he had no knowledge of MSSP

before the survey. The third dropout was a Hispanic American/Latino/Chicano male and

dropped out of the survey after he reported his GPA (2.00-2.49). Any reported data by these

individuals are included in the final data set.

Questionpro.com allowed question branching and skip logic in the online survey. After

demographic questions, the survey branched out into those who had heard of MSSP before the

invitation to the survey (75% of respondents, n=57) and those who had not heard of MSSP. Of

the 57 respondents who had heard of the MSSP office, 43 knew of its location. Of the 43

respondents aware of MSSP and its location, 37 reported using the services of MSSP, while the

remaining had not. This report will explore differences in data reported by users of MSSP in

comparison to those who have not used its services or were unaware of MSSP.

Of the 544 emails delivered to student email accounts, 84 students completed the survey from

beginning to end. After removing duplicates and invalid respondents, 77 surveys remained for

final data analysis (this includes three individuals who did not complete the entire survey).

Given the number of respondents (n=77) against

confidence factor is 90% with an

14%. The average time to complete the online survey was five

Findings Overall Demographics The majority of respondents in the MSSP survey identified as female

Hispanic American/Latino/Chicano

as their native language (71.43%, n=55),

(56.58%, n=43), enrolled at WOU fulltim

students, non-transfer (66.23%, n=51).

Overall, the survey results are broken up into

prior to the survey (n=19), those who

and those who use the services of MSSP (n=

Students Unfamiliar with MSSP

In this data set, 19 students (25%) replied that they were unfamiliar with MSSP. Give

response, using skip logic, these students were directed to questions regarding their use of

campus services and level of involvement

opportunity to list individuals or

offices that provided them with

support or encouragement at

WOU. While there does not

seem to be a common trend in

the demographics of this cohort,

what is significant is their overall

lack of involvement in either

student clubs or sports.


Given the number of respondents (n=77) against the population surveyed (n=544), the overall

an 8.7% error level. The final response rate for this survey was

to complete the online survey was five minutes.

majority of respondents in the MSSP survey identified as female (68.83%, n=53

Hispanic American/Latino/Chicano (46.26%, n=36). In addition, the majority reported English

(71.43%, n=55), self-identified as first generation to attend college

enrolled at WOU fulltime (97.37%, n=74), and entered WOU as

transfer (66.23%, n=51).

Overall, the survey results are broken up into three themes: those who have never heard of MSSP

urvey (n=19), those who have heard of it, but never visited the MSSP

and those who use the services of MSSP (n= 37).

In this data set, 19 students (25%) replied that they were unfamiliar with MSSP. Give


level of involvement. In addition, these students were offered an

opportunity to list individuals or

the demographics of this cohort,

what is significant is their overall


the population surveyed (n=544), the overall

error level. The final response rate for this survey was

, n=53) and as

reported English

to attend college

as first year

those who have never heard of MSSP

the MSSP office (n=20)

In this data set, 19 students (25%) replied that they were unfamiliar with MSSP. Given students’


offered an


Etnicity of those not familiar with MSSPBiracial or

multiracial, 1, 5%

White, European American (Non-

Hispanic), 2, 11%

Alaskan Native, 0, 0%

Black, African American (Non-Hispanic), 1, 5%

American Indian, 3, 16%

Pacific Islander, 3, 16%

Middle Eastern, 1, 5%

North African, 0, 0%Hispanic

American/Latino/Chicano, 7, 37%

Asian American, 1, 5%

Alaskan Native

American Indian

Asian American

Black, African American(Non-Hispanic)

HispanicAmerican/Latino/Chicano

North African

Middle Eastern

Pacific Islander

White, EuropeanAmerican (Non-Hispanic)

Biracial or multiracial

Latinos, being the largest underrepresented group at WOU, represent the majority in this cohort;

Pacific Islanders (n=3) and American Indians (n=3) are the second majority, followed by two

students who identified as White. Other than a large percentage of students (75%) living in a

private home or apartment, there does not seem to be a common trends for this cohort.

