LEADERSHIP AND SOCIAL JUSTICE PROGRAMS ASSESSMENT 1

Leadership and Social Justice Programs Assessment

Dulce Beas, Azucena Gutierrez, Mikey Mejia, Komalpreet Sangha, and Jamaal Washington

Department of Educational Leadership, California State University, Fresno

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Leadership and Social Justice Programs Assessment

The Student Involvement at Fresno State is composed of both professional staff and

graduate assistants whose aim is to promote the growth of Fresno State students by fostering

student engagement and promoting co-curricular learning. Student Involvement is composed of a

myriad of programs that include Student Involvement Programs, Fraternities and Sororities,

Student Organizations, Club Sports, Student Unions, and events such as Welcome Week,

Homecoming, Commencement, Vintage Days. Each program and event has a specific goal to

enhance student participation, cultivate community, and strengthen student development. Due to

the rising need for accountability in higher education and the extensive and expansive nature of

each individual program within Student Involvement, it is necessary to be able to conduct an

assessment within each program and of Student Involvement as a whole to be able to continue

advancing the goals of each program. Conducting assessment regularly and as part of the

reaccreditation process will allow programs to continue developing the resources provided to

students moving towards increasing those that have positive results and moving away from those

that have little to no impact on the Fresno State student population. When starting the assessment

process Henning and Roberts (2016) note the importance of centering the foundation for

assessment on the mission as it is viewed as the base for all of the work conducted in Student

Affairs and acts as a guide for assessment activities. The following sections will cover the

program mission, vision statement, purpose of the program, and finally, sources of inquiry used

to inform this paper.

Mission and Vision Statements

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Even though Student Involvement has been a major part of Fresno State students’ journey

whether as incoming Freshmen, continuing students, graduate students, or transfer students there

are no specified mission or vision statements provided on the webpage. Morphew and Hartley

(2006) stress the importance of mission statements as they serve as a reflection of the program's

goals and instill a shared sense of purpose. The lack of mission or vision statements is

increasingly revealing as Wilson et al. (2011) note that mission statements serve as an expression

of the organization's purpose, provide a blueprint for the organization to follow, and help bring

the members of the organization together with the same principles to influence strategic decision

making. Stakeholders cannot interpret the priorities, goals, and aspirations of the organization

without a mission statement made readily available either on the Student Involvement website or

on informational materials internal and external campus. It also becomes challenging to predict

how the organization may change or expand in the future to accommodate the students which

they serve. As it relates to assessment, the unavailability of a mission statement hinders the first

step in assessment which suggests that assessment should be centered on the mission statement

of a program (Henning & Roberts, 2016). Without a mission statement to act as a guide

throughout the assessment process, the learning objectives can lack clarity to begin with, and the

process can be stunted from the start. When looking at the CAS Standards for Campus Activities

Programs Self-Assessment Guide the Fresno State Student Involvement office would be lacking

in Part 1: Mission as there is no “current mission statement, a brief description of how it was

developed, and date of the last review” (p.11) that can be referenced when the office attempts to

conduct their own study.

Purpose
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Although the program lacks both a Mission and Vision Statement, Student Involvement

does have a complete purpose statement. The purpose of Student Involvement “is to promote

student growth through our core values of support and teamwork, service, growth and learning,

leadership and inclusion” (Fresno State, 2021). This purpose statement does appear to influence

the programs offered by Student Involvement as the main objectives revolve around student

growth, learning, leadership, and inclusion of Fresno State students. Based solely on the purpose

statement, those intended to benefit the most from Student Involvement are Fresno State students

who can participate in the programs offered on and off-campus. Currently, Student Involvement

is composed of Student Involvement Programs, Fraternities and Sororities, Student

Organizations, Club Sports, Student Unions, and events such as Welcome Week, Homecoming,

Commencement, and Vintage Days. Even though there is no mention of specific student

populations and identities that are benefiting the most, it can be inferred due to programs offered

that the traditional college student is kept in mind as there is little information on distinct

offerings made to graduate students, commuter students or transfer students.

