|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.
|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.
|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.
|Student Programs will improve student wellness by creating opportunities for physical activity.||1) The yoga fitness program will be expanded, adding additional weekly classes. 2) A circuit class will be offered in the Fitness Center.||Students who take a minimum of 15 yoga classes over the semester will report an increased ability to handle stress and/or a greater connection to the WSU Davis Campus than when they began the semester. A comparison will be made of the students who take yoga and those who do not on their ability to handle stress.||1) Students in the yoga classes will rate their stress level and degree of connection to WSU Davis at the middle and end of the semester through a written assessment. A sample of students who do not participate in yoga or the circuit class will rate their stress level and degree of connection to WSU Davis at the end of the semester through the Student Voice online survey.
2) The circuit class is offered and has enough participants to continue.||Jan 8, '10 - 1) Yoga participants reported the following concerning their lowered stress levels and connection to the Davis Campus: 85% of the respondents reported that yoga had helped them lower their emotional and mental stress. 100% of the respondents reported that yoga had helped lower their physical stress. 70% of campus students, faculty, or staff reported feeling a greater connection to the campus because of participating in yoga. 30% of the yoga participants also used the Davis Campus Fitness Center and another 30% had participated in other campus offerings, such as circuit training, workshops, or events.
Jan 8, '10 - 2) The Circuit Class was offered all fall semester and had a few attendees. However, participation was not large enough to offer the class again in spring.
JUNE 1, 2010 - 1) Results of the survey were similar to the fall semester response: 92% of respondents reported that yoga had lowered their emotional stress, 100% had lowered physical stress, and 85% had lowered mental stress. A higher percentage, 77%, reported that participating in the yoga classes had increased their feelings of connection to the campus. 69% had taken yoga from a range of 1 to 15 times and 31% from 16 - 25+ times. More respondents, 38%, reported participating in campus activities (social, events, service)as methods that had lowered their stress, but fewer, 15%, had used the Fitness Center. There were 13 completed surveys.||Jan 8, '10 - 1) The assessment tool was used for the first time this semester. There is no doubt that yoga helps to lower people's stress. The majority of students, faculty, and staff felt more connected to the campus, but community members were not sure how to answer this question. I may separate the groups on the next survey. Also, I may ask what would help participants feel more connected to campus. And, there will still be some questions related to this initiative on the end-of-year Student Voice survey.
Jan 8, '10 - 2) The class was widely and repeatedly advertised, but the facilities for this kind of class are lacking. Student Programs will concentrate on developing outdoor basketball and volleyball tournaments in summer term to fulfill the Health and Wellness initiative (in addition to the on-going yoga classes).
JUNE 1, 2010 - 1) Fewer survey respondents were community members, so I was not able to assess if yoga had increased their campus connection. One way I will implement this information is to ask the yoga teacher to help inform students of the Fitness Center. I will have flyers created that she can hand out to the class. An observation is that nearly 40% of yoga participants are faculty or staff. Final assessment: Yoga is an important program at the Davis Campus. The size of the classes has grown steadily over the years. The class has outgrown its room location and is being held in another over the summer. Fall semester will present some challenges to find a permanent location that can accommodate the ever-increasing attendance. Yoga is an effective and popular method of stress-lowering exercise.
|Provide training and experiences for Student Council members to improve their leadership skills.||1)Student Council Retreat; 2) On-going training at Student Council bi-monthly meetings; 3) Advisor appointment discussions; 4) The experience of fulfilling their roles as Student Council members||Student Council members will demonstrate leadership skills in personal conduct and in organization and time management.||1) Student Council members will assess their knowledge and skills in personal conduct and in organization and time management at the end of the semester through a written assessment. 2) Advisors will rate the Student Council members' improvement from the beginning to the end of the semester in personal conduct and in organization and time management through a pre-developed advisor tool. ||Jan 8,'10 - 1) Student Council members assessed their learning by writing what they had learned about personal conduct and organization/time management. Personal Conduct: Several students mentioned they had learned to get feedback about their events and it helped them improve the next event. Students mentioned what motivated them, ie., belief in what they are doing, personal successes, and building confidence. Organization/Time Management: Most students reported realizing the need to plan early, set due dates for tasks, be flexible, use the Event Planner provided to them, and delegate more responsibility to fellow council members. 2) Advisors made notes when meeting with each student about their progress in these areas and wrote a synopsis of the students' progress/need for improvement over the semester.
