Professional Documents
Culture Documents
On the Iowa State University campus, a variety of staff serve the student body as student
affairs professionals, working to create a nurturing environment for student development and
learning in and, more importantly, out of the classroom, where otherwise there would not be
support. These professionals work to frame the lives of undergraduate life during those students’
entire stay at the college. Assisting these professionals are a number of graduate assistants, most
of whom are working towards a graduate degree in Higher Education through the Department of
Educational Leadership and Policy Studies (ELPS). To be enrolled in the program, these students
are required to be employed in one of these assistantships. Often, these individuals have
opportunities beyond their job expectations to create and implement engaging programs and
services to support student life. Parallel to the field in which they are working, much of their
The experience of these graduate assistants has never been formally evaluated. In 2007,
the ELPS department provided assistantship supervisors with learning outcomes and
expectations for their graduate assistants. These outcomes and expectations create a functional
framework in which to assess the graduate assistant experience. In addition to evaluating these
learning outcomes, we hope to capture a snapshot of the overall working experience of student
affairs graduate assistants, because such an evaluation has never been conducted. This
information will serve the ELPS department as well as the Division of Student Affairs and other
Executive Summary
Purpose
SAGAS Saga 3
This assessment collected information about the general experience of student affairs
graduate assistants at Iowa State University. The researchers hoped to capture a snapshot of the
quality of these assistants' work environments and whether their learning outcomes are being met
within their assistantships. This information will provide insight into the learning and
Objectives
work environments.
Policy Studies of how to improve the assistantship experience in terms of its academic
oversight.
supervisors of graduate assistants can improve the learning and professional experience of
Description
conducted online using SurveyMonkey.com. The entire population of current graduate assistants
(including two doctoral students) was contacted so that the results could be as generalizable and
descriptive as possible. The survey participants responded to numerous quantitative items and
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also had a qualitative portion where they could provide comments regarding specific experiences
Results
Of the 60 graduate assistants who were sent the survey, 33 completed it, a response rate
of 55%. The results of the survey showed that overall; respondents are generally satisfied in their
assistantship. Of the 31 respondents who responded to questions about their overall experience,
28 (90%) agreed or strongly agreed that they have had positive experiences in their graduate
assistantships.
The assistants also indicated that they are afforded the kind of flexibilities they need to
balance their workloads academically and professionally. About 91% (n=29) of respondents
indicated that their workloads are flexible enough to accommodate their studies, and about 94%
(n=30) indicated that their hours were flexible enough to accommodate their other academic
responsibilities (which could include homework, class, and practicum opportunities). The
numbers declined when factoring in other life experiences: 81% (n=26) felt that they maintained
a balance between their assistantships and their other life activities. Still, despite what strain the
respondents might feel because of their assistantship, 84% of respondents (n=27) do feel that
their supervisors appreciate the time they dedicate to their assistantship work.
Though many respondents reported that they did understand the expectations set forth in
their job description (90%, n=29), about 41% of respondents (n=13) disagreed or strongly
disagreed that they received adequate orientation when they began their assistantships and 47%
(n=15) felt they were not prepared on the first day of work.
Overall, respondents reporting have positive relationships with their supervisors. One of
the most positive responses was to the item, “My supervisor respects me both as a person and as
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a professional in training,” with almost 94% (n=29) agreeing or strongly agreeing. The following
item, “My supervisor respects me as both a student and as a colleague,” was also strong, with
Of 24 respondents, 100% agreed to a number of items, including that they felt their time
was appreciated, they were respected as a person and a professional, they were encouraged to
express their opinions, they were supported in their job search (n=12), and that other staff in the
Though the results were generally positive, there were exceptions. For example, 13% of
respondents (n=4) did not agree that their supervisors accept them “as both a student and a
colleague,” that their supervisors “maintain informal, friendly relations” with them, or that their
supervisors encourage them to express their opinions. In addition, 16% of respondents (n=5)
indicated that their supervisors have not created opportunities for them to engage in staff culture.