Strategic Plan Priority One

In looking for further information not provided by the Mission and Vision statements we

turned to Fresno State’s Strategic Plan drafted to span the years between 2016-2020. When

looking at Fresno State’s Strategic Plan we focused on Priority One that states that one of Fresno

State’s strategic priorities is:

Enhance teaching and learning through best practices, innovative programs, and

high-impact experiences that attract talented and diverse students and contribute to
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retention, extraordinary learning, the development of the whole student, and lifelong

success (Fresno State, 2021).

In lieu of a mission statement, internal and external stakeholders can reference the Fresno State

Strategic Plan Priority One as it relates to Student Involvement and assessment of the programs

as they offer a variety of high-impact experiences geared towards a diverse student population

with a goal of developing the whole student. The Strategic Plan Priority One would most align

with Part 3: Student Learning, Development, and Success of the CAS Standards for Campus

Activities and Programs (2019) as it relates to the precise objectives outlined within the priority.

Due to the fact that a current mission or vision statement is not available for Student Involvement

the utilization of the purpose statement along with Strategic Plan Priority One would serve as an

adequate starting point of the assessment process.

Sources for Inquiry List

When beginning our search to begin the process of assessing a program within Student

Involvement we relied heavily on the Fresno State Student Involvement website as well as an

interview with Breanne Scogin who serves as the Program Coordinator. From our conversation

within the interview, our focus turned to Campus Activity Programs (CAP) which is the

Leadership and Social Justice Programs (LSJP). Of which, some of our evidence collected

emphasized two subprograms: the Emerging Leaders Retreat (ELR) and the Graduate Student

Leadership Institute (GSLI). During the interview, the assessment members were able to come

together with a list of questions that we could not answer solely utilizing the website.

Thinterview gave us a more well-rounded view of the structure of Student Involvement related to
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Breanne’s duties as well as budget, leadership programs, graduate institute, and current

assessment methods being utilized.

Summary

The Fresno State Student Involvement office is composed of various programs whose

purpose is to promote student growth through involvement in programs and activities developed

to promote co-curricular learning. Even though Student Involvement serves a great purpose on

the Fresno State campus, they have not developed a mission or vision statement that can be

readily accessible by internal and external stakeholders for the purpose of evaluating the

programs. When looking at the Leadership and Social Justice Programs specifically, they too

lack readily accessible mission and vision statements that help convey what the priorities of the

organization are and what the goals would be. As it relates to assessment, the lack of mission or

vision statements inhibits the natural process of assessment as the mission statement often serves

as the starting point or base of assessing a program. For the point of this paper, the utilization of

both the purpose statement and the Fresno State Strategic Priority One will take the place of a

mission or vision statement. Through the use of both the Student Involvement website and the

interview with Breanne Scogin, Program Coordinator, we will evaluate the current Leadership

and Social Justice Program learning goals and outcomes, assessment methods, and provide

recommendations moving forward.

Learning Goals and Learning Outcomes

Program learning goals and outcomes specify what a student will learn, what skills they

will develop, and what learning experiences they will come across as a result of participating in

their program activities (Keeling et al., 2008). They are essential to assessment in higher
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education because they outline the desired goals that the program purposefully designs and

conveys (Keeling et al., 2008). The learning goals/outcomes listed in the CAS standards are

especially important for student learning and development because they provide a criterion for

what quality practice and performance should look like (Dean, 2013). In addition, program goals

and outcomes help staff communicate both the intent and impact it has on the student experience

and the mission of the institution (Henning & Roberts, 2016). The following sections will discuss

the Leadership and Social Justice Programs’ learning outcomes and demonstrate examples of

where they do and do not meet the CAS standards. We will conclude with a few suggestions for

additional learning outcomes in hopes that it will improve the overall effectiveness and success

of our functional area.

Program’s Learning Outcomes

As previously mentioned, program learning goals/outcomes are key and common

components of any assessment program because they offer direction in the planning and

implementation of services (Henning & Roberts, 2016). Despite its importance and prevalent

nature, the Leadership and Social Justice Programs do not articulate any general learning

goals/outcomes on its website or any communication platforms to students and the public. The

lack of data makes it extremely difficult to evaluate the program’s purpose and strategies.