JUNE 1, 2010
1) Student Council members chose more specific goals for the spring semester that were related to the goals from fall semester and from their perceived sense of improvement. The leadership goals being assessed are 1) Personal Conduct and 2) Organization/Time Management.
Overall, student leaders mentioned the following ways they planned to continue to improve their Personal Conduct: self-motivation - taking initiative without being told what to do, concentrating on their strengths, helping other council members more often, improvement in following through with tasks, and implementing advisor feedback on improving performance.
For the Organization/Time Management goal, students most often reported using a calendar for time management, utilizing the Event Planner that is provided for them, submitting monthly reports on time, and submitting advertising information more in advance.
||Jan 8,'10 - For the spring semester, Student Council members will decide on specific goals related to 1. Personal Conduct and 2. Organization and Time Management. The goals will relate to the self-assessment the students completed at the end of fall semester. The advisors will discuss these goals with the students and support them in reaching their goals
JUNE 1, 2010
Some of the personal discussions with students led to some ideas that were implemented in spring. Other results are being incorporated now with the leadership training for next year’s Student Council. An example of spring semester implementation was a Personal Conduct goal the Student Vice President had to “have a personal touch” with the council. She began to “spotlight” two council members at each meeting, recognizing them for their achievements and giving them a reward of their favorite candy bar. Many council members remarked how much they enjoyed this.
Reading and discussing what student leaders are working toward is helpful for planning future trainings. We already used some of this information when planning and conducting the Student Council retreat in April. We added StrengthsQuest to the agenda and will follow-up on its use throughout the year. An emphasis on using the Event Planner document and submitting advertising information will be covered in the summer training meetings. And finally, we will be providing a template for the monthly reports which should facilitate the students writing them in a timely manner.
|Perform a study comparing the financial appeals process to the academic appeals
process.||Compare and evaluate: (1) petition forms and instructions (2) committees structure
(3) denial letters (4) hearing officer forms and instructions (4) denial letters
(5) student advocacy support||N/A||Prior to Fall 2007 both academic and financial petitions were processed by one campus
committee. Denied petitions were also processed through one hearing officer.
Differences in the new two-track system will be noted, evaluated, and possible changes recommended.||In the PPM Student Code 6-22 pp. 13-15 (IX. Procedures for Aministrative Issues),
five key decision makers are listed: two petition level chairs + two hearing level
chairs + one due process officer. At the petition level and at the hearing level, there is a chair in Enrollment Services & a chair in Financial Services. These five
decision makers were sent an email asking them to share their experiences under this
new (year old) judicial prodecure. Only two responded - both from Enrollment Services. Their major concern centered around when a student needed to petition
Enrollment Services as well as Financial Services for a financial refund or de-
obligation. Without responses from the other three key players, it was assumed
that the new system was acceptable and functioning well.
|Students will prepare their own appeals with the advice and individual instruction
meetings with the Assistant Dean of Students for Services (Davis Campus).||Outline the steps in the appeals process.||Students will demonstrate responsible survival skills by (1) constructing a well
researched and well written appeal document and by (2) articulating said appeal
before a hearing officer and /or the University Due Process Officer.||Students will experience success, when their appeals are approved and gain experience
in possibly knowing how to appeal other ciecumstances in their lives. Students whose
appeals are denied will have gained valuable experience developing future appeals.
A student satisfaction survey will be utilized.||Each appeal was monitored and reviewed for effect and completeness.
A student satisfaction survey rated the service (on 5 factors)
"stongly agree' in over 90% of the responses.||The process will continue for 2010-11.