|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.
|Students will have the opportunity to serve on the Women's Center Student Advisory Board and gain experience in creating and implementing programs,facilitating meetings, enhance their resumes by learning new skills, and budget management.||Students will create their individual job titles and job descriptions; thus, becoming empowered to self-select specific responsibilities and tasks.||Students will be able to gain the following knowledge and/or experience as a result of serving on the Student Advisory Board:
The ability to develop and achieve goals and outcomes
Learn how to effectively balance work, home and family
Gain specific insight and knowledge of women's issues
Create and implement programs to address the needs of women
Develop specific skills in team building and collaboration
Develop a sense of belonging to the WSU community
||A survey will be provided to members of the Student Advisory Board at the beginning of each academic year to assess their knowledge of campus and community resources and the leadership skills that they hope to develop during the course of their term on the Board. At the end of the semester students will complete a survey to assess their increased knowledge in relationship to campus and community resources and their individualized leadership development.||100% of respondents strongly agreed that they have gained insight and knowledge of women's issues
100% of respondents strongly agreed that they have been provided opportunities to create and/or help implement programs to address the needs of women.
100% of respondents have gained an increased sense of belonging to the WSU community, by working within the Women's Center.
100% of respondents know more about campus and community resources than they did at the beginning of the semester.
80% of respondents strongly agreed and 20% agreed that they are comfortable referring other students to appropriate campus resources.
80% of respondents strongly agreed and 20% agreed that their confidence in leadership skills has increased.
100% of respondents have gained the skills necessary to create and/or assist in developing new programs.||The Women's Center will continue to support and encourage leadership development through the Student Advisory Board.
|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.
|Supportive programs and services will be provided to single mothers on campus and in the community.||Enter means of achieving goal||Enter Student Learning Outcome||Enter Methods of Assessment||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.
|Develop a women's empowerment support group for Spanish speaking women in the community. Efforts will be made to provide resources and referrals to assist in enhancing their personal life circumstances by completing their GED's and/or working towards admissions to WSU.||An eight week workshop series will be created to address issues relating to daily life experiences.||Students will be provided with resources in the following areas: Goal setting, Physical and emotional wellness, Building healthy and safe relationships, Becoming a better mother, Organization, Financial management, Academic counseling and communication.||Students completed a questionnaire to determine what they had learned as a result of attending the workshops. ||100% of respondents agreed that the program was of value
100% of respondents agreed that they would recommend the program to others
90% of respondents indicated that they are more familiar with accessing community resources
60% of respondents indicated that they are more aware of how to complete their GED or get admitted into higher education
One attendee completed her GED as a result of attending the Mujeres al Poder
Attendees provided input as to workshops that will help them develop their English skills.||The pilot program of Mujeres al Poder was successful and will be repeated again fall semester 2010. Input from the attendees will be utilized in creating the workshops for 2010, which will include: How to fill out a job application, how to communicate with employers/doctors/dentists/teachers and landlords, assertiveness, parenting, and goal setting.
Ongoing outreach to the Hispanic community will remain a priority and enhanced collaboration with campus and community departments/agencies will remain an ongoing goal.