Student Affairs 2011 Assessment Poster Fair

Wednesday June 1, 2011

[Photo: unknown students with Provost John Etchemendy] Student Affairs' 3rd Annual Student Affairs Assessment Poster Fair was held on Friday, May 20, 2011 at the Black Community Services Center.

Vice Provost Greg Boardman established the Assessment Coordination Committee in 2009 to further our objective of creating a culture of assessment within Student Affairs. Under the leadership of Tom Black and Ken Hsu, and methodological guidance from Jenny Bergeron, the committee has worked diligently over the past three years to evaluate the performance of our programs and policies and implement evaluation studies.

During WASC’s visit on campus in December 2010, we displayed some of our posters showing primary data collected internally which were used to inform decision-making in program management and strategic planning.

See Assessment in Student Affairs for more background on the divisions approach to monitoring our efforts.

2011 Presentations

A Survey of Graduate Student Families Living at Escondido Village, 2011, Part One - the Survey: by Andrew Hernandez; There are approximately 250 graduate student families living in nine Escondido Village (EV) family courtyards. The Graduate Life Office provides families with activities and information through the Family Community Associate program. The purpose of this study will be to evaluate graduate student contact with the graduate Community Associates living among them, their participation in graduate family activities organized by the CAs, and their satisfaction with the EV community and their general knowledge of University resources for families. Results from this evaluation will be used to improve future programming.
An Assessment of University Public Worship at Stanford Memorial Church: by Mary Greene and Joanne Sanders; Assessment of University Public Worship at Stanford Memorial Church; In more than 100 years of University Public Worship at Stanford Memorial Church, this is likely the first survey of its kind. The purpose of this assessment is to understand more about the attendees at University Public Worship on Sunday mornings and to learn from their perspective and experiences. Information gathered from this study will enable the clergy and staff of Memorial Church to evaluate their services and congregational impressions.
Alcohol Education 21st Birthday Project: by Jarreau Bowen, Michal McDowell, Samuel Saenz; The Alcohol Education 21st Birthday Project aimed to test a novel alcohol education intervention technique—the birthday card – as a means of reducing reckless drinking when students celebrate their 21st birthdays. Participants were randomly selected to either receive via e-mail the birthday intervention card the day before their 21st Birthday (experimental condition) or receive no card (control condition). The day after their 21st Birthday, all participants were sent an electronic survey asking about how much alcohol they drank on their birthday, how much alcohol they were planning on drinking, and other related inquiries. Data from this project are presented.
Analyzing the Student Affairs Web: by Stephen Arod Shirreffs and Katie Pfeiffer; Analyzing Mobile Usage in Student Affairs; The survey seeks to understand the scope and growth of mobile access to the Student Affairs Drupal-based web presence. The poster also seeks to educate viewers about the use and benefits of Google Analytics. Results will be used in assessing how to proceed in creating mobile aware resources.
Assessing LAMP: Learning and Mentoring Peers, a Student Affairs Learning Grant: by Cole Shiflett and Sonoo Thadaney; LAMP: Learning and Mentoring Peers, A Student Affairs Learning Grant; Learning and Mentoring Peers (LAMP) is a VPSA Learning Grant initiative, in which a group of professional staff from within and without VPSA gathered monthly for a collaborative self-directed learning experience. As part of the initiative, we decided to evaluate our program to ascertain the value of this peer mentoring model as a useful and replicable learning environment. Results of this study will be used to inform the feasibility of continuing this professional development opportunity in the future.
Assessing the Experience of Applicants for Overseas Scholarships: by Diane Murk and Kate McKinney; Assessing the Experience of Applicants for Overseas Scholarships; During fall 2010 the Overseas Resource Center, Bechtel International Center, surveyed two distinct groups of students in order to assess its support services for students applying for scholarships for study and research abroad opportunities. More specifically, we examined our advising and administrative process in order to determine how we can strengthen and improve our services. Results of this study will be used to enhance the scholarship process in the future.