According to Henning and Roberts (2016), learning goals and objectives may be neglected due

to insufficient training and limited understanding from the staff of their significance.

Nonetheless, our assessment team was able to identify learning outcomes for two of its

subprograms—Emerging Leaders Retreat and the Graduate Student Leadership Institute. The

Emerging Leaders Retreat presented three learning outcomes for students, which follows:
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As a result of participating in an ELR, students will—

Build connections to the campus community, develop an awareness of diverse

perspectives of leadership, and explore leadership through experiential learning and

reflection (Emerging Leaders Retreat, 2021).

The Graduate Student Leadership Institute also identified learning objectives for its

participants, who include:

Develop self-awareness of personal values in regard to their leadership behaviors,

demonstrate a commitment to social responsibility through diversity training, create

measurable goals for the next five years, utilize their personal definition of leadership,

and engage in teamwork and networking activities, which will strengthen their

confidence and interpersonal relationships.

However, the Graduate Student Leadership Institute’s program outcomes were not visible on the

LSJP website and were shared by our interviewee, Breanne Scogin.

Looking at the learning goals and outcomes for the LSJP’s subprograms, we believe that

their program objectives follow some sections of the CAS standards. For example, in our

interview with Breanne, we learned that staff regularly adjusted its learning outcomes (about

three times a semester) in response to the feedback gathered from student learning assessments

and student surveys. Using the data collected from assessment efforts, the LSJP staff/leaders

were able to revise and polish their learning outcomes throughout the years and gain a better

understanding of what activities/strategies enhanced student development and learning. This

form of evidence mirrors Part 4: Assessment of the CAS Standards as the LSJP both demonstrate

an “ongoing cycle of assessment activities” and maintain track of its performance towards
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achievement of “goals, outcomes, and objectives” (p. 15). Furthermore, the LSJP’s subprograms

also reflect Part 3 in the CAS Standard—Student Learning, Student Development, and Student

Success. In looking at the outcomes stated above, the two subprograms demonstrated

contributions to the campus community and society as a whole, conveying themes like social

responsibility, ethical leadership, and diversity awareness. The ELR and GSLI also showcase a

commitment to providing co-curricular experiences and helping students prepare for their careers

and future aspirations. All things considered, these learning outcomes illustrate the Leadership

and Social Justice Programs’ dedication to student learning, development, and success, and

establish a culture of assessment to its practice. We recommend staff establish general program

learning outcomes for the Leadership and Social Justice Programs to better assess LSJP’s

purpose and contribution to its students and its institutional mission.

Additional Outcomes to Include

Considering that the Leadership and Social Justice Programs do not contain any learning

outcomes from which we could find, we have carefully worked on two of our own recommended

learning outcomes for our two LSJP’s subprograms. Suskie (2018) emphasized the importance of

developing clear, destination, and rigorous appropriate learning outcomes that benefit students

after graduation. The following learning outcomes are designed to do just that. In addition, we

have modeled the following two learning outcomes from one of the six kinds of domains from

the Taxonomy of Significant Learning as seen in Table 1 (Henning & Roberts, 2016).

Table 1

Proposed Learning Outcome for the CCGC

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Type of Learning Outcomes/Program Learning Outcome

Application Learning Outcomes/Emerging As a result of participation in an ELR,

Leaders Retreat students will identify three of their own

leadership strengths which can be applied

towards social justice work.

Human Dimension Learning Fresno State students will gain a better

Outcomes/Graduate Student Leadership understanding of where their newly gained

Institute leadership skills can be implemented in their

graduate education and career.

Due to insufficient data on the mission and goals for the LSJP, we did not find it

appropriate to use the meaningful, manageable, and measurable (3 Ms) practice for evaluating

the new learning outcomes. Instead, we have chosen to utilize the specific, measurable,

ambitious but attainable, results-oriented, relevant, and time-bound (SMARRT) model to

evaluate the new outcome statements (Henning & Roberts, 2016). These additional outcomes

recommendations are provided to assist programming and efforts in the LSJP’s subprograms.

Additionally, these learning outcomes will be adjusted after data is collected and used to develop

improved programs and goals for the whole department.