Generally, respondents had positive experiences with the other staff in the offices in
which they work. Nearly 94% of respondents (n=29) felt that other staff members respected them
as professionals and 97% of respondents (n=30) reported that other staff members in the office
are friendly with them. However, when asked if other staff have taken the time to get to know
Responses regarding supervisors’ feedback were not as positive as for other categories.
When asked about the feedback, 56% (n=18) of respondents said they did not regularly receive
critical feedback from their supervisors. Of those 18 respondents, 78% reported that they did not
have regular one-on-one meetings with their supervisors to discuss job performance. Most (83%)
did not have learning contracts. But, two out of three respondents who said they do not receive
regular critical feedback do report receiving written evaluations. Fifty-three percent (n=17) of all
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respondents reported having regular one-on-one meetings with their supervisors to discuss their
job performance.
Seven respondents (22%) reported that their supervisors had discussed developmental
In discussing their contact with students, 29% of respondents (n=9) felt they were not
Recommendations
1. Investigate efficient and consistent methods for the ELPS Department to communicate
2. Consider what expectations the ELPS Department has of assistantship supervisors and
their assistants.
4. Create module for graduate assistants to regularly assess their experiences in their
assistantships.
5. Consider how the ELPS Department can organize consistent professional development
6. Establish consistent policy for sick leave, vacation time, and comp time.
This survey collected information about the general experience of student affairs graduate
assistants at Iowa State University. The researchers hoped to capture a snapshot of the quality of
these assistants' work environments and whether their learning outcomes are being met within
their assistantships.
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This information will be used by both the Department of Educational Leadership and
Policy Studies (which oversees the assistantship process) and the Division of Student Affairs
(which oversees the departments in which the graduate assistants work) to provide insight into
The Client
We, the investigators, are the primary clients of this assessment. We are Matt Skoy and
Zack Ford, and we both are currently master’s students in the Higher Education program with
graduate assistantships. In conversations with our peers and colleagues and observations from
our own assistantships, we found that there are a variety of positive and negative experiences
taking place that do not currently have an outlet for being identified. Because the student affairs
graduate assistantship is required for degree completion, it is important to make sure that the
learning outcomes are being met and that graduate assistants are having experiences that will
prepare them professionally for a career in student affairs. This is also important not only for
retention, but for recruitment of future students. We have the support of both the ELPS
department and the Division of Student Affairs to conduct this assessment, though the idea was
our own.
Key Stakeholders
There are various stakeholders interested in our results. For example, the Department of
Educational Leadership and Policy Studies will be able to use the results to determine graduate
students’ needs and how well the assistantship program is serving their learning. The Vice
President of Student Affairs is also interested in how he can work with the various assistantship
supervisors who report to him to create a more educational and productive work experience for
graduate assistants. The supervisors themselves may also be interested in exploring how they can
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improve the experiences of their assistants. As graduate assistants ourselves, we are hoping to
reveal some of the challenges that members of our program are experiencing in their
assistantships. Justifying and improving the assistantship program are important utilities for
recruitment in the ELPS department, particularly because graduate assistantships are a required
assistantship program, the ELPS department can build upon its reputation and recruit from a
The first obvious limitation is that we, as the researchers, are also members of the
participant group. We acknowledge that we are key stakeholders in this assessment as well,
which may offer bias to the work we are doing as well as how we present the results. Still, we
believe this is an important assessment to be done, and we only began work on this study once
we were assured the support of Nancy Evans, Coordinator of the Student Affairs Masters
program. We have done our best to objectively assess the graduate assistantship experience as
well as portray the results without bias, showing both the positive and critical feedback we
received.