Students Aware of the Multicultural Student Services and Program In this assessment, after demographic questions, students were asked if they were familiar with

MSSP. The skip logic and question

branching in questionpro.com

allowed the survey to direct students

who had heard of MSSP, yet who had

not accessed MSSP services, to

additional questions regarding their

decision not use the services offered

(n=20). Significant differences in

demographics exist between those

who access the services of MSSP and

those who have chosen not to seek

Ehtnicity of Non-MSSP User Who have heard of MSSPAlaskan Native, 1,

5%

American Indian, 2, 11%

Black, African American (Non-Hispanic), 1, 5%

White, European American (Non-Hispanic), 1, 5%

Pacific Islander, 2, 11%

Hispanic American/Latino/C

hicano, 4, 21%

Biracial or multiracial, 3, 16%

Asian American, 5, 26%

Alaskan Native

American Indian

Asian American

Black, African American(Non-Hispanic)


North African

Middle Eastern

Pacific Islander

White, European American(Non-Hispanic)

Decline to respond


services offered by the program.

access services identified as Asian American f

identifying as biracial or multiracial are the third largest group forgoing services offered by

MSSP. In addition, this group differs from MSSP users in generational status in education and

GPA. Eighty percent of students

in this group had GPAs between

3.00-3.99. In contrast to MSSP

users, 60% of students in this

group had one or two parents who

graduated from college. In regards

to their levels of involvement, 60%

of students in this group did not

report any involvement in clubs or

sports. Finally, another 60%

reported their employment status as “Do not work.”

Students in this group selected the following reasons

need the services” (76.19%), didn’t know

Multicultural Student Services and

Of the respondents who have used MSSP services (64.91%, n=37), the majority self

Hispanic American/Chicano/Latino (70%),

followed by American Indian (11%) as the

second largest user group.

Several trends exist in this cohort of students. A

large percentage (59.5%) of students in this

group reported a GPA between 2.50

students in this data set were enrolled in school

fulltime; 53% reported working part

39% reported not working at all. Students in this


services offered by the program. The largest ethnic group who heard of MSSP but choose not to

access services identified as Asian American followed by Hispanic American. Students



of students

between

group had one or two parents who

In regards

to their levels of involvement, 60%

involvement in clubs or

reported their employment status as “Do not work.”

group selected the following reasons for not visiting the MSSP office: “Did not

didn’t know about it (9.52%), chose not to visit (9.52%).

Multicultural Student Services and Program Users

Of the respondents who have used MSSP services (64.91%, n=37), the majority self

Hispanic American/Chicano/Latino (70%),

(11%) as the

Several trends exist in this cohort of students. A

large percentage (59.5%) of students in this

group reported a GPA between 2.50-3.49. All

students in this data set were enrolled in school

ed working part-time and

not working at all. Students in this

Non-MSSP Users Educational Generational Status

First-Generation, 8, 40%

1 Parent graduated from college, 6,

30%

Both parents graduated from college, 6, 30% First-Generation

1 Parent graduated from college

Both parents graduated fromcollege


of MSSP but choose not to

ollowed by Hispanic American. Students



for not visiting the MSSP office: “Did not

(9.52%), chose not to visit (9.52%).

Of the respondents who have used MSSP services (64.91%, n=37), the majority self-identified as

Non-MSSP Users Educational Generational Status

First-Generation

1 Parent graduated from college

Both parents graduated fromcollege


Educational Generation Status

73%

24%

3%Firs t-Generation

1 Parent graduatedfrom college

Both parentsgraduated fromcollege

data set were largely involved in either MEChA or Multicultural Student Union (MSU) (62%).

It is hard to say if this is representative of the typical MSSP user or a representation of the clubs’

awareness of the MSSP assessment and closer contact with the office. In general, the majority of

MSSP users (70%) reported some type of

campus involvement (groups advised by

MSSP, sports, or other types of student

clubs). In addition, a little over half of the

students in this group self-reported as a

Diversity Scholar (57.75%). The data set

also shows that most MSSP users are either

in their freshman or senior year (62%). The

majority of students in this group have been

enrolled at Western Oregon University since their first year of college (76%). While

involvement is strongly represented in this cohort, the most significant attribute of MSSP users

are their educational generational status. The majority of students in this group (73%) are the

first in their families to attend college.

The top five services access by MSSP users were reported as the following: I’m a diversity

scholar, personal advice, advice about classes to take, information about scholarships, and help

with financial aid. In terms of communication between the office and students, most students

reported a comfort with in-person (drop-in) or phone communication with MSSP. In contrast,

the majority reported hearing about services or events offered by MSSP via email

communication.

