| Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Draft common measurement tools for division learning outcomes (i.e., rubrics, survey questions) | Meet with assessment committee to gather current tools available. Work to draft instruments. Disseminate to division for further feedback to refine instruments. | Enter Student Learning Outcome | Rubrics and survey questions designed and disseminated to each department for use. Also post on website. | 1/11/11: The Assessment Committee is in the process of discussing this; however, common tools have not yet been drafted.
5/23/2011: The Assessment Committee is in the process of finalizing survey questions and will begin work on rubrics at the next meeting. | Hopefully, by the beginning of fall semester, rubrics and survey questions will be vetted through groups that have an integral part in measuring the learning outcomes, and the tools will be available for departmental use. |
| Work to add document upload component to online assessment website. | Talk with Chip and assessment committee to discuss feasibility of and areas where we would like this feature. | Enter Student Learning Outcome | Document uploader created. | 1/11/11: Have not yet consulted with Chip.
6/2/2011: Will work with Chip over the next year to incorporate this item. As the 6 column model may still need to be edited for core themes and such, I will attempt to work with Chip on such a project at that time. | With the revision of the annual report template and changes in the way university planning is conducted this past year, this will be incorporated into next years planning. |
| Develop opportunities for students to support and be advocates of Campus Recreation programs and services. | -Acquire representation in WSUSA
-Create Student Campus Recreation Association | Students will understand how Campus Recreation benefits them by articulating benefits to others. | -Feedback gathered during meetings and surveys
-Student Campus Recreation Association created | WSUSA President served as department liaison for SFA process. The WSUSA Athletics Senator served on the Campus Recreation Advisory Board. Due to priorities shifting to fill the recently vacant Fitness and Wellness Coordinator position, a Student Campus Recreation Association will not be organized this year. | Student leaders played important role in expressing need of priority-use drop-in recreation for students. Students also made solid recommendations to Campus Recreation Advisory Board on strategies to better promote Campus Recreation (CR) services (a Facebook page has been created). |
| Confirm CPSC as a place of safety and understanding for members of the LGBTQ community on campus. | All staff members will participate in SafeZone training. | N/A | Achievement of 100% staff participation in SafeZone training by April 2011. | 12-23-10: 10/12 (83%) of CPSC staff members completed Safe Zone training on 8-31-10.
5-20-11: It was determined that internal consultation would be most effective in communicating concepts of safety and inclusion for the remainder of CPSC staff. | All CPSC staff members remain committed to providing a safe and inclusive atmosphere for all students, including members of the LGBTQ community. Ongoing discussion among clinical and support staff members alike helps to maintain our awareness and monitor our effectivess in this commitment. |
| Complete Program Review | -Determine internal/external site reviewers
-Determine timeline
-Complete self-study
-Conduct site review
-Consider recommendations and implement changes as warranted | NA | -Team selected
-Timeline set
-Self-study completed
-Site review completed
-Recommendations reviewed and changes implemented | Team was selected. Timeline was set. Self-study was completed and submitted. Site review took place Jan. 19-20. Action plan was submitted. | CR will work with HPHP department to create a Memo of Understanding to clarify areas of communication, risk management, facility scheduling, and equipment. CR will work w/university partners to update technology to include online program registrations and efficient card-swipe system for reliable data collection. CR will enhance department image by hiring web and marketing person to create exciting web presence and promotion materials, as well as strategic marketing. CR prioritize filling the Fitness and Wellness and creating and filling the Aquatics and Safety Coordinator positions. |
| Expand services to include commercial guide and outfitter operations in the Ogden Ranger District. | -Acquire permit from United States Forest Service
-Develop trips
-Explore partnership with city of Ogden
-Train/hire more staff
-Purchase more equipment | Student staff will learn how to lead outdoor trips. | Number of programs led by student staff. | The Outdoor Program received a US Forest Service Priority-Use Guide and Outfitter Permit for the Ogden Ranger District, allowing us to conduct new trips serving 50 participants over 72 user days. Fifteen students have led trips and clinics. Total revenue generated from permit: $4739 | The permit affords a great opportunity for WSU students to experience outdoor excursions using qualified CR guides, trips previously unavailable without the permit. We will continue to work with USFS to renew permit, and continue to increase number of trips offered. |
| Hire new Fitness and Wellness Coordinator. | Conduct national search. | Students will learn processes involved with conducting a national search, questions that can and cannot be asked in an interview. | Position filled. Students demonstrate proper protocol during interview process. | Search was conducted fall 2010, candidate brought to campus, no offer extended. Another search conducted spring 2011; offer extended and accepted, new hire should start early July. Students reported the importance of writing a clear cover letter and correctly completing an application, the importance of demonstrating some energy (but not too much), importance of answering questions clearly and succinctly, importance of knowing about the organization applying for. | We will continue to involve students in professional searches. |
| Conduct focus groups to disseminate survey data to faculty and staff (maybe students) to discuss areas of improvement and ideas for implementation. | Look at survey schedule to determine areas who may be interested and discuss with assessment committee interested groups with which to hold focus groups. | Enter Student Learning Outcome | Focus group notes. | 1/11/11: Will be presenting information at the Adjunct Faculty Retreat on Feb 5. Hopefully, this will spur interest. I anticipate being able to hold focus groups in March & April after more surveys have been completed.
