Eval Final

Running head: JUMPSTART ASSESSMENT 1
Jumpstart Assessment
Dominic L. Hoare Evans & Zach Farley
Evaluation in Higher Education

JUMPSTART ASSESSMENT 2
Table of Contents
 Part I
 Norris Inception: p.4
 Connected Mission: p.4
 Norris Functional Areas: p.5
 Structure: p.7
 Part II
 Logic Model: p.8
 Part III
 Purpose: p.13
 Part IV
 Approach: p. 15
 Proposed Assessment: p.15
 What Northwestern Already Knows: p. 16
 Part V
 Quantitative Assessment Design: p. 16
 Proposed Survey Instrument: p. 17
 Quantitative Analytic Plan: p. 18
 Presentation of Findings: p. 20
 Limitations: p. 21
 Part IV
 Qualitative Assessment Design: p. 22
 Proposed Protocol: p. 23
 Qualitative Analytic Plan: p. 24

 Presentation of Data: p. 25
 Limitations: p. 26
 References: p. 30
 Appendixes
 A. Logic Model: p. 31
 B. Outcome Map: p. 34
 C. Survey: p. 35
 D. Survey Map: p. 40
 E. Survey Email: p. 44
 F. Focus Group Protocol: p. 45
 G. Focus Group Demographic Form: p. 49
 H. Consent Form: p. 50
 I. Focus Group Email: p. 52

Jumpstart Assessment
Norris Inception
Norris Student Center (Called Norris) was opened in 1971 as a central location where
students of Northwestern University could study, recharge and decompress from the rigorous
academic demands of undergraduate life. Norris has employed students to help run its facility
operations since it was opened. From the themed sections like Norris Outdoors, The Game
Room, and Artica, to general operations like lighting and AV setup, student workers are integral
in keeping Norris' doors open to students, alumni, and Evanston community.
Connected Missions
Northwestern's institutional structure is best described as a pyramid. The base of
Northwestern cultural identity lies in the Northwestern Mission Statement "Northwestern is
committed to excellent teaching, innovative research, and the personal and intellectual growth of
its students in a diverse academic community" (Northwestern: Office of the Provost. 2017).
Building on the mission statement of the campus as a whole is the student affairs mission which
is "The Division of Student Affairs partners with the academic schools/colleges and other
University divisions in alignment with the University's vision and mission to advance student
learning and success" (Northwestern Office of the Provost 2017). Student affairs’ mission
intentionally uses the word "partner" as a way increase student engagement with campus climate.
In getting students involved with production and management of Norris student center, there is
personal human investment in the Northwestern community. Not only do students get to access
the resources of the student experiences, but they get to be partners in contributing to the
learning and culture of the student center. This leads us to the Norris Student mission which is
"We provide spaces, services, and guidance to promote student learning, community
engagement, and cultural inclusion" (Norris University Center 2017). Within Northwestern’s,
Student Affairs’, and Norris’ missions there is a thread of personal, academic, and intellectual
growth. Students who work at Norris directly represent the mission of both the school and
student affairs as they are co-constructing their academic and "Northwestern" experience.
Norris's Functional Areas
In all Norris' functional areas, students gain the "transferable work-related skills, such as
customer service, time management, problem-solving, and conflict management that will enable
them to be effective in their student employment role and future professional positions (Norris
University Center 2017). These skills involve site-specific concerns such as learning to use the
kiln for Artica, or proper billiard table maintenance for the game room. There are also less site-
specific developmental outcomes from working at Norris, including customer service, critical
thinking, problem solving and conflict management. Students working on campus and
specifically Norris University Center’s employee learning outcome is “Students who are
employed by Norris University Center will be able to demonstrate transferable work-related
skills such as customer service, time management, problem solving, and conflict management
that will enable them to be effective in their student employment role and future professional
position” (Learning in the Co-Curricular, 2017, p.16). This learning outcome funnels down from
the Student Affairs learning outcome of Personal Development. Northwestern University
division of Student Affairs states that their personal development learning outcome is “student
who engage in Student Affairs programs, activities, and services will develop an integrated sense
of personal identity, a positive sense of self, and a personal code of ethics” (Learning in the Co-
Curricular, 2017, p.2). From Norris’ learning outcome for all their student employees, they
continued to funnel their student employee learning outcomes into eight different domains
(Appendix B). The different domains are leadership, customer service, personal management,
teamwork, inclusion, communication, job knowledge, and responsibility. This assessment
proposal will be concentrating on leadership, customer service, personal management, and
teamwork (Appendix A). Even though all student employees will get evaluated on all eight
domains, Norris University Center has been conducting longitudinal assessments on their
employees, and found higher levels of growth within these domains for student supervisors, as
well as third or fourth year employees. Norris report positive associations with employment and
social and academic outcomes. Seeking employment through the university also has proven to
improve academic performance as well increase useable skills such leadership and team building
skills, for jobs in as post-university life (Athas et. Al 2013 Per APA: you need to provide the full
citation—all authors’ names—the first time then use et al. after that when you refer to that
source). According to Athas et al. (2013), "employment within the student affairs divisions offers
environments in which students can apply the knowledge they have gained, as well as acquire
new information, skills, and competencies (again, what information, skills, and competencies in
particular? Connect this to the program’s learning/developmental outcomes) helping them to
build solid foundations for their futures. University courses are oriented towards particular
content; these may not provide clear connection to day-to-day life experiences, while student
employment that is external to the university may not provide intentional learning through
practical application of the previously acquire classroom knowledge. (Athas et al. 2013).
Student employment synthesizes knowledge gained in the classroom, in an intentional manner
with the practical skills. Through working at Norris, students connect to the university, utility
their name brand "Northwestern" academics, and gain practical skills (what skills specifically?)
that make them more viable in the job market as they move through their time at Northwestern.
Norris's student workers are the lifeblood of Norris. It is an actual fact the Norris would not
operate without the student worker who helps to run the place. The employment programs
Structure
Within Northwestern's Central Campus is Norris. Like Northwestern as a whole, there is
no central location where the student workers operate. Northwestern operates in siloed
operations and Norris no different. The third floor is primarily office space for professional staff;
however, Facilities, events planning, and production staff base their operations there. The First
floor is where the Ditmar Gallery, performance venues, center desk, Student Orgs. and Finance
office, production staff, and Cashiers office are. The Ditmar gallery is a student-run Gallery
where students find artists and put on exhibitions of local artists work. Students gain practical
skills in event planning as well as art studio management. The cashier's office is where students
can purchase tickets for plays, sporting events, and other events that might need a ticket.
Performance venues organize and help organized physical spaces in which events are held. The
Student Orgs and Finance office monitors student organization monetary funds. If a club needs
to rent out vans for a trip they would go to SOFO. Center Managers roam all five floors of the
building and maintain daily operations of the building.
The ground level is where most of the food vendors are; there isn't much Norris staff on
this floor. The Underground level is where Artica, Norris Outdoors, the Game Room, and Mini-
Courses are. Artica is the art studio where students can cultivate their arts and craft skills, Norris
Outdoors students/faculty/staff can rent camping equipment and other outdoor supplies like ice
skates in order to have fun on campus or outside. The game room has modern and retro video
games as well as table tennis and a billiard table. Mini-courses are a program that is based in
extracurricular learning. Students/faculty/staff can take non-credit courses for the purpose of
knowledge for the sake of knowledge. Courses avail be range from the Cherokee language, a
wine appreciation course, ceramics, and sports. Students who work in the underground level
work in organizing student employees, in organizing supplies needed for the allied spaces. There
are federal work study and non-work study job opportunities at Norris. Students can apply for
employment at any department and with interdepartmental communication, students will be sent
to what department TeamViewer believes their student
Logic Model
To support this evaluation of student supervisor employees, we have included a logic
model A logic is a tool used to visualize the process of learning that happens in the student
affairs field (Appendix A). We are using a logic model because “many experts agree that use of
the logic model is an effective way to ensure program success. Using a logic model throughout
your program helps organize and systematize program planning, management, and evaluation
functions” (Henning & Roberts, 2016, p.5). Throughout our logic model (Appendix A) we see
the situation, the inputs, outputs as well as short term- through long-term outcomes for student
employees. The logic model also addresses assumptions and environmental factors specific to
assessing Norris Center student staff supervisors. The situation of the assessment and evaluation
is that we want to do more than just “collect, analyze and provide data… [we want] to gather and
use information, to learn continually about and improve programs that you operate in or fund”
(Henning & Roberts, 2016, p. 1). Through this process we hope to gather information on the
learning that occurs through student employment. This way, evaluation can continue to improve
the student employee experience for the Norris student supervisors.