Our intention was to hold focus groups to give participants the opportunity to follow up
on the results of the survey and share more stories from their own experiences. When we put out
the call for focus group participants, we received only four volunteers, barely enough for one
focus group, let alone two. These participants were also not available at the same times, so we
could not hold even one focus group. Many of our peers stated that they would like the
opportunity to talk candidly about their assistantship experiences, but did not feel comfortable in
a focus group setting because of who might hear what they are sharing. While we could assure
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them our confidentiality as the researchers, they could not be assured that their fellow focus
group participants would respect the same confidentiality. This suggests concerns regarding
This assessment was designed to evaluate the experience of student affairs graduate
assistants at Iowa State University. The targeted students are all enrolled in degree programs in
Higher Education through the Department of Educational Leadership and Policy Studies and are
required to hold such assistantships for fulfillment of those degrees. The ELPS department has
In 2007, the ELPS department did implement a supervisor’s manual for the first time.
The manual outlines the expectations for graduate assistantship supervisors and discusses
relationship, reflection, learning outcomes, and how the assistantship intersects with the
assessment because it provided a clear set of expectations for the assistantship experience.
Another component of the supervisor’s manual was the expectation that supervisors provide a
written evaluation of their graduate assistants at the end of each semester. Still, there was no
process by which the assistants themselves could offer feedback about their experiences. This
assessment is designed to capture an overview of what graduate assistants are experiencing and
hopefully provide insights as to how such feedback could be collected in the future.
Assessment Goals
1. To understand the experience of current student affairs graduate assistants in their work
environments.
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2. To reveal strengths and weaknesses within the current assistantship program in terms of
Studies of how to improve the experience of the assistantship experience in terms of their
academic oversight.
of graduate assistants can improve the learning and professional experience of graduate
Assessment Design
This assessment utilizes mixed methods of information collection. Our instrument was a
survey constructed online using SurveyMonkey.com that combined quantitative and qualitative
questions. After responding to a number of quantitative items related to a specific aspect of their
assistantship experience, they had the opportunity to share comments related to that aspect. The
entire population of current graduate assistants was contacted so that the results can be as
The population consisted of all students currently employed in a student affairs graduate
assistantship through the department of Educational Leadership and Policy Studies, including
both Master’s and Doctoral students. This list was publicly available from the ELPS department.
Because this group was relatively small, the entire population was invited to participate in the
study.
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Contacting Individuals
Prospective participants were contacted by an email which contained the link to the
survey. This email can be found in Appendix A. A similar reminder email was sent a few days
Methods
The survey was conducted in late March/early April. (A specific timeline can be found
below.) By this time of year, all participants had been in their assistantship for at least seven
months, ensuring they had enough experience to answer the survey questions accurately. The
survey had numerous items, but most of the responses were on a Likert-scale, so participants
would not feel overwhelmed by its breadth. In fact, the researchers expected most participants
would be eager to participate because they had not previously had an opportunity to share their
feedback and reflect on their assistantship experiences. We estimated participants would require
anywhere from 10 to 30 minutes to complete the survey, depending on how much depth
Analysis
The survey was analyzed using descriptive statistics (frequencies, means, etc.).
Responses of “Not Applicable” were not considered in these tabulations. Written responses have
been coded to look for themes. In particular, these responses have been connected to the results
Timeline
Reporting Plan
Once results were collected, a report was developed with three audiences in mind: a)
HgEd 597 Program Evaluation and Assessment, b) Vice President Tom Hill and the Division of
Student Affairs, and c) Dr. Nancy Evans and the Department of Educational Leadership and
Policy Studies. In addition, we will offer to share our report with all participants originally
contacted. The report will include our findings as well as recommondations for consideration and
Evaluation Results
Overall satisfaction
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responded to questions about their overall experience, 28 (90%) agreed or strongly agreed that
they have had positive experiences in their graduate assistantship. See Figure 1 for a breakdown
of these responses.
Figure 1.
Many of the final comments shared are positive and enthusiastic. For example: one female
I love my assistantship, I can't say anything bad about it. It rocks my socks off and even
though i [sic] was intimidated by it at first it has been one of the most influential
experiences of my life.
Another first-year female master’s student pointed out that she has had positive experiences in
The final question, "would I recommend this assistantship experience to others", I feel
would vary depending on the person who I would recommend it to. If they are searching
for an environment to get a better social life, then sure my office would be great for that.