6/2/2011: Because of the survey topics this year and how focused they were, we decided not to offer focus groups but will continue to collaborate with Adjunct and New Faculty events. | Although this did not happen this year as the surveys were pretty specific, we have decided to complete an assessment handbook and look into the possibility of drafting an assessment newsletter to disseminate possibly on a 6 month rotation. |
| Hold annual focus groups with staff regarding overall assessment process improvements. | Develop questions based on changes and improvements over the past year. Schedule focus groups. | Enter Student Learning Outcome | Focus group notes. | Have decided to hold Student Affairs Assessment focus groups every other year. This year, the Assessment Coordinator will meet individually with directors concerning their annual report and then again with their planning for 2011-12. | Will discuss with directors in the 2011-12 academic year. |
| Conduct second year of student employee project and continue to assess effectiveness. | Work to refine the role of the student employment committee. Revise learning outcomes. Administer pre and post tests (and evaluations). Analyze data. Make recommendations (with the help of the committee) for next year. | All 19 outcomes are incorporated into project itself. | Pre and Post Test, Supervisor Evaluations | Pre-tests and initial supervisor evaluations have been administered. Currently working with year 3 committee on process. Post tests and post supervisor evals will be administered mid-March through the beginning of April. | TBD. The benchmark for supervisor results is calculated, and student employee results are being processed. |
| In annual report, work to report out on achievement of division learning outcomes and areas of recommended improvement. | Divide survey questions into division learning outcomes. Examine 6 column models to look for learning outcomes related to division learning outcomes and include in the report. Refine this process for next year (perhaps having departments select specific division learning outcomes when drafting departmental goals) | Enter Student Learning Outcome | Annual report division learning outcome summary template drafted (maybe not completed during the first year) | With the revision of the university Core Themes and the work of the Assessment Committee to develop common measurement tools, this will be incorporated into the Core Theme Indicators next year under students benefitting from educational support services. Survey questions have been divided by learning outcome area, so this will be possible for next year. | Will be incorporated into departmental and divisional planning for next year under the indicator relating to students benefitting from educational support services. |
| Work to refine cohort tracking process and to disseminate these data to departments in a timely manner. | Develop new template. Work with IT to create new Crystal Report. Pull reports at the end of each semester for Sierra. Email to appropriate departments. Create summary doc at the end of each year. | Enter Student Learning Outcome | Cohort templates. Cohort summary doc created. | 1/11/11: Sierra worked to refine the template. New Crystal report has been designed, and Sierra is currently updating reports. | Sierra has continually updated the cohort tracking process and template in addition to the activity waivers. She has worked with all departments to disseminate their cohort data. This will continue in the future. |
| Raise suicide awareness among the campus community. | Begin implementing QPR (Question-Persuade-Refer) suicide prevention gatekeeper training program across campus. | Students trained as QPR gatekeepers will report confidence in their abilities to: 1) identify persons potentially in suicidal crisis via clues and warning signs, 2) ask the suicide question directly and appropriately, 3) persuade the person to get help, and 4) refer to professional resources. | Post-test evaluation measures will be utilized. Average scores reflecting confidence with QPR-related knowledge and abilities will exceed 3.75 on a 5 point scale. | 12-23-10: 3 QPR training sessions were held in Fall 2010, for a total of 89 new gatekeepers trained. Overall average evaluation score was 4.0. Average score re: identifying suicide clues was 4.0; re: asking the suicide question was 3.8; re: persuading a person to get help was 3.8; and re: referral to resorces was 4.0. Additional sessions currently scheduled for Spring 2010 include Student Affairs staff and FYE peer mentors. QPR will also be offered via Training Tracker and during Spring Break training.
