STARS LEAD

Program
Assessment

Natasha Bhamla, Ashley Curtis, and Janelle Norman

Overview
SDMA
Student Diversity and Multicultural Affairs

STARS
Students Together Are Reaching Success

First-generation and/or students of color

LEAD
Leadership Education and Development

STARS LEAD has never been assessed

Institutional Context, Mission, Vision

Mission
We are Chicago's Jesuit, Catholic University-a diverse
community seeking God in all things and working to
expand knowledge in the service of humanity through
learning, justice and faith.
Vision
Loyola University Chicago is the school of choice for
those who wish to seek new knowledge in the service
of humanity in a world-renowned urban center as
members of a diverse learning community that values
freedom of inquiry, the pursuit of truth and care for
others.
Loyola Plan 2020
Priority 1: Leverage University Resources to
Ensure Student Access and Success
Purpose
Do STARS LEAD students see themselves as
leaders?

Expansion of LEAD

Timeline
Focus group in April or May
Report of Results by Fall
Implementation next Spring
SDMA Mission + Vision
Mission

We firmly believe that part of Loyola's promise to prepare people to lead extraordinary lives requires us to truly be a
home for all cultures and people. We embrace all races, sexes, gender identities, gender expressions, religions, ethnic
backgrounds, socio-economic classes, sexual orientations, abilities, and residency statuses. We foster the success and
community building of historically underrepresented student populations through mentorship, multicultural education,
academic support, and celebration of our unique shared experiences.

Vision

The Department of Student Diversity & Multicultural Affairs strives to be the preeminent Ignatian model of social justice
education and multicultural student success. Through facilitating intentional reflection of the intersections of identities
and critical social analysis of systems of privilege and oppression, SDMA seeks to enhance the experience of all members
of the Loyola community by cultivating culturally competent agents of social change.
Assessment Outcomes
★ No existing program assessments
★ Create baseline assessment for current/continued use

Outcomes

1) By the end of each focus group interview, STARS LEAD participants will have articulated their
program experience to better inform DSD of the STARS LEAD student experience to inform best
practices for current and continued program use.
2) By the end of each focus group interview, participants will have articulated the impact of STARS
LEAD on their leadership development and efficacy.
Literature Review
★ STARS LEAD mission, vision and values guide assessment intention to help first-generation
students and students of color transition to Loyola University Chicago

★ Leadership Identity Development (LID) Model - “developmental influences critical to changing

consciousness about self and others and moving into more complex identity stages.” (Komives et
al., 2006, p.412)

This model “has implications for working with individuals as they develop their leadership
identity and for facilitating groups as they develop empowering environments for shared
leadership” (Komives et. al., 2006, p.401)

★ First-generation students most commonly “face the prospect of upward social mobility and
pressure to assimilate into the middle class” (Hinz, 2016, p.285).

★ This impacts the experiences of an institution’s first-generation students and their engagement
within the campus community, as they may have negative social and academic experiences (Hinz,
2016; Berger, 2000; Braxton, Hirschy, & McClendon, 2004; Kuh & Love, 2000; Ostrove & Long).
 ➔ qualitative design
➔ focus groups,
Methodolog semi-structured
y interview
➔ incorporate
We want to capture how the students
of STARS LEAD “make sense of their electronic
experiences, construct their worlds,
and attribute meaning” to what they response capture
are learning (Henning & Roberts, tools
2016, p. 150).
Methods
➔ 11 STARS LEAD participants, 2 focus groups
◆ Begin with tech, then interview prompts
➔ Prompts focus on leadership components,
include direct & indirect assessment
➔ Ask for student feedback/recommendations
➔ Focus group moderator: Janelle*
Convenience Sampling
“Understand attitudes regarding a new policy on campus, a staff member might simply talk with
students who happen to be sitting in the student union at a particular time during a certain day”
(Henning & Roberts, 2016, p.144).

★ Understand participant attitudes regarding STARS LEAD program

★ Gather data quickly and efficiently

Participant Data

★ 11 STARS LEAD PARTICIPANTS

★ Qualitative data collected via (2) semi-structured focus groups with 5-6 participants per group
Data Analysis, Reliability + Validity
★ Consistency and Reliability
★ Trustworthiness and Credibility
★ Moderator

“Does the instrument measure what it purports to measure” (Henning & Roberts, 2016, p.28).

1) Is collecting qualitative data the right approach to this particular assessment?

2) In choosing a qualitative approach, is a focus group the appropriate model?

3) Is convenience sampling, the right approach for collecting this data?

 ➔ participation is
OPTIONAL, responses
are CONFIDENTIAL
➔ Natasha - limited
Ethical Issues involvement
➔ $500 scholarship
incentive
➔ No IRB approval
required
 ➔ Nonprofit organization
partnership
➔ Considering student
Special Issues recommendations/
feedback
➔ Absence of comparison
group
Report of Results

● Director
● SDMA Staff
● Division of Student Development
● Siragusa Foundation
● Students (Recruitment)
● Family Matters
Thank you!