|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.
|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.
|Improve usage and quality of Online Tutoring||* Launch a new marketing strategy that targets students attending online and distance learning math courses.
* Use the marketing especially in the summer
||* Students satisfaction with online tutoring
* Increased usage of online math tutoring
||* Send a survey to all students who accessed the online math tutoring
* Start with the same questions used in the last survey
||12/18 will be sending out a student voice survey in the next month to assess student satisfaction. We have seen a decrease in use of the online tutoring this semester, by more than 50%||We were able to decrease the wait time from when a user logs in to when they get helped. Unfortunately, despite the implementation of a new marketing strategy, less students used the online math tutoring in the last two semesters than ever before. Usually only one student logged in on a 4 hr night shift, sometimes none. We have determined it is not cost effective to run, and with the advent of TERM, it does not fit into the new model of tutoring. Online tutoring will be discontinued.
|Support the TERM project||"* Serve on the TERM Steering Committee
* Work on organizing the tutor structure depending on the decisions of the steering committee"
||n/a||n/a||12/18 Served on the committee. Produced a training for faculty and tutors. Initial 0950 classes will be implemented Spring 2010||Served on the TERM steering committee, and several subcommittees including the Staffing subcommittee, Technical Requirements subcommittee, and the Advertising subcommittee. Act as a liason for SA, and coordinate the drop in math tutoring to support the redesign of the Developmental Mathematics Program.
|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.
|Support the 0950PLUS project||* Supplement the 0950PLUS courses with labs.
||*Students in the 0950PLUS labs should do better than the AR39 students of past semesters
* Students in the 0950 PLUS labs should be able to pass Math0950
||*Track the students in the 0950PLUS lab separately, using a separate service code.
||12/18 Submitted the W#s to Jessica, awaiting assessment
1/6 Students in the 0950PLUS program did had a 59.2% pass rate, while students in 0950, but not in the program, passed at a 57.7% pass rate, with a difference of 1.5%. While this does not seem like a significant increase in pass rate, you must remember that the students in the 0950PLUS program were the students who had scored an AR 0-39 score on the Accuplacer, making them the bottom of the class, with students scoring AR 40-74 on the Accuplacer being the upper part of the class.||The Developmental Mathematics Program initially had designed the 0950PLUS project as a "pilot", inferring it could possibly be implemented for all dev math courses. After TERM was introduced, it became a one semester event.