Norris University Center creates an environment for student supervisors to work within a
professional context. Northwestern University provides other inputs that go into assessing and
evaluating student staff supervisors. Professional staff provide supervision for student staff
supervisors. Supervision of student staff includes regular meetings, as well as mid and end of
year evaluations. The professional staff also serve as training tools for “on the job” learning
opportunities for students. They provide bi-annual formal training sessions, the Jumpstart
training, and the January training sessions.
Other inputs include the physical space of Norris University Center, where it not only
provides a professional backdrop for student employees to learn, but it also provides spaces,
rooms, technology, and catering for all formal learning opportunities, as well as the Loyola
University Chicago Retreat Center which is used once a year for all student staff supervisors,
where formal training sessions occur, specifically in regards to teamwork and communication.
Norris University Center student supervisors go through two formal training sessions
each year. These are Jumpstart training, which occurs in September and all-staff training which
occurs in January. Though we will address other opportunities for supervisor growth the focus of
this assessment is in looking at JumpStart the Jumpstart training which is for all student
supervisors is a four-day long training session, which goes over everything from the mission and
vision of the university through to the individual functions of each area. During this training
session, the training committee comes up with learning outcomes which derive from the eight
learning objectives for all student staff employees. The learning and program outcomes for the
Jumpstart Training were that all student staff who participate in jumpstart will be able to:
identify personal strengths and connect them to their professional role (Personal Management);
develop professional relationships with student staff as well as professional staff (Teamwork);
indicate their knowledge of CPR and emergency protocol procedures (Customer Service);
identify best practices as a student staff employee (Personal Management); and to demonstrate
customer service skills related to the Norris mission (Customer Service). Immediately after
attending Jumpstart a survey goes out to all student supervisors to begin assessing these learning
and program outcomes. For the customer service outcomes, they are usually evaluated by
function area and by professional staff supervisor where there is a slightly different expectation
depending on your role. After the assessment has been completed, the data is brought back to the
training committee where they use that data to evaluate the training session and then begin
planning for next year’s Jumpstart training.
The other formal training session for all student employees is not only for student
supervisors but for all Norris employees. The planning, assessment, and evaluation go through a
similar process as the Jumpstart training, where it is all conducted through the training
committee. The learning and program outcomes for the January training session are; Student
staff who participate in the January training will be able to: develop professional relationships
with other students and professional staff members of Norris (Teamwork); demonstrate customer
service skills related to their role at Norris (Customer Service); identify how social justice
advocacy relates to their role at Norris (Inclusion/Leadership); indicate symptoms of an
unhealthy work, academic balance (Personal Management); and identify on and off campus
resources to help promote positive wellness (Personal Management/Leadership). After this
training session, another survey goes out to all student staff who participated, and the results are
again made available to the training committee who then use the data to start planning again for
next year’s January training session.

The Jumpstart as well as the January training session are the two formal training sessions
for all student supervisors. As well as these formal training sessions, all student supervisors gain
much of their learning through on the job experiences. Through this experience student
supervisors are able to learn the functions of their job as well as the responsibilities that come
with being a supervisor. Along with this professional staff are meeting with their student
supervisor bi-weekly, where they are able to go over anything that has been happening within
their department over those two weeks, but it is also used as a teaching opportunity where
professional staff are able to connect with their student supervisors over any teachable moment.
These moments of growth and development are then evaluated through the mid and end of year
evaluations. Through these evaluations professional staff go through the eight learning
objectives for their student employees and then discuss with their employees where they are
doing well and which areas need improvements. This time is also used as a place to set personal
and professional goals which are also monitored and evaluated by the professional staff.
For our assessment on student staff supervisors we have created short-term through long
term outcomes which are represented through our logic model (Appendix A). Student
supervisors who are employed by Norris university center will be able to: describe a time when
they exercised leadership within their role, specifically their own leadership skills, including,
goal orientation and clarification of values: identify the benefits of using their leadership skills
(Personal Development); describe a time when they used a specific customer service skill to
solve a problem facing a client (Cognitive and Practical Skills); describe personal management
skills such as prioritizing tasks, time management, and planning that they learned from work-
related experiences (Cognitive and Practical Skills); and describe instances when teamwork was
necessary to solve a work related problem and the role they played in that team; identify benefits
of teamwork in a job setting (Interpersonal Competence). Each of these short-term goals are
connected to the Norris university center learning outcome as well as the student affairs learning
outcomes (Appendix B).
For our medium-term outcomes which can also be seen through our logic model
(Appendix A), if student supervisors are employed by Norris, then student supervisors should be
able to effectively describe and use professional skills learned while working at Norris within the
context of their undergraduate position. The hope is that these outcomes help students to take
knowledge and skills learned through their employment at Norris and then apply those skills
within a post-graduate position from the interview process through to accomplishing their
professional tasks and goals. For our long-term outcomes we hope student supervisors employed
by Norris will be able to use the skills and knowledge learned through their position at Norris
University Center to engage as global citizens throughout their personal and professional careers.
For this outcome we are hoping to create engaged citizens who can use the skills and knowledge
learned through employment at Norris University Center and then apply them to not only their
professional and personal lives but be able to help support those agencies and re-create the cycle
of teaching their employees about leadership, customer service, personal management, and
teamwork.
For our student supervisors to be able to accomplish these outcomes within student
employment at Norris University Center we have assumptions as well as environmental
conditions which can also be seen through our logic model (Appendix A). The assumptions
include the belief that all student staff supervisors will attend the formal training sessions, being
Jumpstart. They will also participate in mid and end of year evaluations as well as meet with
their professional staff supervisors on a regular basis where student supervisors are able to check
in about these outcomes. It is also assumed that student supervisors will be accountable for all
their job responsibilities and are supported with their job by their professional staff supervisor.
Along with these assumption for student staff supervisors, there are also environmental factors
which play a part in accomplishing these outcomes. These include new professional staff who
are now supervising student supervisors. It also includes all the new student supervisors that are
hired into these positions each year. Along with personal changes each year there are also
constant changes within the functional areas each year, where departments are always being
assessed and then re-evaluated which results in some functional area changes. Northwestern
University is also a predominantly white institution, which will have an impact on our students
who will hopefully graduate and work within a slightly different environment. Norris aims to be
an equal opportunity employment space. That said, in order to create a more inclusive
environment in Norris there needs to more diversity work done on campus. This project will
hopefully illuminate short coming Norris has in relation its inclusivity, and hopefully help open
doors.
Purpose
Due to Northwester’s large-scale resources flowing through the Evanston community and
through Norris as well as student learning being incorporated within the Norris University Center
mission, it is important that the Norris University Center professional staff continue developing
and teaching their student employees.
Norris University Center professional staff are usually only in the building Monday through
Friday, during regular work hours. Because of this, the student supervisors run the building for
the majority of time. The process of hiring a supervisor is even more important because when
running a building that is open from 8am through midnight, it is necessary that supervisors
understand their role and are able to function without the immediate guidance of a professional
staff.
With this in mind, it has been very important for the Norris to constantly assess and
evaluate student employees. Over the last few years Norris University Center professional staff
have been evaluating student staff through a mid-year as well as end of year evaluation which
looks at their professional learning or growth within seven competencies; customer service,
responsibility, teamwork, communication, personal management, job knowledge, and inclusion.
There has not been such largescale assessment done on the value of “Jumpstart”
Norris is grounded by the work that is done by its student employees, especially the work
of the student supervisors who manage the student employees within their functional area. We
will be looking at the growth of the studded supervisors as they are the ones who will be
representing Northwestern to the student population, these will also be jobs that students put on
resumes, so we want to see how affective these positions are in helping students to grow in
leadership capacities. . Through evaluating this data our hope is to be able to see which
competencies student supervisors need more support or training around as well as any specific
learning opportunities that should be directed towards student supervisors.
This process will sue a longitudinal assessment design where professional staff are
constantly assessing and evaluating their student supervisors. Through this process professional
staff within each functional area within Norris will hopefully use the data to continue developing
training or learning opportunities for their student supervisor. Hopefully throughout this process
the Norris professional staff will gain greater insight into the development of their student
supervisors and create learning opportunities that are specifically directed towards them.
Approach
This program will utilize formative assessment, a form of assessment that looks at an
event and view ways to change/reshape the event in order to make it more relevant. Since the
hope is that Jumpstart will continue being a valid training program, summative assessment did fit
our purpose. Students who attend Northwestern do so because of Northwester’s academics
reputation. Students who work at Norris will always pick their academics over their work at
Norris, because they are student employees, with an emphasis on student. The reason this
assessment will be formative will be so that we can address some of the concerns of student
employment. We hope to look at the practical skills that students get when working at Norris.
Looking at each student's functional area, we will assess areas of growth or function areas for the
studded employees. We want to help students to grow in their roles; ultimately, we want students
to be self-sufficient in their ability to do this work without us. Graduating from the school and
from working at Norris we want students to be able to perform their explicit job functional task,
but also be able to critically think about why they are doing what they are doing so they can
build on the work that they do in their career.
Proposed Assessment Questions
(1) Do students who complete the Jumpstart program achieve the program’s learning outcomes?
(2) Does the achievement of the learning outcomes differ by students’ functional area of
employment?
(3) Does the achievement of the learning outcomes differ by students’ returning/first-time
attendance at this program?

