Running head: ASSESSMENT PROPOSAL 1

Assessment Proposal: Women of Color Retreat

Marina Briones & Tiffany Yi

Loyola University Chicago

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The Department of Student Diversity and Multicultural Affairs (SDMA)

The Department of SDMA is located on the first floor of the Damen Student Center at

Loyola University Chicago’s (LUC) Lake Shore Campus. SDMA provides transformative

opportunities to LUC students through seven different programs. SDMA advances the

recognition and appreciation of their “diverse community, promotes multicultural education

across campus, strives to ensure the retention and success of underrepresented students, and

fosters a supportive, inclusive environment for all students, faculty, and staff” (“About SDMA,”

2017). Their mission is to foster a community among underrepresented student populations

through mentorship, academic support, multicultural education, and celebration of students’

experiences (“Mission & Vision,” 2017). In addition, SDMA is committed to cultivating

culturally competent agents of social change (“Mission & Vision,” (2017).

SDMA has four learning outcomes (“Learning Outcomes,” 2017):

 Define key social identities as they relate to privilege and oppression (e.g., race, sex,

gender, socioeconomic status)

 Articulate how privileged and oppressed social identities intersect to influence an

individual’s experiences

 Demonstrate social perspective-taking by learning about one perspective different from

one’s own as it relates to privilege and oppression

 Demonstrate skills to interrupt micro-aggressions (individual and systemic) that

adversely affect marginalized communities

Within SDMA, there are five professional staff, two graduate assistants, and one

undergraduate staff. Naseeb Bhangal, Program Coordinator for Women Initiatives &

Community Outreach, oversees LUCES and all five of its programs. Additionally, four Scholars
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are selected each year to serve the LUCES community through programming, facilitating

gatherings, and hosting office hours in SDMA’s Resource Room.

Loyola University Chicago Empowering Sisterhood (LUCES)

Offered through SDMA, Loyola University Chicago Empowering Sisterhood (LUCES) is

essentially a community of women of color (WOC) at LUC, a predominately White institution

(PWI). Their mission is to build a community that focuses on academic success, self-reflection,

identity development, and cultural influences among WOC (“LUCES Mission,” 2017), with an

emphasis on three pillars: Sistership, Scholarship, and Leadership.

In addition, the program vision of LUCES is (“LUCES Mission,” 2017):

● LUCES sisters will build SISTERSHIP by creating a community of support

through dialogue, validation, and celebration of life experiences.

● LUCES sisters will build SCHOLARSHIP through empowering women to

embrace their academic and personal potential inside and outside of the classroom

with the support of staff, faculty and alumni.

● LUCES sisters will build LEADERSHIP by creating opportunities for WOC to

enhance their leadership potential

LUCES organizes a diversity of programs and provides resources for the larger WOC

community at LUC. Each month, they provide gathering spaces that focus on topics such as

shame, gender identity, community organization, and art (“LUCES Programs,” 2017). In

addition, LUCES provides an annual WOC retreat, a literature and arts journal for WOC by

WOC called Kaleidoscope, and an end-of-the-year Gala. LUCES also provides separate

programs for mentees and mentors in the LUCES Mentorship Program (LMP), as well as a
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LUCES Alternative Break Immersion experience for those interested in service and justice as

WOC (“LUCES Programs.” 2017).

In order to implement the various programs, LUCES staff and Scholars create

committees. These committees consist of “undergraduate, graduate, staff, and faculty interested

in volunteering and obtaining leadership experience through program development” (“LUCES

Programs, 2017”). These committees are designed for the WOC Retreat, Kaleidoscope Journal,

and the Gala.

Women of Color Retreat

Each year, LUCES and the LUCES Women of Color Retreat Committee hosts the

Women of Color Retreat, a two-night and three-day experience at LUC’s Retreat and Ecology

Campus (LUREC). This retreat provides a space for LUC’s WOC to take time for critical self-

reflection and exploration of identity. Participants are able to “re-energize through validation

and nurturing of their identities, connection with mentors within their community, and

engagement with leadership opportunities” (“Annual Women of Color Retreat,” 2017).

According to Bhangal, participants will begin to explore the importance of building solidarity

within the community of WOC and challenge one another to ask what it means to advocate for a

truly inclusive community (personal communication, September 20, 2017). The retreat gives

participants the opportunity to find unity through storytelling, networking with Sisters of Color

within the LUC community, and engaging in leadership opportunities.

Each year, the learning outcomes for the retreat change according to the theme. Last

year, the learning outcomes (one for each day, respectively) were:

● Participants will begin to create a brave space for the retreat through ground rules,

expectations, and ice-breakers.

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● Participants will gain fuller understanding of how to be in solidarity with one another by

understanding the importance of being in tune with oneself.

● Participants will create plan for continuing a community of support and solidarity on the

last day of the retreat through the various activities and programs.

Bhangal stated that the retreat measures learning outcomes planned by the WOC Retreat

Committee and the overall program vision (personal communication, September 28, 2017).

Space is limited and is allotted on a first-come, first-serve basis. This year, LUCES has

decided to allocate spaces in advance for returning retreat participants, first-time retreat

participants, and LMP Mentees (N. Bhangal, personal communication, September 20, 2017).

There will be 10 spots available to returning retreat participants, 12 spots available for first-time

retreat participants (undergraduate and graduate students), and 16 spots available for Mentees in

the LMP program. Staff and faculty are also encouraged to join the second day of the retreat.

Because registration typically fills up quickly, there is a wait-list that opens up when all spaces

are filled.

Once participants submit a registration form, Bhangal asks participants to turn in a $25

refundable deposit to finalize their registration. She stated that the money will be returned to

participants when the bus departs for the retreat, and that it “simply serves as an incentive to

ensure their attendance” (personal communication, September 20, 2017). Additionally,

transportation, housing, and meals are provided at no cost. If participants are in need of financial

assistance, Bhangal gives them the option to set up a 15-minute meeting to discuss alternatives.

Conceptual Framework

According to our conversation with Bhangal, six student development theories guide her

work: gender identity development, racial identity development, cultural wealth model,
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validation theory, queer theory, and the model of multiple dimensions of identity (personal

communication, September, 20, 2017). Every day, Bhangal reflects on how to approach the

theory of gender identity development and have difficult conversations around that. In

Bhangal’s opinion, the Cultural Wealth Model really captures the talents, strengths, and

experiences that students of color bring with them to their college environment (personal

communication, September 20, 2017). There are six forms of capital: aspirational, linguistic,

familial, social capital, navigational, and resistance (Yosso, 2005). The Cultural Wealth Model

represents a framework to understand how students of color access and experience college from

a strengths-based perspective.

According to Rendón (1994), validation is “an enabling, confirming and supportive

process initiated by in- and out-of-class agents that foster academic and interpersonal

development (p. 44).” It is important for student affairs practitioners to fully engage in the

validation of students because research has shown that when students are validated academically

and/or interpersonally, they begin to believe they can be successful (Rendón, 1994). The theory

of validation can serve practitioners with a framework to work compassionately with students

and foster an ethic of support.

Acculturation is “the dual process of cultural and psychological change that takes place

as a result of contact between two or more cultural groups and their individuals members”

(Berry, 2005, p. 698). Berry’s (2005) framework of ethnic minority identity development is

important to consider because it focus on the experiences of ethnic minorities, which is the

population of the retreat. In addition, ethnic identity “is the culture, religion, geography,

language, and practices shared by individuals connected by loyalty and kinship” (Evans, Forney,

Guido, Patton, & Renn, 2010, p. 272). Some factors affecting ethnic identity participation
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include parental cultural influence, socioeconomic status, peer interactions, and “code

switching.” It is critical that student affairs professional promote and support ethnic identity

development, specifically for marginalized students.

Logic Model

This assessment will determine the success of the retreat based on the achievement of

learning outcomes. The activities will focus on the three pillars of LUCES: Sistership,

Scholarship, and Leadership. Each activity will be directly related to the pillars. Some examples

of the activities are building community through dialogue, and providing academic resources and

leadership opportunities on campus. There are seven short-term, three medium-term, and five

long-term learning outcomes (Appendix A). The short-term outcomes focus primarily on the

three-day retreat. Because the program happens in such a short amount of time, will be assessing

whether or not students achieved them by the end of the retreat. The medium-term outcomes are

what we hope the participants will achieve by the end of spring semester, and the long-term

outcomes are what we hope the participants will be able to achieve by the next retreat (or within

a year).

Before the WOC Retreat, we gathered our own biases and assumptions. The assumptions

we have before attending the retreat are as follows: students will be able to articulate how their

identities intersect, all volunteers will have the necessary skills to facilitate sessions, all

participants will be able to meet all learning outcomes, participants will be willing to engage in

difficult conversations, and volunteers will be able to be sources of support for participants. The

conclusion to our assumptions lie in the impact we feel LUCES creates for all its participants and

members through their time at the retreat.

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The environment of the WOC Retreat contains several different aspects for those who

attend. There are financial constraints that only allow a certain amount of WOC to participate.

Some of these restraints include the registration fee, the budget request for LUREC, and the

budget for transportation. Each of these are factors that can affect the environment for those who

attend the retreat. Volunteer availability will also affect the environment because if there are not

enough volunteers for the retreat, the influence may not be as impactful as one would hope.

Student demographics are influential to the retreat because everyone will be coming together

from diverse backgrounds, offering new challenges and perspectives. Lastly, timing is

influential because depending on when LUCES books LUREC, some individuals may or may

not be able to attend due to their schedules. Timing can also affect weather and the type of

conditions participants will be under while away from campus.

Assessment Purpose

We have two assessment questions: 1) By attending the WOC Retreat, are undergraduate

and graduate women students of color able to achieve the program’s short-term learning

outcomes? and 2) Are there differences in the achievement of the program’s outcomes across

students’ academic standing and racial/ethnic identities? The purpose of the assessment is to

determine whether the learning and development expected from program participation has

happened. LUCES aims to measure learning, growth, attitudes and behavior. Because the WOC

retreat occurs once a year, we will be using a summative assessment to guide us. Through the

use of summative assessment, we will see what was most effective at the end of the retreat and

gain an overall judgment of LUCES (Henning & Roberts, 2016).

Since the retreat is three days, there is not enough time to give several different surveys,

but the program does give an initial and closing survey. The first survey for participants is
ASSESMENT PROPOSAL 9

embedded in the application process. Throughout the four-page application, it consists of

questions regarding knowledge of diversity, identity, and societal influences. During the retreat,

the focus is on WOC and teaching participants skills on how to adjust to a world that does not

always welcome them. Participants’ learning as a result of the retreat is measured through the

closing survey in a similar fashion. Depending on the investment the participants put into the

retreat’s breakout sessions, the better the participants’ learning skills will appear in the surveys.

The proposed assessment will add to the program’s previous surveys because it will focus more

on the learning outcomes, rather than satisfaction of the retreat and LUCES as a program overall.

Proposed Assessment Approach

LUCES consistently assesses throughout all of the programs they offer, but focuses

primarily on satisfaction of the event and LUCES as an organization overall. LUCES also makes

sure to log the information they have so they may compare how each program differs and what

works and what does not. Because of all of this information, we were able to see how each

program assesses their participants regarding the content and types of activities they engage in.

Those who utilize the program are primarily WOC, but they may also hold other marginalized

identities. LUCES is consistent in measuring satisfaction metrics in each of their assessments.

Since their programs rely heavily on relational and interpersonal aspects, it is imperative that

satisfaction is measured after the retreat. Satisfaction, in this case, aims to find whether or not

the WOC participants experienced the retreat context in ways that promoted positive

relationships and meaningful, reflective, or other types of interpersonal exchange. Some of the

data measured for the WOC Retreat are institutional, i.e., GPA, academic programs, year in

school, academic level, and employment. Several different data are important to consider when

measuring the demographic of individuals who attend the WOC retreat. The range of diverse
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women varies greatly and since diversity is heavily focused on in this program, it is pivotal these

identities are taken into consideration. Although the WOC Retreat has only existed for five

years, each retreat has logged assessment and been kept for records.

Quantitative Assessment Design

The WOC Retreat aims to create an educational experience for individuals regarding their

salient identities, as well as the identities the fellow participants share. Being that descriptive

studies are “studies that attempt to describe educational phenomena . . . [and] to understand what

is happening but not necessarily to try to determine causality or associations between variables”

(Henning & Roberts, 2016, p. 104), these are the actions we will take as evaluators to measure

the type of learning that is occurring. The three-day retreat is unique to Loyola’s campus

because it is the only of its kind and only occurs once a year (N. Bhangal, personal

communication, September 20, 2017). However, because of this, it is difficult to compare it to

another group. Without another organization’s ability to compare closely enough to LUCES’

program, there is not enough information to create comparison groups for research. With this

information, our assessment will be executed without comparison.

This assessment will be a cross-sectional design where the data are collected from a

population (WOC participants) at a specific point in time (the WOC Retreat) (Gall et al., 2007,

as cited in Henning & Roberts, 2016). The cross-sectional design approach is preferable to a

longitudinal approach because of the length of the retreat. With a cross-sectional design,

evaluators can focus on the learning outcomes’ influence on the participants more effectively.

By examining different demographics within the WOC Retreat program, evaluators will be able

to note the diverse perspectives and learning done at the retreat. The use of a cross-sectional

design will help answer the following research questions: By attending the LUCES Retreat, are
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undergraduate and graduate women students of color able to achieve the program’s short-term

learning outcomes? In addition, this assessment seeks to answer whether there are differences in

the achievement of the program’s outcomes across students’ academic standing and racial and

ethnic identities. This particular design is useful because there will be a large range of diverse

WOC in attendance. The women students of color who attend will be measured in their class

standing and race. Giving these students a space like the retreat will allow them to feel

comfortable in expressing themselves and creating a community in which they live (a PWI).

Proposed Survey Instrument

As the retreat closes, participants will receive a physical paper survey to fill out if they so

choose. To incentivize the participants, those who fill out a survey will receive a “swag bag,”

which includes treats and Loyola apparel. The basic format of the survey (Appendix B) is

primarily Likert scale questions. There are a total of 60 questions, each corresponding to the

program’s various short-term learning outcomes, students’ experiences of the retreat, and

students’ perceived ability to apply what they have learned to Loyola and the broader

community. Because the retreat is three days and only includes short-term learning outcomes, it

is most effective to have participants take the survey while their experiences are still fresh in

their minds. Utilizing the time before the closing ceremony to take the survey will allow

individuals to continue in the headspace of the WOC Retreat and therefore apply more effort into

helping improve future retreats.