Assessment of Leadership Transition in Student Organizations: by Tijan White; Promoting Effective Leadership Transitioning; Student Activities and Leadership (SAL) is responsible for facilitating the organization and productivity of Stanford student groups and their events. SAL aims to develop student leadership and assists in the management, planning, and implementation of group activities through a healthy and effective group model. One aspect for achieving this goal is to encourage effective leadership transitioning. In order to better serve the student group leaders, SAL has conducted a survey to evaluate current trends in groups’ leadership transition process. The results will be used to formulate strategies and suggestions to increase access to information beyond the existing workshops that are offered.
Assessment: Analyzing Trends, Data, and Student Feedback from the Electronic Dissertation/Thesis Submission Process: by Reid Kallman; Analyzing Trends, Data, and Student Feedback from the Electronic Dissertation/Thesis Submission Process; In this study, we assessed the submission of dissertations electronically across different graduate disciplines, schools and departments in order to determine if students were satisfied with this new submission process and to gain valuable feedback on how to improve it. More specifically, we investigated: How students rate the electronic vs. paper submission process; what they believed the advantages were; and, how they believed the process could be improved. Results of this study will be used to improve the eDissertation/eThesis submisson process by incorporating student feedback into future enhancements.
Benchmarking and Analysis of Alcohol and Party Planning Strategies: by Rachel M. Fishbein; How Does Stanford Measure Up on Alcohol?; In conjunction with the Substance Abuse Prevention & Policy Office, we gathered and analyzed data from peer institutions about alcohol management and party planning processes in order to assess where Stanford stands in terms of both alcohol policy and student event planning systems. Although the intentions of every institution are to increase alcohol and event safety and decrease harmful drinking (at every age), the systems that are in place tend to vary tremendously.
Career Counseling Survey: by Lance Choy; Bachelors, Masters, PhD's and PostDoc's can sign-up for career counseling support at the Career Development Center. In this study we evalued the effectiveness of our career counselors in assisting students with career planning, resume support, and interviewing skills. Results from this study will be used to strengthen the skills of our staff.
Certified Electronic PDF Documents: Analyzing Data along with Student/Staff Feedback from the Electronic Transcript and Electronic Document Process: by Ron Racilis; Through various methods of data collection, this project assessed the process of sending and receiving official eTranscripts and other electronic documents. This evaluation will provide answers to some of the following questions: How do students rate the electronic vs. paper transcript process available to them? What exactly do students see as advantages/disadvantages of requesting official documents electronically vs. paper? How do the Registrar’s Office staff and Stanford Center for Professional Development staff feel about the usability of the electronic document portal? What suggestions do staff and students have to improve the electronic document process. Results will be used to improve the electronic document process.
Communication to Students Regarding Academic Regulations, Deadlines, and Financial Transactions: by Chris Cave, Kelly Takahashi, Stephen Arod Shirreffs; Student Communication Preferences; What are the most effective ways of communicating critical University regulations, deadlines, and financial information to a student body that has access to cutting-edge social media? Is email still doing the job? What would be the cost-benefit ratio of implementing Facebook groups, RS feeds, or instant messaging? We surveyed freshmen, sophomores, and first-year graduate students to try to discern trends and preferences that can inform our always evolving approaches.
Employment Services at the Career Development Center (CDC): by Bev Principal; The Career Development Center offers an array of services to help employers hire students including posting internships and employement opportunites, hosting career fairs each year, and scheduling interviews through Cardinal Recruiting. Nearly 100 employers will use the CDC's online resume service. In order to make its services more efficient, the CDC engaged in a small evaluation of its programs. Results of the study will be used to improve existing services and possibly generate ideas for new services.
Escondido Village Singles and Couples Community Associate (CA) Self-Evaluation, Fall Quarter, 2010-2011: by Anne Boswell, Amy Askin, Bryan Chen, Sadie Bartholomew, and Rachel Howe; Escondido Village Singles and Couples Community Associate (CA) Self-Evaluation, Fall Quarter, 2010-2011; Community Associates (CAs) are graduate student residence staff who build and enhance community through social programs, and serve as a helpful resource to their residents in need. In order to evaluate event planning, participation and CA teamwork, a survey was conducted by supervising Head CAs in the Escondido Village (EV) singles and couples program. The results of the survey illustrate the accomplishments of the CAs and the closeness of their teams, as well as some problem areas in event planning logistics. The results of the survey will be used by Head CA's and GLO's supervisors to make area and team improvements.
Evaluating Stanford Classrooms: Impact on Teaching and Learning: by Helen L. Chen, Robert Emery Smith, and Tom Black; The Office of the Registrar manages approximately 200 classrooms in buildings across campus, supporting a wide range of courses and learning activities representing a variety of programs and departments. In Fall 2010, quarterly faculty surveys and focus groups were introduced as a first step in documenting the impact of campus learning spaces on teaching and learning. The purpose of this ongoing research effort is to inform and sustain a dialog around the role of learning spaces on campus among faculty, students, and other stakeholders such as the university architect and campus space planners. At the same time, we hope the emerging findings about current instructional practices will not only help identify future classroom and support needs but also inform future decision-making about classroom spaces and other learning environments as they intersect with new technologies that foster innovations in teaching and learning.
Evaluating Success: Education and Society Theme House: by James Chu, Daniel Scott Smith and Sonoo Thadaney; Measuring Impact: Education and Society Theme (EAST) House; The Education and Society Theme House under Residential Education aims to promote and deepen undergraduate interest in Education. We offer programming that includes opportunities for mentorship, to learn about specialized topics within the field of Education by experts, and to take small seminars focusing on Education related issues within the dorm. Data we collect for evaluation purposes includes survey results, attendance, and online analytics. Results suggest that our programming has increased the visibility of education on campus and cultivated a sense of community amongst undergraduates interested in education. As an outstanding question, what are some other metrics we could use to gauge the extent to which we have accomplished our mission to promote and deepen undergraduate interest in Education.
Evaluation of 2011 Student Affairs Conference: by Lee Connor and Jamie Pontius-Hogan; Assessing the 2011 Student Affairs Conference; At the conclusion of the Student Affairs Conference on February 15, staff who attended were asked to complete a brief survey regarding their experience at the conference. The conference planning committee determined in advance that seeking feedback was an important component of this inaugural event. In this presentation, we will share some of our survey findings. Results of this survey have already been used to determine that there will be another, similar conference in 2012. We will also incorporate feedback from this questionnaire in planning next year's event.
Evaluation of the Chartering Process for New Student Organization: by Diana Hyde; Survey of the New Student Group Process; Student Activities and Leadership (SAL) provides support for Stanford's 650+ student organizations. Given the entreprenurial spirit and ambition of our students, interest in creating new student organizations is always high. However, given limited advising resources, space, and funding for groups, many proposals are not accepted, which can lead to a time-comsuming and challenging review process. By surveying students who have been through the process and discussing experiences of staff who administer the process, we will evaluate the chartering process for new student organizations and look for opportunities to improve it.
Evaluation of the Off-Campus Fundraising Process for Student Organizations: by Ashley Scanlan; Stanford’s Off-Campus Fundraising Policy: Awareness & Process, 2011; Unlike most departments, some student organizations are allowed to solicit off-campus entities for financial support, but only with prior approval from Student Affairs and the Office of Development. In this sutdy we will evaluate the off-campus fundraising process for student organizations. This assessment will look into the types of off-campus fundraising activity that occurs, the avenues through which students hear about and comply with the policy and process, and causes of non-compliances. Results of this study will be used to better inform staff about how to adminster and promote the policy and approval process for off-campus fundraising.
Fileshare: by Teresa Vasquez; As Student Affairs became a cohesive department consolidating many student services areas, the need to consolidate resources to provide a secure and robust file system to address and meet the file server needs of most units became apparent. Taking into consideration the specific needs of all units and their platform of choice, the product, Xythos was acquired and customized for all units and rolled out as Fileshare. Fileshare is a secure and robust multiplatform server with ease of access for users. Access to it is secure, fast, simple and accessible, 24/7. Though each department utilizes the same server, each unit uses it differently. We will discuss Fileshare, its functions and how it is utilized by each department.