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However, if they are looking for a solid educational experience in learning how to work
and assist with college students while having great supervision, I would say this is
This response clearly demonstrates that not all assistants are having the same experience or
Flexibility
The assistants indicated that they are afforded the kind of flexibility they need to balance
their workloads academically and professionally. About 91% (n=29) of respondents indicated
that their workloads are flexible enough to accommodate their studies, and about 94% (n=30)
indicated that their hours were flexible enough to accommodate their other academic
responsibilities (which could include homework, class, and practicum opportunities). About 81%
(n=26) feel that they can maintain a balance between their assistantships and their other life
activities. Eighty-four percent of respondents (n=27) do feel that their supervisors appreciate the
Some respondents described the way they discuss their assistantship’s flexibility with
their supervisors. Many of their comments expressed praise and gratitude for the flexibility they
had. For example, a female in her first year of her assistantship said:
Another male first-year assistant described just how he and his boss set up his work schedule:
sure that if I give any extra time, I take it back for myself. This sort of fluid honor system
has been particularly helpful since I do not get any sick or vacation time.
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While some respondents expressed concern about a lack of consistency among policies for
graduate assistants’ sick and vacation time, this assessment did not ask questions specific to that
issue.
Other students expressed some concern about how flexible their assistantships actually
This semester I have rarely worked my 20 hours a week, I have been working more like
30-35, but this is alright with me because I am gaining valuable experience and I enjoy
This respondent clearly appreciates her experience, but is still working beyond the expectations
set forth in her job description. A female in her second year described just how that can play out:
My assistantship demanded more than 20 hours a week and sometimes this was noticed
and appreciated by my supervisor and other times I was informed that this was how the
"real world” would be so I should get used to it. Overall, I was allowed to flex out time
for extra work hours but this only happened when I pointed out my excess hours to my
supervisor and we had a discussion about how I did indeed deserve the time off.
It is unclear whether the student was aware of these expectations before accepting the
assistantship. While respondents do feel their assistantships are flexible, there seem to be some
Student Interaction
Respondents seemed very pleased with the amount of interaction they have with
undergraduate students. Of the 31 respondents to items related to student interaction, 84% (n=26)
reported that the amount of student interaction they have meets the expectations they had when
entering the assistantship. Even though some respondents felt they were not interacting with
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students as often as they would like, 100% of respondents agreed (n=15) or strongly agreed
(n=16) that they are able to provide the “resources and support” that their students are seeking.
My experience with the students is one of the main reasons I have stayed with this
assistantship.
Preparation
Though many respondents reported that they did understand the expectations set forth in
their job description (90%, n=29), about 41% of respondents (n=13) disagreed or strongly
disagreed that they received adequate orientation when they began their assistantships. In
addition, 47% (n=15) felt they were not prepared on the first day of work. Some respondents did
The orientation was helpful, but some things you just need to learn through firsthand
Others expressed more concern at their lack of preparation. A second-year female said:
I did not know what was to be expected of me and my supervisor went on vacation the
It was difficult because shortly after I went over my job responsibilities with my
supervisor, they left the office, and after that those responsibilities were basically out the
window, and I never really had a meeting to outline new ones. I was shuffled to where
there was need and where there was an adequate supervisor. I had no training or
Another male respondent expressed his frustration about the lack of support he received:
In my opinion, assistantships are not supervised closely enough by the ELPS department
resulting in vastly different experiences depending on the office the GA has their
assistantship through. I was not even aware that we were supposed to have learning
contracts.
Learning contracts are an expectation set forth in the new supervisor’s manual that the
ELPS department distributed this past year, though it unclear if supervisors were given proper
notice or explanation for this expectation. Because the survey was constructed using the manual
as a guide, several questions on the survey reflected this expectation. These items led our
respondents to ask their own questions, as one second-year female respondent simply asked:
Only 25% of respondents (n=8) indicated that their supervisors had worked with them to develop
a learning contract. Of those respondents, only half (n=4) reported that their supervisor regularly
referred to the learning contract or that their learning contract helped guide their work in their
assistantship. These results might yet be misleading, since one of those four respondents shared:
What do you mean learning contract. We have a plan that us in the office are getting done
and I know where I fit on the plan and that is altra [sic] helpful.
