| 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. |
| “Enhancing Student Learning through College Employment” Division Goal Areas: First Year Student Success, Cultural Competency and Leadership Development Promote leadership and growth opportunities for diverse students through campus/community (internal/external) partnerships; identify student mentors; and encourage participation of student role models in an environment that promotes academic excellence, student centered learning, cultural awareness and sensitivity.
| “Enhancing Student Learning through College Employment" A. 1. Create a Webdesigner student position (Summer 2010). 2. Will hire a Student Specialist. 3. Professional MSC staff member will coordinate PM program (Fall 2010 Spring 2011). 4. Three MSC staff members oversee the hiring, training, and structure of the program. 5. Connect the Peer Mentors to university wide departments focusing on academic and student affairs departments. 6. Peer Mentors attend mandatory training on various aspects of student support services.
| Peer mentors (PM's) will mentor and guide students with institutional processes. PM's will complete the PM Training Module. to learn about student services and be able to apply them to their own educational circumstances. Students will be retained as a result of understanding the processes to remain in school.
| 1. Pre/Post Cultural Competency (aka Cultural Sensitivity) 2. Session (appointment) notes 3. Participation in consultant evaluation 4. Peer Mentor meetings 5. Peer Mentor trainings 6. Staff meeting comments/retreats agenda/minutes 7. Completion of PM Training Module.
| Enter Results | Enter Use of Result |
| 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. |
| Division/University Strategic Initiative
Follow up with students with intentional interventions who visit the Center and complete intake forms. Orient ethnic minority students to the culture of the university, provide support services that assist students to refine academic skills and promote their growth and development.
| Enter data consistently via swipe card. Revamp the Center INTAKE process. Complete Intake for every student and systematically organize files. Involve support staff in follow up appointments. Create a weekly summary of student visits and contact those students the following week to set up follow up appointments with MSC staff. Collaborate with various depts. for referrals. Create intake system utilizing Excel spreadsheet. Counselors/advisors need to make the time to write out the names of their students on Spreadsheet.
| Students will: 1. complete the admissions process. 2. complete tasks and meet deadlines. 3. be referred to and attend academic support services (tutoring). 4. complete FAFSA. 5. fill out their WeberPortal Scholarship Student Application.
| Surveys, one-on-one sessions Peer Mentor interaction, spreadsheet outcomes. MSC Staff input.
| Begin implementation for semester Spring 2011.
| Enter Use of Result |
| Peer Mentors reported "lack of communication" with one another as the number one dynamic negatively impacting the program. In order to address their concerns, for staff development, and to integrate student affairs and academics, the Peer Mentors were requested to register (Fall 2010) for a 3-credit hour Small Group/ Communications course. Discussions were held with Dr. Sline in the Spring. He will gear his course for Center group goals (cohesion of group and enhanced communication
| 2110 Communications/ Humanities course. Dr. Sline will gear his course for Center group goals (cohesion of peer mentor group and enhanced communication
| Peer mentors will be able to communicate their ideas and place them on paper for further discussion during staff meetings and trainings. Peer Mentors will work on group dynamics within an organization. Peer Mentors will teach the other staff on what they learned in their communications course
| Mid-term grades, final grades, final projects, presentation, meetings. Professor summary. Peer mentor summary.
| Peer Mentor was able to return to the group and share what was learned. The student employees set up weekly meetings (same time, day, location) and re-structured their duties and responsibilities for delegation (Peer Mentor Directors). Requested that one staff (Student Specialist-Project Specialist) disseminate email information from supervisor. PM Retreat will be conducted in Summer 2011.
| Enter Use of Result |
| Cultural Competency and Senstivity for pre-college outreach program- Health Careers Opportunity Program (HCOP)
| Facilitate innovative/ in-depth cultural competency and health related training pertaining to major ethnic groups (i.e. African American, American Indian, Asian, Latino, and Pacific Islander). Peer Mentors will pair up and present to high school juniors/seniors.
Foster a diverse and inclusive campus environment
| Participants will learn about stereotypes in the health professions and the impacts of social-economic cirumstances pertaining to ethnic minority groups.
| Pre-Test and Post Test, Class Notes, Q&A session, survey.
| 98% reported they learned about different cultures, ethnicities, and health related issues with ethnic groups and socie-economic status
| Make improvements with Peer Mentor and Professional staff presentations. Use more hands-on, visual, and media-driven type presentations. Communication between Team Lead and Student Specialist is integral to the success of the program.
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| Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |