| Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Disseminate monthly headcount reports to departments. Distribute cohort information each semester. Disseminate department specific survey summaries (from university-wide surveys) as applicable. | Create new headcount template. Regularly update cohort information. Breakdown overall summary information into department specific information. | N/A | Reports created and disseminated. | Headcount template has been created with the timely dissemination of reports (minus November 2009). Cohort reports will be distributed at the end of the year. | In the future, cohort reports will be distributed once per semester. |
| Create assessment page for each department. | Create template for department webpages. Meet with Chip to force pages to department sites. Meet with DPH to share webpage features and expectations. | N/A | Department level webpages created and updated regularly. | 6-column models for each department can now be publicly viewed from the Student Affairs Assessment webpage; however, department level webpages have not yet been created. This will probably be looked at more during the summer. | Checking to see if this is feasible and/or necessary. |
| Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Develop department level learning outcomes. | Meet with each department to draft outcomes. Continually refer to these in planning conversations with directors and coordinators. | N/A | Department level outcomes drafted and posted to website. | January 12: Department level outcomes have been developed for Counseling Center, Nontraditional Student Center, and have been worked on for MSC. Due to the nature of this year being a "catch-up" year for everyone in regards to assessment in Student Affairs, this goal will have results at a rate slower than originally anticipated. | May 24: Continue working with departments in the coming years on developing departmental level outcomes; however, for now, focus on the use of division learning outcomes first. |
| Assist students in developing psychological self-care skills which will enhance their well-being and academic functioning | Add link to podcast(s) of relaxation/meditation exercises on CPSC website. | Students will demonstrate successful use of relaxation and meditation technique(s). | A brief pre- and post-exercise self-report questionnaire will measure students' perceived levels of relaxation, understanding of relaxation/meditation techniques, and confidence with relaxation/meditation techniques. Average self-ratings will increase by 2 scale points on each item. | 12/21/09: Relaxation/meditation podcast has been posted on CPSC website, and counselors have referred numerous clients to utilize it. Expanded learning module has also been developed. Pre-post test protocol is currently being developed based on module.
5/21/10: Relaxation/meditation website was viewed 354 times during AY 09-10. Uncertain number of podcast users. Pre- and post-exercise self-report questionnaire has been developed by CPSC but is not yet posted on website by IT staff. | Given number of website hits, further development of Relaxation/meditation webpage and incorporated podcasts is justified. CPSC staff will continue to work with IT staff to post pre- and post-exercise self-assessments, and also to track utilization of podcasts. |
| Revise CPSC mission statement | Form committee at fall retreat; committee composes draft; consultation and editing by full staff | N/A | Draft submitted to full staff by mid-October. Final document approved by mid-December. | 12/21/09: New CPSC mission statement is complete: "The mission of the Counseling and Psychological Services Center is to enhance the psychological growth and development of the diverse Weber State University community. We support the academic experience by providing brief mental health counseling, outreach, and consultation services that help individuals to identify barriers, improve coping, and achieve personal goals."
| New CPSC mission statement is utilized in all formal documentation. |
| Complete draft of website outline and timeline, which would move annual reports, accreditation information, and program review online. | Create website outline. Work with SAT department to complete timeline. | N/A | Website outline created. Draft of website will be in progress. | Accomplishments and the annual report have been integrated with the 6 column model. | Accreditation documents will be integrated in the future along with the ability to upload documents. This goal will be carried into next year. |
| Implement and refine program review processes for the first five departments. | Schedule kickoff meetings for each department. Meet with departments to setup self-study meetings and site visit. Post summaries of program review to departmental websites. Refine process based on reviewer and department level feedback. | N/A | PRs scheduled. Summaries posted to assessment and department websites. | Student Affairs Technology and the Testing Centers have completed program review. Women's Center and Career Services' reviews have been scheduled. | Tutoring/Testing reviews have been rescheduled for spring 2011. All other reviews are on target. |
| Complete final version of CPSC Policies & Procedures Manual. | Complete collaborative content review/editing at fall staff retreat; Office Specialist and Director review/edit formatting and appendices in bi-weekly meetings through Dec 2009 | N/A | Anticipated completion date: December 2009. | 12/21/09: Content review and editing is complete. Currently pursuing additional consultation regarding formatting details. | PPM content review, editing, and formatting is complete. Information contained in PPM will provide foundation for accreditation by the International Association of Counseling Services (IACS). Application has been recived and writing will begin on self-study document during Summer 2010. |
| Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Better assess students' recreational needs/wants. | 1)Each unit conducts at least one focus group. 2)Have student representatives on Campus Recreation Advisory Board. 3)Conduct satisfaction survey for every program/service including questions regarding what participants want and what they have gained from participating in program/service. | 1)Students learn Campus Recreation programs/services available to them. 2)Student representatives on Campus Recreation Advisory Board learn principles of communication. 3)Participants articulate benefits they have gained via participation in Campus Recreation programs/services. | 1)Focus group pre-/post-questionnaire. 2)Observation of students using principles of communication. 3)Survey responses. | 1)Conducted 5 focus groups and 16 StudentVoice surveys over academic year. Students demonstrate they have better understanding of CR programs/services.
2)One student attended every Campus Rec Advisory Board meeting and gave input (2 other students on Board, but sporadic attendance).
3)Focus group responses revealed that people are not aware of all that we do (a need for better promotion). Survey/focus group responses demonstrate a desire for more Group Exercise (GE) classes, shorter GE classes, early afternoon GE classes, more Outdoor Program (OP) equipment, OP location (Annex 9) is not ideal. Focus group responses show participants want expanded pool hours for drop-in recreational swim.
| 1)Will continue efforts to educate students on scope of CR programs/services via continued focus groups, class presentations, group presentations, special events, and cohesive, inclusive Campus Recreation Program Guide.
2)Will actviely recruit students who can commit to attending Board meetings and are more comfortable sharing their ideas.
3)Improving promotional efforts via lawn signs, flyers at bus stops and kiosks, creative visuals (rafts hanging from ceiling), interactive tabling at Union and other buildings on campus, weekly ad in Signpost, updating website. Have added more GE classes to schedule, more early afternoon GE classes, shorter GE classes, added rafts, cross-country and alpine touring skis to OP rental equipment. Have leveled the OP driveway for better access, updated logo on garage door for better visibility. Will review aquatics budget to see where we can expand hours for drop-in swim.
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| Adopt regular assessment training meetings facilitated by the assessment committee. | Meet with assessment committee to develop assessment professional development workshops. Work with assessment committee to refine skills. Incorporate assessment pyramid into new employee training. Gather feedback from Division on the effectiveness of training. | Staff members will increase knowledge and understanding of assessment and the processes associated with assessment. | Trainings developed. Feedback from Division (survey) and assessment committee (focus group) on the effectiveness of trainings. Individual feedback from staff members regarding assessment trainings. | A document has been completed detailing assessment trainings, focus groups have been held with DPH, trainings will be held periodically with groups that have like interests. | DPH liked having focus groups to discuss assessment, so we will hold these on an annual basis. More focus will be place on departments' used of results in the coming years. |
| Implement student employee project and assess effectiveness of the project. | Distribute pre and post tests to student employees. Load employee evaluation onto StudentVoice. Work with pilot departments to refine process throughout the year. | N/A | Analyze pre and post tests, case studies, and supervisor evaluations to determine the effectivness of the student employee program. | One year of trainings have been held with 2010-11 currently being scheduled, and results are currently being analyzed. | We will continue the student employee for 2010-11 as we continue to make refinements and assess its effectiveness. |
| Enhance outreach to first-year students | Deliver "Introduction to CPSC" outreach presentations in at least 50% of AY 09-10 FYE classes. | Through participation in an "Intro to CPSC" outreach presentation, first-year students will demonstrate knowledge of basic information regarding CPSC services, including cost, office location, and session limits. They will also feel comfortable seeking services and/or referring a friend for services. Knowledge and comfort will be evidenced by scores on outreach evaluation form and by percentage of presentation attendees who subsequently make an intake appointment. | Outreach evaluation form will be distributed following each presentation. Students will average 90% correct on multiple-choice questions. In addition, 90% of respondents will indicate that they "somewhat agree" or "strongly agree" with items related to comfort with referrals to CPSC. Number of first-year students seeking CPSC services will increase over previous years. Percentage of presentation attendees who subsequently make intake appointments will be greater than overall percentage of student body seeking services. | 12/21/09: 55% (6/11) of all fall semester FYE classes, plus 3 additional non-FYE classes, received an "Intro to CPSC" outreach presentation, for a total of 177 students. Respondents averaged 90% or better on items related to confidentiality, reasons students seek counseling, session limits, cost, and intake scheduling. They averaged 89% on the item related to office location. 77% endorsed comfort with self-referral and 75% endorsed comfort with referral of a friend. 3.6% of those students who reported their W# on the outreach evaluation form subsequently made an intake appointment at CPSC. This percentage slightly exceeds the percentage of students in the overall WSU population who seek services (3%).
5/21/10: 60% (3/5) of spring semester FYE classes, plus 3 additional non-FYE classes, received an "Intro to CPSC" outreach presentation, for a total of 76 additional students. Overall AY 09-10 results for 253 total students (78% freshmen) were as follows: Respondents averaged 90% or better on all items of interest. 78% endorsed comfort with self-referral and 79% endorsed comfort with referral of a friend. | "Intro to CPSC" presentations will be offered to all spring FYE instructors. Additional emphasis will be placed on clarifying office location. A new slide will be added and associated discussion will be facilitated re: stigmas and hesitancies related to counseling, with the goal of generating greater comfort.
5/21/10: Scores for the complete AY 09-10 sample exceeded those of the Fall 09 sample, indicating that enhancements in the presentation may have had a positive effect on student learning. Knowledge of CPSC office location increased from 89% to 91%, comfort with self-referral increased from 77% to 78%, and comfort with referral of a friend increased from 75% to 79%. We will continue to use the enhanced presentation. |
| Add three additional technological services to department operations | 1) Online registration for Intramurals. 2)Credit card capability in main office. 3)Card swipe ability in other program areas (currently at WRC, although very cumbersome). | NA | 1)Participants are able to register for Intramural programs online. 2)Participants can use credit cards in main office. 3)Card swipes collected in other unit areas (not just WRC). | 1)Participants are not currently able to register for IM programs online.
2)Participants cannot currently use credit cards in main office.
3)Collecting card swipe information at Group Exercise classes was cumbersome and inaccurate due to glitches in operation and data reporting.
| 1)We have explored MarketPlace as an option for online registrations and will work on that over summer '10.
2)Credit card capability in main office is on hold as we await the final decision by the university on its use of BlackBoard and MarketPlace. MarketPlace may be a viable option for the main office.
3)There is a need for better reporting of data collected from card swipes. Currently we have found that paper sign-ins are the more reliable collection/reporting method. Would like to continue to work with Louie B. on rectifying that. It appears BlackBoard/MarketPlace cannot meet the needs of the Outdoor Program's rental operations. We are investigating commercial programs and will make a determination by end of June 2010.
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| Create Campus Recreation Advisory Board. | 1)Invite representatives: Students, Academic and Student Affairs colleagues. 2)Identify board purpose and goals. | Student representative(s) learn(s) principles of communication. | 1)Identified Campus Recreation Advisory Board purpose and goals. 2)Active, functional advisory board. | 1)Purpose is to serve as a solution-oriented sounding board to discuss and advise on issues surrounding WSU Campus Recreation programs and services. Goals: Educate board members on scope of Campus Recreation operations and services. Identify challenges to operations/services. Strategize solutions to challenges.
2)Board is comprised of 3 students, 2 VPs, 1 faculty, 1 HPHP staff, 2 Campus Rec staff. Board met once a month Oct. 2009-April 2010. Issues discussed include participant comments, need for space, facility hours during breaks, aesthetics in the arena. | Board discussion of participant comments regarding pool operations resulted in better communication between pool operations (HPEC Facility Coordinator and Facilities Management) and pool programming (Campus Recreation) leading to fewer closures of the pool. Board discussion prompted committment to facility being open more during breaks: Swenson building was open 14 days over winter break (previously was closed for those 3 weeks); pool was open 44 hrs over winter break; served more than 2400 users. Swenson building was open over spring break (previously was closed that week); pool was open 18 hrs over spring break; served 1563 users for that period. Proposals are being put together for program banners to be hung and WSU logos painted or hung on Stromberg arena walls to enhance aesthetics and university pride. Facility space needs have been brought to the attention of President Millner as well as Bruce Daily, who will retain a structural engineer to analyze options for expansion. |
| Take a lead on Division Health and Wellness focus area. | 1)Director chair Student Affairs Health and Wellness Task Force. 2)Each unit collect data on how programs enhance students' wellness. | NA | Have question(s) on unit satisfaction surveys regarding participation in Campus Recreaton programs/services impacting academic performance, physical fitness, social engagement, mental wellbeing, etc. | 1)Director is chairing the SA Health and Wellness Task Force.
2)Program satisfaction surveys conducted over the academic year 09-10 show 80% of participants reported that participating in Campus Recreation activities helped them to engage in a healthy, active lifestyle; 65% reported that participating in Campus Recreation activities helped them to decrease their level of stress. A little below half of all participants surveyed believed that Campus Recreation contributed to their sense of belonging at WSU and contributed to their academic performance. However, the 2010 NIRSA Campus Recreation Benchmarking survey results show 76% of students believe that their participation in campus recreation has increased or improved their academic performance; 88% of students believe that participation in campus recreation has increased or improved their stress management; 93% of students reported that participation in campus recreation increased or improved their feeling of well-being. | 1)Task Force has reviewed student wellness inventory of services and identified ways to educate campus community on available student wellness services. The group investigated/discussed the structure of various wellness “coalitions” and initiatives and felt the structure of the state Healthy Campus Awards program was something that could be worked with. The group recommended that this Task Force stay in play and develop a structure that could work for the Division, and potentially the campus.
2)There are discrepencies between program satisfaction surveys and the NIRSA Benchmarking survey. We believe this is due to non-student participants' responses skewing connection to WSU and academic performance to a lower rating as it does not pertain to them as non-students. The NIRSA Benchmarking survey is more reliable as it is limited to student participants only. We will re-word our program satisfaction surveys to better encompass student and non-student responses. |
| Enhance partnerships with Academic and Student Affairs departments. | 1)Have Academic and Student Affairs representatives on Campus Recreation Advisory Board. 2)Director/Coordinators teach academic courses. 3)Create two new partnerships. | NA | 1)Number of Academic and Student Affairs representatives on Campus Recreation Advisory Board. 2)Number of classes taught by Director/Coordinators. 3)Number of partnerships that occur. | 1)There are 2 Student Affairs representatives and 2 HPHP representatives (1 faculty, 1 staff) serving on Campus Recreation Advisory Board.
2)CR pro staff taught 2 courses (3 sections) in the HPHP department Fall 2009 and 3 courses (4 sections) spring 2010.
3)Partnered w/Davis Campus colleagues to provide activities before outdoor movie (Lightening Basketball, Disc Golf, prizes) fall '09. Partnered with Davis Campus to faciliate Run for Research spring '10. Partnered w/HPHP to improve aesthetics in Stromberg Arena. Partnered w/SA colleagues to create Student Wellness Fair. Agreed to faciliate outdoor camps for Ogden Country Club and Ogden City summer '10. Engaged in reciprocity agreement with Clearfield Aquatics Center on employee discounts for educational workshops.
| SA and HPHP representatives were crucial in devising win-win solutions to CR issues and assisting in moving initiatives forward; we will ensure their representation on the Campus Recreation Advisory Board. CR pro staff will continue to teach academic classes: staff skill set provides diverse recreational experiences for academic credit and students have crossed over into participating in CR programs. We will continue to explore/provide recreational opportunities for Davis campus community. Need to review purpose and success of Student Wellness Fair; does Stress Management Fair meet the need? We will continue to explore opportunities to partner with City of Ogden. WSU Campus Recreation and Clearfield Aquatics Center will communicate educational workshop opportunities each will host, with staff getting employee discounts at either location. |