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.
Pursue NADE certification	1. Data gathering 2. Data analysis	NA	Progress made.	All required data for NADE certification was gathered for Fall and Spring Semesters and remain to be analyzed.	Awaiting data analysis.
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.
Improve critical thinking skills of SI Assistant Supervisors.	1.Train SI Assistant Supervisors in data analysis. 2.Help them utilize the analysis to make decisions regarding SI offerings.	SI Assistant Supervisors will develop enhanced leadership skills.	1. Observation 2. Data analysis report.	Michelle Dowdle, the SI Assistant Supervisor, has been analyzing the need for SI Leaders in various subjects. We have added American Sign Language to our list of classes that receive SI help. Michelle has also established the need for SI in introductory chemistry classes where the failure rates are high.	Added Introduction to Chemistry class and American Sign Language class to our list of classes that receive SI help. Dropped American Government classes from our list as the data showed an attendance rate that was very poor.
Improve ethical behavior of SI Leaders.	1. Devote time in training sessions. 2. Include a list of expectations in SI Leader manual. 3. Develop a module in WebCT.	SI Leaders will develop skills of diplomacy and learn how to deal with difficult situations.	1. Observations 2. SI Participant Survey 3. Scores from WebCT module	Time was devoted to training on the subject of Ethical Behavior during the orientation sessions of both Fall and Spring semesters. At observations of SI sessions during Fall Semester, the leaders dealt with various situations in an ethical manner. SI participants asked questions about test material, grades, etc. All of these questions were met with diplomatic replies from the SI Leaders. SI participant surveys have not been processed yet. The WebCT module is not complete yet.	Devote time to Ethical Behavior during the orientation sessions of both Fall and Spring semesters. Complete WebCT module on Ethical Behavior.
Enter a goal	Enter means of achieving goal	Enter Student Learning Outcome	Enter Methods of Assessment	Enter Results	Enter Use of Result
Improve communications with professors.	1. Devote time during training to communication skills. 2. During the semester, SI Leaders will schedule time with the professor and fill a form with questions pertaining to their performance as SI Leaders.	SI Leaders will improve their oral communication skills.	1. Survey completed by the professor at the end of the semester. 2. The two forms SI Leaders are required to hand in. 3. One-on-one session between the SI Supervisor and the professor.	Only 60% of the SI Leaders completed the form required to be filled in by the professor. The forms that were filled in provided positive feedback from the professors on the SI Leaders' performance and skills of communication. 95% of the professors filled in the form required at the end of the semester. Of the 95% who filled the forms, 88% had a very good experience with the help they received from SI Leaders and their level of communication skills.	Emphasize the importance of meeting with faculty members and getting the form completed. Set an earlier deadline for completion so that the SI Leaders who have not done it can be pursued to do so ASAP.
A successful transition to the Paper-Chi system, replacing Digital Desk.	-Faculty Focus Group. -Subcommittee within Testing and the programmers. -Train Testing staff and proctors -Communicate change to faculty -Regular meetings with Developers	Enhance critical thinking skills Leadership development better customer service	-Evaluation of employees -Faculty Focus Group continued -Random rating of customer service to be part of evaluations	Enter Results The transition to Paper Chi will have continual issues, but after Fall 2009 Finals, we can declare that the change was successful in its utility, ability to score students and report scores to faculty and students. It was also technically sound, which is beyond what we were able to get from the previous system, Digital Desk.	The use of results is very complicated because detail-oriented issues still arise. The Online Testing Steering Committee (OTSC) continues to have faculty guests in committee meetings. We use these meetings to go directly to the problem and address it or evaluate it. We also question faculty who we have contact with at the testing center. We use those results and information to help us in planning in OTSC. So far, the student evaluations have been primarily used for other, non-techinical issues. Paper-Chi continues to change probably each month from our requests and ongoing assessment.
Implement GED changes successfully	GED training meeting for Tammy. Hyrum, Claire, and Tracey. Communication with State Director, Murray Mezsaros.	N/A	Smooth running GED administration External assessment of our GED procedure is expected by the State Office of Education	Enter Results The GED changes continue to come our way, so this is s all still midstream. However, Tammy has kept up on the changes. We plan a seminar to discuss with the rest of us the new procedures and possibility of future ones.	Use of results is direct application of these state policies to the weekly administration of the exam. The policies are strict and need to be adhered to with no variance. This puts the pressure on us to learn quickly and implement immediately.
Goal of completion of training modules, with 90% score on test for all proctors.	Paid time for studying for the test. 2 week deadline from the time they are hired.	First hand experience and knowledge of Chi for all employees. Firm knowledge of their job Knowledge of Testing policies and University policies.	Exam on Chi-Tester Hands-on observation	Enter Results Completion of initial proctor training was 100% successful, but we have not yet developed advanced unit training. As of June 2010 the only result we have on future modules is the formation of a Testing Training Committee. This committee is comprised of Tracey, Laurie, Becky, and Hyrum. Their goal is also to come up with workshops and orientation for the Fall of 2010. The idea of a Testing Retreat has also been brought up.	The only use of result yet is the goal of the committee to add advanced proctor units to training and to address certain issues, such as cheating protocol at the fall orientation.
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.