| Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Educate nontraditional students about accessing scholarships and applying for scholarships. | After review of an experts materials on how to search and obtain scholarships, a workshop will be implemented to demonstrate how to access scholarships and apply for demographic specific scholarships. | Students will be able to go online and will know how to and where to apply for scholarships. | An email be sent to the students who attended the workshop with a survey asking how effective this workshop was in obtaining scholarships. We will also ask if they have received a scholarship as a result of this workshop. | 12/09/09 No one attended this workshop. | 12/09/09 No one attended this workshop. |
| Provide a publishing venue for nontraditional student writers through Epiphany literary journal. | Students will be offered the opportunity to submit multiple pieces that will be evaluated on a ruberic and critiqued according to publication standards set by the staff. | Students will learn the process of publication. | The Epiphany Literary Journal will be published in Fall 2009 and Spring 2010. An email will be sent asking if this process was valuable to their educational experience. | 12/09/09 All students were offered the opportunity to have one-on-one time with the editors for feedback on their submissions and the process as a whole. One student came in for feedback. | 12/09/09 All submissions were reviewed and only a few submissions were not accepted. The editors concluded it is best to have one editor in charge of a focus area(e.g. poetry) adn this will be implemented Spring 2010. Due to the success this semester, there are not other changes to the student submission part of the journal. |
| 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. |
| Provide accessible parking for parents using the hourly childcare center. | Meet with Parking Services to arrange a drop off site for childcar. Set up guidelines and time for temporary parking. Create material to educate parents about parking and guidelines for temprary parking.
| Parents will understand the requirements for parking in the temporary spaces, and using the parking passes according to the set guidelines and overall have better access to get to the childcare center. | A survey will be developed to ask if the new temporary spaces provide easier access, and create better accessibility to get to the center. | 12/09/09 Fall 2009 students are still not completely informed about the availability of parking for them as parents of the hourly childcare center. The students were told at orientation in August but were not informed any other way. The survey will be administered in Sprng 2010 after more information is provided to them. | 5/13/10 Survey was not completed, but the students are using the parking. |
| 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. |
| | | | | Enter Results | Enter Use of Result |
| 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. |
| Educate students about managing a personal budget.
| Develop a workshop on how to set up a personal budget as a result demonstrating skills by creating a personal budget. | Students will be able to formulate and utilize a personal budget. | A survey will be administered at the endof the workshop. Each student will have created a budget or the start of a budget by the end of the workshop. | 12/09/09 The students who attended this workshop printed their budgets. A survey was administered on a scale of 1-5 (5- Strongly Agree). Four students took the survey. Being able to effectively design and implement a personal budget, the mean score was 3, and for confidence in being able to make financial changes, the mean score was 3.5. Three of the four said they would like to see a second session of the budget workshop. | 12/09/09 Although the individuals who attended the workshop gained valuable and useful information. Due to the low number in attendance, this session will not be repeated. |
| The staff for Epiphany will learn fundamental skills of publication which will enhance future career opportunities. | The staff of Epiphany will publish a bi-annual literary journal for nontraditional students. | The staff of Epiphany will be able to understand the process of publication, editing and leadership, including team dynamics, in developing the journal. | The staff will write up a summary of their experience and this will be discussed and evaluated by the Nontrad coordinator who advises the staff. | 12/09/09 The Journal was published on November 10, 2009. The students will be working on their summary that will be evaluated and documented by November 30, 2009. | 12/09/09 The Epiphany Literary Journal was successful. The journal received 60 submissions and the staff evaluated these submissions using a ruberic. The journal will continue each semester. The students learned a great deal about working as a team, understanding the Editor-in-Chief and the roles as they relate to this position. As a result of this first semester, job descriptions, contracts, and other materials are being produced to make clear expectations and responsibilties of each student position. |
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