Summary
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Learning outcomes are imperative for assessment because it provides the fundamental

guide of whether programs are achieving their goals. Without access to any source of learning

outcomes from out the LSJP, it is difficult to assess whether the program is achieving or failing

to meet its goals and objectives. But after identifying the current learning outcomes from the

subprograms provided, we have been able to develop additional recommendations for both the

GSLIS and ELR learning outcomes. We believe that the assessment methods and processes will

also help determine what information is used to create new recommendations and allow further

developments to proceed forward.

Assessment Methods and Processes

During the interview and data collection efforts of assessing Fresno State’s functional

area of LSJP, we encountered some limitations with the amount of evidence we could access as a

result of budget-related staff turnover and discontinued programming. However, we did gain

access to the assessment used to evaluate students’ overall ELR feedback as well as a document

(not public) that articulates the mission, vision, and values for the Fresno State Center of

Leadership. We will engage in an assessment process that evaluates SJLP holistically - starting

with the collection and evaluation of local external data, then cross-referencing with the internal

program and institutional data of relevance. These critical points of data and evidence will allow

our group to establish an overview of the LSJP to collectively provide recommendations for

improved practice based on themes emerging from the evidence and CAS Standards.

Evidence Collected by the Program

Despite initial limitations, we referenced several forms of evidence in our assessment

process of Fresno State’s LSJP. To begin, we gathered and analyzed external data to identify
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demographics and themes within the city of Fresno. Data we collected for Fresno shows a 2019

population of 531,581 residents, median household income of $53,161, and a racial/ethnic

demographic composition of 33.7% White (Hispanic), 26.7% White (Non-Hispanic), 13.4%

Asian (Non-Hispanic), 6.6% Black/African-American (U.S. Census as cited by DataUSA, 2021).

We also noticed that there was a 2019 homeownership rate of 46.3%, with 89.3% of city

residents being U.S. citizens (U.S. Census Bureau as cited by DataUSA, 2021), while having a

poverty rate of 25.2% (DataUSA, 2021). To supplement our quantitative data, we sought

historical records to contextualize underlying social justice themes in the surrounding city of

Fresno - as this can have implications for (1) the realities of students while interacting within the

local community and (2) for learning/development needs amongst Fresno State students

justifying programmatic efforts to enhance professional competencies and practices. White

(2018) and several graduate students with U.C. Berkeley’s School of Journalism contributed to a

series of articles outlining Fresno’s history of discriminatory policies and practices - with roots

dating before the official founding of the city. Within the series of articles, various scholars

retrace the history of the city to highlight racial and social disparities created by redlining,

immigration policy and practice, life expectancy differentials based on zip code, and historic bias

delivered through Fresno’s criminal justice and education systems. One specific article titled

Fresno’s Mason-Dixon Line (Thebault, 2018) explains Fresno’s history of redlining practices

which date back to the New Deal (segregating North and South Fresno) in a way that

reverberates in the racial demographics that still exist in both areas today, economic distribution

of wealth and businesses, business zoning, and pollutant exposures by zip code that create

20-year average disparities in life expectancy (Thebault, 2018).

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Shifting our focus internally, we began gathering institution-specific data that could help

provide evidence of learning, behaviors, and experiences amongst Fresno State students. We

accessed Fresno State’s National Survey of Student Engagement (NSSE) data, which revealed

that during the 2015 academic year dimensions focused on discussions with diverse others,

quality of interactions, and collaborative learning, started at a lower point among Fresno State

freshmen than any other referenced freshman comparison group while also falling double-digit

figures below the aspirational scoring range for seniors (Office of Institutional Effectiveness

National Survey of Student Engagement, 2015). In addition, after examining Fresno State’s 2016

Campus Climate data we discovered very low participation from several minoritized student

groups, high percentages of responses indicating interactions of hostile engagement based on

identity, and sharply polarizing open-ended responses (Office of Institutional Effectiveness

Campus Climate, 2016).