To gauge student perceptions regarding staffing, location, and relationship with clubs advised by

MSSP, three likert questions (agree/degree) were included in the assessment. Most students

(32.43%) agreed that the MSSP office is well staffed. The majority (29.73%) of students

reported feeling neutral about the location of MSSP; however, the remaining majority either

agreed or strongly agreed that MSSP is centrally located. Finally, approximately half (n=18) of

the students in this group felt neutral, agreed, or strongly agreed that “MSSP and the

Multicultural Student Union (MSU) are the same,” while the remaining half (n=18) strongly


disagreed or disagreed with this statement (n=1 selected not applicable to the statement). This

split in response to this last likert question may represent some confusion among students who

are not directly involved with the MSU student club in contrast to those who participate in MSU

(in this data sample, n=19).

When asked to provide suggestions for services students would like MSSP to provide, some

students reported the following (response categorized into five areas):

Resources: A location were students can borrow books on classes to eliminate some of the cost of books; a cool book shelf thing where students can bring in books for others to share them it would be much less expensive than having to buy them; Resume Workshops;. Lab Tops, calculators Staffing issues or location: At least two full time staff members, because so many students go for quick questions and many times have to leave and make an appointment to return for an answer; Currently we have a part-time secretary. I would like to have her as full-time. This way I can get help during office hours; I would just like it to have a much more central location. Like in the student union Outreach: also, each program that they organize are great all around, the only downside to each of them is attendance. mssp needs to figure out another way to advertise their events. for instance, i was talking to my friend about el dia de los muertos on monmouth ave, where all the posters are. well, my friend was surprise and did not know of the event. then i pointed to the poster ad right behind him, ' you don't More activities that involved other clubs reed them' i said. and my friend said 'NO'. so is up to mssp to decide where to spend the money for effective publicity; More programs; more involvedness in campus. getting people from different ethnicities involved; More outreach to multicultural students and more multicultural activities such as traditional foods night or traditional dance lessons, storytelling, cultural field trips; Some fun activities Financial aid and scholarships: More scholarships available; scholarship and loan assistance. No changes: they already have good services; its a complicated questions since its difficult to think of a program that they dont have. but im sure there is more services to offer such as helping students how to do their own schedule by the end of their freshmen year. some don't ever learn simply because the program provide that skill students never learn. They are doing good with what they provide; none everything is well; None other than what they already do.


Ethnicity of ALL non-MSSP Users

Black, African American (Non-Hispanic); 2; 5%

Alaskan Native; 1; 3%

Hispanic American/Latino/Chi

cano; 11; 28%

Middle Eastern; 1; 3%

North African; 0; 0%

Pacific Islander; 5; 13%

Asian American; 6; 16%

American Indian; 5; 13%

Biracial or multiracial; 4; 11%

Decline to respond; 0; 0%

White, European American (Non-Hispanic); 3; 8%

Alaskan Native

American Indian

Asian American

Black, African American (Non-Hispanic)


North African

Middle Eastern

Pacific Islander

White, European American(Non-Hispanic)

Decline to respond


All Non-MSSP Users

To distinguish MSSP users from those who do not use MSSP services (regardless of previous

knowledge) a combined graphic of ethnic identity is provided below. Shown here is

demographic data for all those who were not familiar with MSSP (n=19) as well as those who

had chosen not to use the service of MSSP (n=20).

Initial Recommendations/Implications for Practice

Overall, the data reveals some interesting facts about the ethnic background of MSSP clients (or

users) and non-MSSP clients. Demographically, most MSSP clients identified either as

Hispanic/Latino/Chicano (the largest ethnic group at WOU) or as American Indian, the fourth

largest ethnic group at WOU (WOU Quick Fact Sheet, 2005; see appendix 2). In contrast, Asian

Americans, the second largest ethnic group on campus, tied with students who identified as

Black/African American as the third largest group to access MSSP services. While students who

identified as Asian American visited MSSP, no Pacific Islanders reported visiting the office. In

the graph of non-MSSP users, Asian Americans/Pacific Islanders (put together) make up 28% of

those who have not visited the office. Taken as a whole, the demographic breakdown of students

brings a few questions to mind. Why is the second largest ethnic group on campus not obtaining

