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ELSA Fall 2013 Service and Networking Event
Professional Development Series Part I: Program Assessment and Institutional Research Workshop
Professional Development Workshop: Program Assessment and Institutional Research
Description: UC’s Emerging Leaders in Student Affairs (ELSA) is committed to providing low- and no-cost Professional Development opportunities for UC staff. As a part of our mission, we have created a two-part Professional Development Learning Series that will cover a unique topic each term. These series will provide an informational workshop on an identified topic followed by a Staff Colloquium, at which selected staff members can present on how their work implements our identified theme.
ELSA’s first Professional Development Learning Series will begin with a free workshop on June 18th from 4-5pm. Our Summer topic is “Outcome and Program Assessment,” and our first workshop will be conducted by staff members of UC’s Office of Institutional Research. A brief abstract and presenter information can be found below.
- Caroline Alikonis, Director, Graduate Research and Assessment
- Nicholas Frame, Director, Research and Assessment
- Lauren Thomas, Sr. Research Associate
Abstract: The Office of Institutional Research provides reports and analysis to assist in informed decision-making at the University of Cincinnati. Presenters from Institutional Research (IR) will join us to discuss the responsibilities of UC's IR office and provide examples of past projects that may be relevant to learning outcome and program assessment needs within the division of Student Affairs. This will include the Student Satisfaction Inventory (SSI); the National Survey of Student Engagement (NSSE); Graduate Program Review; and the Graduate Recruitment, Admissions and Assistantship Data (GRAAD) Report as well as custom reports created using the university student information system. The presenters will conclude by discussing avenues for collaboration between IR and Student Affairs to produce useful outcomes data for programs across the university.
- Co-Sponsored by Emerging Leaders in Student Affairs (ELSA) and the Learning Assistance Center (LAC) -
Professional Development Series Part II: Staff Colloquim on Excellence in Assessment
Staff Colloquium: Excellence in Assessment
This colloquium provided a forum to learn from peers, exchange ideas, and establish collaborations across units. Each presenter will speak on a newly developed, successful assessment program, with a significant portion of the event dedicated to questions and discussion.
Presenters and Abstracts
Assistant Director, Pre-Professional Advising Center
Advisor satisfaction is just beginning to be measured across colleges and units. In 2011, the Pre-Professional Advising Center had little to no assessment measures, but has since moved to a robust regimen in 2013. Beyond individual advising sessions, the office conducts student outreach workshops and programming, such as the Law School and Health Professions Fair. Formerly, little to no data was being collected at such events other than sporadic paper and pencil on-site evaluations that lacked a sense of purpose or standardization. The office explored a variety of assessment tools, moving forward with several new strategies. The data collected enabled more focused content creation and overall process improvement. Key reference articles will be shared in the presentation.
Supplemental Instruction and Tutoring Coordinator, Learning Assistance Center
It is increasingly important for Student Affairs professionals to assess the work they are doing in terms of effectiveness, efficiency, and student satisfaction. Through increasingly rigorous program assessment, the Learning Assistance Center (LAC) was able to demonstrate significant impact on students’ academic success and provide a convincing case for increased program and staff growth. The presenter’s objective is to share one professional’s experience in developing and implementing a program assessment plan that enhanced the operations of LAC services.
If you have any questions about this event, please contact Lauren Clark, firstname.lastname@example.org.
Back to Class
The ELSA Back to Class Happy Hour was August 15 from 5:00 - 6:30p.
Attendees relaxed, and hung out with other Emerging Leaders at UC. This was an informal gathering for people to network and continue the relationships they started at the ELSA Kick Off Event.
September 18 Brown Bag Lunch
September 18 - Brown Bag Lunch
The first ELSA Brown Bag Lunch Meeting was helod on on Wednesday, September 18 from 11:30-1:00. ELSA Brown Bag Lunches are bi-monthly meetings intended to bring together ELSA members for networking and for the dissemination of information about opportunities on campus for both staff and students. There is time for attendees to update each other on current or upcoming events in their offices, as well as to allow staff and faculty the opportunity to present on relevant news and updates on campus.
For the first meeting, we were joined by Debra Merchant, Vice President of Student Affairs, who will be talked to the group about the new Student Affairs organizational structure and how ELSA stakeholders can best utilize that information for effective collaboration between offices. We also discussed the ELSA Campus LINK group and our plans for ongoing networking activities.
Professional Development Series Part III: Student Development Theory Workshop
September 24 - Professional Development - Student Development Theory Workshop
Engaging Emerging Adults' Motivations: Student Development at the College Level.
Tuesday, September 24th, 4:00- 5:00p
Campus Recreation Center Classroom, 3210
Presenter: Dr. Marcus Johnson, Assistant Professor of Educational Studies, Development and Learning Sciences
During this talk, Dr. Johnson began with an overview of past and current research relevant to practitioners. Specifically, he addressed Erickson’s Identity vs. Role Confusion stage, Idealistic Thinking, and motivational mechanisms as they pertain to college-aged students.
After this overview, Dr. Johnson discussed stages of psychosocial development theory in conjunction with idealistic thinking to describe where college students are coming from developmentally. The session provided a research-based perspective on where undergraduates are within their own developmental process when arriving at UC. Also included was Dr. Johnson's research in the field of student development, and questions from attendees.
UC’s Emerging Leaders in Student Affairs (ELSA) is committed to providing low- and no-cost Professional Development opportunities for UC staff. As a part of our mission, we have created a two-part Professional Development Learning Series that will cover a unique topic each term. These series will provide an informational workshop on an identified topic followed by a Staff Colloquium, at which selected staff members can present on how their work implements our identified theme. ELSA’s Fall Topic is Student Development Theory.
November 13 Brown Bag Lunch
November 13 - Brown Bag Lunch
The agenda for the November 13 Brown Bag Lunch included:
ELSA Updates: New structure, roles, and volunteer opportunities.
d/Deaf and Hard of Hearing Students on UC’s Campus: Deaf faculty members from the Signed Language Interpreter and ASL/Deaf Studies Department discussed strategies when working with d/Deaf and hard of hearing students on campus. Discussion included cultural values and communication techniques.
UC Advisors and Student Affairs: Robin Selzer spoke about the academic advising structure and the role of advisors on our campus. Attendees learned how advisors and other student affairs professionals on campus can connect for collaboration and student success.
Professional Development Series Part IV: Staff Colloquim on Applying Student Development Theory
Staff Colloquim: Applying Student Development Theory
Thursday, November 21, 2013. This colloquium provided a forum to learn from peers, exchange ideas, and establish collaborations across units.
Assistant Director, College of Allied Health Sciences
Case Study on Applying Student Development Theory: Planning Advising Programming for Sophomores
Programming for the second-year has been a hot topic in the national advising community for the past decade. In September 2013, the College of Allied Health Sciences held its first-ever SophoMORE Celebration, an event for students starting their second year in their CAHS programs. Mel shared how the event was conceptualized with a developmental advising perspective to holistically address “sophomore slump,” which is a well-documented concern for college students and those of us who work with them.
The event was planned with a learning-outcomes approach and considered research on current best-practices surrounding second-year programming in conjunction with the specific needs of CAHS sophomores. Planning resulted in a workshop of 4 sessions. These sessions included concurrent presentations from seven UC units that CAHS sophomores are most likely to benefit from during their second year.
Program Manager for Fraternity & Sorority Life, Student Activities and Leadership Development
Exploring Leadership Identity Development and Greek Membership
Active engagement and participation in a student organization is an important part of the undergraduate experience, serving as a motivation for persistence, an arena for forming interpersonal relationships, and a space for the development of leadership. A great deal of time and focus is placed on the third area, development of leadership, an opportunity that is frequently highlighted in the recruiting and marketing efforts of fraternities and sororities. Historically research has focused on behavioral problems in the fraternity and sorority community coupled with supports aimed only at those members in positional leadership; this leaves a significant gap in the literature concerning the development of leadership among the majority of non-positional members.
The purpose of the research discussed in this presentation was to examine the identity development of members who are non-positional leaders and the impact of their membership in a Greek organization on this development. In this study, the researchers considered a complete community profile of Greek Membership. Researchers administered the Socially Responsible Leadership Scale (SRLS-2) to the fraternity and sorority community. Then, using the Leadership Identity Development (LID) Model, the panelist expanded beyond positional leaders using qualitative interviews to study the impact of leadership initiatives on non-positional leaders. This provided a picture of what members view as leadership and where the population was located in terms of personal development. The information found allows institutions and staff members to serve as better educational partners for members of social Greek and non-Greek student organizations
The theme for Fall 2014 was “Applying Student Development Theory.” As a continuation of the discussion that was begun with the Professional Development Workshop on Student Development Theory, these two UC staff members were selected to present on how they incorporate theory into their own work.