From Pens & Paper to Point & Click: the Automation of the Final Recommending List: by Veronica Bernal; The Office of the University Registrar works in conjunction with the individual schools and departments in order to confer the final degrees for graduation. The recommendation of the students for graduation has up until now always been a paper generated list signed by the program or department chair. In this project we will evaluate the efficiency of the new electronic final recommending list as well as assess the user experience with the new electronic version in order to make improvements.
Gauging Stanford Students Comfort with Diverse Foods and West Campus: by Sonya Chaudhry, James Chu, and Sonoo Thadaney; Murray joined Yost and EAST to encourage West campus appreciation and learning about diversity in a campus wide event, West Fest. West Fest consisted of an international food festival, a live salsa band, a free cycle or swap meet, several student group performances, and fun-in-the-sun bubble blowing, frisbee tossing, and football throwing. In order to evaluate any change in attitudes about culinary diversity and the attitudes about living on the West side of campus students were asked to fill out a survey before and after the event. The survey asked questions about students' experience with diverse foods and whether or not they would consider living on the West side of campus. The results of the study will be used to improve similar events that Murray House may put on in the future and to inform West side stakeholders about the possible solutions to attracting more students to the West side of campus.
Graduate Admissions Innovations: by Stacey Gray; Over the past year, the Graduate Admissions, Office of the University Registrar team has worked closely with CollegeNet, our online application vendor, to create Admit, a system to manage and support online review of graduate applications. Admit allows admission staff users to organize and review applications for graduate study in addition to enabling faculty evaluation and decision-making in Stanford’s various academic departments. In addition, we hoped to reduce the University’s carbon footprint by enabling online application review as opposed to creation of thousands of paper files. After rolling out Admit in fall of 2010, Graduate Admissions sent surveys to system users on a semi-monthly basis throughout the admission season to track Admit system implementation and user perspectives. This presentation focuses on the feedback provided by department staff and faculty about system adoption and functionality during this first year. These comments will be used to coordinate Admit system updates with CollegeNet in addition to driving training opportunities and enhanced system documentation for Stanford’s 65+ admitting department staff and faculty.
Graduate Student Programming Board (GSPB) Program Evaluation: by Ken Hsu, George Michelogiannakis, and Krystal St. Julien; Graduate Student Programming Board (GSPB) Program Evaluation; Graduate Student Programming Board (GSPB) is a program led by two paid student staff co-Chairs along with a board of student volunteers that organizes programs and activities for all graduate students on campus. The aim of this programs is to help students develop supportive social networks on campus and to connect students from different academic departments. Program activies offer students opportunities for fun, enjoyment and stress reduction. In order to evaluate the success of this program a small survey was conducted. Results of this evaluation will be used to improve program activities.
Happiness Within Reach 2011: Stanford's First Emotional Health Conference: by Carole Pertofsky; Happiness Within Reach; Happiness Within Reach Conference, Stanford University, February 12, 2011, was the first conference in the nation to address the growing need for high achieving University students to transform stress and other debilitating negative emotions into resiliency, vibrant mental health and self confidence. The overarching goal was to strengthen the mental health and emotional wellness of undergraduate and graduate students at Stanford University by presentations and dialog with the leading experts in the emerging fields of cognitive neuroscience and Positive Psychology. Health Promtion Services, Vaden Health Center worked in partnership with BeWell and C-CARE to host the event.
Learning Slavic Language & Culture: by Cisco Barron; Learning in SlavDom; Slavianskii Dom offers students the opportunity to immerse themselves in Slavic Language and Culture. All fifty-five students are required to attend theme-related events throughout the year. In this study, thirteen residents of Slavianskii Dom were asked to participate in an evaluation of their learning during the Spring 2010 quarter, in an effort to determine the effectiveness of the programs put on by SlavDom’s Academic Theme Associates, students who manage SlavDom's theme program. Initial inventories of participant knowledge regarding specific items were conducted early in Spring Quarter, then again at the end of Spring Quarter. Students demonstrated gains in their knowledge of the Academic Theme Associates' four main subject areas: Russia's role in World War II, Russian profanity, Privatization in Russia, and famous Russian cartoons. The results of the study will be used to examine theme-programming effectiveness and to inform future attempts to review themed houses on campus.
