Residential Life Assessment Guide

The Follow-Up
Report

Institutional Assessment
Guidelines:
Residential Life
(A Guides and Handbooks Report)

Todd V. Titterud
Revised 06/27/2007

The Follow-Up Report: Guides and Handbooks 1

 Residential Life Assessment Guide

Institutional Assessment Guidelines:

Residential Life
(Todd V. Titterud, Revised: 06-26-2007)

The materials in this guideline have been collated to assist your department in the
institutional assessment process. The examples from similar departments in other
institutions are included for comparison purposes to help you develop or revise your own
department’s efforts. They are not intended as recommendations but as efforts to be
reviewed and critiqued to improve your own learning and understanding. While some may be
models of best efforts, others may reveal the range of understanding and interpretation which
is still prevalent. Each department and institution is following their own learning curve toward
the common goal of establishing a culture of evidence-based continuous improvement
founded on student and institutional learning.

1 Sample Mission Statements

Georgia State University:

University Housing seeks to provide educational and social opportunities that facilitate
the growth and development of our residents and to provide state of the art facilities,
which support our endeavors and complement the academic mission of Georgia State
University.

San Jose State University:

As an integral part of San José State University and the Division of Student Affairs, the
mission of the University Housing Services is to provide supportive and affordable
residential learning communities that promote academic success and individual
development. To this end, housing programs and services are centered on three
simple ideas: to provide our residents with community, convenience and value.

St. Francis University:

Residence Life is an integral part of student learning at Saint Francis University.
Because of our twenty-four hour, seven day week contact with students, the Office of
Residence Life is in a unique position to affect every aspect of each resident's
collegiate experience. We provide safe and well-maintained living facilities, while
enhancing students' academic success and personal growth. We provide a learning

The Follow-Up Report: Guides and Handbooks 2

 Residential Life Assessment Guide

environment that promotes a sense of community within the halls, promotes student
involvement and leadership, encourages personal development, and inspires a sense
of responsibility to the local and global community.

University of Montana, Missoula:

The Residence Life Office provides residence halls and apartment facilities at
University Villages that serve as an integral component of the academic program and
support services to The University of Montana. This mission includes providing a
living/learning environment and related academic and co-curricular educational,
personal development and social programs that support the student and institutional
goals as well as nurtures the spirit and principles of community living. Our mission
also includes providing facilities that are healthy, safe and student preferred at a
competitive market cost. Lastly fiscal responsibilities and operational effectiveness
must be preserved to balance the immediate student needs and the long-term
stewardship responsibilities of The University.

2 Sample Goals

St. Francis University:

The Office of Residence Life serves the residents by striving . . .
ƒ to provide a safe, secure and well maintained living environment through quality
services, which meet the daily living needs of residents;
ƒ to provide customer service and quality in all aspects of the Residence Life program
through evaluation, revision, efficiency and open communication, while always
recognizing the needs of each individual; and
ƒ to enhance the academic atmosphere of the residence halls through collaboration with
faculty and other college personnel.

Seattle University:
Residence Life & Housing Goals
ƒ Provide safe, secure, clean and attractive residential environments
ƒ To promote community living in the residence halls
ƒ To promote student involvement with campus community
ƒ Provide seamless living-learning environments that promote student learning and
development
ƒ To nurture student leaders committed to service

University of Montana, Missoula:

Residence Life Office Department Goals:

The Follow-Up Report: Guides and Handbooks 3

 Residential Life Assessment Guide

Promote and facilitate prominent co-curricular activities and programming with faculty,
staff and students within campus based housing. Continue to offer and promote
substance free living and a total wellness concept. Continue to improve accessibility to
housing facilities for students with disabilities. Continue to work toward technology
access for every student in campus based housing by installation of the internal
network backbone so each student can have ready access to technology. Continue to
improve the work environment in the Residence Life Office through training, staff
development programs, MAP, and communication. Enhance student leadership and
volunteerism through employment and programming opportunities and partnerships
with the Student Involvement Program. Emphasize and promote a “Community Living
Model” in our campus-based housing. Components of Community Living include
values, behavior, diversity (celebrating and acceptance of differences), healthy
choices, positive relationship building, and developing integrity, character, and self-
reliance. Assess outcomes of goals.

