Student Affairs Assessment Council Minutes
March 5, 2014
Attendance: Ozge Akcali, Jo Alexander, Richard Arquette, Gus Bedwell, Daniel Cardenas, Tina Clawson,
Maureen Cochran, Dave Craig, Rick DeBellis, Kami Hammerschmith, Jeff Kenney, Carolyn Killefer, Daniel
Newhart, Juliana Recio, Kent Sumner, Jennica Vincent, Melissa Yamamoto
Student Worker Learning Outcomes Project
Review research/assessment question:
How does employment in Student Affairs connect to student learning outcomes (where
“outcomes” are the LGGs, mapped to LEAP outcomes)
1) Document what happens in each department with regard to the student employee
experience (inputs)
2) Map current practices to learning outcomes framework (outcomes)
SAREP will map LGGs to LEAP outcomes so we can speak to both
Daniel asked: What do people think of the question?
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We will need to operationalize terms and concepts to carry out the research
o How do we define employment?
 Perhaps we look at both interns and employees but operationalize the
independently
 Consideration for # of hours worked
 Interns-a lot of unsupervised time, whereas an employee may have more direct
supervision & regulated hours (Gus)
 Interns tend to come with a set of goals on their own, depending on the focus of
the internship-->Interns are often doing it for academic credit. PROMISE
internship (not for credit, for skill building), ISS has a wide variety of types of
student involvement/service/internships.
 Undergraduate & Graduate students
o Does anyone embed LGGs in training/orientation?
o May be helpful to know what the student's other obligations are; this could impact their
work engagement.
o "As a result of working in DAS..." -they may not be able to differentiate where they got
the experience but we will get their perspective
o How do we each structure our student employee experiences?
o May be helpful to understand the student's perspective in terms of why they are
working in this role (just for the money, career aspirations, credit, etc.)
o Length of employment; particularly in the same position. How many on-campus
departments have they worked in? Mum could pull this data
o Have there been changes in expectations of student workers, added responsibilities,
promotions, etc. (what inputs have changed & how does that impact the outcome)
 operationalized at the department level--this is data that depts may have "noninvasive data harvest"-Dave Craig
 May be a better idea to focus on responsibilities rather than the pay.
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If a student progresses through their job (added responsibility), do they learn
more?
 Carolyn sees these progressions in resumes when she reviews them
Do we want to only consider those who are currently employed or reach out to alum?
Daniel asked: After this conversation, do we want to revisit the research question? Is this going to teach
us something? Is this type of study helpful to people? What do we want to do with this? What's the
outcome?
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Use the information to inform our training
Student Affairs hasn't been well represented with "higher ups" and if they see the connection to
the learning goals; that would be very helpful.
Problematize areas in which we think we're making an impact but maybe we're just winging it in
some ways and this information could really help up ramp up intentionality.
In terms of best practices in Student Affairs-creating guidelines
Coming together & uniting on this issue; will have more impact as a team rather than if we
attempted to do this individually
Daniel asked: How many students work for you?
o MU: 600
o UHDS: 1000
o This is motivation to do this study; this is a narrative that tells our story
Easily translates learning outside the classroom
Next time: evaluate objectives against criteria
Retreat Planning
The Assessment Council retreat will take place on Monday, 6/9/2014.
Next Meeting:
March 5, 2014
9:00 am-10:30 am
MU Council Room
Notice: March 19th meeting is cancelled.