Mental Health Support for Stanford Students Studying Overseas: by Michael Haberecht; When Stanford students study abroad, they have less access to University services that support mental health and emotional well-being. This project aimed to evaluate: 1) the need for mental health services among Stanford students studying overseas, and 2) student access to and utilization of mental health care by those students. The findings of the project suggest that a number of students are vulnerable to emotional stressors or the development of a serious psychiatric illness while they study overseas. Recommendations focus on supporting students with previous or current mental health concerns as well as students with acute psychiatric emergencies.
New Graduate Student Orientation (NGSO '10) Program Evaluation: by Ken Hsu, Laurette Beeson; New Graduate Student Orientation (NGSO ‘10) Program Evaluation; New Graduate Student Orientation (NGSO) programs aim to accomplish three main goals for new graduate students: 1. To provide an Introduction to and information about graduate student life. 2. To provide social networking opportunities to connect new students from across campus, and 3. To introduce and inform new students to campus resources. A survey evaluation was conducted to assess NGSO in accomplishing these goals. Results of this study will be used to make decisions and improvements in planning future NGSO programs.
On the Quality of La Maison Française: by Cisco Barron; The Quality of La Maison Française; In order to understand the perceptions and behaviors of the students who reside in La Maison Francaise, a seventy-item questionnaire was distributed to students in Spring Quarter of 2010. Items on the questionnaire asked students to describe and rate the quality of their experience during the 2009-2010 academic school year and included items exploring the frequency with which they engaged in theme house related activities, the quality of the program overall and what they learned from engaging in program activities. The results of the study will be used to examine theme-programming effectiveness and to inform future attempts to review themed houses on campus.
Piloting ePortfolios to Support Assessment for Learning: by Helen L. Chen , Randy Williams, and Brian Thomas; Given increasing national and international interest in electronic learning portfolios (ePortfolios), the Office of the Registrar is exploring how ePortfolios can be used to support teaching and learning activities on campus and also to provide another means to capture more authentic evidence of student work and development. This poster gives an overview of several ePortfolio pilots including the premajor academic advising program within Undergraduate Advising and Research and E14S: Introduction to Solid Mechanics, a mechanical engineering course taught by Professor Sheri Sheppard. We will discuss the assessment activities within each of these pilots as well as our efforts to identify and evaluate interest in ePortfolios more broadly across campus. The purpose of this latter effort is to capture evidence that captures insights into the impact of resources allocated to foster “folio thinking” activities and practices on campus.
QPR Training Program Evaluation: by Alejandro Martinez, PhD; Andy Chaichanasakul, MA; Jenel Sanchez Ramos, MA; Kolone Scanlan, MA; Kathy Lee, PhD; Question, Persuade, Refer (QPR) is a suicide-risk reduction program. People trained in QPR are introduced to the 3 simple steps used to help someone in distress. The current evaluation examined the short-term effects of QPR. A pre- and post-training assessment of 1,090 students, staff and faculty was conducted. Results indicated that there were positive changes in participants’ knowledge about suicide and their self-efficacy for assisting individuals at risk for suicide. The findings provide strong validation for the QPR initiative at Stanford. Results from this study will be used to improve the delivery of future QPR trainings.
Server Virtualization: by Thomas Carlson and Sergei Ruttenberg; Student Affairs Information Systems is responsible for providing support for all of the divisional groups. Most of the Student Affairs groups are using applications to support their services. In the past, each application resided on an individual, mostly unsecured, location with little or no technical support. The consolidation project delivers many benefits such as power savings, secure backups, reliability and flexibility in deploying, migrating and creating new services. The purpose of this project is to inform and educate the division about the progress, scope and technology advances of this new system.