We then sought to evaluate the mission, vision, and values statements for Fresno State’s

Center for Leadership— a previous naming for the umbrella area overseeing LSJP. Within this

document, the mission for the Center of Leadership reads as follows:

The Center for Leadership provides experiential learning opportunities for students to

practice leadership through campus and community involvement. (see Appendix A)

This document further outlines the following specification in regards to Leadership programs:

Leadership programs build the capacity of Fresno State students through the development

of personal leadership philosophies applied to campus, community, and national issues.

(see Appendix A)

The vision for the Center of Leadership indicates:

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The Center for Leadership will cultivate a multitude of programs that support the future

generations of our diverse student population. (see Appendix A)

In addition, 4 program values are established—community engagement, fellowship, personal and

professional development, and social justice. (see Appendix A)

Analysis of digital communication (social media, website, etc.) were additional aspects of

our assessment. Our team observed that the webpage displayed outdated information (a visible

artifact resulting from budget cuts) while failing to display critical foundational elements

(mission, vision, etc.) to the public. While the SJLP website mentions 4 programming efforts

(Emerging Leaders Retreat, Leadership Academy, Graduate Student Leadership Institute, and the

Lenses of Leadership), our team was only able to access one post-learning student survey

instrument (Appendix A) which took a summative approach to evaluate students’ feedback

following the Emerging Leaders Retreat.

Additional Assessment Methods for the Program to Consider

After learning the assessment methods used by the leadership and social justice program

at Fresno State, three additional methods were recommended that the program began to

implement: direct assessment, indirect assessment, and rubric. To begin, direct assessment is the

actual demonstration of knowledge or skill that can be observed or measured" (p.68). Whereas,

the indirect assessment focuses on the perception of students of their learning process. According

to Henning (2016), "direct assessment asks students to describe the components of a specific

leadership theory and an example of how they have applied that theory in their own lives. An

indirect measure might ask students to respond to statements such as "I can describe a leadership

theory" and "I can apply a leadership theory to my own experiences" using a strongly agree to a
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strongly disagree scale" (p. 68). The last assessment method is the rubric method which is

defined as a "scoring tool that lays out the specific expectations for an assignment" (Stevens and

Levi, 2013, p. 3)

With the direct assessment method, our group recommends adding the portfolio option to

showcase a student's involvement journey during their college experience. The portfolios would

broadcast the achievements and growth from their first semester to their last. Similarly, the

indirect assessment method recommendation requests to install a yearly survey to learn about

students' experience of getting involved and where departments or organizations can improve or

stabilize their resources to have students be more involved on campus. Also, the indirect

assessment recommends using an existing survey to learn more about a student's overall

experience getting involved on campus and if they recommend that other students follow a

similar experience or not be involved on campus. This survey would be given out to students in

their last year of college. Due to the lack of learning outcomes and mission statements for

leadership and social justice programs, there is no recent data on if students are meeting the

learning outcomes or if their student learning aligns with the mission statement. Once there are

clear learning outcomes, the rubric method can help the program learn if they have met their

learning outcomes. In addition, rubrics will help assess if their programming and resources are

accurate.

Summary

This section analyzed the current assessment methods used by leadership and social

justice programs, such as the surveys used to assess the effectiveness of their five major

programs: Emerging Leaders Retreat, Leadership Academy, Graduate Student Leadership

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Institute, and the Lenses of Leadership. Unfortunately, due to the lack of activeness at Fresno

State, there has not been an improvement in the assessment on campus. However, there were

three recommended methods discussed that LSJP should implement once they are back on

campus: direct and indirect assessment and rubric methods. These three methods would increase

the overall assessment of students' on-campus experiences by using the portfolio, yearly and exit

surveying, and rubrics to ensure if the program is meeting its learning outcomes. In the next

section, there will be a discussion of the leadership and social justice program stakeholders and

how they shared results.

Shared Results among Program Audiences

Due to the lack of learning outcomes, there is no data presented to ensure if students are

meeting the learning outcomes. Two stakeholders that LSJP addresses are the university and

students. The university is the final say in any important matter. They fund the program overall

and receive data when the program is available; however, there is no active program due to the

lack of employees. The last stakeholder is the students from whom LSJP collected data;

however, due to the lack of employees, there was no pre-existing data caused us to be unable to

provide any shared results.

Summary, Analysis, Closing the Loop

In this report, there was a discussion of the lack of mission statement and learning

outcomes for the leadership and social justice program at Fresno State, causing our group to

recommend their staff to establish general program learning outcomes for the Leadership and

Social Justice Programs to assess better LSJP's purpose and contribution to its students and its

institutional mission. Then, there is an analysis of the assessment that LSJP used throughout their
LEADERSHIP AND SOCIAL JUSTICE PROGRAMS ASSESSMENT 17

time working on campus. This section was difficult to write due to the program's shutdown on

campus, causing a lack of assessment methods and results from the surveys. Next, there is an

exploration of new methods of assessment that LSJP could use in the future: direct and indirect

assessment and rubrics. Once the program is available, the student affairs professionals can have

assessments to get students involved on campus through leadership and social justice. Lastly,

there was a lack of results for our stakeholders due to a lack of information for LSJP.
LEADERSHIP AND SOCIAL JUSTICE PROGRAMS ASSESSMENT 18

References

Council for the Advancement of Standards in Higher Education (2019). CAS professional

standards for higher education (10th Ed.). Washington, DC: Author.

DataUSA. (n.d.). Data USA:Fresno, CA. https://datausa.io/profile/geo/fresno-ca/#economy

Dean, L.A. (2013). Using the CAS standards in assessment projects. New Directions for Student

Services, 2013(142), 25-33. https://doi.org/10.1002/ss.20046

Fresno State. (2019). Fresno State’s strategic plan 2016-2020.

https://www.fresnostate.edu/president/strategic-plan/index.html

Fresno State. (2021, October 22). Emerging leaders retreat. Student Involvement.

https://studentaffairs.fresnostate.edu/studentinvolvement/leadership/emerging-leader.html

Fresno State. (2021). Leadership and social justice programs. California State University,

Fresno. https://studentaffairs.fresnostate.edu/studentinvolvement/leadership/index.html

Fresno State. (2021). Student involvement about us.

https://studentaffairs.fresnostate.edu/studentinvolvement/about/index.html

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

Ebook Central. https://ebookcentral.proquest.com

Keeling, R. P., Wall, A. F., Underhile, R., Dungy, G. J., & International Center for Student

Success and Institutional Accountability. (2008). Assessment reconsidered: Institutional

effectiveness for student success. National Association of Student Personnel

Administration.

Morphew, C.C., & Hartley, M. (2006). Mission statements: A thematic analysis of rhetoric across

institutional type. The Journal of Higher Education, 77(3), 456-471.

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Suskie. (2018). Assessing student learning: a common sense guide (Third edition.). Jossey-Bass.

Thebault, R. (2018). Fresno’s Mason-Dixon line. The Atlantic.

https://www.theatlantic.com/politics/archive/2018/08/fresnos-segregation/567299/

White, G. B. (2018). Fresno’s ugly divide. The Atlantic.

https://www.theatlantic.com/entertainment/archive/2018/08/unequal-fresno/568558/

Wilson, J., Meyer, K., & McNeal, L. (2012). Mission and diversity Statements: What they do and

do not say. Innovative Higher Education, 37(2), 125–139.

https://doi-org.hmlproxy.lib.csufresno.edu/10.1007/s10755-011-9194-8
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Appendix A

Center for Leadership: Mission Statement, Vision Statement, & Values

Mission Statement, Vision Statement, & Values

Center for Leadership:

The Center for Leadership provides experiential learning opportunities for students
to practice leadership through campus and community involvement.

Fraternity and Sorority Life

The Fresno State fraternity and sorority community fosters leadership
development, promotes academic achievement, and encourages community
involvement to cultivate the lifelong bonds of brotherhood and sisterhood.

Leadership Programs
Leadership Programs builds the leadership capacity of Fresno State students
through the development of personal leadership philosophies applied to campus,
community, and national issues.

Vision:
The Center for Leadership will cultivate a multitude of programs that support the
future generations of our diverse student population.

Values;
● Community Engagement
● Fellowship
● Personal and Professional Development
● Social Justice