The Residence Life Program must provide housing for University of Montana students
that is reasonably priced and meets all life safety and health codes. Additionally this
environment must be one that promotes learning and engenders the positive aspects
of community living. Programs must support the educational mission of The University
and provide co-curricular opportunities for students. These facilities, environment, and
programs must be student preferred and meet the ever-changing needs of today's
students.

3 Sample Objectives

Northern State University

UNIVERSITY GOAL 2: Northern State University will increase student enrollment over the
next 5 years by actively recruiting and retaining academically qualified undergraduate and
graduate students.
Student Affairs will:
ƒ Continue to participate in Northern Bound & Pre-registration days. Create a
Student Affairs display board in addition to individualized stations
ƒ Revive sneak preview over the next 2-3 years
ƒ Develop materials/general brochure for residence life
ƒ Put the Polynesian Show on the road (Arts Council may help fund travel.)
ƒ Continue to work with local schools through Catch the Wave to highlight disability
issues
ƒ Work closely with Finance and Administration in the renovation of residence halls
to make them more appealing for today’s student

The Follow-Up Report: Guides and Handbooks 4

 Residential Life Assessment Guide

ƒ Work closely with the NSU Foundation to identify funding for scholarships for
international and minority students.

Appalachian State University:

On-Campus Housing Learning Objectives
To become responsible citizens within community
ƒ Identify how actions affect others
ƒ Take action to make a positive contribution to community
ƒ Know the names and something about the members of the community
To demonstrate integrity and purpose
ƒ Explore purpose and develop passions
ƒ Appropriately question rules and authority
ƒ Choose to live by the Housing Contract and Code of Conduct
To demonstrate autonomy
ƒ Develop and maintain a lifestyle that includes adequate sleep, study, fun, and food
ƒ View self as an adult when dealing with family
ƒ Make decisions on own with appropriate involvement from parents, friends, and
others
To become intentional learners
ƒ Choose to be involved in campus/community organizations
ƒ Develop relationships with faculty and staff
ƒ Voluntarily participate in educational programs
ƒ Read for pleasure or in pursuit of knowledge not required for class
ƒ Study collaboratively in the hall
ƒ Discuss issues not required for class with others
To develop mature relationships
ƒ Express emotions and thoughts in healthy manner
ƒ Build supportive friendships
ƒ Learn to resolve interpersonal conflict
To value differences and diversity
ƒ Spend time with people who are different
ƒ Speak up for people who are often marginalized
ƒ Develop knowledge of other cultures and lifestyles
ƒ Practice tolerance
To become aware of and utilize resources
ƒ Know how to find sources of information about ASU (i.e. phonebook, newspaper,
website, RA)
ƒ Know about specific resources and/or agencies/offices on campus and in
community
ƒ Seek assistance from appropriate resource when necessary

University of Montana, Missoula:

Residence Life Office:
Intended Student Learning Outcomes
Programs that fosters student learning to analyze, formulate and confirm values.

The Follow-Up Report: Guides and Handbooks 5

 Residential Life Assessment Guide

Participate in programming activities designed to help students acquire and use

knowledge. Participate in programming activities for making educational and career
choices. Use technology to complement learning activities. Develop the quest for
learning and make learning a life long endeavor.

Intended Student Development Outcomes

Opportunities for students to develop self-reliance and management. Explore and
appreciate different ideas, cultures, lifestyles and celebrate diversity. Develop and
formulate a sense of self and their identity Experience community living. Learn to live
cooperatively with others and develop the values and interpersonal skills necessary for
a successful community. Develop a sense of respect for self and others, property, and
fairness. Intended Staff Development Outcomes

Understand and promote our mission statement. Assist in development of a safe,

healthy and productive work and living environments. Develop a sense of community
within the housing units. Promote and celebrate diversity. Promote student learning
and intra and interpersonal development of students. Provide accurate information and
excellent services to students.

4 Sample Performance Indicators

Utah State University:

Average response time: The response time indicates the difference between the time
a trouble call is received from a customer and the time a maintenance technician
arrived at the residence requesting service. The average takes into account all
daytime calls from all maintenance crews.

University of Oregon:
House at least 25% of the undergraduates on campus to meet the “primarily
residential” Carnegie classification.

Sample Student Learning

5 Outcomes

The Follow-Up Report: Guides and Handbooks 6

 Residential Life Assessment Guide

CSU Chico:
University Housing and Food Services
What are the learning objectives that your program has (explicit or implicit) for students using
your services?
Upon leaving UHFS, our goal is that residents will have improved their skills in:
relationship building, conflict resolution, problem solving, negotiation, communication,
time management, and priority setting/decision making.
We also want them to have a good understanding of community, personal
accountability, peer pressure, diversity of thought, multicultural awareness, respectful
engagement with other, appropriate boundaries, healthy lifestyle choice (i.e. personal
risk management), and nutritional awareness.

We expect our residents to leave with an above average knowledge of university

policy and university and community resources.

San Jose State University:

Student Learning Outcomes
As a result of living on campus and participating in Residential Life programs, students will:
ƒ increase their knowledge of campus and community resources;
ƒ develop their multicultural competencies and cultural sensitivity;
ƒ clarify their values and develop a stronger sense of identity;
ƒ improve their verbal communication skills; and
ƒ increase their level of civic engagement and understanding of social responsibility.

St. Francis University:

Student Learning Outcome Goals
1. Residents will use critical thinking skills and knowledge gained from formal academic
pursuits in practical, daily living experiences.
Freshmen
ƒ Will demonstrate non-dualistic thought (e.g. moving beyond absolutes and beyond
envisioning things as just “black or white“ or ”true or false”).
ƒ Will demonstrate an ability to effectively and appropriately question authority.
ƒ Will use knowledge gained from the General Education experience in interactions
with other residents.
Sophomores/Juniors/Seniors
ƒ Will exhibit reflective, independent thinking.
ƒ Will demonstrate an appreciation of diverse points of view.
ƒ Will integrate critical thinking skills in their daily living experiences.
ƒ Will use knowledge gained in formal academic pursuits in interactions with other
residents.
2. Residents will integrate practical life skills in their leisure, academic pursuits and
preparation for life after college.
Freshmen
ƒ Will demonstrate the use of basic daily living skills (e.g. paying bills, doing laundry,
shopping, cleaning, personal hygiene).
ƒ Will identify career interest areas.

The Follow-Up Report: Guides and Handbooks 7

 Residential Life Assessment Guide

ƒ Will demonstrate self-management skills (e.g. time management, priority setting,

discipline).
ƒ Will use appropriate academic resources (e.g. how and when to use library,
Learning Resource Center, Advisor, Faculty).
ƒ Will use appropriate technological resources (e.g. phone mail, computers, network,
internet).
ƒ Will operate effectively in systems and bureaucracies (e.g. paperwork, effectively
pursuing problems in bills, cable, water, financial aid, telephone, dealing with
people in those systems).
Sophomores/Juniors
ƒ Will identify career possibilities that are compatible with abilities.
ƒ Will demonstrate confidence in making decisions (without outside affirmation or
need of parents to make decisions).
Seniors
ƒ Will develop a commitment to life-long learning.
ƒ Will use effective job search skills.
ƒ Will define a career plan appropriate to their skills and education (consider job
opportunities, testing, licensing, professional or graduate school preparation)
ƒ Will demonstrate independent living skills.
3. Residents will demonstrate interpersonal skills in their personal relationships and in their
involvement with campus community.
Freshmen
ƒ Will form relationships with others on their floor and in their hall.
ƒ Will support campus organizations, clubs and activities through attendance and
membership.
ƒ Will demonstrate an ability to effectively communicate with members of the campus
community.
ƒ Will use appropriate communication skills in resolving conflicts.
Sophomores/Juniors
ƒ Will support campus organizations, clubs and activities through membership
leadership.
ƒ Will incorporate teamwork in the development of hall community.
Seniors
ƒ Will demonstrate leadership skills in maintaining the hall and campus communities.
4. Residents will form behaviors consistent with the critical evaluation of their attitudes,
values, lifestyles and spirituality.
Freshmen
ƒ Will identify activities that support their individual needs for entertainment and
leisure
ƒ Will form behaviors that are socially acceptable to the community.
ƒ Will choose behaviors that are indicative of positive self-esteem.
ƒ Will demonstrate an interest in exploring different attitudes, values, lifestyles and
forms of spirituality.
Sophomores/Juniors
ƒ Will incorporate healthy lifestyle choices in their daily living.
ƒ Will define the role spirituality plays in their lives.
ƒ Will choose behaviors that are indicative of positive self esteem.