(4) Does the achievement of the learning outcomes differ across the number of years the student
has been in a supervisory position?
What Northwestern Already Knows
There are already assessments that are regularly done on student employees at Norris;
however, there are no assessments done that focus only on the supervisors of the functional
areas. We can access Northwestern Assessment department to get a stronger feel for what has
already been done. There are satisfaction metrics taken. The institutional data on Norris
employees focus on graduation, leadership development, and employment. There are some
previous assessment results but not with the specific population that we want to work in.
Quantitative Assessment Design
This assessment project will use a correlational design because the survey will be looking
at student growth through our student learning outcomes with student’s demographics,
specifically their functional area, and time spent as a supervisor. We are using a correlational
design because “it is important to know that two (or more) variables are related” (Henning &
Roberts, 2016, p. 106). Through this design the Jumpstart assessment should be able to see how
these different variables are related to the learning outcomes which have been set out to achieve
through the training sessions. . This will be a cross sectional assessment, as the survey will be
looking at a snapshot in time right after Jumpstart. There will not be a longitudinal design, since
the assessment is assessing student development immediately after they attend Jumpstart. While
a longitudinal study may be more useful when looking at the effectiveness of all student
supervisor programs as it relates to leadership efficacy throughout the academic year, this
proposed assessment will not incorporate this.

We hope to see whether this program helps students supervisors at Norris University
Center develop work competencies such as customer service, leadership development, and the
skills within their functional area as well as ultimately determine if Jumpstart participants were
able to achieve our program learning outcomes There will be particular attention to the success
of this program across functional areas, meaning that we are going to look at the different work
environments that each of the students supervise. We hope to answer whether or not different
functional areas might need more attention for future Jumpstarts. We also will be looking at the
positional year of these students. Is Jumpstart more effective for first-year supervisors, or does it
increase or diminish effectiveness as multiple Jumpstarts are attended?
Proposed Survey Instrument
The survey will be a day by day analysis of the Jumpstart program. Page one responds to
day one, page two—day two etc. Each page will look at the learning outcomes as they relate to
the activities in each day. Before we conduct the survey we will be piloting with a few returning
student staff supervisors. Through this process we should be able to receive some feedback about
the response time, any unclear questions throughout the survey, as well as overall feedback,
making sure that the assessment makes sense to the population who are participating in the
survey.
The survey will be administered on Campus Labs, a Northwestern-run administrative
website. The survey (Appendix C) will be sent out immediately after the last day of Jumpstart.
This way we can capture our desired survey population as soon as possible so that the content is
still fresh in their minds and they are still thinking about the training program as well as their
employment before the school year starts. . There will be two weekly reminder emails
(Appendix E) sent out immediately preceding the initial invite to participant in the survey. This
process will go for about two weeks preceding the Jumpstart Training and then on one final
email reminder three weeks after the completion of Jumpstart. The Graduate Assistant for
Operations and Assessment will administer the survey via Campus Labs. Students who complete
the survey will get put in a pool of completed names, and there will be a drawing of names a
month after the initial survey is sent out. Student who are selected will get meal tickets for any
Norris Eatery or the Starbucks/Dunkin’ Donuts in Norris. We are also playing with the idea of
giving a prize for the first survey submissions.
Quantitative Analytic Plan
The purpose of our assessment is to look at the immediate learning that is occurring after
a student supervisor participates in the Jumpstart training. Through this assessment we are going
to assess our results by looking at the responses for all student supervisors, and we are also going
to compare the results between functional areas as well as look at the differences between
student supervisors who have partaken in Jumpstart previously compared to new first-time
participants. To accomplish this, we are going to use descriptive statistical tests to answer our
assessment question. “Descriptive statistics are mathematical techniques for organizing and
summarizing data” (Henning & Roberts, 2016, p.137). Through these descriptive statistical tests
we are first going to use the nominal variables to describe the survey sample in terms of the
functional areas where they work and whether they have attended the Jumpstart program
previously. Next, we will report the ordinal data from our survey, which “are measured on a
ranked scale such as a Likert scale” (Henning & Roberts, 2016, p.136). This is because our
survey uses a Likert scale from strongly agree to strongly disagree, which is a four point scale
(Appendix C). By looking at these ordinal data, we should be able to see a measurable difference
between Jumpstart participants, even though due to our Likert scale, our differences would be
subjective but still measurable.
Our nominal data include the functional area where our student supervisors are working
as well as whether or not they were a returning Jumpstart participant. We are going to use these
nominal data through a cross-tab examination to describe the differences between these different
variables. Through this process we should be able to compare how our learning outcomes differ
between different functional areas as well as between returning and new student supervisors. To
clarify our assessment has four questions, we are looking at do our student supervisors achieve
the desired learning outcomes? Does the achievement of our learning outcomes differ across
functional areas? Does the achievement of out learning outcomes differ from returning student
supervisors to new student supervisors? And does the achievement of our learning outcomes
differ dependent on how many years you have served as a student supervisor. First we are going
to use descriptive statistics, which are “mathematical techniques for organizing and summarizing
data” (Henning & Roberts, 2016, p. 137) to find the means or average of the survey items which
measure our learning outcomes. With this data we will be able to see on average which learning
outcomes achieved the highest score, lowest score, as well as an overall impression on whether
or not the learning outcomes where achieved. Then by using a table we will organize our data by
functional area. Because we have a lot of functional areas working within the Norris University
Center we will organize this data by professional staff supervisors. Meaning that all the
departments which are supervised by one professional staff will be grouped together. For
example all of the underground staff will be categorized together, that is the supervisors for
Norris Outdoors, Gameroom, ARTica, and Dittmar. Through this process we will be able to see
the differences in averages across the different functional areas.

