Reflection and Reporting

Reflection and Reporting

Reflection and reporting is an opportunity to think about how to improve, and a responsibility to share what you have done to meet your commitments with funders.

Hopefully you have done small bits of evaluation and reflection through the year so that your final reporting is simple and easy!

Diagnose

  • Who needs to be consulted or informed?
  • What has our evaluation and learning taught us over the year?
  • Do we need to do any more evaluation or learning to meet our responsibilities and accountabilities?
  • Is there any additional evaluation to learn something to push the flywheel further?

Do

  • Summarize your evaluation and learning throughout the year, not just at the end. Record activities, outputs, and outcomes on an ongoing basis – at least monthly – to avoid a mad scramble for final reporting.
  • Complete any final evaluation efforts, including collating and analyzing individual project evaluation data.
  • Create final reporting and documentation for projects and programs to demonstrate what you did and what sort of impact it had.
  • Consider a reporting poster to summarize things for other student leaders, administration, etc. as well as your formal reporting.
  • Think about your audiences–student association successors, administration, funders, or others.
  • Provide input on supports such as the toolkit for ASEC and others. How can we improve? What else would be valuable?

Things to consider collectively:

  • Who else can you share the success stories with in your community? Can you build more momentum and partnerships?
  • How does your work contribute to an Alberta-wide story? That story is critical to maintaining funding for future work.
  • How does the Alberta-wide story help out your school and your future efforts?

Tools

Student Journey Map

Where did you act in the student journey? What kinds of supports did you provide across the spectrum of student experiences?

Maturity Model

The maturity model shows different facets of a mentally healthy campus. Which specific facets did your efforts aim to improve? Do you have demonstrated improvements in any of these areas?

The maturity model (even at a high level without all the detail) helps to think of mentally healthy campuses as connected systems. Consider how your work (and your reporting) shows the connections in that holistic view.

Evaluation and Learning Framework (ELF)

The Evaluation and Learning Framework comes into sharp focus during reflection and reporting. The evaluation and learning that you have done throughout the year builds towards your final reporting.
While there is a responsibility to report, the biggest value of the ELF is the learning you take from it, for yourself, your fellow students, your student association, and partners in the post-secondary sector.

Instead of simply going through the obligatory motions, ask what evaluation has taught you—and take the opportunity in reflection and reporting to pass on what you’ve learned

Mentally Healthy Campus Strategy

As you report and reflect, what went well? What could be improved? How did individual activities push your own big picture plans, vision, and the overall campus strategy? How might you adjust your own efforts? What might change about the reference strategy in the toolkit?