For new Baseline users! This beginner's webinar will review the Baseline features and support available to help you conduct assessment: consultation, professional development, community resources, national benchmarks, online and mobile data collection, rubrics, reporting, and key performance indicators.

During this session we will provide step-by-step instructions on how to use the tools and functions available in the Baseline site to review your data. Even if you haven't collected data yet, it is helpful to know how you will use the data when you are still in the assessment planning stages. Participants will learn how to create and customize graphs, apply filters to view subsets of data, create saved views of data, export data, and set up comparison reports of data across time, between groups or programs, or before and after an intervention.

This session will provide attendees with in-depth information regarding the Consortium. Topics will include: background and development of the Consortium, overall organization and "how it works," content/areas of study, sign-up and administration process, access to campus-specific as well as benchmarking data, and overall benefits to participation. Time for general questions and answers will also be provided.

This session will take attendees through the process of creating a national benchmarking report for the Consortium studies in which they have participated. This will include a detailed, step-by-step tour of the report "wizard" tool, within which users can customize their report to include historical benchmarking data, peer institution participant data, and national averages. After the creation of the report, a full description of report features and benefits will be provided, along with tips on easing the data analysis process. There will be time allotted at the end of the session for general questions and answers.

This session will outline the benefits and best practices of an emerging assessment trend: the use of "key performance indicators," "dashboard indicators," or "balanced scorecards" in higher education. A demonstration of the Baseline Performance Indicator functionality will illustrate how you can use Baseline to develop and measure performance indicators on your campus.

This session will specifically highlight new functionality like dynamic performance indicators, goal lines, and export functions in the 2nd half, so you are welcome to join at 1:45 pm if you are only interested in the technology walkthrough.

In this session, participants will learn how a learning outcome framework can be used in a variety of ways: as a starting point for learning outcome statements, to ensure you are providing intentional learning experiences, and to guide and report on assessment activity. We will share examples of learning outcome frameworks from professional associations as well as specific campuses. In addition, we will outline the process of developing a framework for your own campus and introduce the practice of curricular and co-curricular mapping using the framework.

Survey fatigue is a growing concern of all educational practitioners. In this webinar, we will discuss the current issues campuses face regarding the potential over-surveying of students. Strategies for addressing this issue will be presented including methods to increase response rates, web survey best practices, and the use of incentives. Participants will learn about recent research in this area and take away ideas of how the implications from this research could affect the assessment culture on their campuses.

Sustainable assessment practices are supported by a culture of informed decision making. Constructing a culture of assessment takes time and intentional efforts to support assessment. This session uses examples from Baseline member campuses to discuss steps you can take to create a culture of assessment including encouraging collaboration, sharing assessment results, allowing for risk taking, learning from each other's experiences, and providing adequate resources.

The purpose of this webinar is to provide an overview of the components to consider including in an assessment plan. We will review connections to guiding documents, implementation steps, and review example assessment plans from campuses.

About the co-presenter:
Dr. Rebecca A. Sanderson, Director of Student Affairs Research and Evaluation at Oregon State University, has held university faculty and student affairs administrative positions for over 30 years. Currently, Dr. Sanderson provides leadership for the assessment of student learning in the division of student affairs at Oregon State University. She consults with faculty and staff, facilitates workshops, and chairs the Student Affairs Assessment Council. Dr. Sanderson is also responsible for administering, analyzing, and reporting the results of specific university-wide assessment and evaluation efforts. Dr. Sanderson received her PhD in Counseling Psychology from the University of Missouri—Columbia with special emphasis in measurement. She also holds a master's degree and bachelor's degree from Northeast Missouri State University (now Truman State University) in Counseling and Biology, respectively.

Sharing assessment results is a great practice to get staff and student buy-in with the assessment process, improve assessment practices, and learn from one another. This webinar shares information on what makes data useful and best practices in creative ways to share your data with various audiences. During each webinar we will be joined by a Member Campus who will share how they implemented a best practice strategy at their institution.

About the co-presenters:
Stacy Ackerlind is the Director of Assessment, Evaluation, and Research in Student Affairs at the University of Utah. Dr. Ackerlind oversees the assessment and research agenda for the Division of Student Affairs, including development, implementation and interpretation, and use of results. She also has led the strategic planning process for Student Affairs and for individual departments. Dr. Ackerlind holds a Ph.D. in counseling psychology from New Mexico State University and is a licensed psychologist. She currently serves on the NASPA Region V board as the Regional Assessment Knowledge Community Chair. She is adjunct faculty in the Educational Leadership and Policy Program and Educational Psychology at the University of Utah where she teaches graduate courses on assessment and helping skills. Prior to joining Student Affairs, Dr. Ackerlind conducted research on health care system effectiveness and integrating psychology into primary care environments. Currently, she is conducting research on organizational behavior change in higher education.

Katherine O'Dair, executive director for the Office of the Vice President for Student Affairs at Boston College, is responsible for the development and oversight of comprehensive assessment plans for all offices in the Division of Student Affairs, the creation of collaborative programs with academic affairs, the management of the vice president's office, and special projects. She has presented nationally with NASPA and the Association of Jesuit Colleges and Universities (AJCU) and has written in the NASPA magazine Leadership Exchange.

Annual reporting is an important process requiring coordination and direction as it involves multiple levels of staff members from various offices. Within Student Affairs, annual reporting allows divisions and departments providing programs and services to students to showcase their achievements and articulate connections between efforts contributing to student development and bigger-picture institutional goals and objectives. This webinar will feature member campus contacts, highlighting their annual reporting process at their institutions , including who is involved, what annual reports consist of, how information is collected, and where information is shared. Benefits of annual reporting and lessons learned will also be shared.

About the co-presenters:
Michael N. Christakis is Assistant Vice President for Student Success at the University at Albany where he has served as the Division's chief assessment officer since November 2007. In this role, Dr. Christakis provides leadership and support to the Division's thirteen units and oversees institution-wide evaluation of students' co-curricular programs and activities. He has been instrumental in advancing the Division's assessment agenda which has been recognized on campus and regionally as a model assessment program. Prior to that, he provided leadership for the Department of Residential Life's assessment and evaluation efforts which included a comprehensive revision of the Department's mission, goals, and programming model. Dr. Christakis received his Ph.D. in Public Administration and Policy from the University at Albany.

J. Judd Harbin, Ph.D., serves as an Associate Dean of Students at the University of Arkansas where he has overseen assessment, planning, and reporting for the Division of Student Affairs since March 2006. Between March 2006 and June 2009, he served as a special assistant to the Vice Chancellor for Student Affairs, and his responsibilities included oversight of assessment, planning, reporting, budget, staff development, technology, and special projects for the Division. With promotion in June 2009, Dr. Harbin retained oversight of the assessment, planning, and reporting functions. Prior to these positions, he provided leadership for program evaluation and assessment within the health center at the University of Arkansas while also providing counseling services and clinical supervision. His Ph.D. is in Counseling Psychology from the University of Southern Mississippi.

In this webinar, three campuses will share their unique approaches to developing assessment capacity and buy-in among student affairs professionals so that listeners can evaluate which model may be best for their campus. The University of Arizona uses a "Data Monkeys in Training" Assessment Basics course for staff. CSU-Fullerton has successfully utilized their assessment committee to share best practices, identify needs for further education, and provide various methods of professional development to reinforce a culture of assessment focused on student learning in the co-curriculum. Stony Brook University developed a certificate program to build staff capacity in the area of assessment planning, design, and implementation, and to help areas feel more confident in implementing their own assessment efforts.

About the co-presenters:
Dr. Lea Jarnagin joined Cal State Fullerton in the spring of 1998. In her current role, she provides leadership for division-wide student learning assessment programs and oversees several departments including Honors & Scholars Support Services, Judicial Affairs, Leadership and Multicultural Development Programs, New Student Programs, Student Life and the college-based Assistant Deans for Student Affairs. She also chairs the FERPA Review Committee and the Alcohol and Other Drugs Advisory Committee. In addition to active membership in NASPA, Lea Dr. Jarnagin serves as an adjunct faculty member in the CSUF Masters of Science in Higher Education Program. Her prior experience includes serving as the Assistant Dean for Student Affairs in the College of the Arts, the Associate Dean for New Student Programs and the Assistant to the Vice President for Student Affairs. She also has experience overseeing budget and human resource functions of the division. Lea Dr. Jarnagin received her B.A. in Sociology from CSU San Marcos, her M.S. in Counseling with a Specialization in Student Development in Higher Education from Cal State Long Beach and her Ed.D. in Educational Leadership from UCLA.

Jeffrey A. Barnett is Assistant Dean of Students and David R. Scarzella is Director of Residential Risk Management at Stony Brook University. Both co-chair the Assessment and Strategic Planning Committee for the Division of Student Affairs and Enrollment & Retention Management. They are responsible for the development and oversight of a comprehensive assessment plan for the thirty-two (32) department division, developing and assessing learning and operational outcomes, cultivating staff capacity in the areas of research and assessment, designing reporting processes that align strategic priorities and assessment efforts, and facilitating divisional strategic planning initiatives. The Assessment Committee has been recognized by the State University of New York (SUNY) and was awarded the 2009 Outstanding Programs Award in Assessment & Evaluation for their work on a division-wide system to assess Student Employee Learning Outcomes (SELO).

During this webinar, participants will be exposed to the definition of learning outcomes assessment pieces as well as the difference between learning and program outcomes. We will outline the components of a learning outcome statement and how to use the three Ms to make each statement manageable, measureable, and meaningful. Lastly, we will review how to make connections between learning outcomes and big picture, overarching mission statements and goals.

This webinar will address both the process and content for designing and implementing survey methodology. We will discuss timeline, questionnaire construction, response formats, obtaining useable survey responses, and data collection strategies. The session is a good refresher for folks who already use survey methodology and a good introduction for those who want to get started, but don't know where or how to begin.

In this session, we will outline all the things you need to consider when planning to administer a survey, including sampling techniques, the difference between confidentiality and anonymity, and specific things to consider for each of three data collection methods: online, paper, and mobile. An explanation of relevant Baseline tools will be included.

Rubrics are a very valuable tool for measuring learning directly and objectively. In this session, participants will learn the basics of what rubrics are and an overview how they can be used to assess student learning. This session also walks through the process of creating rubrics within our Baseline assessment platform.

In this session we will focus on the process of developing a rubric instrument customized to your needs. Several different types of rubric models will be shared, and we will discuss strategies for developing rubric dimensions, composing dimension descriptions, and selecting an appropriate scale. Additionally, an institution that has developed rubrics for use on their campus will share best practices.

About the co-presenters:
Molly Albart is the Director of Apartment Life at the University of Texas at Arlington. Molly is the co-chair for the Division of Student Affairs Assessment Team and provides leadership for the assessment programs and projects for the department of Apartment and Residence Life which includes the development of goals, objectives and student learning outcomes and the assessments associated with each. Molly has been working in Residence Life for more than 10 years.

Kurt D. Klier is the intramural sports director at the University of Maryland. A Certified Recreational Sports Specialist, Kurt is a graduate of the University of Toledo. He is a member of the National Intramural-Recreational Sports Association (NIRSA) where his past contributions include serving on the Board of Directors as the Region One Vice President. He has also been active with civic and charitable organizations having served on the Board of Trustees for the Ohio 4-H Foundation and on the Board of Directors for the NIRSA Foundation. Kurt has presented at National and Regional conferences and serves as an Instructor of Sports Officials Training for the US Army-Europe in Germany and Italy.

Dr. Wallace Eddy is Associate Director for Assessment and Risk Management in Campus Recreation Services at the University of Maryland, College Park. He completed his master's degree in college student personnel at Western Illinois University and his PhD in counseling and personnel services at the University of Maryland. His research interests include identity development and academic and student life experience integration. A professional interest is mentoring new professionals in the area of data-driven decision making and becoming comfortable with assessment in practice. Dr. Eddy is a member of NASPA, NIRSA, and ACPA.

This session will provide information regarding descriptive statistics that are often used when reviewing assessment data. We will cover the statistics available in the Baseline reporting site and benchmarking tools, and we will discuss which analysis should be used in example situations, based on the questions that need answered by the data. We will also provide an overview regarding levels of measurement that can help determine what types of statistics you are able to run on your data.

After a very brief review of levels of measurement and descriptive statistics, the focus of this session will be on inferential statistics that are often conducted with an advanced statistical software package (e.g., SPSS). Examples include t-tests, ANOVAs, and chi squares. We will review the purpose behind each of these types of analyses and provides examples for which you might consider using these more advanced statistics.

So, you've collected great information from interviews/focus groups or open-ended questions on a survey. Maybe even from observations and documents. Now what? Are you drowning in data? How do you share that information in a way that moves beyond anecdote? How do you analyze the data you've collected? How do you make meaning of the data? This webinar will outline acceptable standards of rigor for qualitative assessments and explore the steps involved in general qualitative data analysis and interpretation. After building a foundation in qualitative assessment, the session will offer steps you can take to organize your data into themes and effectively share the data with various audiences.

Before conducting any assessment project, it is important to plan with purpose. This webinar is designed to help student affairs professionals understand the full cycle of assessment practice from start to finish. Within this topic, we will highlight the significance of beginning assessment projects with the end in mind to achieve better results and more useable data. At the conclusion of this webinar, you will be able to use this information to begin or improve both individual projects and unit assessment plans.

Focus groups provide an efficient method of gathering valuable qualitative data. The presenters will provide an overview of this methodology, including considerations such as sampling, question development, group facilitation, and analysis options. The session will specifically address how focus groups have been used for assessment in student affairs at the guest presenter's institution.

About the co-presenter:
Kristen McKinney holds a doctorate in Higher Education and Organizational Change from the UCLA Graduate School of Education and Information Studies. She has an extensive background in institutional research and assessment including work in both academic and student affairs arenas. Currently, Dr. McKinney serves as the Associate Director for UCLA Student Development, including leadership of the Student Affairs Information and Research Office.

Collecting data is one of the steps in assessment, but not the final step. Once data is collected, analysis and reporting of data are necessary to receive the full benefits of assessment efforts. This webinar examines the strategies for creating effective assessment reports, how to represent quantitative and qualitative data, and techniques for proper use of charts, graphs, and tables.

Now that you have spent time collecting national benchmarking data, how do you "wade through" all of the data in order to make positive changes in your programs and services? Using examples from the NASPA Consortium benchmarking studies, this session will focus on techniques you can use to maximize the use of benchmarking data. It will provide you with tips on where to start with benchmarking data, steps to take in organizing and prioritizing your data analysis, and tips for how to effectively share your data.

Operational surveys collect national data about staffing patterns, salaries, programs offered, and facilities. These surveys, usually collected by National Organizations, provide valuable data for strategic planning and comparing program resources. This session will discuss the different types of data found in operational benchmarking surveys, strategies for using this data in your planning, as well as strategies used to effectively analyze the data.

Compliance Assist! Planning is a customizable tool to provide colleges and universities with resources to create custom forms for planning and assessment documentation; gather and organize divisional, departmental and program data; and generate robust reports to demonstrate results and improvements for the future. For new or prospective Compliance Assist! clients this webinar will demonstrate the product features and support available to enable institutions to track institutional, divisional and departmental planning and assessment in academic and student affairs.

The Compliance Assist! Planning reporting tool allows institutions to create custom and template reports to show planning and assessment content in a variety of formats. During this webinar, we will walk through how to create a new report in which users can choose the types of information to show, the fields to isolate, date and field filtering, sorting order, permissions and report format (Word, Excel or PDF). We will also review gap analysis reporting where a high-level view of what contents have been entered for certain types of information or fields across a group of departments is displayed in an Excel spreadsheet.

This session will provide a broad overview of the features in CollegiateLink and how they are beneficial to student engagement and office efficiency. The concepts and user interface of the system will be discussed. This session is a great way to be introduced to the look, feel, and basic functions of the CollegiateLink platform.

This session will focus on the tools and concepts that represent the foundation of online form creation and campus wide elections. This session is geared towards the primary administrative user(s) of CollegiateLink who will be managing elections or forms.

This session will focus on the tools and concepts that represent the foundation of online organization registration processes. This session is geared towards the primary administrative user(s) of CollegiateLink who will be managing the registration process.

This session will deliver an in-depth review of the financial management system in CollegiateLink. This session is geared towards the primary financial administrative user(s) of CollegiateLink who will be reviewing or approving activities fee allocations, managing transactions, and processing funding/purchasing requests.

This session will allow participants to take a detailed look at the tools and concepts related to campus event management. From configuration of an approval process to tracking attendance through swipe-card support, the entire range of event processing capabilities in CollegiateLink will be reviewed. Discussion of the multiple reviewer options during the approval process will be a central point of the presentation. This session is geared towards the primary event administrator(s) on campus.

This session will discuss at how CollegiateLink can be branded on your campus in a way that leads to higher rates of user adoption and activity throughout the system. Important system configuration options such as header and site name creation will be reviewed, best practice marketing techniques will be shared, and creative branding examples from some of our campus partners will be presented. This session is geared towards the primary administrative user(s) of CollegiateLink on campus.

This session will detail how the attendance tracking functionality within CollegiateLink can be implemented on your campus. This will include information on what data is stored on your student ID cards, card-swiping, barcodes, technological needs, and how to transfer the information into your system for assessment purposes. This session is geared towards the primary administrative user(s) of CollegiateLink on campus, as well as the primary administrative user(s) of Baseline if applicable.

This session is meant to teach the primary administrative user(s) of CollegiateLink effective strategies for training their student leaders and campus partners how to utilize the system. Various examples and training best practices will be shared.