Next we will be looking at the differences between first time supervisors and returning
supervisors. To do this we will conduct an independent sample t-test, where a “t-test is a
statistical method that helps determine if the difference between two means is statistically
significant” (Henning & Roberts, 2016, p. 108). Through this method we will be able to present
how the averages of achieving our learning outcomes differ between returning and new
supervisors and then present this data through a table. This table will then be able to show us
where the highest and lowest averages for achieving our learning outcomes differ between these
two groups of participants. We are then going to use the t-test method again to look at the
differences between student supervisors with supervisory experience and student supervisors
with no experience. Because we are only using two groups we can again use the statistical
significance from a t-test to support our findings. Again we will present this through a table,
which will show the high and low averages of achieving our learning outcomes but this table will
be comparing student supervisors with experience vs student supervisors with no experience.
Presentation of Findings
The way we are going to present this data is through horizontal charts, where we will
have the Likert scale on the y-axis and the percentages on the x-axis. The reasoning behind using
percentages is because our different variables will not have the same response rate, so in order to
make a clearer comparison between the variables, percentages need to be used. Through these
horizontal charts we will be able to see different populations or variables being compared for
each of our survey questions. Therefore being able to evaluate our training sessions for each of
our variables as well as the overall student supervisor population. Along with the horizontal
charts which are looking at all of the questions associated with the learning outcomes, we will
also have our tables which will present the differences between our variables of assessment.
These tables will be looking at differences between functional area, returning vs new
supervisors, as well as supervisors with experience vs supervisors with no experience.
Limitations
Through our survey, we should be able to collect some great quantitative data which will
support us in looking at the comparison between our diverse participants. But with this survey
comes some limitations. These limitations include social desirability bias, which is when
participants are giving the answers they think the evaluators want to hear, survey influence
through the Likert scale and wording or survey questions, which will hopefully be tackled as a
part of our survey piloting, as well as the limitations on measuring our more active learning
outcomes. We are planning on addressing these limitations through our qualitative assessment
plan, where we should be able to get a more concrete idea of the learning that is happening for
our participants. Even though social desirability bias will continue to be a factor through our
qualitative analysis, we should be able to gather enough data supporting the learning that is
happening through the Jumpstart training program as well as the comparisons between our
variables. For our more active learning outcomes such as CPR and the emergency procedures,
we will also address these limitations through our qualitative assessment plan. Where we will be
able to ask them to describe the policies and procedures behind performing CPR and what to do
in an emergency situation. The last major limitation is our response rate, where in previous years
the response rate has been quite low, but as mentioned, we hope to get a larger response rate
through our incentives.

Qualitative Assessment Design
The qualitative design of this assessment will be a narrative through a focus group
method, where “the goal is to have the participants interact and build on the responses of others
to provide information that could not be obtained in individual interviews” (Henning & Roberts,
2016, p.177). . We are using this method in order to get a sense of what the students perceive as
their own development in connection to our learning outcomes. The sample we will be looking at
is fairly small. This design will be ideal for how we retool jumpstart for future years. Where
through our demographic form (Appendix G) we will have a record of the how different student
populations answered the different questions associated with our learning outcomes. Meaning we
will be able to analysis the differences between functional areas, as well as new vs returning
supervisors, and supervisors with experience vs supervisors without experience. From there we
should be able to identify any trends that need to be addressed with regards to future Jumpstarts.
This project will utilize focus groups. This method helps us see trends that run through
multiple students’ experience working in supervisory roles. This method also allows us to gather
a greater number of participants in a shorter amount of time. Focus group is also less expensive,
and more attainable for our students who do not have much spare time outside of their other
commitments. . A single focus group will be held after the survey. The focus group will be held
either late October or early November. The surveys should be completed; however, there will
have been enough time for students to ruminate on their experience attending jumpstart. Students
will also be incentivized to participant through paid time during the focus group as well as food
and coffee provided during the focus group. The focus group will be used to better understand
participants’ responses to the survey. Where certain questions within the survey are related to our
learning outcomes so are our focus group questions. We have split the focus group up by
learning outcomes. For example we start by looking at the learning outcomes associated with
customer service and plan on using the qualitative data attained from the focus group to support
the findings associated with the customer service learning outcome questions within the survey.
For the purposes of time and money, we plan on having just one focus group, but we plan
on inviting all Jumpstart attendees to participant within the focus group. If this number becomes
too large we will re-evaluate and have an additional focus group. The purpose of the focus
groups would remain the same, which is to support the findings of our survey results with
regards to our learning outcomes, where all of the questions are directed towards a certain
learning outcome, and then by using the demographic form we are able to split up the answers by
demographic so that we can answer those specific assessment questions.
Describe the Proposed Protocol
There will be loose script largely dictated by Dominic. The focus group will run about
two hours. We chose not to pilot any questions before the focus group. Dominic will lead the
interview. Zach will be there as well taking notes alongside the recording device. Zach will be
the assistant moderator; however, Dominic will largely be leading it as he is the Graduate
Assistant for Operations. A doodle will be sent out in order to find the best time for students to
show up. The focus group will take place in the Alumni room on the third floor of the Norris
University Center. The focus group will be held there because every student works in the
building so it will be easy to access for them and it is isolated and intimate so students are more
able to freely speak about their experiences. The focus group will utilize both audio and written
notes of the discussion. This will try and ensure that we get all the audio transcribed but also
have notes of not only what the participants are saying but how they are saying it as well as
participants behavior. This will provide the focus group findings important details about body
language, the cadence of speech, and any visual issues that arise in the discussion.
Qualitative Analytic Plan
We will begin our qualitative analytic plan by using our demographic forms (Appendix
G) which were passed out at the beginning of our focus group to gain a greater understanding of
our participant’s demographics and whether themes arise due to any demographic similarities.
From this data as well as the data we gather from the focus group we will implement an
inductive approach where “inductive logic is used to build patterns, categories, and themes from
the data” (Henning & Roberts, 2016, p.151). Through this approach we will be able to develop
categories and themes that arise due to the answers of our focus group questions which ask
details about our program learning outcomes. These different themes that will be developing will
be useful when implementing a pattern coding method. Where pattern coding is the merging of
descriptive coding with attribute coding. We will use a parallel approach to go through all of the
transcripts at one time. This will be useful because we will be able to go through the transcripts
by learning outcomes and see what themes come up which are associated with the specific
learning outcome. We will then use the demographic form to identify the different attributes,
being different functional areas, returning supervisors, and supervisors with experience. With all
of this information we will be using a construct map to help us organize these emerging themes
and categories with our different demographics.
The coding technique that we will use will be pawing, where we will go through the
transcripts and identify key phases, themes, or significant answers that support the answers to our
assessment questions and achievement of our learning outcomes. . After we have individually
gone through all of the transcripts and identified these key components, we will apply inter-rater
reliability, meaning that we will come together and make sure that we are on the same page with
regards to our significant findings as well as how we categorized those findings. After going
through this process we will then go through the process of member checking. This process is
significant because even though we may see a specific theme or pattern through the data, our
participants may have a different opinion on our findings and this needs to be taken into account
because we are only two people and we have our own biases. Because of these biases, by using
both inter-rater reliability and member checking, we should be able to combat any biases we had
towards the focus group data. One of the biases that I see coming from us, is that we both
identify as white males, where the majority of our population tend to identify as people of color,
as well as other gender identities. The other bias we have, is that neither of us have attended a
research driven institution to the stature of Northwestern University and this could also cause a
bias towards our interpretation of the data.
To support the conclusions gathered from our focus group data, we will also implement
triangulation. Where we will use our survey data as well as the data gathered from our observer
note-taker, who will be looking at body language as well as emotions throughout the focus
group. Even though these observations are biased because they are from one or two people’s
perspective, they can also help us confirm conclusions that have been gathered through our focus
group as well as survey. When using the survey, we will connect our survey questions and focus
group questions that measure the same learning outcome. Through this triangulation we should
be able to create some strong conclusions with the evidence from multiple data sources, being
the survey data, focus group data, and observation data.
Presentation of Data
After collecting all of our data and creating themes based off of our analytic plan we will
present our data through our construct map as well as a table. Through the construct map we will
be able to show a visual representation of the themes, along with learning outcomes, which will
be based in the qualitative data that we receive. This method is going to be used because of the
visual representation that it provides, where people will be able to easily see the connections
between the data, themes and learning outcomes. We will also provide a table which will
demonstrate a more in-depth look at the different themes that were created from the focus group
data. Through this table we will be able to provide more qualitative data which will be within the
same rows as the themes as well as the learning outcomes which are correlated to one another.
These data will then be presented to the training committee as well as the professional staff
supervisors. With this data, the training committee with collaboration from the professional staff
will be able to start working on ways to continuously improve the Jumpstart training for next
year.
Limitations
There are always limitations within any assessment. The limitations that we need to
consider will be around our response rate for the focus group. Even though there is incentive to
participate, it is usually the same group of students who tend to offer participation within any
assessment. Because of this we can have a biased view because we are not able to gather
qualitative data on all of the Jumpstart participants, but only the ones who choose to participate
within the focus group. This can lead to only certain demographics who are participating, so
when presenting the data, we need to take this into account, so that we are not overgeneralizing
to all the Jumpstart participants but only the ones who participated within the focus group. One
of the ways we will try to combat this is by using our survey data as well as previous Jumpstart
data that have been collected. Through this process we should still be able to come up with some
connections and conclusions about our learning outcomes, but always remembering that some
points of views were not available to us because there was a lack or no representation of any
certain demographic within our focus group.
Final Additions
Limitations
Some limitations to the assessment approach are that we are doing it before the school
year starts. Some students may find the work hard to keep up with in conjunction with their
academics, assessing a leadership development that happens before the leadership is exercised
can be difficult. That is why we are looking at students who have attended Jumpstart multiple
times in order to see the gradient of change. Another limitation is that the expanse of functional
areas represented in the Jumpstart attendees. Students who work at Artica will have different
needs than someone who is supervising events. The focus may be too broad. However, that is
why we are looking at the way students utilize their functional areas in relation to Norris’
learning goals. Because of the number of supervisors, quantitative data may not be as relevant.
There are only about seventeen student supervisors, so we are hoping to focus mainly on
qualitative data.
Timeline
The assessment timeline starts with the initial survey being sent out a week after finishing
the program. The survey will be sent out by campus labs. There will be two reminder emails, one
will a week after the survey is sent out, the second will be two weeks later. During the time, the
reminder emails are sent out survey results will be compiled.

In early October, there will be an email sent out to the participants of Jumpstart asking if
they want to participate in a focus group on the success of jumpstart. The focus group will be
held in early November. There will be one reminder email two weeks after the initial email is
sent. The focus group will be held in the Alumni Room on the third floor of Norris. The focus
group will be audio recorded as well as having a GA take note in the meeting. After the focus
group Assessment managers will compile the results. The assessment mangers will then code and
paw through the focus group data through the month of January. The results will be presented at
a Norris meeting in early May in order to an analyze and address any changes or cuts that will be
made for next Jumpstart taking place in the upcoming August.
Budget
We are budgeting about at 1250$ dollars for this assessment. During the focus group, we
are planning on incentivizing attendance with both a free lunch and paid time during the focus
group. We figure catering will be about 350 dollars plus 500dollars for the paid time for the
employees. In addition to the focus group we are giving out twenty dollar Norris Meal voucher
for students to use at any food vendor in Norris. We figure that will be another 400$.
Next Steps
The next step is to use the assessment results in order to make a more effective Jumpstart.
In using the quantitative and qualitative results Norris will get a fuller picture of how students
develop leadership in Norris learning environments. Norris employees graduate and represent the
name of Northwester, which for many is synonymous with excellence, the main goal is for
Norris employees to gain the transferable skill level that have become a part of Northwestern
brand. In continual assessment of leadership development like Jumpstart we hope to continue in

the culture of assessment that has already been established at Northwestern, but hope to deep the
level of commitment to assessment on a campus level.

References
C. A., M.P.H, D., Ph.D., & Kennedy-Phillips, L., Ph.D. (2013). Student Employee Development
in Student Affairs. Research and Practice Assessment, 8(Winter), 55-67. Retrieved
October 1, 2017.
Henning, G.W., & Roberts, D. (2016). Student affairs assessment: theory to practice. Sterling,
VA: Stylus.
OFFICE OF THE PROVOST. (2017). Retrieved October 03, 2017, from
http://www.northwestern.edu/provost/
Office of the Vice President. (nod). Retrieved October 03, 2017, from
http://www.northwestern.edu/studentaffairs/vice-president/strategic-plan/vision-
mission/index.html
N. (2017). Norris University Center: Mission and History. Retrieved October 03, 2017, from
http://www.northwestern.edu/norris/about-us/mission-history/index.html
Appendix A
Logic Model for Program Assessment Worksheet
OUTPUTS OUTCOMES + IMPACT

ATION INPUTS Participati
Short-term Medium-
Long
Activities (Learning/ term
on (Cond
Awareness) (Action)
e issue or What we invest (i.e., What we do: Who What are the short- What are the What is
g the people, knowledge, we term results? medium-term ultimate
nt? resources, reach: (Immediate) results?
Students are all funded to
materials): take the strengths quest Student Staff who (End of year) (Post Gra
oyments is a exercise and then discuss participate in Jumpstart Student staff who Student s
anging the results, facilitated by a Student will be able to: participate in participa
and with Norris university center strengths quest coach. staff Jumpstart will be Jumpstar
constant (rooms, alternative Students have community supervis able to: to:
Identify personal strengths
ge. Through spaces, catering, AV meals each day of the ors and and connect them to their
nt we will equipment, student staff, training. center professional role. Identify a time Explain t
how Norris professional staff) mangers
Students are also taken on (Personal Management) when they used strengths
enter is able
an overnight experience their personal professio
ly support Professio
Multiple professional where they participate in Identify Norris University strengths within environm
employees nal Staff
staff and students who both low and high ropes relationships as well as their professional employee
and
lead the individual courses how those relationships role (Personal Managem
eir training
sessions throughout the Students also participate in benefit their job function. Management)
hat their
visors are training. a dinner and whirly ball / (Teamwork) Explain t
g confident bowling Describe a time importan
to perform Students participate in CPR, Demonstrate their when they used teamwork
bilities as a Loyola retreat center AED, and Blood borne teamwork within professio
(spaces, rooms, staff, knowledge of CPR and
visor. Pathogen training. Emergency protocol their professional environm
ropes course) Student participate in active role (Teamwork). (Teamwo
procedures as well as level
shooting training as well as of comfort with these
ected by a fire drill.
Busses for student procedures. (Customer Repot their Describe
transportation Students also go through an Service) knowledge of knowledg
oyees. area specific emergency emergency emergenc
staff. procedures training. protocols and within a p
Identify best practices as a
g the Students participate in student staff employee describe an environm
f, students, social justice training. (Personal Management) experience if (Custome
oyees, Town hall (where they are applicable
able to ask questions to (Customer
Indicate how social justice Report on
nt union professional staff). Service)
is related to their role at professio
Human resources training. Norris. (Inclusion) within th
Area specific training. Describe a time professio
rested in they used best environm
Demonstrate their practices within (Persona
who are Students participate in knowledge of the Norris their professional Managem
olders)? customer service training as and student Union mission role (Personal
rsity well as a session on the with regards to their role at Management)
staff Norris. (Customer Service) Describe
Norris University mission
customer
udent and vision, which includes
Evaluate their within th
the mission and vision of Indicate how their roles customer service professio
oyees student affairs. and responsibilities relate skills within their environm
n community Student also participate in a to Customer Service professional role employee
session on their role within within the Norris (Customer Service)
college unions University mission. Service)
(Customer Service)
Assumptions: (Beliefs, expectations, and principles that guide our work)
Student staff supervisors will attend Jumpstart Training.

Student staff supervisors will participate within the assessment and evaluation process.
Norris training committee will use data to inform future training sessions.
Norris professional staff will participate within the Jumpstart training when required.
Student staff supervisors will be accountable for their required job responsibilities
Professional staff will support student supervisors with their job responsibilities
Environment: (Influential factors, either supportive or antagonistic)
New professional staff supervising student employees

New student supervisors each year
Functional areas are changing within Norris University Center
Norris University Center is going to be under construction next year (transitional factor)
Northwestern University is a predominantly white institution
Appendix B
Appendix C
Page 1
Thank you for participating in this year's Jumpstart supervisor training 2017. Your opinion about this
training session is very important to us. We appreciate you taking the time out of your busy schedule to
help us make Jumpstart 2018 even better.
Q1 In what area do you work?
Artica[Code = 1]
Norris Outdoors[Code = 2]
Gameroom[Code = 3]
Dittmar Gallery[Code = 4]
Facilities[Code = 5]
Cashier's Office[Code = 6]
Events Planning[Code = 7]
Mini Courses[Code = 8]
Production Staff Norris[Code = 9]
Center Manager[Code = 10]
Student Organizations Finance Office[Code = 11]
Center Desk[Code = 12]
Box Office[Code = 13]
Performance Venues,[Code = 14]
Q2 Was this your first Jumpstart?
Yes[Code = 1]
No[Code = 2]
Page 2: Tuesday sessions, Role of the College Union, Customer Service, Social Justice, Strengths Quest,
Town Hall.
Please indicate the extent to which you agree with the following statements. If you did not attend a
particular session, please check N/A.
Q4 The Role of the College Union Movie provided me with an understanding of student unions within
higher education.
Strongly agree[Code = 4] [Numeric Value = 4]

Agree[Code = 3] [Numeric Value = 3]
Disagree[Code = 2] [Numeric Value = 2]
Strongly disagree[Code = 1] [Numeric Value = 1]
N/A[N/A]
Q5 I left this day with a new sense of how customer service relates to my responsibilities at Norris
N/A[N/A]
Q6 I left this day with a new sense of how social justice relates to my responsibilities at Norris.
N/A[N/A]
Q7 The Strengths Quest activity helped me understand how I can use my strengths to be more
effective in my role at Norris.
N/A[N/A]
Q8 The Town Hall gave me knowledge about the professional staff role within Norris.
N/A[N/A]
Page 3: Wednesday sessions, Overnight Experience, Teambuilding/Ropes Course
Q9 Overall the overnight experience provided me with a community building environment.
N/A[N/A]
Q10 The team building/ropes course activity taught me to be able to rely on my Norris team.
N/A[N/A]
Q11 I was able to get to know my peers and supervisors within my department through the overnight
activities.
N/A[N/A]
Q12 I was able to get to know my peers and supervisors in other departments through the overnight
activities.
N/A[N/A]
Q13 I recommend that Jumpstart continues to have an overnight experience.

N/A[N/A]
Page 4 Thursday sessions, CPR, Active shooter, Peer Supervisor discussion, HR.
Q14 I can explain each step in using CPR in an emergency situation.
N/A[N/A]
Q15The Peer Supervisor discussion taught me about the professional role of some of my other
student supervisors. .
N/A[N/A]
Q16 I recommend having the Peer Supervisor discussion as part of future Jumpstart trainings.
N/A[N/A]
Q17 I can explain the process for hiring new employees at Norris.

N/A[N/A]
Page 5 Friday/Saturday sessions, Area-specific and Emergency protocols.
Q18 Overall, the area-specific training taught me about the specific roles and responsibilities
associated with my functional area.
N/A[N/A]
Q19 The area-specific training helped me build a stronger working relationship with my team.
N/A[N/A]
Q20 I can explain the specific emergency procedures protocol for my area.
N/A[N/A]
Appendix D
Survey Map
Logic Model Outcome Survey Survey Item Response Type Response Options
Component Item #
Functional N/A 1 Work area? Nominal Artica[Code = 1]
area (Categorical) Norris Outdoors[Code = 2]
information Gameroom[Code = 3]
Dittmar Gallery[Code = 4]
Facilities[Code = 5]
Cashier's Office[Code = 6]
Events Planning[Code = 7]
Mini Courses[Code = 8]
Production Staff Norris[Code = 9]
Center Manager[Code = 10]
Student Organizations Finance Office[Code = 11]
Center Desk[Code = 12]
Box Office[Code = 13]
Performance Venues,[Code = 14]
N/A 2 Was this your Nominal Yes [Code 1]

first Jumpstart? (Categorical) No [Code 2]
Survey Map
Logic Model Outcome Survey Survey Item Response Response Options
Component Item # Type
#1, Identify personal STLO 1 7 The Strengths Quest activity Ordinal Likert Strongly Agree [Code 4]
strengths and connect helped me understand how I Scale Agree [Code 3]
them to their can use my strengths to be Disagree [Code 2]
professional role. more effective in my role at Strongly Disagree [Code 1]
(Personal Norris.
Management)
Survey Map
#2, Identify Norris STLO 2 9 Overall the overnight Ordinal Likert Strongly Agree [Code 4]
University experience helped me Scale Agree [Code 3]
relationships as feel more confident Disagree [Code 2]
well as how those with my role at Norris. Strongly Disagree [Code 1]
relationships
benefit their job STLO 2 10 The Ordinal Likert Strongly Agree [Code 4]
function. teambuilding/ropes Scale Agree [Code 3]
(Teamwork) course activity was Disagree [Code 2]
engaging. Strongly Disagree [Code 1]
STOL 2 11 I was able to get to Ordinal Likert Strongly Agree [Code 4]
know my peers and Scale Agree [Code 3]
supervisors within my Disagree [Code 2]
department through Strongly Disagree [Code 1]
the overnight
activities.
STOL 2 12 I was able to get to Ordinal Likert Strongly Agree [Code 4]
know my peers and Scale Agree [Code 3]
supervisors in other Disagree [Code 2]
departments through Strongly Disagree [Code 1]
the overnight
activities.
STOL 2 15 I found the Peer Ordinal Likert Strongly Agree [Code 4]
Supervisor discussion Scale Agree [Code 3]
to be a valuable part Disagree [Code 2]
of my training. Strongly Disagree [Code 1]
STOL 2 19 The area specific Ordinal Likert Strongly Agree [Code 4]
training helped me Scale Agree [Code 3]
build a stronger Disagree [Code 2]
working relationship Strongly Disagree [Code 1]
with my team.
Survey Map
Logic Model Outcome Survey Survey Item Response Type Response Options
Component Item #
#3, Demonstrate their STLO 3 14 I feel confident using Ordinal Likert Strongly Agree [Code 4]
knowledge of CPR and CPR in an emergency Scale Agree [Code 3]
Emergency protocol situation. Disagree [Code 2]
procedures as well as Strongly Disagree [Code 1]
level of comfort with
these procedures. STLO 3 20 I feel knowledgeable Ordinal Likert Strongly Agree [Code 4]
(Customer Service) with the emergency Scale Agree [Code 3]
procedures protocol Disagree [Code 2]
for my area. Strongly Disagree [Code 1]
Survey Map
Logic Model Outcom Survey Survey Item Response Response Options
Component e Item # Type
#4, Identify best STLO 4 8 The Town Hall provided me with Ordinal Likert Strongly Agree [Code 4]
practices as a takeaways for my job at Norris Scale Agree [Code 3]
student staff Disagree [Code 2]
employee Strongly Disagree [Code 1]
(Personal
Management) STLO 4 15 I found the Peer Supervisor Ordinal Likert Strongly Agree [Code 4]
discussion to be a valuable part of Scale Agree [Code 3]
#5, Indicate how my training. Disagree [Code 2]
social justice is Strongly Disagree [Code 1]
related to their STLO 4 17 I understand the process for hiring Ordinal Likert Strongly Agree [Code 4]
role at Norris. new employees at Norris Scale Agree [Code 3]
(Inclusion) Disagree [Code 2]
Strongly Disagree [Code 1]
STLO 4 18 Overall, the area-specific training Ordinal Likert Strongly Agree [Code 4]
made me feel confident in my Scale Agree [Code 3]
ability to fulfill my Disagree [Code 2]
roles/responsibilities. Strongly Disagree [Code 1]
STLO 5 6 I left this day with a new sense of Ordinal Likert Strongly Agree [Code 4]
how social justice related to my Scale Agree [Code 3]
responsibilities at Norris Disagree [Code 2]
Strongly Disagree [Code 1]
Survey Map
#6, Demonstrate their STLO 6 4 The Role of the Ordinal Likert Strongly Agree [Code 4]
knowledge of the College Union Movie Scale Agree [Code 3]
Norris and student provided me with Disagree [Code 2]
Union mission with takeaways for my Strongly Disagree [Code 1]
regards to their role at job at Norris.
Norris. (Customer
Service) STLO 7 5 I left this day with a Ordinal Likert Strongly Agree [Code 4]
new sense of how Scale Agree [Code 3]
#7, Indicate how their customer service Disagree [Code 2]
roles and relates to my Strongly Disagree [Code 1]
responsibilities relate responsibilities at
to Customer Service Norris.
within the Norris
University mission.
(Customer Service)
Appendix E
Student Supervisor,
After attending Jumpstart, we are looking to evaluate your learning as a result of the training as well as
continuous improvements for the Jumpstart program. Please fill out this survey so next year’s jumpstart
will be as relevant as possible. Thank you so much for filling this out with your busy schedules. For filling
this out your name will get put in a drawing for a free meal at any Norris eatery. Have a happy and
exciting new academic year.
“Graduate Assistant” Operations and Assessment

Appendix F
Focus Group Interview Protocol for Jumpstart

Focus group purpose: To evaluate the learning that happened after student supervisors
participated in Jumpstart training.
Focus Group Topics: To learn about how Jumpstart developed their:
 Customer service skills
 Personal management skills
 Teamwork
 Inclusion
Welcome and Facilitator Introductions:
Thank you all for joining us today and for your participation in our focus group. My
name is Dominic Evans and I am the graduate assistant for operations and assessment and will be
facilitating the focus group today.
Framing:
We will be spending the next two hours discussing the learning outcomes from the
Jumpstart training. We encourage all of your to share your thoughts during our time together but
please do not feel obligated to answer every question. We also hope that you all feel comfortable
enough to share your answers with honesty and transparency. And please remember to use ‘I’
statements and share from your own perspective.
Recording and Consent Forms:
The answers you decide to share with us today will be recoded with an audio recorder as
well as through note-taking by my co-facilitator Zach Farley. This is so that we can accurately
record all of your thoughts and answers with no miss-interpretation. The information that we
collect through this focus group will be shared with the training committee so that we can
evaluate Jumpstart and continue to improve the training for next year’s student supervisors. We
will not be sharing any of this information with anyone outside of the training committee. We
also ask that each of you agree not to share any of the information disclosed within this space to
anybody outside of the focus group.
All of this information is also included in our consent form which we are passing out
now. Please take some time to read through it and sign if you agree with the terms. We are also
passing out a demographic form which will also be kept confidential.
Questions?
Purpose and Intent:
The purpose of this focus group is to gather further information about the learning that
occurred during the Jumpstart training. We will be asking questions around your learning
outcomes of Customer Service, Personal Management, Teamwork, and Inclusion.
Participation Introduction:
We are going to begin with introductions. Please share your name, pronouns, functional
area and how long have you been a supervisor.
Questions:
Does anyone have any final questions before we move into the discussion portion of the
focus group?
Customer Service:
First we would like to know about your experience with the customer service training session
and what you learned from it.
These questions will allow us to gain a greater understanding of the learning that happened
during our customer service training session and where improvements may need to be made.
“We provide spaces, services, and guidance to promote student learning, community
engagement, and cultural inclusion”
Question 1: How do you connect the Norris mission statement to your roles and responsibilities
at Norris?
 Probe: Probe: “How did the Jumpstart program help you connect the mission statement
to your role at Norris”
Question 2: “What new skills or knowledge did you learn from the customer service training
session?”
 Probe: “What was most effective throughout the jumpstart program with regards to your
customer service learning?”
Question 3: Can anyone describe the steps needed to be taken during an emergency situation
where CPR needs to be performed?
 Probe: Could you demonstrate the steps that need to be taken during a CPR emergency?
Personal Management
Now we are going to continue our dialogue but switch to questions around Personal
Management.
during our personal management training session and where improvements may need to be
made.
Question 1: How do you see these strengths within either your personal or professional life?
 Probe: How are you using these strengths to support your own work environment and the
environment of your employers?
If hesitant to share, both Zach and I have gone through strengths quest as well as coaching and
could start the conversation by sharing our own examples of how we use our strengths within
our own environment.
Teamwork
We are now going to transition into questions around teamwork.
during our teamwork training session and where improvements may need to be made.
Question 1: Where you able to form relationships with student supervisors who do not work
within your functional area?
 Probe: What sessions or breaks helped you form these relationships?
 Probe: What types of sessions would you like to see in the future to help develop
relationships with other student supervisors?
Inclusion
Our final learning outcomes is around inclusion, we are now going to transition into our last set
of questions, which will be based on the inclusion learning outcome.
during our inclusion training session and where improvements may need to be made.
Question 1: How are you able to connect the social justice training to the Norris mission
statement?
 Probe: How are you connecting the social justice training to your own roles and
responsibilities at Norris?
 Probe: How are you supporting your staff through the knowledge gained from the social
justice training session?
Final Questions
Before we end our session today we would like to hear some general feedback about the
Jumpstart training?
Question 1: What additional training sessions would you like to see in future Jumpstarts?
Question 2: What training sessions do you feel were unnecessary for Jumpstart?
Questions 3: If you could change anything about Jumpstart, what would it be?
Question 4: Do you have any final comments or thoughts you would like to share about the
Jumpstart training?
 Probe: Was there anything that we did not ask but should have?
Conclusion and Thank You
Thank you all for your participation in our focus group. Your feedback is valuable to us and will
be used to make sure that Jumpstart is continuously improving for our student employees. Thank
you again for your insight and have a good afternoon. Please contact us if you have any
questions about the Jumpstart focus group and assessment plan.
Appendix G
Focus Group Participant Demographics
Demographic information is requested for data analyses purposes only.
Date:
Time:
Place:
Year in School: Age:

__ First year __ Under 18 years old
__ Sophomore __ 18-24 years old
__ Junior __ 25-34 years old
__ Senior __ 35-44 years old
__ Masters graduate student __ 45-54 years old
__ Doctoral graduate student __ 55-64 years old
__ 65-74 years old
__ 75 years or older
Gender: Racial/Ethnic Heritage:

__ Woman __ American Indian or Alaska Native
__ Man __ Asian
__ Transwoman __ Black or African American
__ Transman __ Hispanic, Latinx, or Spanish origin
__ Genderqueer __ Middle Eastern or North African
__ Not listed: ___________________ __ Native Hawaiian or Pacific Islander
__ Prefer not to say __ White
__ Not listed: __________________________
__ Prefer not to say
Functional Area: ___________________________________________________________

Appendix H
CONSENT TO PARTICIPATE IN JUMPSTART SUPERVISORY FOCUS GROUP
 
Project Title: JUMPSTART Supervisor Focus Group
Interviewer: ________________________________
 
Introduction:
You are being asked to take part in a focus group to help inform the Norris Team how they did in
preparing you for your role in Norris through Jumpstart.
Please read this form carefully and ask any questions you may have before deciding whether to
participate in this focus group.
 
Purpose:
The purpose of the focus group is to gather information about students’ leadership and skill
development after participating in “Jumpstart”
 
Procedures:
If you agree to participate in the focus group, you will be asked to respond to a series of
questions that will last for approximately 120 minutes. You are encouraged to respond openly
and honestly to the questions asked of you, although you should only respond to questions when
you feel comfortable doing so. 
 
Risks/Benefits:
There are no known risks involved in participating in this study. Benefits may include
improvements to the Norris student employment program and a greater sense of connection to
the Northwestern campus.
Confidentiality:
Your name will not be associated with your responses in the focus group reports. We will
compile a report of basic themes and share it with you prior to finalizing it.  The information
gathered in today’s focus group will only be shared with members of the higher education
faculty.
 
Voluntary Participation:
Participation in this focus group is voluntary. Even if you decide to participate, you are free to
withdraw from participation at any time without penalty.
 
Contacts and Questions:
If you have questions about the focus group you can contact _____________ at (email address
and/or phone number).
 
 
Statement of Consent:
Your signature below indicates that you have read and understood the information provided
above, have had an opportunity to ask questions, and agree to participate in this focus group.
You will be given a copy of this form to keep for your records.
 
 
____________________________________________  
Participant’s Signature                                                  
Date ____________
 
 
____________________________________________ 
Interviewer’s Signature                                                 
Date ______________
 
 
Appendix I
Norris Student Supervisors,
Thank you so much for your participation in the Jumpstart Start Survey. To get a better
understanding of some trends we saw in the survey there will be a focus group held in Early
November. The focus group will be about two hours on the third floor of Norris in the “Alumni
Room”. Attached is a doodle to help us set a date.
Snacks and coffee will be provided
We are very excited to hear about your experiences
Zach Farley and Dominic Evans

Eval Final

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Eval Final

Uploaded by

Copyright:

Available Formats

Running head: JUMPSTART ASSESSMENT 1

Dominic L. Hoare Evans & Zach Farley

Evaluation in Higher Education

 Norris Inception: p.4

 Connected Mission: p.4

 Norris Functional Areas: p.5

 Logic Model: p.8

 Proposed Assessment: p.15

 What Northwestern Already Knows: p. 16

 Quantitative Assessment Design: p. 16

 Proposed Survey Instrument: p. 17

 Quantitative Analytic Plan: p. 18

 Qualitative Assessment Design: p. 22

 Qualitative Analytic Plan: p. 24

 F. Focus Group Protocol: p. 45

 G. Focus Group Demographic Form: p. 49

 I. Focus Group Email: p. 52

in keeping Norris' doors open to students, alumni, and Evanston community.

Northwestern's institutional structure is best described as a pyramid. The base of

Northwestern cultural identity lies in the Northwestern Mission Statement "Northwestern is

Norris's Functional Areas

employed by Norris University Center will be able to demonstrate transferable work-related

the Student Affairs learning outcome of Personal Development. Northwestern University

teamwork, inclusion, communication, job knowledge, and responsibility. This assessment

proposal will be concentrating on leadership, customer service, personal management, and

particular? Connect this to the program’s learning/developmental outcomes) helping them to

Student employment synthesizes knowledge gained in the classroom, in an intentional manner

Within Northwestern's Central Campus is Norris. Like Northwestern as a whole, there is

building and maintain daily operations of the building.

to what department TeamViewer believes their student

To support this evaluation of student supervisor employees, we have included a logic

the student employee experience for the Norris student supervisors.

training, and the January training sessions.

planning for next year’s Jumpstart training.

advocacy relates to their role at Norris (Inclusion/Leadership); indicate symptoms of an

resources to help promote positive wellness (Personal Management/Leadership). After this

next year’s January training session.

outcomes (Appendix B).

employment at Norris University Center we have assumptions as well as environmental

and teaching their student employees.

responsibility, teamwork, communication, personal management, job knowledge, and inclusion.

learning opportunities that should be directed towards student supervisors.

our purpose. Students who attend Northwestern do so because of Northwester’s academics

build on the work that they do in their career.

Proposed Assessment Questions

attendance at this program?

has been in a supervisory position?

What Northwestern Already Knows

Quantitative Assessment Design

proposed assessment will not incorporate this.

increase or diminish effectiveness as multiple Jumpstarts are attended?

Proposed Survey Instrument

The survey will be administered on Campus Labs, a Northwestern-run administrative

giving a prize for the first survey submissions.

Quantitative Analytic Plan

subjective but still measurable.

the differences in averages across the different functional areas.

supervisors. To do this we will conduct an independent sample t-test, where a “t-test is a

be comparing student supervisors with experience vs student supervisors with no experience.

supervisors, as well as supervisors with experience vs supervisors with no experience.

through our incentives.

Qualitative Assessment Design

demographic so that we can answer those specific assessment questions.