Stanford Alcohol Transport Data: by Ralph Castro; Stanford Alcohol ER Visits; Emergency room transports for alcohol poisoning are troubling. Without medical intervention, many of these students could die from alcohol poisoning. Over the past four years, data on ER transports were collected and analyzed. Trends were observed as to what were the contributing factors and demographics for the transports and related issues that aggravated the situation. This data and insights will be presented and discussed such as what is the #1 factor that led to students being taken to the ER.
Stanford Alcohol Website Update: by Aton Gutierrez, Ralph Castro; In May 2010, Wellness and Health Promotion Services launched a new website devoted to alcohol and substance abuse resources. The new website, now found at alcohol.stanford.edu, was compared to the previous website resource by survey participants in categories such as overall usefulness and visual aesthetics. The data shows a great improvement to the old website and we are excited for its future use among Stanford students.
Stanford Alumni Mentoring Undergraduate Program Survey: by Marlene Scherer Stern and Amy Brierley; The Stanford Alumni Mentoring (SAM) program is designed to help students form mentoring relationships with alumni. In this study we examined the effectiveness of the program's matching process and investigate the quality of student's mentoring experience. Results of this study will be used to increase the number of matches and to enhance the mentoring experience.
Stanford Honor Code Survey: by Brittany Riner, POLS Intern Office of Judicial Affairs and Jamie Pontius-Hogan, Assistant Dean of Student Life; Stanford Honor Code Survey; Ongoing assessment is part of the Office of Judicial Affairs (OJA). This year, we will highlight the Honor Code Survey, which was part of the 2010-2011 OJA Review. The OJA worked with the Office of Institutional Research and Decision Support to develop a survey that was administered to students to ascertain commonly held beliefs about the Honor Code. During Winter Quarter 2011, the survey was sent to a randomized sample—50% of the student body with the exception of the junior class. Findings show that students lack a robust understanding of the Honor Code and that faculty are not sufficiently incorporating discussion of Honor Code policies into their course expectations. While graduate and undergraduate students were divided over the issue of students monitoring other students, more undergraduates than anticipated are in favor of changing the standard of proof for Honor Code cases.
Stanford Partnership to End Violence Against Women Student Survey: by Donnovan Somera Yisrael, MA ('89); Stanford Partnership to End Violence Against Women Studen Survey; In 2006, Health Promotion Services at Vaden Health Center applied for and received a grant from the Department of Justice (DOJ) under the Violence Against Women Act (VAWA). As an objective of the grant we committed to gathering data on our student population in regards to relationship abuse, sexual assault and stalking. Specifically, we sought to assess student’s beliefs and attitudes about, experiences of and willingness to report these types of violent crime. Data was gathered during Fall Quarter of 2010 through an online survey sent to all undergraduates, graduate and post-doctoral students (exceptions: the Class of 2012 and those under the age of 18 at the time the survey was administered). This poster will discuss the process of creating our survey instrument and some preliminary findings from the data collected.
Storey's Story: by Cisco Barron; Storey's Story; Storey is the Human Biology Theme Dorm. It houses fifty two students dedicated to engaging in informal discussions about topics related to the study of Human Biology. In this study, we attempted to assess student learning and to gather programmatic feedback regarding the theme component of Storey House. We conducted a series of interviews with students that had applied to be part of the theme community. These interviews were crafted to help us explore Storey in terms of its programmatic efforts (what worked? what didn't?) and to document students' self-reported learning. The results of the study will be used to examine theme-programming effectiveness and to inform future attempts to review themed houses on campus.
The Frosh Effect: RD Cases: by Cisco Barron; The Frosh Effect: RD Cases; In order to accommodate the demand for first-year students to live among members of their incoming class, Stanford moved to a "frosh clustering" model for academic year of 2009-2010. This resulted in over two-thirds of the freshmen class living in either Wilbur Hall or Stern Hall. This move has since left some wondering what, if any, changes have resulted in the "frosh experience" due to “frosh clustering”. This project explores one small component of the broader construct we call the “frosh experience”. It outlines the changes in number and kind of Residence Dean cases as documented in the RD Database for those few houses that transition from housing members of all four classes to exclusively housing first-year students. Residence Dean cases include any instances related to managing student crisis or conduct. This includes instances related to a leave of absence, sexual assault, relationship issues, roommate issues, and behavioral issues involving alcohol and drug use. The results of this evaluation will be used to customize our educational efforts to better serve our first-year students and consider the possible difference between “All Frosh” houses and their four class counterparts.