5-20-11: A total of 12 QPR training sessions were held in AY 2010-11, for a total of 215 new gatekeepers trained, including various faculty groups, WSU Student Senate, and student teachers. Overall average evaluation score was 4.5. Average score re: identifying suicide clues was 4.4; re: asking the suicide question was 4.3; re: persuading a person to get help was 4.2; and re: referral to resources was 4.4. | QPR is viewed as a highly successful and valued program. It will continue to be implemented across campus. Summer LEARN employee training is already scheduled, and consultation with the Athletic Department is in process to schedule training for athletes, coaches, and trainers. Grant money was utilized to train 15 new gatekeeper instructors, including 3 more WSU employees (2 of whom are Student Affairs professionals)to assist in this effort. |
| Continue to lay groundwork for student wellness/recreation facility. | -WSUSA works with university administration to explore options
-Gather input from Campus Recreation Advisory Board re: new facility
-Gather support from Student Affairs partners
-Gather data on facility design and cost | NA | -Options created
-Pros/cons developed
-Partners on board
-Data gathered | WSUSA President and WSUSA VP accompanied director and director’s supervisor to CO to experience recreational programs and services at Colorado State, University of Northern Colorado, and Metro State College. Student leaders presented vision of dedicated student wellness/recreation center to upper administration. Admin acknowledged new facility is not possible at this time, but agreed to a feasibility study to see how Stromberg Arena could be renovated to accommodate space dedicated student recreation. Members of WSUSA, upper administration, Campus Recreation, HPHP, Facilities Management, and Employee Wellness worked with consultant on feasibility study. ~$7-$8 million Stromberg expansion project approved by legislature, now focus is on finding $2 million in private donor support. | Stromberg expansion project is moving forward. |
| Review and clarify Club Sports structure regarding risk management and partnering with Clubs and Organizations office. | -Visit other institutions to experience their models
-Clarify Clubs and Organizations role and Club Sports role
-Stratify groups based on risk or level of involvement | NA | Structure created based on risk or level of involvement. | CS Coordinator accompanied CO staff to a Texas institution and spent time with risk management officer. CS & CO worked together to create new CS recognition process whereby CS will function with CO to prove viability prior to gaining formal Club Sports status. | After reviewing current procedures, it has been determined to continue keeping expectations the same for all clubs regardless of what their inherent risk may be. The current Travel, Membership, and Consent Form Policies hold clubs to the highest expectations and minimize the risk assumed by Weber State University. Annual evaluations as to the necessity of implementing a "tiered" system will continue if CS numbers continue to increase. New recognition process will be implemented this fall and assessed throughout the year by the CS and CO coordinators. |
| Develop cultural self-awareness in student staff. | Conduct diversity trainings. | Students demonstrate cultural self-awareness. | Use some rubric-thing Jessica mentioned. :) | Due to program review and conducting 3 full-time searches, we were unable to accomplish this goal this year. | Regroup for next year. |
| Achieve accreditation by IACS (International Association of Counseling Services). | Complete application and self-study document; submit by April 2011. | N/A | Consistent progress and final completion of self-study in a timely manner. | 12-23-10: 12 pages, or approximately 25% of IACS application is currently complete. Progress has been impeded by pressing clinical and administrative demands, including office remodeling preparations. More protected research/writing time will be scheduled during Spring 2011.
5-20-11: 18 pages, or approximately 38% of IACS application is currently complete. Office remodeling, disaster recovery, and new hiring process has impeded progress. More protected research/writing time will be scheduled during Summer and Fall 2011. | This goal will be continued into AY 2011-12, with the expectation that IACS application will be submitted by December 2011. |
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