Services for Multicultural Students
2000-2001 Assessment Report

TABLE 1
GOAL #1: Assess and prioritize the needs of students; assist students to determine academic skills and establish educational goals, (reference CAS Guidelines: recommended goals: #1 & 3)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students are often first generation college students. Some arrive at WSU with academic deficiencies and no established goals; others arrive better prepared academically. Students are placed in *college tier* or *university tier* based on their academic preparation and performance.	Early Intervention/ Recruitment: Conduct college preparedness sessions with middle and high school students. Intake and Assessment: Conduct a preliminary interview to determine/ identify/explore the student's educational goals, determine academic skills, cultural, financial and personal developmental needs. Development of Individual Student Plans: Information, referral and linkages: provide information, refer to other departments and link with appropriate resources.	Recruitment: Increased number of ethnic minority students that enroll in WSU programs such as Early College, Quest, and Upward Bound. Interdependent mobility: Students will function interdependently or independently in the academic environment. Increased number of ethnic minority students who enroll at WSU. Increased number of ethnic minority students that progress from college tier to university tier Increased number of university tier students.	Post-Interview: conduct post-interview to review student's level of functioning and determine appropriate follow up services. Data Collection: •Interviews •Statistical data •Historical data •Student self-report •Declaration of majors •Transitions from college to university tiers •Observations •Grades
Areas of Student Learning Competencies addressed in this goal include: Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Practical Competence: Managing one's daily life and tasks; career and personal decision making.

TABLE 2
GOAL #2: Orient students to the culture of the University; provide support services that assists students to refine academic skills and promote their holistic development. (Reference CAS Guidelines: recommended goals: #2,4, 5)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Ethnic minority students arrive with a limited understanding of the WSU culture. They often resist the demands and pressures to assimilate into the WSU community. Many feel isolated and find it difficult to reach out for the assistance necessary to achieve academic success.	Information & Referral: •Academic Advisement •First Year Experience •Other supplemental orientation programming Supportive Services: •Provide individual counseling and guidance as needed. •Promote active involvement in clubs and organizations.	Interdependence through enhanced knowledge and understanding of the University campus culture, values, logistics and processes. Students will access the University resources needed to be academically successful. Students will function at the level they can now serve as student mentors.	Retention: Increased number of students register for second semester and beyond. Data Collection: •Registration •Statistical data •Historical data •Interview •Grades •Student self-report •Observation
Areas of Student Learning Competencies addressed in this goal include: Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection. Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

TABLE 3

GOAL #3: Promote leadership opportunities for students through partnerships with other campus entities; identify potential mentors and encourage participation by role models.(Reference CAS Guidelines: recommended goals: #8 & 9)

INPUT

(student)

ENVIRONMENT

(program)

OUTCOME

ASSESSMENT

Ethnic minority students possess vast quantities of talent and unique perspectives that when shared enhance our WSU community. Increased representation in campus leadership positions by ethnic minority students is vital to the ongoing development of the WSU community. Leadership skills will enhance their ability to function and progress in a global society.

Students have limited leadership experience and skills. They often express a desire to "get involved" but are hesitant to do so.

Leadership Opportunities:

•Area Councils
•Student Senate Positions
•Ethnic Student Organizations
•Academic Student Organizations
•Peer Advisor Experience
•Leadership Retreats

Supportive Services:

•Identify and offer Faculty/Staff/Alumni role models and mentors.

•Promote/encourage active involvement in WSU student government and leadership organizations.

Students will function as mentor and role models for incoming Freshmen and students new to the WSU campus.

Increased number of students participating in student activities.

Students will function as leaders in WSU student government positions. (Increased number of students involved in leadership activities.)

Increased student interaction with Faculty/Staff/Alumni.

Data Collection:

•Statistical data
•Historical data
•membership in WSU organizations/clubs
•Positions in WSU Senate
•Participation in student government and student activities
•Student self-report
•Observations
•Surveys of Faculty/Staff/Alumni

Areas of Student Learning Competencies addressed in this goal include:

Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge.

Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection.

Interpersonal Competence: Collaboration; appreciation of diversity, communication; problem-solving skills; and concern for the community.

Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

TABLE 4
GOAL #4: Provide educational opportunities to the campus community that promote cultural awareness and sensitivity. (Reference CAS Guidelines: recommended goals: #6, 7, 10)
INPUT (student)	ENVIRONMENT (program)	OUTCOME	ASSESSMENT
Students perceive the WSU campus community as possessing a limited understanding of the value of diversity. Students often report a lack of faculty sensitivity to their personal and cultural needs and general overall lack of inclusion in the campus community. Due to stereotypes and lack of inclusion in curriculum, students often have limited knowledge of the historical implications of the contributions of ethnic groups to the global society. They are often unaware of their heritage.	Training: Through collaborative efforts with other University entities, SMS will promote / provide: •Cross-cultural awareness Workshops/Seminars •Diversity Workshops •Class presentations •Outreach to schools and community organizations •Resource to faculty/staff •Involvement in WSU and Community committees and task forces. Multi cultural Awareness Experiences: •Emphasis Weeks' activities •Ethnic minority club activities	Reduction in negative diversity related incidents on campus. Increased collaboration efforts in cultural activities with campus entities, colleges and community partners. Increased participation in campus-wide activities by minority and majority group members.	Data Collection: •Cultural climate surveys •observations •student/faculty/staff/ community reports •Focus groups •Exit Interviews
Cognitive Competence: Critical thinking; reflective judgment; the ability to apply knowledge. Intrapersonal Competence: Coherent sense of identity; self-authored belief system; capacity for self-awareness and reflection. Interpersonal Competence: Collaboration; appreciation of diversity, communication; problem-solving skills; and concern for the community. Practical Competence: Managing one's daily life and tasks; Career and personal decision making.

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