Ranger Welcome Beginning Assessment

                                                                  PSF 9 07/08                                                         

                                                                                                                                           

A total of 745 students attended the opening ceremony on Tuesday, September 4, 2007. 

Chronological list of the events:

Academic Convocation (gym)

Ranger Read Discussion of the Laramie Project (groups of 25-30)

An Exercise on Reading a Syllabus/Critical Thinking, Your Choice (groups of 25-30)

An Exercise on Diversity, Games People Play (groups of 25-30)

Presentation by Dr. Joe Martin (gym)

Rec N Roll (various activities and offices)

From the above list, students participated in either the syllabus or the diversity exercise but not both.  Approximately 400 students (54%) attended the presentation by Dr. Martin.

At the close of the second week of classes, FY students in a selected number of classes were surveyed regarding the full day.  A goal of 200 responses, reflecting students that at least stayed through the Ranger Read, was established.  The actual number of responses collected was 189. From the 189, 115 or approximately 61% indicated that they attended the presentation by Dr. Martin so it is believed that the sample reflects the population.  For the Rec N Roll event, the survey reflects the view of only 39 students. 

This report attempts to summarize the findings from the survey for the day.  Surveying students at the close of week #2 versus throughout the day was intentional to define what really made an impression about the day.  The Ranger Read was evaluated at the close of the session (same day) and results from those responses, approx. 745, are the subject of a different report. 

In this report, student responses were allowed to place in multiple categories.  As an example for the academic convocation, it was acceptable and counted twice if the student indicated remembering both the opening (processional) and the student speakers.  Notable responses are included in this report and each response reflects a different student. 

What do you remember most about the Academic Convocation?

31% of the responses focused on the platform party and processional. 

29% of the responses focused on the student speakers. 

About 10% of the responses specifically spoke to success and success being possible.

17% of the questions were left blank or indicated “nothing”.

28% of the responses fell into the “other” category.  Some of these answers were out-of-place, writing about a later session or were comments on the “discomfort” of the bleachers in the gymnasium.

Sample responses:

(1) “Professors are there to help you succeed to what you want to do”

(2) “It made you feel more at ease seeing all the other freshman”

(3) “I remember the student speakers and being introduced to staff.  I thought the student speakers did a good job of inspiring people to become involved”

(4) “I learned that Parkside is a unified campus where everyone wants us to succeed”

What did you learn in the session on the Laramie Project?

46% of the responses reflected the book/event and the need for tolerance

38% of the responses were related to college discussions

23% of the responses were considered as “other” or left blank

Sample responses:

(5) “Just how to hold an intelligent discussion.”

(6)  “I learned that people think crazy in this world and it will not change unless with have more positive people in this world.”

(7) “I learned that in college discussions people will speak up and go against what you say.”

(8) “I learned about many diff. perspectives on the book & I learned to embrace diversity, & not to pre-judge others.”

(9) “It is important to get involved in discussions so you know if you understood the reading or not”

(10) “that the discussions are more in depth than average high school English class discussions over a book”

(11) “I learned that in college discussions, you should get involved b/c you will understand things more clearly.”

(12) “Just to listen to people’s opinion”

(13) “college discussions can get heated and arnt always broken up because it a uneasy topic”

(14) “People tend to have different descriptions of what they believe prejudice is, and saw how others think critically about a similar topic”

The next section of the survey required students to recognize that they were in either a session dealing with reading a syllabus/critical thinking or a session dealing with diversity.  The survey tool failed to prompt students that a response should be to one activity or the other and not both.  For evaluation purposes, students that indicated participation in only one of the two were considered.  In a very limited number of cases, 1-2 the evaluators used personal judgment of the student responses and classified them into either the syllabus or the diversity activity.  There was also some concern that the students didn’t recognize a clear difference between the discussion of the Laramie Project and Games People Play (Diversity) activity. 

Note:  There are fewer responses for Games People Play compared to the syllabus/CT exercise.  The difference appears significant and may be the result of (1) distinction – the syllabus exercise did not overlap with any of the other activities, (2) attrition – the syllabus/CT exercise immediately followed the Laramie Project discussion whereas Games People Play was conducted after lunch, (3) bias in the sample pool or (4) some combination of the above factors. 

Responses where participation in the syllabus/CT exercise was obvious:  32

Response themes included reading the syllabus, the difference among syllabi, specific details (instructor’s office location, hours, exam dates, etc). 

Sample responses(What did you learn?):

(15)  “It is important to use it through the semester”

(16)  “To ask questions about everything, even if they don’t have it on the syllabus”

(17)  “Always look ahead and plan time for each event or project.  Time management is important.”

(18) “Read all the details and look for certain things”

(19)  “if you don’t get a syllabus leave the class”

(20)  “I learned to read syllabi and what to look for/questions to ask”

A few respondents indicated that they already knew how to read a syllabus or that their instructors covered reading a syllabus during the first-day (period) of instruction.  Again responses were limited to those that clearly indicated participation in the syllabus exercise. 

Responses where participation in the Diversity exercise was obvious:  23

The main response theme was towards respecting the views of others.

Sample responses (What did you learn?):

(21) “About different races and their views on things”

(22) “Not everyone thinks like I do”

(23) “How to communicate.”

(24) “Not too many people talked but the people who did including myself had very interest opinions & feelings.”

(25) “I learned that everyone comes from a different background”

(26) “People are much more accepting than most here and like being so”

(27) “There is something new to learn from everyone”

A few respondents indicated that this exercise overlapped with the Laramie project discussion. 

What lesson(s) did you learn from Dr. Joe Martin (afternoon speaker) or what do you remember most from his message?

From the 115 whom attended the presentation,

14% of the responses were related to the instructor(s) as human beings or expectations

57% of the responses were related to student attitude and behavior

15% of the responses were left blank

22% of the responses were coded as “other” – and most of these were related to Dr. Martin as a speaker or Dr. Martin’s story (not presented by the student as transferable)

Sample responses

(28) “That you can put your mind to anything and accomplish what ever you want.”

(29)  “Do the opposite of everyone else and you’ll succeed in college.”

(30)  “Do the total opposite of average college students.”

(31)  “I remember his story, and his tips on how to succeed.”

(32)  “To always do your best, and get acquainted with your professors, so you can get good letters of recommendation.”

(33)  “Its not about your IQ its about your I will”

(34)  “You can do and become whatever you want no matter what people tell you.”

Participation in Rec N Roll

From the 39 that indicated participation in Rec N Roll, 6 or more visited each office/club represented at the event.  The most popular among the 39 respondents were the tables associated with Student Activities (20 hits), Impact (16 hits) Intramural Sports/Activities (15 hits), the Ranger Card Office (15 hits) and Aramark food service (14 hits). 

What was missing or what should be eliminated? 

Evaluation was limited to those that attended the Academic Convocation and the presentation by Dr. Martin (115 of the 189).  A small number of these respondents, 1-2 may have skipped sessions between the Academic Convocation and Dr. Martin.

37% or 43 of the 115 left this blank – which is open to interpretation

28% or 32 of the 115 indicated “nothing” or that everything was okay/fine

10% or 11 of the 115 indicated that the program should be shorter

6% or 7 of the 115 responses were related to the gymnasium (lack of AC and bleacher seats)

Remaining responses by event/session, very limited number

              Academic Convocation:  4 of the 115 recommended eliminating the Academic Convocation, but among these responses was also a desire for a shorter program and the discomfort of the bleachers and temperature in the gymnasium.  1 out of the 115 expressed a desire for a more formal Convocation

              Laramie Project Read/Discussion:  3 of the 115 indicated something associated with the Laramie Project.  1 expressed a dislike to reading a play, 1 expressed the desire for a choice in the read and 1 disliked the session because of the number of students that had not read the play. 

              Syllabus/CT Exercise:  1 of the 115 felt that this exercise should be eliminated.  Another expressed a similar desire, but the response was moved to “nothing” as the respondent had not participated in the Exercise. 

              Diversity Exercise: no comments

Miscellaneous:

              Campus Tour:  3 of the 115 expressed a desire for a campus tour. 

              Nontraditional/older Students:  2 of the 115 indicated that they were older and suggested that perhaps an age limit should be placed on the event

Assessment Problems

If the Committee decides to continue with evaluating responses at the close of week #2 and if students are divided into two groups, a prompt needs to be added so that respondents answer according to their participation.  Although possibly acceptable as a preliminary tool, the survey needs further development to better ascertain the lessons learned/outcomes.