The Follow-Up Report: Guides and Handbooks 8

 Residential Life Assessment Guide

ƒ Will choose behaviors that are not narcissistic.

ƒ Will evaluate their attitudes, values, lifestyles and spirituality.
Seniors
ƒ Will demonstrate an ability to function independently.
ƒ Will form judgments not based on stereotypes.
ƒ Will demonstrate a respect and concern for others.
ƒ Will define the role spirituality plays in their life.
ƒ Will identify their own values.
5. Residents will demonstrate an awareness, tolerance and acceptance of the uniqueness of
each individual.
Freshmen
ƒ Will form an awareness of the diverse nature of people in their hall, on the campus
and in the global community.
Sophomores/Juniors
ƒ Will demonstrate a tolerance for those different than themselves.
ƒ Will demonstrate an acceptance of the uniqueness of each individual.
Seniors
ƒ Will identify contributions of persons in the community who have differing values,
beliefs, lifestyles and ethnicities
ƒ Will demonstrate an ease in interactions and relationships with people who have
differing values, beliefs, lifestyles and ethnicities.

6 Sample Assessment Plans

Georgia State University:

Intended Outcome # 1: Housing Residents will have their doors locked on 65% of routine
inspections
Effectiveness Indicators: Measuring gauge will be whether the front doors to the
individual apartments in the University Village and the University Lofts are locked upon
regular inspections by student staff members. Measurements will be completed at
various times throughout each semester during the academic year 2004/2005.
Success Criteria: The minimum acceptable score for each inspection is to be 65%.
Success will be indicated if 65% is reached collectively throughout the entire University
Village and the University Lofts. Lower than 65% will require scheduling additional
educational sessions with the students in either or both areas impressing upon them
the importance of security and their the protection of their personal belongings. Lower
than 50% will require immediate intervention: both additional education sessions and
more frequent inspections.

The Follow-Up Report: Guides and Handbooks 9

 Residential Life Assessment Guide

Intended Outcome # 2: 75% of all work order requests submitted in the University Village
and University Lofts will be completed within 48 hours of the day submitted.
Effectiveness Indicators: Unit of measure to gauge our success will be the time to
completion of work requests as documented by completed work orders turned in by
the Operations staff as recorded in the Operation’s database for managing work order
requests. Information contained in the data base includes work order date submitted,
work order date completed, work performed by which employee, and nature of the
work requested.
Success Criteria: Minimum score signaling success of this goal will be 75%
completion of work orders within 48 hours of receipt of the request for both the Village
and the Lofts. Failure to reach 75% will indicate the need for immediate intervention
with the Operations employees who were failing to complete their assigned tasks
within the timeframe prescribed.
Intended Outcome # 3: To achieve an overall satisfaction level of 85% or better with student
staff as it pertains to staff training and student interaction.
Effectiveness Indicators: Factors used as the measuring criteria will be 13 factors
defined in the ACHUHO-I/EBI RA study conducted every year with the Housing student
staff. The following criteria are measured :
• Satisfaction with selection process
• Satisfaction with job expectations
• Satisfaction with providing the necessary job skills
• Effectiveness in enhancing student responsibility and cooperativeness
• Effectiveness in enhancing student self management and values
• Effectiveness in enhancing students drug/alcohol awareness
• Satisfaction with Complex Director (professional staff)
• Satisfaction with RA position (balancing academic/room privacy, remuneration)
• Degree to which inappropriate behaviors affect quality of life
• Degree to which lack of respect for diversity impact quality of life for students
• Satisfaction with Housing polices
• Satisfaction with room assignments/maintenance/cleaning for students
• Overall RA Satisfaction
Success Criteria: The indicator for success will be the achievement of a minimum score
of 80% in the category of Overall RA satisfaction. Scores less than 80% in that category
or any of the other 12 measurable criteria specified above will result in an in-depth review
of training procedures and possible modifications to the training syllabus applicable to
those criteria achieving a score lower than 80%.

The Follow-Up Report: Guides and Handbooks 10