Despite the low numbers for learning contract use, some respondents seemed optimistic about
I don't know if we have anyting [sic] in writing about what I am supposed to learn but my
boss is continuely [sic] asking me if there is anything she can do to help me learn more of
I have never heard of a learning contract before either in my assistantship office or from
If ELPS expects learning contracts to be a part of every student’s assistantship experience, this
goal is currently not being met. While many students do feel they understand their job
responsibilities, there seems to be a need to better address issues of preparation and job
Overall, respondents reporting have positive relationships with their supervisors. One of
the most positive responses was to the item, “My supervisor respects me both as a person and as
a professional in training,” with almost 94% (n=29) agreeing or strongly agreeing. The following
item, “My supervisor respects me as both a student and as a colleague,” was also strong, with
about 87% (n=27) agreeing or strongly agreeing. A 23-year-old first-year female student shared:
My supervisor has been very supportive of both my personal and professional life. I
know that whichever path I decide to take in future years, I can rely on this individual as
One of the items that received the most critical response in evaluating supervisor-
assistant relationships was “I feel comfortable talking to my supervisor about concerns I have
regarding the workplace environment, or other professional concerns,” with 75% (n=24) of
respondents agreeing (n=13) or strongly agreeing (n=11), lower than for any other similar
question. Thus, this item proved an interesting measure for what factors contribute to a positive
relationship between supervisors and their graduate assistants. Of those 24 respondents, 100%
agreed to a number of other items, including that they felt their time was appreciated, they were
respected as a person and a professional, they were encouraged to express their opinions, they
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training.
My supervisor encourages me to express my opinions.
The other professional staff members create a working environment in
were supported in their job search (n=11), and that other staff in the office created a comfortable
working environment (n=23). (Some respondents selected “Not Applicable” for the last two
items.)
While most of the responses were positive in regards to relations with supervisors, it
should be noted that there were some who were negative. Though they may be the exception and
not the rule, these responses could represent concerns that need to be addressed. For example,
13% of respondents (n=4) did not agree that their supervisors accepts them “as both a student
and a colleague,” that their supervisors “maintain informal, friendly relations” with them, or that
their supervisors encourage them to express their opinions. In addition, 16% of respondents
(n=5) indicated that their supervisors have not created opportunities for them to engage in staff
culture. While these concerns are minimal, they are still present and worth considering.
Generally, respondents had positive experiences with the other staff in the offices in
which they work. Nearly 94% of respondents (n=29) felt that other staff members respected them
as professionals and 97% of respondents (n=30) reported that other staff members in the office
are friendly with them. However, when asked if other staff have taken the time to get to know
SAGAS Saga 20
them better, only about 81% (n=25) agreed or strongly agreed. See the chart below for responses
In describing his interactions with other staff members, a first-year graduate assistant
I think I surprise the other staff members sometimes with my ideas, but they are always
eager to hear them. My office is slightly removed from the rest of the staff, so my
interaction with them can be limited, but they always make sure to include me in social
Feedback
Responses regarding feedback were not as positive as for other categories. When asked
about the feedback, 56% (n=18) of respondents said they did not regularly receive critical
feedback from their supervisors. Of those 18 respondents, 78% reported that they did not have
regular one-on-one meetings with their supervisors to discuss job performance. Most (83%) did
not have learning contracts. But, two out of three respondents who say they do not receive
Only 53% (n=17) of all respondents reported having regular one-on-one meetings with
their supervisors to discuss their job performance. Half of respondents indicated that their
My supervisor is new to the office and Student Affairs, so we do not have weekly
meetings. I work primarily on my own, but do feel comfortable going to her when I do
have questions/concerns.
Others were not as confident about their relationship with their supervisor. Another in her first
year reported:
not receive regular feedback on my job performance, nor am I given the opportunity to
reflect on what I am doing and how I might be able to improve in the future.
I wish my supervisor would offer more criticism. I know that there are things I don't do
lacking consistency.