MSSP services as often, or at higher rate, as American Indian students? Further exploration of

this question could be tackled using advance features in questionpro.com or targeted specifically

in a new survey. It is possible that more outreach to this group will increase visits to the MSSP


office, however, the Asian/Pacific Islander umbrella is composed of a very diverse group of

students from varying backgrounds of origin. Unlike the ethnic majority at WOU (Mexican or

Mexican Americans make up the majority of Latinos in Oregon), there is no unifying culture or

language among students in the Asian/Pacific Island category. In spite of this, programming for

students who identify as Asian American/Pacific Islander may increase visits to the MSSP office.

Given that a large percentage of MSSP users are involved in one of the student clubs advised by

MSSP, greater outreach by Multicultural Student Union club members to Asian/Pacific

Islanders, by proximity, may increase awareness of MSSP and its services. Due to the lack of

representation of Pacific Islander in the MSSP user cohort, further exploration is recommended

to determine if Pacific Islanders are accessing support and services from other departments at

WOU. In addition to Pacific Islanders, students who identify as biracial or multiracial are not

represented in the MSSP user cohort; further study is recommended to understand this complex

group of students and their decision to forgo services offered by MSSP. Finally, students who

identify as Black (non-Hispanic) represent the third largest ethnic group at WOU (enrollment

data for 2005:

http://www.ous.edu/dept/ir/reports/enrollment_reports_2005/erdd04_05f4wk_wo.htm) while

American Indian/Native Alaskan represent the fourth largest group. Is there a factor that

explains why greater numbers of American Indian/Alaskan Native access MSSP services more

often in comparison to Asian American and Black students? Further analysis of the data points

to level of involvement as possible explanation the significant number of American

Indians/Alaskan Natives using MSSP services (i.e. MSSP advising a club that organizes Native

American events).

Approximately seventy percent of the MSSP user cohort reported some level of involvement,

including 62% of who reported direct involvement with MSU or MEcHA. It is likely that club

activities by either MSU or MEcHA have had a greater number of sponsored events or activities

focused on American Indian and Hispanic American/Latino/Chicano students than other ethnic

groups; such a focus may explain the high number of American Indian students involved in club

activities by groups advised by MSSP and their overall access of MSSP services. If club

involvement in one of the MSSP advised groups (MSU or MEcHA) predicates uses of MSSP


services, club activities or events centered on Asian American/Pacific Islanders may lead to an

increase in MSSP visits by students who identify under this umbrella category.

Perhaps the most significant finding in the survey data is the educational status of the student

majority accessing MSSP services. Seventy-three percent of MSSP students responded that

neither of their parents attended college. Given this finding, services that focus on helping first-

generation students in their transition to college and supporting them during college should be a

high priority in guiding programming. Recommendations for services for this group of students

could include workshops on finding and applying for scholarships, time management, learning

style surveys and their application to studying, career exploration sessions, resume and cover

letter writing, and study table sessions, learning communities, etc. While some of these

services are already provided by MSSP, I would recommend a stronger focus on services

targeted to first-generation MSSP students.

In general, MSSP provides great services to students who access them. While Asian

American/Pacific Islander and Black/African American are larger in number than American

Indian/Native American students at WOU (enrollment data 2005:

http://www.ous.edu/dept/ir/reports/enrollment_reports_2005/erdd04_05f4wk_wo.htm), it is

difficult to deduce if the reason for their lack of representation in MSSP usage. For that reason,

greater outreach to students Asian American/Pacific Islander and Black/African American

students is recommended with circumspection.

Finally, it is challenging to assess how this survey would have differed from its online version in

a paper format. However, there was cost savings associated with the online survey in

comparison to mailing the survey to 544 students. In addition, a mail/paper version would have

also required students who completed the survey to take the additional initiative to buy a stamp

and return the survey via the mail. In general, I would recommend Questionpro.com for its

flexibility, ease for evaluating data, and cost savings. In spite of this, there is an additional cost

to using some of the specialized features of the database, which, in retrospect, is worth the

additional cost. Overall, more researched is required to understand the needs of students not


using MSSP services. Various assessment tools should be considered for further study of MSSP

services.