To pilot the survey, previous participants of the WOC Retreat, such as students, staff, and

faculty, will volunteer to serve as the pilot group. As the retreat’s focus differs from year to

year, influencing new learning outcomes, the surveys administered must follow suit. By piloting

the survey every year, previous participant can identify changes that need to be made, validate
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effective questions, and help create a more cohesive survey that students will appreciate when

taking it in real time. Volunteers will be asked to take the paper survey at a time that their

schedules allow. Surveys will be administered privately in a conference room of the SDMA

office, and it will be timed. As volunteers take the survey, LUCES staff will be around to

answer any clarifying questions and to collect feedback from them about their experiences taking

the pilot version of the survey (i.e., item clarity, survey instructions, and length of time to

complete the survey).

Statistical Analyses

For our statistical analyses, we will use descriptive statistics, which are “mathematical

techniques for organizing and summarizing data” (Gall, Gall, & Borg, 2007, p. 132) and only

apply to the data that are collected. The survey utilizes nominal, ordinal, and ratio measurements

to measure categorical variables (nominal and ordinal) and continuous variables (ratio). The

nominal variables include race (i.e., Asian Indian or Alaska Native, Asian, Black or African

American, Hispanic or Latinx, Native Hawaiian or Other Pacific Islander, Other, I prefer not to

respond) and interest in LUCES program(s) (Appendix C). Nominal data “identify an outcome

that fits into a specific category such as race/ethnicity” (Henning & Roberts, 2016, p. 136). For

nominal scales, we will create frequency and percentage counts to describe our survey

participants based on race. These data will be presented using horizontal bar graphs (Appendix

H). In order to make the graph easier for audiences to read, we will color code each response by

race. This will also allow readers to better understand important facts at a glance.

The ordinal variables include class standing (i.e., undergraduate or graduate student) and

the Likert scale responses (Appendix C). Ordinal data “are data that are measured on a ranked

scale such as a Likert scale” (Henning & Roberts, 2016, p. 136). We will use bivariate statistics
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to create cross-tabulations that compare class standing against different Likert scale responses to

reveal the relationship between undergraduate and graduate students and the achievement of

learning outcomes (Appendix H). Cross-tabulations are “frequencies broken down by grouping .

. . [and] are useful for making comparisons between groups” (Henning & Roberts, 2016, p. 137).

The cross-tabulations analyses will be presented using tables. The table will include a column of

the survey questions, a column of responses, a column of number of participants who answered

to a particular response, and a column of percentage of frequencies. For example, if 27 out of 50

participants responded “agree,” then the percentage of that response would be 54%.

In addition, we will use an independent-samples t test to analyze the difference between

two proportions; in this case, undergraduates and graduates. We will use it to compare the actual

item means (the learning outcome items) across two groups (undergraduates and graduates). For

example, we will look at the two groups, compare their mean scores, and determine if the

difference is statistically significant.

The only ratio variable is semesters as a LUCES member (Appendix C). With ratio

scale, “the distance between each interval is the same . . . [and] it does have a zero point”

(Henning & Roberts, 2016, p. 137). For this ratio scale, we can use Pearson correlation analysis

to determine if there is a correlation between two variables and its strength, if applicable. For

example, is there a relationship between the number of semesters as a LUCES member and their

achievement of learning outcomes at the retreat?

Limitations

Because the retreat is limited to 50 participants, the sample size for our assessment is

small. In addition, the retreat is based on a first-come, first-serve basis. Therefore, certain
ASSESMENT PROPOSAL 14

demographic groups may be underrepresented. In addition, because we created new learning

outcomes for the retreat, we were not able to add the following survey items to the survey map:

 I can state the vision and mission of LUCES.

 The Retreat Committee was effective in leading small and large group discussions

and activities.

 I will attend future LUCES Gatherings and programs this year.

 I plan to get involved in LUCES Committees and other leadership opportunities

offered in this program.

 I believe I can accomplish goals that I create.

 I feel comfortable advocating for myself when I am not being supported.

 I value being a part of the LUCES community.

 The Opening Ritual helped me understand the retreat theme: Nourishing Self and Our

Intersections with Love.

 The “Closing Ritual” allowed me to reflect on my learning from throughout the

retreat.

However, these are questions we would ask in person if we were to carry out a qualitative study.

The responses to these questions will allow us to better understand participants’ experiences at

the retreat.

In regards to descriptive studies, they do not provide insight regarding causality, meaning

it cannot be used to correlate variables or determine cause and effect. Researcher bias may also

play a role. For example, the choice and wording of questions for the survey may be influenced

by the bias of the researcher. The researcher may also make subjective choices about which

information to record and emphasize in the finding. Therefore, it is important to have a clear
ASSESMENT PROPOSAL 15

assessment question(s) because it will help in reporting the findings. Researchers should only

report the information that answers their questions.

Qualitative Assessment Design

The nature of the qualitative design will be narrative. The narrative approach will help us

answer our assessment questions because we aim to find whether or not the participants achieved

the learning outcomes. As clarified by Henning and Roberts (2016), “authentic narrative reflects

a participant’s experiences and the meaning he or she makes of those experiences” (pg. 152). By

using students’ narratives, we will be able to ask probing questions beyond the survey that will

help us understand if the students reached the learning outcomes in their experience with the

retreat. In order to pursue our qualitative design, we will use focus groups as our qualitative

method. The chosen method of using a focus group is ideal because we would be able to see

how much the students have retained from the retreat. Through the use of thorough questions

regarding the learning outcomes, evaluators will be able to log participants’ answers and save

them for later research and improvement of the retreat. We will also be able to dive deeper into

our understanding of the participants’ answers since they will be able to clarify and give more

meaning. Overall, the open response format provides evaluators data regarding the participants’

attendances at the WOC Retreat and their ability to achieve learning outcomes. If participants

were unable to achieve the learning outcomes, focus group dialogues will help evaluators

understand how curriculum for the retreat may need to change.

Ideally, we would implement our qualitative approach post-survey. By implementing a

post-survey qualitative approach, we will be able to gain a deeper understanding of what the

students, staff, and faculty took away from the retreat. It is important that we take the time to

gain a better understanding of others and their opinions of the retreat so we are able to make
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conscious efforts in updating it and making it more effective each year. To ensure that the focus

group is effective, we aim to include WOC (students, staff, and faculty) that attended the latest

retreat. The participants selected will be chosen because of their participation in the retreat and

their demographics of being WOC. Participants will be selected on a volunteer basis and must

meet the requirements of identifying as a WOC, as well as having attended the latest retreat. On

the last day of the retreat, the WOC will complete a survey. At the end of the survey, there will

be an option for them to choose whether or not they would like to participate in a focus group. If

they choose to volunteer to be a part of the focus group, we will reach out to them via email

(Appendix D) within the next couple days. Participants will be chosen based on demographics.

We will have three different focus groups consisting of three students, three staff members, and

three faculty members.