Other Observations
management. Only a quarter of respondents reported that their supervisors encourage them to
apply developmental theory in the work the work they do for their assistantship. In fact, only
seven respondents (22%) reported that their supervisors had discussed developmental theory in
In discussing their contact with students, 29% of respondents (n=9) felt they were not
prepared to assist students who were dealing with crisis situations. While some assistantships
may be more student-focused than others, we felt all student affairs professionals should be
I think that more training on dealing with crisis situations and diversity training would be
Recommendations
Without a doubt, the graduate assistantship program is having some very positive impacts
on students. The data represents that they are learning and growing in ways that reflect the
One concern we have is an apparent disconnect between expectations set by the ELPS
department and what actually takes place in the graduate assistantships. We recognize this may
supervisors while ensuring a valuable learning experience for the graduate assistants.
Considering it was the first year the supervisors’ manual was introduced, it would be important
Our first recommendation for addressing this disconnect is to investigate how efficiently
and consistently the ELPS Department communicats with supervisors. How regularly should the
department check in with the supervisors? What is the best method for establishing regular
communication? In addition, the ELPS Department should consider what expectations they have
of supervisors and how to prepare them to meet them. This should include investigating the
effectiveness of the supervisor’s manual and how the manual is presented to supervisors. This
would provide an opportunity for the ELPS department to adress what learning experiences they
expect for their graduate students in their assistantships. Topics such as learning contracts and
feedback could be discussed so that supervisors have a better understanding of how the ELPS
We also recommend that written evaluations should be collected on a more regular basis.
The written evaluation process could be abridged so that it is less taxing for the supervisor to
complete. However, asking for more regular written feedback creates more opportunities for
students to learn about their progress. It will also ensure more opportunities for graduate
If nothing else could be learned from this survey, it is the fact that graduate assistants
have a lot to say about their experiences. Because an assistantship is required for completion of a
the Student Affairs Master’s Degree program in ELPS, students should have the opportunity to
evaluate their assistantship experience as they would any course. We therefore recommend that
the ELPS department design a model for assistantship evaluation. Such an evaluation could be a
SAGAS Saga 24
survey similar to those used in course evaluations or could consist of individual interviews with
the assistants. This will help make sure that the department’s learning outcomes are actually
being met.
Another concern from the data is the inconsistency among assistantship experiences—in
particular, variation in professional development and reflection. We recommend that the ELPS
department consider instituting a required seminar for first-year students that would include
several workshops and trainings. These sessions could relate to responding to crisis situations,
learning how to have conversations with supervisors, time management, and reflecting on
professional experiences. These seminars would create venues for the students to have
vacation time, and comp time. Though we did not specifically investigate this issue, many of our
respondents shared that it was a concernt that affected their ability to balance their profession,
academic, and private lives. Some graduate assistants do not have any opportunities to take time
off work while others do. It seems almost unprofessional that such inconsistencies persist. All
graduate assistants deserve to have a consistent expectation for the benefits they receive. Not
having a consistent policy could negatively affect both recruitment of new students to the
Acknowledgements
are currently graduate assistants, we are very thankful that our supervisors were supportive as we
conducted this assessment. They understand the value associated with the potential results and
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approve the use of work time for developing and carrying out this study. In addition, Zack’s
assistantship has a paid subscription to the SurveyMonkey service which he may use, so we had
We would also like to thank Anne Gansemer-Topf for her continued patience and support
on this project. As our Program Evaluation and Assessment professor, she spent many hours
Concluding Thoughts
evaluation. Graduate assistantships are important learning experiences and should be held
accountable through the use of assessment. Such evaluation would model the professional
expectations set forth in courses such as HG ED 597, Program Evaluation and Assessment, for
which this report was generated. In addition, the Department of Educational Leadership and
Policy Studies could improve the experience of its students as well as the reputation of its
Reference
Fitzpatrick, J. L., Sanders, J. R., & Worthen, B.R. (2004). Program evaluation: Alternative
Appendix A
Greetings!