The Impact of Design Thinking on Career Plans and Cognitive Styles: by Lindsay Oishi; Young people struggling with career indecision often suffer from stress and depression, which in turn can lead to poor personal and professional choices. This study evaluates a course offered by Dave Evans and Bill Burnett in the Stanford Institute of Design (“d.school”), which teaches students to apply design thinking to career questions, equipping them with cognitive, emotional and social tools to work on these and other "wicked" problems. The research, conducted in Spring 2010 and Winter 2011, demonstrates that participation in this course increased confidence related to career decision-making, reduced dysfunctional beliefs about career, and encouraged a flexible and creative cognitive style. Results of this study will be used to show the benefits of courses that harness Stanford’s academic excellence for students’ intellectual, personal and professional development, and argue for more academic attention to equipping graduates with the tools necessary to succeed in life after Stanford.
The RD Database: An Overview: by Cisco Barron; The RD Database: An Overview; Residence Deans at Stanford are charged with managing student crisis and conduct. Any time something pulls our students away from their education experience, Residence Deans work to reintegrate them into the community. The RD Database holds all recorded RD cases from the Fall Quarter of 2001 to the present. RD cases include instances related to a leave of absence, sexual assault, relationship issues, roommate issues, and behavioral issues involving alcohol and drug use. The purpose of this broad overview was to articulate and analyze any overarching patterns in RD Cases over the years. The results of this study will be used to better understand the changes in the quantity and kind of RD cases over the years. This understanding, in turn, will better inform our approach to crisis, conduct, as well as RD training, policies, and procedures.
Tracking Major Requirements at Stanford: Degree Audit Pilot and Future Directions: by Celeste Fowles Nguyen; Tracking Major Requirements at Stanford: Degree Audit Pilot; Degree Audit, also known as Academic Advisement, tracks student requirements towards a degree. Stanford utilizes degree audit to monitor General Education Requirements (GERs). Degree Audit can also monitor progress towards major requirements. Stanford piloted the PeopleSoft Degree Audit system with the Economics department starting in 2008-09. The purpose of this evaluation is to assess the Degree Audit pilot program in the Economics Department. Results will be used to determine how to proceed with a Degree Audit implementation in the University.
Vaden Health Center LGBTQ Student Survey: by Inge Hansen, PsyD and Haley Geddes, PsyD; Research shows that LGBTQ populations are less likely to seek medical care because of fear of discrimination. The purpose of this assessment was to determine how comfortable LGBTQ-identified Stanford students felt seeking care at Vaden Health Center, to assess their rates of utilization of program services, and to identify ways to better serve LGBTQ-identified students. Data were collected by sending out an anonymous survey through LGBTQ student list serves. The majority of students surveyed reported neutral or positive experiences at Vaden Medical and Counseling and Psychological Services (CAPS). However, a significant minority reported negative experiences. Steps to improve services were identified.
What's It Like Living on the Row?: by Cisco Barron; What's It Like Living on the Row; The Row mainly consists of 35 student-managed houses predominantly located along Mayfield Avenue and Campus Drive. These houses participate in the Student Management program and are largely student run. They include student staff members that manage house finances, house maintenance and house dining. Students living on the Row were randomly selected to participate in a half hour interview about their experience as Row residents. The purpose of this study was to begin articulating differences among the "types" of Row Houses. Row houses were divided into four "types": (a) Self-Operated, Non-Theme, Non-Greek Houses, (b) Greek Houses, (c) Theme Houses, and (d) Co-operative Houses. Interviews yielded clear patterns among certain kinds of Row houses, especially Greek, Co-operative and Theme houses. Interviews were rich in data regarding the behavioral, cognitive and affective experience of Row residents. Results of this evaluation will be used to inform further study of the impact that these programmatic efforts have on Row students as compared to their non-Row counter-parts.