Proposed Protocol

The proposed protocol will consist of questions regarding the learning outcomes and the

assessment itself (Appendix E), and each question will be followed up with probe questions. As

stated before, we will pilot the questions with previous retreat participants (students, staff, and

faculty) because they are already familiar with the format of the retreat and the general

demographics of participants. Before participants begin the interview process, they will sign a

consent form (Appendix F). Tiffany Yi will moderate the focus group and Marina Briones will

act as assistant moderator. Marina will perform duties such as taking process-related notes,

which includes what is happening in the room and body language, as well as operating recording

equipment. Marina will not participate in the discussion, but will ask questions when invited. At

the end of the interview process, Marina will debrief with Tiffany and give feedback on the

analysis and reports.

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The focus groups will occur one week after the retreat, and the interview process will

take approximately two hours (Krueger & Casey, 2010). The interview process will take place

in a conference room in the SDMA office because that is also where LUCES is housed in. By

participating, volunteers will receive a free LUCES T-shirt and a meal.

Qualitative Analytic Plan

We will use the demographic variable form (Appendix G) to collect a list of participants’

attributes. Each participant will complete the form and the results will help us better understand

if there are differences across the three groups. Because all participants will be WOC, we are

only collecting two attributes: status (student, staff, faculty) and racial/ethnic identity. This

ensures that “data are being collected from a diverse range of source and stakeholder

perspectives” (Rogers & Goodrick, 2010, p. 439).

With descriptive coding, we will tag serially, working through each transcript one at a

time (Rogers & Goodrick, 2010). We will read through each of the interview transcripts

carefully, make a list of the major themes that come up, and then go back through the transcripts

to identify any statements that do not fit into those themes (Rogers & Goodrick, 2010). We will

use descriptive coding to manage and organize data as we sift through it (Rogers & Goodrick,

2010). Additionally, pattern coding will be utilized to identify themes across interviews.

Moreover, attribute coding, through the use of the demographic form, will be used to compare

descriptive codes across particular groups of students. Using all three coding techniques will

answer both processes and outcomes questions by identifying major trends in both assessment

approaches and acknowledging how the program may be affecting retreat participants. In

addition, we will utilize pattern coding to identify relationships and patterns within and across
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focus groups (Rogers & Goodrick, 2010). This coding will require us to look for alternative

explanations for patterns, refer back to our assessment questions, and reach a consensus.

We will use both the pawing and the cutting/sorting the technique. As we are reading

through each transcript, we will highlight, underline, and circle key phrases in different colors to

determine codes. The key phrases will, what we believe to be, best represent the participants’

experiences of the retreat. After the initial coding technique of pawing, we will cut out each

quote that is highlighted, underlined, and circled, and paste the material on index cards. On the

back of each card, we will then write down the quote’s reference—who said it and where it

appeared in the text. Then, we will sort the index cards into piles of similar quotes. These piles

will ultimately become the themes.

In focus groups, there may be personal biases that might naturally occur. For example,

Marina and Tiffany are both WOC and members of LUCES, which are both identities that all

participants hold. However, in order to address bias in the assessment, we will utilize member

checks. After collecting and analyzing the data, we will send the transcripts back to the focus

group participants to ensure that we have captured their narrative correctly. That person will

confirm that the conclusions drawn from the data are reasonable based on the literature and

method. We will also test for inter-rater reliability by agreeing to have the theme present in the

results in order to have consistent findings.

Triangulation is a process to “confirm findings through multiple means of data collection

or analysis” (Henning & Roberts, 2010, p. 165). We will use multiple data sources as our

approach to triangulation. Our focus groups consist of students, staff, and faculty, which will

allow us to gain a different perspective on their experiences with the retreat. We will cross-
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check conclusions until we are satisfied we can draw a reliable and credible evidence-based

conclusion.

Data Presentation

The evaluators will present the results in both table and narrative form. The table will

include significant codes, as well as direct quotes from participants. These quotations will

provide an insight of the overarching themes that are related to the learning outcomes of the

retreat. Furthermore, we will provide a narrative of the findings to outline the results and

conclusions. This will give us an opportunity to not only summarize the results, but to explain

the findings as well.

Limitations

There are a few limitations to our qualitative design. The focus groups may take up a lot

of time because the groups have to be recruited, each group will take approximately two hours,

and we will need to read through each transcript individually. In addition, some group members

might feel hesitant about speaking openly. The data may also not be generalizable to the larger

population. Furthermore, if the moderator does not have the skills to manage and facilitate the

discussion, the interaction between participants may be a challenge.

Timeline

LUCES will begin publicizing the retreat sometime in September. Registration for the

retreat will open on October 1, and students seeking to attend will need to complete an

application. Because space will be allotted on a first-come, first-serve basis, students will

receive spots on October 15. They will then have five days to turn in a $25 refundable deposit

by October 20. This will finalize their registration. Students’ registrations will not be complete

until they submit their deposit. Students will receive their deposit upon arrival for departure on
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November 10. The retreat will last for three days and conclude on November 12. We will

conduct focus groups on December 10, a month after the retreat.

Budget

SDMA and other campus partnerships will assist in ensuring the WOC Retreat can stay

within budget for their program. LUREC will be the most costly purchase for the retreat as it is

off-campus and requires payment for housing and meals. LUREC costs $50 per attendee and

with about 60 individuals attending—including staff—the total cost will roughly be about

$3,000. Transportation will also be $500 for two buses round-trip. As most meals will be

provided through LUREC, LUCES will only need to provide light breakfast and lunch for

participants. The budget for food lies at $400. In addition, supplies for workshops during the

retreat will be $200, and budgeting for the focus groups after the retreat will be about $300 for

food and supplies.

Next Steps

As the focus groups come to an end, we will need to spend time coding through all the

different dialogues that were held. Using the nine different transcriptions we will have gathered,

we aim to set a deadline of three months to sift through all the information. When all is coded

and themes are found, we will be able to move on to necessary retreat improvements. With the

information we receive through the different individuals that participated, we can see where the

changes need to be made in the curriculum.

ASSESMENT PROPOSAL 21

References

“About SDMA.” (2017). Retrieved from https://www.luc.edu/diversity/about/

“Annual Women of Color Retreat.” (2017). Retrieved from

https://www.luc.edu/diversity/programs/loyolauniversitychicagoempoweringsisterhoodlu

ces/lucesprograms/womenofcolorretreat/

Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of

Intercultural Relations, 29, pp. 687-712.

“Learning Outcomes.” (2017). Retrieved from https://www.luc.edu/diversity/about/outcomes/

“LUCES Mission, Vision, and Contact Information.” (2017). Retrieved from

https://www.luc.edu/diversity/programs/loyolauniversitychicagoempoweringsisterhoodlu

ces/

“Mission & Vision.” (2017). Retrieved from https://www.luc.edu/diversity/about/mission/

Evans, N. J., Forney, D. S., Guido, F., Patton, L. D., & Renn, K. A. (2010). Student development

in college: Theory, research, and practice. (2nd ed.). San Francisco, CA: Jossey-Bass.

Gall, M., Gall, J., & Borg, W. (2007). Educational research: An introduction (8th ed.). Boston,

MA: Pearson.

Henning, G. W., & Roberts, D. (2016). Student affairs assessment: Theory to practice. Sterling,

VA: Stylus.

Krueger, R.A., & Casey, M.A. (2010). Focus group interviewing. In J.S. Wholey, H.P. Hatry, &

K.E. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed.) (pp. 378-

403). San Francisco, CA: Jossey-Bass.

ASSESMENT PROPOSAL 22

“LUCES Programs.” (2017). Retrieved from

https://www.luc.edu/diversity/programs/loyolauniversitychicagoempoweringsisterhoodlu

ces/lucesprograms/

Misawa, M. http://www.outdoorfoundation.org/pdf/QueerRacePedagogy.pdf

Rendón, L. I. (1994). Validating culturally diverse students: Toward a new model of learning and

student development. Innovative Higher Education, 19(1), pp. 33-51.

Rogers, P.J., & Goodrick, D. (2010). Qualitative data analysis. In J.S. Wholey, H.P. Hatry, &

K.E. Newcomer (Eds.), Handbook of practical program evaluation (3rd ed.) (pp. 429-

453). San Francisco, CA: Jossey-Bass.

Yosso, T. J. (2005). Whose culture has capital? A critical race theory discussion of community

cultural wealth. Race Ethnicity and Education, 8(1), pp. 69–91.

ASSESMENT PROPOSAL 23
APPENDIX A

SITUATION INPUTS OUTPUTS OUTCOMES + IMPACT

Activities Participation Short-term Medium-term Long-term
What is the What we What we do: Who we What are the What are the What is the
issue or need invest: reach: short- term medium-term ultimate
driving the Sistership results? results? impact?
assessment? -LUREC -Building -Women
The retreat is community students of -Participants -Participants -Participants
held once a -Staff through color will be able to will be able to will be active
year for dialogue (undergrad identify their impact others in creating
women -Volunteers: -Supporting and graduate) intersectional with their social change
students of women of one another identities stories of
color. This color faculty through -LUCES identity -Participants
assessment and staff validation community -Participants will place
will determine members -Celebrating (students, will be able to -Participants criticism at the
the success of each other staff, faculty, share personal will be able to center of
the retreat -Money for through life members) life apply their discussion
based on the food and experiences experiences knowledge of
achievement transportation, their -Participants
of learning and activity Scholarship -Participants intersectional will question,
outcomes. materials -Providing will be able to identities and deconstruct,
academic articulate how how they and then
Who is -Time: three- resources self-care relate to their reconstruct
affected by the day long -Utilizing impacts their standing in knowledge
issue? retreat community mental health society
-University partnerships to -Participants
administrators support -Participants -Participants will identify
responsible for learning will be able to will be able to and commit to
funding the -Partnership describe how manage important
program with the on-campus interpersonal aspects of self
-SDMA staff Center for resources can conflicts
-The students Tutoring and support them effectively -Participants
SDMA serves Academic will set
-LUCES staff Excellence for -Participants individual
-LUCES resources and will be able to goals to
members information on establish a achieve long-
-Retreat tutoring and meaningful term goals
participants academic relationship
-Greater LUC coaching with at least
community one other
Leadership participants
Who is -Provide
interested in leadership -Participants
the issue? opportunities will be able to
-SDMA on campus define the
-LUCES -Partnership difference
-Current with the between
students Student privilege and
-Alumni Leadership oppression
-Faculty/staff Development
office
-Reflect on
their gender
ASSESMENT PROPOSAL 24
schema
(journal)
-Group
dialogue on
how power
dynamics
create gender
inequalities in
leadership

Assumptions:
 Students will be able to articulate how their identities intersect
 All volunteers will have the necessary skills to facilitate sessions
 All participants will be able to meet all learning outcomes
 Participants will be willing to engage in difficult conversations
 Volunteers will be able to be sources of support for participants

Environment:
 Financial constraints
o Registration fee
o Budget request for LUREC
o Budget for transportation
 Volunteer availability
 Student demographics
o 50 women of color
 Timing
o Depending on how early LUCES books LUREC, academic calendar will be a factor in
planning, as well as weather
o Students’ availability to attend depending on the time of year
ASSESMENT PROPOSAL 25

APPENDIX B

LUCES RETREAT ASSESSMENT

Thank you for taking time to provide feedback on your previous and/or initial experiences within the LUCES
community. The purpose of this evaluation is to understand the experience of Women of Color who participate in
this organization and the LUCES Retreat. The results of this assessment will be used to improve future LUCES
programming and will be highlighted in the November LUCES Newsletter. The survey should take no more than 15
minutes of your time. All responses will remain confidential and will be used to shape the programming initiatives
for this year.

We greatly appreciate your participation in the LUCES community as well as your time in completing this survey!

MEMBER INVOLVEMENT WITHIN LUCES:

1. How long have you been a part of LUCES?
Circle only one. New members should circle 1 semester.
1 semester
2 semesters
3 semesters
4 semesters
5 semesters
More than 6 semesters

2. Please circle the LUCES program(s) you are interested in receiving additional
information for:
Kaleidoscope Journal
January Gathering
February Gathering
LUCES After Dark
LUCES Gala
LUCES ABI

3. Please write your name and email. We will use this to contact you for the
leadership/involvement opportunities you indicated interest in:
________________________________________________________________________

4. How did you hear about LUCES?

LUC Faculty/Staff
Website
Email
Facebook
Word of Mouth
Other: ____________________

LUCES RETREAT PROGRAM FEEDBACK:

Please indicate the degree to which you agree with the following statements by circling the number that
applies. Circle the number that applies with the statement.
ASSESMENT PROPOSAL 26

0 1 2 3 4
Not Sure Strongly Disagree Agree Strongly
Statement Disagree Agree
1. I was able to share 1 hope and 1 fear 0 1 2 3 4
with other retreat participants.
2. I was able to make one new 0 1 2 3 4
connection with another LUCES
member through the affirmation bag
activity.
3. The Opening Ritual helped me 0 1 2 3 4
understand the retreat theme:
Nourishing Self and Our
Intersections with Love.
4. The breakout spaces (i.e. Art Room, 0 1 2 3 4
Poetry Room, and Dance Room)
allowed me to form community with
other retreat participants.
5. I was able to reflect on the roots of 0 1 2 3 4
my own and other participants
names during the “What’s In a
Name” activity.
6. Through the “Identity 101” activity, 0 1 2 3 4
I was able to learn some of
challenges connected to the Big 9
identities.
7. Through the “Identity 101” activity, 0 1 2 3 4
I was able to learn some of strengths
connected to the Big 9 identities.
8. Through the “Privilege Chains” 0 1 2 3 4
activity, I was able to reflect on my
privileged identities.
9. Through the “Privilege Chains” 0 1 2 3 4
activity, I was able to reflect on my
minoritized identities.
10. I was able to draw a connection 0 1 2 3 4
between the concept of
intersectionality and cubism through
the “Cubism” presentation.
11. I was able to name the importance of 0 1 2 3 4
our narratives and intersecting
identities through the “Cubism”
presentation.
12. I enjoyed the break time built into 0 1 2 3 4
the retreat programming.
13. I was able to identify the importance 0 1 2 3 4
of self-care through Natasha
Mmeje’s presentation on self-care.
14. Natasha Mmeje’s presentation on 0 1 2 3 4
self-care provided me with tools and
strategies for self-care.
15. After mapping my schedule with 0 1 2 3 4
Robin, I can visually identify how I
spend my time.
ASSESMENT PROPOSAL 27

16. I can identify how my schedule may 0 1 2 3 4

be harmful and/or beneficial to my
mental, physical, and emotional
health.
17. By mapping my schedule, I was able 0 1 2 3 4
to identify ways in which I can
adjust my schedule to better meet
my self-care goals.
18. I enjoyed the renewal meditation as 0 1 2 3 4
a break.
19. I was able to share my narrative 0 1 2 3 4
through the “Novels of our Life”
activity.
20. I was able to pinpoint key points in 0 1 2 3 4
my life through the “Novels of our
Life” activity.
21. The LUCES After Dark Space was a 0 1 2 3 4
meaningful space for me.
22. I am able to define my 0 1 2 3 4
understanding of critical hope after
taking part in the “Rose that Grew
from the Concrete” presentation.
23. I value affirmations and the 0 1 2 3 4
opportunity to affirm other WOC in
the retreat.
24. The “Touch Someone” activity gave 0 1 2 3 4
me the opportunity to identify my
impact on other WOC.
25. The “Closing Ritual” allowed me to 0 1 2 3 4
reflect on my learning from
throughout the retreat.

PLEASE CONTINUE TO THE NEXT PAGE

ASSESMENT PROPOSAL 28

MEMBER SATISFACTION WITH LUCES:

Please indicate the degree to which you agree with the following statements by circling the number that
applies. Circle the number that applies with the statement.

0 1 2 3 4
Not Sure Strongly Disagree Agree Strongly
Statement Disagree Agree
1. The LUCES Retreat event provided 0 1 2 3 4
a welcoming environment.
2. I made a personal connection with 0 1 2 3 4
at least one other woman of color at
the LUCES Retreat.
3. I feel a part of the LUCES 0 1 2 3 4
community.
4. I can state the vision and mission of 0 1 2 3 4
LUCES.
5. I can explain how my various 0 1 2 3 4
social identities as a Woman of
Color intersect.
6. I can describe how my intersecting 0 1 2 3 4
identities shape my experience at a
predominantly White institution.
7. The Retreat Committee was 0 1 2 3 4
effective in leading group
discussions and activities.
8. I am able to define privilege. 0 1 2 3 4
9. I am able to define oppression. 0 1 2 3 4
10. I am able to identify examples of 0 1 2 3 4
privilege.
11. I am able to identify examples of 0 1 2 3 4
oppression.
12. I can provide examples of how 0 1 2 3 4
privilege show up in the media (i.e.
books, TV, social media, news,
etc.)
13. I can provide examples of how 0 1 2 3 4
oppression show up in the media
(i.e. books, TV, social media, news,
etc.)
14. I can describe how my identity as a 0 1 2 3 4
Woman of Color impacts the way I
interact with others in the Loyola
community.
15. I have a positive sense of my 0 1 2 3 4
identities as a Woman of Color.
16. I seek out relationships with people 0 1 2 3 4
who hold different identities than
myself.
17. I seek out opportunities to engage 0 1 2 3 4
in conversation with students on
topics of diversity.
ASSESMENT PROPOSAL 29

18. I feel comfortable sharing my 0 1 2 3 4

experiences with other Women of
Color.
19. I feel comfortable sharing my 0 1 2 3 4
experiences with students who do
not identify as women of color.
20. I feel confident contacting another 0 1 2 3 4
LUCES member for social support
(physical/emotional comfort).
21. I feel confident contacting another 0 1 2 3 4
LUCES member for academic
support (educational
services/campus resources).
22. I feel confident contacting another 0 1 2 3 4
LUCES member for support with
mental wellness.
23. I believe I can accomplish goals 0 1 2 3 4
that I create.
24. I am comfortable advocating for 0 1 2 3 4
myself when I do not feel
supported.
25. I value being a part of the LUCES 0 1 2 3 4
community.
26. I will attend future LUCES 0 1 2 3 4
Gatherings and programs this year.
27. I plan to get involved in LUCES 0 1 2 3 4
Committees and other leadership
opportunities offered in this
program.

Please provide any additional comments that you may wish to share:
_____________________________________________________________________________________________
_____________________________________________________________________________________________
________________________________________________

PLEASE CONTINUE TO THE NEXT PAGE

ASSESMENT PROPOSAL 30

DEMOGRAPHICS
1. Please circle all that apply to you:
Undergraduate
Graduate
Staff
Faculty
LMP Mentee
LMP Mentor

2. Please indicate your race/ethnicity.

Write In: ____________________

ADDITIONAL COMMENTS
1. What could be improved in the LUCES Retreat?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

2. Please provide any additional comments that you may wish to share (i.e. ideas for
programs):
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
ASSESMENT PROPOSAL 31

APPENDIX C

Survey Map
Logic Model Outcome Survey Survey Item Response Response
Component Item # Type Options
Member N/A 1 How long have you been a Radio button: 1 semester
Involvement part of LUCES? Ratio 2 semesters
with LUCES (continuous) 3 semesters
4 semesters
5 semesters
More than 6
semesters
N/A 2 Please circle the LUCES Radio button: Kaleidoscope
program(s) you are Nominal Journal
interested in receiving (categorical) January
additional information for: Gathering
February
Gathering
LUCES After
Dark
LUCES Gala
LUCES ABI
N/A 3 Please write your name and Open-ended
email. We will use this to
contact you for the
leadership/involvement
opportunities you indicated
interest in:
N/A 4 How did you hear about Radio button: LUC
LUCES? Nominal Faculty/Staff
(categorical) Website
Email
Facebook
Word of Mouth
Other:

Participants will STOC 1 5 Through the “Identity 101” Radio button: Not Sure
be able to activity, I was able to learn Ordinal Strongly
identity their some of challenges Likert scale Disagree
intersectional connected to the Big 9 Disagree
identities. identities. Agree
Strongly Agree
STOC 1 6 Through the “Identity 101” Radio button: Not Sure
activity, I was able to learn Ordinal Strongly
some of strengths connected Likert scale Disagree
to the Big 9 identities. Disagree
Agree
Strongly Agree
STOC 1 7 I was able to draw a Radio button: Not Sure
connection between the Ordinal Strongly
concept of intersectionality Likert scale Disagree
and cubism through the Disagree
“Cubism” presentation. Agree
Strongly Agree
ASSESMENT PROPOSAL 32

STOC 1 8 I was able to name the Radio button: Not Sure

importance of our narratives Ordinal Strongly
and intersecting identities Likert scale Disagree
through the “Cubism” Disagree
presentation. Agree
Strongly Agree
STOC 1 9 I can explain how my Radio button: Not Sure
various social identities as a Ordinal Strongly
Woman of Color intersect. Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 1 10 I can describe how my Radio button: Not Sure
intersecting identities shape Ordinal Strongly
my experience at a Likert scale Disagree
predominantly White Disagree
institution. Agree
Strongly Agree
STOC 1 11 I can describe how my Radio button: Not Sure
identity as a Woman of Ordinal Strongly
Color impacts the way I Likert scale Disagree
interact with others in the Disagree
Loyola community. Agree
Strongly Agree
STOC 1 12 I have a positive sense of my Radio button: Not Sure
identities as a Woman of Ordinal Strongly
Color. Likert scale Disagree
Disagree
Agree
Strongly Agree

Participants will STOC 2 13 I was able to reflect on the Radio button: Not Sure
be able to share roots of my own and other Ordinal Strongly
personal life participants names during Likert scale Disagree
experiences. the “What’s In a Name” Disagree
activity. Agree
Strongly Agree
STOC 2 14 I was able to share my Radio button: Not Sure
narrative through the Ordinal Strongly
“Novels of our Life” Likert scale Disagree
activity. Disagree
Agree
Strongly Agree
STOC 2 15 I was able to pinpoint key Radio button: Not Sure
points in my life through the Ordinal Strongly
“Novels of our Life” Likert scale Disagree
activity. Disagree
Agree
Strongly Agree
STOC 2 16 I am able to define my Radio button: Not Sure
understanding of critical Ordinal Strongly
hope after taking part in the Likert scale Disagree
“Rose that Grew from the Disagree
Concrete” presentation. Agree
Strongly Agree
ASSESMENT PROPOSAL 33

STOC 2 17 I feel comfortable sharing Radio button: Not Sure

my experiences with other Ordinal Strongly
Women of Color. Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 2 18 I feel comfortable sharing Radio button: Not Sure
my experiences with Ordinal Strongly
students who do not identify Likert scale Disagree
as women of color Disagree
Agree
Strongly Agree

Participants will STOC 3 19 I can identify how my Radio button: Not Sure
be able to schedule may be harmful Ordinal Strongly
articulate how and/or beneficial to my Likert scale Disagree
self-care impacts mental, physical, and Disagree
their mental emotional health. Agree
health. Strongly Agree
STOC 3 20 By mapping my schedule, I Radio button: Not Sure
was able to identify ways in Ordinal Strongly
which I can adjust my Likert scale Disagree
schedule to better meet my Disagree
self-care goals. Agree
Strongly Agree
STOC 3 21 I enjoyed the renewal Radio button: Not Sure
meditation as a break. Ordinal Strongly
Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 3 22 The LUCES After Dark Radio button: Not Sure
Space was a meaningful Ordinal Strongly
space for me. Likert scale Disagree
Disagree
Agree
Strongly Agree

Participants will STOC 4 23 I was able to identify the Radio button: Not Sure
be able to importance of self-care Ordinal Strongly
describe how on- through Natasha Mmeje’s Likert scale Disagree
campus presentation on self-care. Disagree
resources can Agree
support them. Strongly Agree
STOC 4 24 Natasha Mmeje’s Radio button: Not Sure
presentation on self-care Ordinal Strongly
provided me with tools and Likert scale Disagree
strategies for self-care. Disagree
Agree
Strongly Agree
STOC 4 25 After mapping my schedule Radio button: Not Sure
with Robin, I can visually Ordinal Strongly
identify how I spend my Likert scale Disagree
time. Disagree
Agree
ASSESMENT PROPOSAL 34

Strongly Agree

Participants will STOC 5 26 I was able to share 1 hope Radio button: Not Sure
be able to and 1 fear with other retreat Ordinal Strongly
establish a participants. Likert scale Disagree
meaningful Disagree
relationship with Agree
at least one other Strongly Agree
participant. STOC 5 27 I was able to make one new Radio button: Not Sure
connection with another Ordinal Strongly
LUCES member through the Likert scale Disagree
affirmation bag activity. Disagree
Agree
Strongly Agree
STOC 5 28 The breakout spaces (i.e. Art Radio button: Not Sure
Room, Poetry Room, and Ordinal Strongly
Dance Room) allowed me to Likert scale Disagree
form community with other Disagree
retreat participants. Agree
Strongly Agree
STOC 5 29 I value affirmations and the Radio button: Not Sure
opportunity to affirm other Ordinal Strongly
WOC in the retreat. Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 5 30 The “Touch Someone” Radio button: Not Sure
activity gave me the Ordinal Strongly
opportunity to identify my Likert scale Disagree
impact on other WOC. Disagree
Agree
Strongly Agree
STOC 5 31 I made a personal connection Radio button: Not Sure
with at least one other Ordinal Strongly
woman of color. Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 5 32 I value being a part of the Radio button: Not Sure
LUCES community. Ordinal Strongly
Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 5 33 I seek out relationships with Radio button: Not Sure
people who hold different Ordinal Strongly
identities than myself. Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 5 34 I seek out opportunities to Radio button: Not Sure
engage in conversation with Ordinal Strongly
students on topics of Likert scale Disagree
diversity. Disagree
Agree
ASSESMENT PROPOSAL 35

Strongly Agree
STOC 5 35 I feel confident contacting Radio button: Not Sure
another LUCES member for Ordinal Strongly
social support Likert scale Disagree
(physical/emotional Disagree
comfort). Agree
Strongly Agree
STOC 5 36 I feel confident contacting Radio button: Not Sure
another LUCES member for Ordinal Strongly
academic support Likert scale Disagree
(educational services/campus Disagree
resources). Agree
Strongly Agree
STOC 5 37 I feel confident contacting Radio button: Not Sure
another LUCES member for Ordinal Strongly
support with mental Likert scale Disagree
wellness. Disagree
Agree
Strongly Agree

Participants will STOC 6 38 Through the “Privilege Radio button: Not Sure
be able to define Chains” activity, I was able Ordinal Strongly
the difference to reflect on my privileged Likert scale Disagree
between identities. Disagree
privilege and Agree
oppression. Strongly Agree
STOC 6 39 Through the “Privilege Radio button: Not Sure
Chains” activity, I was able Ordinal Strongly
to reflect on my minoritized Likert scale Disagree
identities. Disagree
Agree
Strongly Agree
STOC 6 40 I am able to define privilege. Radio button: Not Sure
Ordinal Strongly
Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 6 41 I am able to define Radio button: Not Sure
oppression. Ordinal Strongly
Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 6 42 I am able to identify Radio button: Not Sure
examples of privilege. Ordinal Strongly
Likert scale Disagree
Disagree
Agree
Strongly Agree
STOC 6 43 I am able to identify Radio button: Not Sure
examples of oppression. Ordinal Strongly
Likert scale Disagree
Disagree
Agree
ASSESMENT PROPOSAL 36

Strongly Agree
STOC 6 44 I can provide examples of Radio button: Not Sure
how privilege show up in the Ordinal Strongly
media (i.e. books, TV, social Likert scale Disagree
media, news, etc.) Disagree
Agree
Strongly Agree
STOC 6 45 I can provide examples of Radio button: Not Sure
how oppression show up in Ordinal Strongly
the media (i.e. books, TV, Likert scale Disagree
social media, news, etc.) Disagree
Agree
Strongly Agree

N/A 46 Please provide any Open-ended

additional comments that
you may wish to share (i.e.
ideas for programs):

Demographics N/A 47 Please circle all that apply to Radio button: Undergraduate
you: Ordinal Graduate
(categorical) Staff
Faculty
LMP Mentee
LMP Mentor
N/A 48 Please indicate your Open-ended
race/ethnicity.

Additional N/A 49 What could be improved in Open-ended

Comments the LUCES Retreat?
N/A 50 Please provide any Open-ended
additional comments that
you may wish to share (i.e.
ideas for programs):
ASSESMENT PROPOSAL 37

Appendix D

Email: Focus Group Invitation

Hello LUCES Retreat Participant,

Thank you for participating in the annual LUCES retreat and completing our survey! When you
completed the survey, you responded that you were interested in participating in our focus group.

The focus group will take about two hours. You will be with two other focus group participants.
You will be asked a few questions about your experience with the LUCES retreat and the survey
you completed on the last day of the retreat. Your responses will help us improve the LUCES
retreat and you will be compensated by receiving a free LUCES T-shirt and a meal.

The dates we have held for focus groups include:

- November 17, 2017, 10:00 AM

- November 17, 2017, 12:00 PM

- November 17, 2017 3:00 PM
- November 17, 2017, 4:30 PM

If you are interested in participating, please reply to this email by November 16th and include
your:

Name:
Email address:
Preferred times:
Cell phone number:

We will send you a confirmation email with the time, date, and location.

Thank you for helping to improve the LUCES retreat!

Sincerely,
Marina & Tiffany

Marina Briones and Tiffany Yi

LUCES Retreat
Student Diversity & Multicultural Affairs
Loyola University Chicago
E: mbriones@luc.edu ; tyi@luc.edu
ASSESMENT PROPOSAL 38

Appendix E

Focus Group Script

Welcome
Hello! Our names are Tiffany Yi and Marina Briones. Tiffany will be acting moderator and
Marina will be acting assistant.

Our Topic
We will spend the next two hours talking about the LUCES retreat you attended last weekend.
The purpose of this interview is to assess whether or not you were able to achieve the learning
outcomes. This will help us restructure the retreat if necessary. Your feedback will allow us to
better understand the needs of the participants.

Recording and Consent Forms

Marina will be recording all audio and taking notes so that we may accurately capture your
responses, however the information you share today will remain confidential. Please read
through the consent form thoroughly and sign if you agree to the terms. In addition, please fill
out the demographic form. This information will be kept anonymous.

Guidelines
Please remember there are no right or wrong answers, we just want to listen to your story.
Because we are using an audio recorder we ask that one person speaks at a time. Tiffany’s role
as moderator will be to guide the discussion. Please silence any technology you brought with
you. Please talk to one another and listen respectfully.

Participant Introductions
Before we begin, please introduce yourselves to one another. Please tell us your name,
pronouns, and your role at LUC.

Protocol Questions
Thank you all for sharing. We are now going to begin the interview process.
1. How did you hear about LUCES?
a. Probe: What prompted you to participate in the retreat? Why did you want to
participate?

Next, we would like to ask you questions about the learning outcomes.
2. Has your understanding of your identities changed because of the retreat?
a. Probe: What are your intersectional identities?
b. Probe: What activities/workshops helped you through that process?
3. Were you able to share personal life experiences during the retreat? I went back to your
logic model and looked at your items and the outcomes they are measuring. Instead of
this question here, can you ask them more about the value of sharing their personal life
experiences? What did they learn from this? What parts of the retreat were most helpful
in this learning? I think this is more useful in answering your assessment question.
a. Probe: If not, what was a barrier? If yes, what was that experience like?
ASSESMENT PROPOSAL 39

4. What was your understanding of self-care before the retreat? I also recommend some
rephrasing here after looking at your survey. Maybe you can ask more about what they
actually DO for self-care and what is easier/more difficult to integrate into their lifestyles
(and for what reasons). This learning outcome is about them connecting self-care to
mental health. Asking something like I’ve recommended will be useful in gaining an
understanding of how they actually view this, whether they learned anything new from
the retreat (this could definitely be a probe), etc. I do think you can also probe about the
relationship between self-care and their mental health, but maybe by asking them whether
the retreat provided them any new insights about that.
a. Probe: How does self-care impact mental health?
5. What resources on campus did you utilize before the retreat?
a. Probe: How do those resources support you?
6. What are some new resources you learned about because of the retreat?
a. Probe: Do you plan to reach out to any of the new resources?
7. In what ways were you able to connect with a participant at the LUCES retreat?
a. Probe: What was that experience like? How did the retreat help you establish that
relationship?
8. How did you define privilege and oppression before the retreat?
a. Probe: How has your definition changed since the retreat?

Now, we would like to ask you questions about areas of improvement.

9. What activities would you like to see in the future?
a. Probe: How would they connect to the learning outcomes?
10. Will you attend a LUCES retreat in the future?
a. Probe: Please expand on your answer.
11. Do you have any finals comments or questions about the LUCES retreat?

Conclusion and Thank You

Thank you for joining us for this interview process. We appreciate the feedback you have shared
with us today. This will allow us to better support other participants in the future. If you have
any additional comments you think of later on, please email us at mbriones@luc.edu or
tyi@luc.edu. Please join us for a meal and do not forget to pick up your T-shirt. Thank you!
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Appendix F

CONSENT TO PARTICIPATE IN LUCES RETREAT FOCUS GROUP

Introduction:
You have been invited to participate in a focus group for LUCES, specifically for the retreat.
This focus group will help inform the Student Diversity & Multicultural Affairs office and the
LUCES departmental program bring success to their annual retreat. You are being asked to
participate based on your survey answer during the retreat. 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 related to your experiences with the
LUCES retreat and the learning outcomes you achieved or did not achieve. The focus group has
been created to tailor the learning outcomes for the upcoming academic year and meet the needs
of the participants who attend.

Procedure:
If you agree, you will be asked a series of questions for approximately two hours. You are
encouraged to respond openly and honestly to the questions asked of you, although you should
only respond to questions if you are comfortable doing so.

Risks/Benefits:
No risk greater than those experienced in ordinary conversation are anticipated. Everyone will
be asked to respect the privacy of the other group members. All participants will be asked not to
disclose anything said within the context of the discussion, but it is important to understand that
other people in the group with you may not keep all information private and confidential.
Benefits to participating in the focus group may include an opportunity to improve future
LUCES retreats.

Confidentiality:
If you choose to participate, you will not be asked your name at the focus group. You will not
need to use your name in the focus groups. No individual participant will be identified or linked
to the results. The results of this study may be presented at meetings and at a poster session for
Student Affairs administrators; however, your identity will not be disclosed. All information
obtained in this study will be kept strictly confidential.

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, please contact Marina Briones at mbriones@luc.edu
or Tiffany Yi at tyi@luc.edu.

Statement of Consent:
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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 Name

__________________________________
Participant’s Signature

Date: _________________

__________________________________
Interview’s Name

__________________________________
Interview’s Signature

Date: _________________
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Appendix G

Focus Group Demographic Variable Form

Date: Time: Place:

Status: Racial/Ethnic Heritage

___ Faculty ___ American Indian or Alaska Native
___ Staff ___ Asian
___ Student ___ Black or African American
Please specify: ___ Hispanic or Latinx
___ First year ___ Native Hawaiian or Pacific Islander
___ Sophomore ___ White
___ Junior ___ Not listed: _____________
___ Senior ___ I prefer not to respond
___ Graduate
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Appendix H

PowerPoint Presentation
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