You are receiving this email because you are currently enrolled in a program through Iowa State
University’s department of Educational Leadership and Policy Studies and are employed in a
We are two students who are looking to collect information about your experience in these
assistantships. An assessment has never been done about such experiences, and we are looking
forward to capturing this snapshot. Though we are completing this assessment as a requirement
for our class, Program Evaluation and Assessment (Res Ev 597), we also plan to share the results
We are hoping that you would be willing to participate in our study, the Student Affairs Graduate
Assistant Survey (SAGAS). Our first priority is your privacy, so please understand that no
personal identifiers will be collected during this process. Our informed consent documents
If you would be interested in participating, we hope you will complete our survey. The link can
be found below. Please make sure you read the informed consent document before proceeding to
the survey. The survey will only be open through March 31, so please try to complete it before
then.
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In addition to the survey, we are going to hold two focus groups so that we can collect more of
your stories and personal experiences to support the survey results. The focus groups will be held
on Wednesday, April 16 at 7:00 PM and Saturday, April 19 at 10:00 AM. Please email us back at
zford@iastate.edu to let us know if you would be interested in participating and which day
would work best. If you would be available for either date, please let us know that as well. We
If you have any questions, please do not hesitate to contact us at zford@iastate.edu and
mskoy@iastate.edu.
http://www.surveymonkey.com/s.aspx?sm=G_2f0cH6XKqE45MgxlyNNftg_3d_3d
SAGAS Co-Chairs
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Appendix B
Please respond to the following items with Strongly Disagree, Disagree, Agree, or Strongly
Agree. You may also select N/A if the item does not at apply to your assistantship experience
(for example, an assistantship that does not have “on call” duties). After each set of items, please
feel free to use the comment space to share any additional thoughts you have related to those
items.
Preparation, Expectations
2. I understand how to carry out the expectations set forth in my assistantship’s job
description.
3. My supervisor worked with me to develop a learning contract that accurately outlines the
goals of my assistantship.
Comments:
11. My supervisor understands that my assistantship hours can be measured in different ways
(such as time spent in the office, student contact outside of the office, preparation and
12. My “on call” duties do not exceed the equivalent of two weekends per month.
13. I receive ample notice when I will need to dedicate more than my weekly number of
15. I feel like I am able to maintain a balance between my assistantship and other life
activities.
Comments:
16. My supervisor regularly sets aside time to meet one-on-one with me to discuss my
performance in my assistantship.
19. I feel like my supervisor offers me the support I need to learn and grow in my
assistantship.
21. I feel comfortable talking to my supervisor about questions I have about the work that I
am doing.
22. I feel comfortable talking to my supervisor about concerns I have regarding the
assistantship area.
24. My supervisor provides me with a written evaluation at the end of every semester.
Comments:
Learning Outcomes
27. My supervisor encourages me to apply developmental theory in the work that I do for my
assistantship.
interventions.
Comments:
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35. I can depend on my technological resources being available for my usage at all times.
37. I have ready access to a space that permits me to meet privately with staff or students.
38. There is adequate clerical support to carry out the duties of my assistantship.
39. I have access to various office supplies I need to carry out the duties of my assistantship.
Comments:
Supervisor Relations
second year.
standards.
47. My supervisor has created opportunities for me to engage in the staff culture.
Comments:
Work Environment
49. The other professional staff members in the office respect me as a professional.
50. The other professional staff members in the office are friendly with me.
51. The other professional staff members invite me to participate in staff social activities.
52. The other professional staff members have taken the time to get to know me better.
53. The other professional staff members create a working environment in which I can
54. The staff members in my office are encouraged to express new ideas, questions, and
concerns.
Comments:
Student Contact
55. The amount of interaction I have with students meets the expectations I had entering this
assistantship.
SAGAS Saga 34
56. My office is easily found when students are looking to meet with me.
57. I am able to provide the support and resources my students are seeking.
58. I am prepared to assist students who are dealing with crisis situations.
Comments:
62. What was the most significant learning experience you had during your assistantship?
Gender:
Age:
Ethnicity: