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Assessment

The Office of Student Conduct performs regular assessment of both the conduct process as well as our student learning outcomes. Process assessments garner important feedback from students relating to their perceptions and understanding of their own experience with the office. Student learning assessments continually inform OSC's educational process.

OSC Student Learning Assessment Plan

  • Student Learning Assessment
  • Process Assessment
The assessment of student learning rests on the notion that each department of the University offers students a learning experience. Student learning assessment is the structured method by which departments can discover the effectiveness of those experiences. This assessment method defines the activities offered by a department, articulates the learning expectations for each activity, then measures the actual learning. Learning expectations are built around student learning outcomes. Student learning outcomes aim to express the office's expectation for student learning as a result of participation in the conduct process.

Student Learning Outcomes

  1. Students will show knowledge of the Student Conduct Code.
  2. Students will express how an incident impacted their lives and their community.
  3. Students will apply improved decision-making skills.

Fall 2012 - Student Learning Assessment

Abstract: The Office of Student Conduct assessed two of three student learning outcomes (SLOs) in Fall semester of the 2012-2013 academic year. The assessment relied on qualitative data garnered from student responses to a six-item questionnaire. Students demonstrated a satisfactory level of learning in 62 of 134 cases (46%) assessing SLO #2 and 149 of 268 cases (55%) assessing SLO #3. This project serves as a baseline for future assessments.

Fall 2013 – Student Hearing panel retreat

Abstract: Taking a look at pre and post quiz scores, one can clearly see an increase in score. On average, knowledge acquisition for the student hearing panelist increase 30% with training.  Based on the increase of each panelist’s post-test, it can be concluded that this retreat was successful in retraining former panelists in addition to educating new panel members of the student conduct process here at UMD. Some recommendations came forward to have increased training on sex and gender violence and more education on sanction options.

Spring 2014 – Reflection Paper


Abstract: This project will act as a guide for continual improvement for both the sanction itself (e.g. wording of the instructions, the questions/prompts be asked), as well as for development regarding the types of conversations conducted during the Administrative Meetings in order to help shape student learning as an outcome of the process. The data shows that students are making connections between their actions and the potential consequences of those behaviors. This, in turn, is leading to an indication of improved behavior. This information could lead hearing officers to have discussions with students in which they guide them to set positive goals along with plans for achieving them. Twenty-three of the thirty-one responses identified a family impact as a result of their violation. This figure reinforces the importance of parental involvement in the conduct process. Since students completed their papers without knowledge of the assessment project (its criteria or categories for demonstrated learning) the answers given hold a level of truth unavailable by means of a survey or other direct quantitative analysis.

Fall 2014 – Etoke assessment (coming soon)
Spring 2015 – Basics Assessment (coming soon)

Process assessments seek to gather the perceptions and experiences of students relevant to the conduct process. Process assessments are not learning-centered. Rather, process assessments illuminate the student understanding of their experiences with the Office of Student Conduct.

Spring 2013 - Process Assessment

Ninety-seven percent (97%) of cases handled by OSC are resolved through administrative meetings. After these meetings, students were asked to complete a survey about their experience.

The survey posed fifteen objective questions and five open-ended questions. Overall, the responses were positive. Of 80 respondents, 94% deemed their interactions fair and respectful. Ninety-six percent (96%) felt all of their questions were answered. When asked if their interactions with the Office of Student Conduct reduced the likelihood of their violating the Student Conduct Code in the future, 95% responded affirmatively. Of the open-ended responses, a majority of them indicate an informative, polite, understanding, educational, and fair experience.

Students indicated a difficulty locating the Office of Student Conduct. As a result, OSC has included a small map and more specific directions on all charge letters.

Spring 2013 - Parent Notification Letter Assessment

The Office of Student Conduct works with parents to promote safe and successful students. In some cases, the office mails a letter to parents informing them of an incident involving their student. This assessment solicited feedback from parents regarding this practice.

The response was largely positive. Parents approved of the notification practice. Eighty-three percent of respondents reported that receiving the letter was important and 65% responded that the letter provided a venue to discuss the incident with their student. Open-ended responses also had an approving tone, such as, "I am pleased that you have the notifications. Thank you."

For more information about the Office of Student Conduct, please review our annual report and our strategic plan. The annual report and strategic plan can be found on Student Life web page under Strategic Planning and then under Departmental Plans.

 

 

 

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Last modified on 08/10/14 03:00 PM
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