| Department | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Clubs and Organizations | Increase student body participation in clubs and organizations by at least 20%. At the end of Spring 2010, the number of registered/recognized clubs and organizations on campus was 130. In order to see an increase of 20%, C&O hopes to get at least 20-25 more clubs and orgs around campus officially registered and working in collaboration with Student Involvement and Leadership. | Compare and contrast rosters from last year (2009-2010) to this year (2010-2011). Track involvement requests and approvals on Collegiatelink beginning at Summer Orientations, track attendance at monthly C&O liaison meetings, and track clubs participation in monthly C&O Soup Days and Service Days. | More students involved in clubs and organizations will create a more dynamic, inclusive, and diverse social environment outside of the classroom. C&O are meant to add additional experiences to a student's college career, while also providing them with a forum in which they are able to freely associate and assemble with other individuals who share the same passions, interests, hobbies, etc. | Collegiatelink tracking and roster evaluations | When comparing Fall 2009 registered organizations, to those in Fall 2010, there was nearly a 40% increase in the number of registered organizations, from 130 registered at the end of Spring 2010, to 177 currently registered as we near the end of Spring 2011.
On CollegiateLink there was a dramatic inrease in student participation on-line within one year, especially given that 2009-2010 was the pilot year for the on-line social network. At the start of 2009 when the network was introduced to clubs and organizations, there were approximately 900 students who got on-line and registered with CollegiateLink. At this moment, we currently have 6,293 students from WSU who have logged onto CollegiateLink at some point- varying in participation from simply a site-to-site visitor, to active members of clubs and organizations, to students registering to vote, and actual organization leadership being involved in maintaining their sites. | |
| Clubs and Organizations | 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. |
| Clubs and Organizations | 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. |
| Clubs and Organizations | Ensure all club and organization presidents have obtained full training with WSUSA and understand the responsibilities and expectations of being a leader on campus. In the Fall 2009 President's Training there were approximately 56 club presidents in attendance- this year, in the Fall 2010 President's Training, we hope to have at least 100 club presidents in attendance. | Conduct one President's Training (mandatory) each semester, with the Fall semester training being far more extensive and detailed in terms of leadership roles, opportunties for the year, calendaring, C&O policies and procedures, etc. | Being involved in a club or organization opens doors to other leadership opportunties on campus and within WSUSA through networking with other student leaders across campus. By ensuring club presidents are fully trained and aware of not only their responsibilities as a club president, but also of their privileges as a president, we hope to make this leadership role continue to be a desireable position for students in years to come. Once a student gets involved with a club or takes on a leadership role in a club or organization, it is very likely they will continue to seek other opportunties, many of which contribute to their development as a leader and an individual in and out of the classroom. | Tracking attendance at the development seminars, liaison meetings, and other clubs and organizations events (i.e Soup Day and Service Day). | At the Fall 2010 President's Training we had 109 club presidents attend the developmental seminar, and throughout the semester we have had 129 different clubs participate in monthly liaison meetings. These liaison meetings are offered on various dates and various times throughout each month, so not all clubs are gathered at once- however, the amount of attendance we have had at these liaison meetings allows for thorough and meaningful conversations on running a club or organization, recruiting and retaining club members, marketing small and large-scale events on campus, and collaboration opportunties. | Enter Use of Result |
| Clubs and Organizations | 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. |
| Clubs and Organizations | 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. |
| Clubs and Organizations | 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. |
| Clubs and Organizations | 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. |
| Clubs and Organizations | 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. |
| Information and Wildcard | 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. |
| Information and Wildcard | 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. |
| Information and Wildcard | 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. |
| Information and Wildcard | 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. |
| Information and Wildcard | Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Information and Wildcard | 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. |
| Information and Wildcard | 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. |
| Information and Wildcard | 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. |
| Leadership Programs | 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. |
| Leadership Programs | 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. |
| Leadership Programs | 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. |
| Leadership Programs | 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. |
| Leadership Programs | 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. |
| Leadership Programs | 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. |
| Leadership Programs | Ensure all club and organization presidents have obtained full training with WSUSA and understand the responsibilities and expectations of being a leader on campus. In the Fall 2009 President's Training there were approximately 56 club presidents in attendance- this year, in the Fall 2010 President's Training, we hope to have at least 100 club presidents in attendance. | Conduct one President's Training (mandatory) each semester, with the Fall semester training being far more extensive and detailed in terms of leadership roles, opportunties for the year, calendaring, C&O policies and procedures, etc. | Being involved in a club or organization opens doors to other leadership opportunties on campus and within WSUSA through networking with other student leaders across campus. By ensuring club presidents are fully trained and aware of not only their responsibilities as a club president, but also of their privileges as a president, we hope to make this leadership role continue to be a desireable position for students in years to come. Once a student gets involved with a club or takes on a leadership role in a club or organization, it is very likely they will continue to seek other opportunties, many of which contribute to their development as a leader and an individual in and out of the classroom. | Tracking attendance at the development seminars, liaison meetings, and other clubs and organizations events (i.e Soup Day and Service Day). | At the Fall 2010 President's Training we had 109 club presidents attend the developmental seminar, and throughout the semester we have had 129 different clubs participate in monthly liaison meetings. These liaison meetings are offered on various dates and various times throughout each month, so not all clubs are gathered at once- however, the amount of attendance we have had at these liaison meetings allows for thorough and meaningful conversations on running a club or organization, recruiting and retaining club members, marketing small and large-scale events on campus, and collaboration opportunties. | Enter Use of Result |
| Leadership Programs | Increase student body participation in clubs and organizations by at least 20%. At the end of Spring 2010, the number of registered/recognized clubs and organizations on campus was 130. In order to see an increase of 20%, C&O hopes to get at least 20-25 more clubs and orgs around campus officially registered and working in collaboration with Student Involvement and Leadership. | Compare and contrast rosters from last year (2009-2010) to this year (2010-2011). Track involvement requests and approvals on Collegiatelink beginning at Summer Orientations, track attendance at monthly C&O liaison meetings, and track clubs participation in monthly C&O Soup Days and Service Days. | More students involved in clubs and organizations will create a more dynamic, inclusive, and diverse social environment outside of the classroom. C&O are meant to add additional experiences to a student's college career, while also providing them with a forum in which they are able to freely associate and assemble with other individuals who share the same passions, interests, hobbies, etc. | Collegiatelink tracking and roster evaluations | When comparing Fall 2009 registered organizations, to those in Fall 2010, there was nearly a 40% increase in the number of registered organizations, from 130 registered at the end of Spring 2010, to 177 currently registered as we near the end of Spring 2011.
On CollegiateLink there was a dramatic inrease in student participation on-line within one year, especially given that 2009-2010 was the pilot year for the on-line social network. At the start of 2009 when the network was introduced to clubs and organizations, there were approximately 900 students who got on-line and registered with CollegiateLink. At this moment, we currently have 6,293 students from WSU who have logged onto CollegiateLink at some point- varying in participation from simply a site-to-site visitor, to active members of clubs and organizations, to students registering to vote, and actual organization leadership being involved in maintaining their sites. | |
| Leadership Programs | Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Leadership Programs | 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. |
| Student Involvement and Leadership | Have 5-10 consistent students represented at Residence Hall Association (RHA) meetings. | Introduce RHA to residents at check in and throughout the first week of school. Have consistent meetings at convenient time for residents to attend. | NA | Examine the roll of the first semester attendance of all RHA meetings. | Enter Results | Enter Use of Result |
| Student Involvement and Leadership | Retain 150 or more residents into the next school year. This is an increase from the goal of 120 last year. | Provide well maintained facilities, positive interaction between residents and staff, and quality learning programs and activities for the residents. | NA | Renewed contracts at the end of Summer 2010 and EBI results. | Enter Results | Enter Use of Result |
| Student Involvement and Leadership | Educate nontraditional students about accessing scholarships/applying for scholarships, university resources and available social support network. | • Organize a Non-Traditional student support network
• Provide workshops
• Organize a Student Peer Mentor program
| • Students will have better knowledge concerning accessing and applying for financial assistance, campus resources and feel a closer connection to the university community. | • Survey nontraditional students who attend workshops and those who participate in the nontraditional student support network to measure the effectiveness of the workshops and support network. | *Scholarship Workshops: Two workshops were offered at different locations. One was held on the WSU-Davis Campus and the second at the Roy West Center. The combined attendance for both workshops was 31 students. 19 of these students were Nontraditional students of Weber. Students indicated they were very pleased with information they received at the workshops. This information included scholarship application tips, material organization and how to write personal statements. Suggestions to improve the workshop included providing further and more specific information regarding tuition activity waiver opportunities and more time to practice writing personal statements.*Nontraditional Student Support Network: Exploring this goal was challenging due to the limited availability of the Peer Mentor position. This position was only funded to provide support 1 hour a week which we discovered was not enough to adequately meet the needs to properly build and maintain the support network. The students who did participate were surveyed and agreed that the program did help them build a closer relationship with the University and achieve a greater understanding of the resources that are available to them. | After reviewing the results of the workshops offered, it was determined that Nontraditional Students appreciated and took advantage of the workshop options. Workshop options for next year will be extended to include a broader range of subjects and offer more workshop time options for the more popular and requested subjects. The Nontraditional Support Network will be expanded with the addition of a student peer mentor position that has been approved to receive more funding and provide five hours of support each week throughout the year. Different modes and methods to keep nontraditional students engaged and connected will be further explored. |
| Student Involvement and Leadership | Increase student body participation in clubs and organizations by at least 20%. At the end of Spring 2010, the number of registered/recognized clubs and organizations on campus was 130. In order to see an increase of 20%, C&O hopes to get at least 20-25 more clubs and orgs around campus officially registered and working in collaboration with Student Involvement and Leadership. | Compare and contrast rosters from last year (2009-2010) to this year (2010-2011). Track involvement requests and approvals on Collegiatelink beginning at Summer Orientations, track attendance at monthly C&O liaison meetings, and track clubs participation in monthly C&O Soup Days and Service Days. | More students involved in clubs and organizations will create a more dynamic, inclusive, and diverse social environment outside of the classroom. C&O are meant to add additional experiences to a student's college career, while also providing them with a forum in which they are able to freely associate and assemble with other individuals who share the same passions, interests, hobbies, etc. | Collegiatelink tracking and roster evaluations | When comparing Fall 2009 registered organizations, to those in Fall 2010, there was nearly a 40% increase in the number of registered organizations, from 130 registered at the end of Spring 2010, to 177 currently registered as we near the end of Spring 2011.
On CollegiateLink there was a dramatic inrease in student participation on-line within one year, especially given that 2009-2010 was the pilot year for the on-line social network. At the start of 2009 when the network was introduced to clubs and organizations, there were approximately 900 students who got on-line and registered with CollegiateLink. At this moment, we currently have 6,293 students from WSU who have logged onto CollegiateLink at some point- varying in participation from simply a site-to-site visitor, to active members of clubs and organizations, to students registering to vote, and actual organization leadership being involved in maintaining their sites. | |
| Student Involvement and Leadership | Provide the 'Safe Zone' program with an internal organization structure that will assess the Weber State campus climate for LGBT people. | • Create an ‘advisory board’ that has representation of all campus and community partners who are interested in expanding LGBT student support services for Weber State.
• Evaluate the current campus climate for LGBT people.
| • 'Safe Zone' advisory board will obtain a comprehensive overview of the current campus climate for LGBT people which will aid them in preparing for future strategic planning in regards to LGBT Student Support Services. | • Evaluate the Weber State University campus climate for LGBT people utilizing an assessment tool that can be benchmarked with other institutions that provide LGBT student support programs. | Safe Zone program utilized the LGBT Campus Climate Assessment Tool provided by CampusPride.org that measured input from a variety of campus constituents. This assessment ranks Weber State on eight categories related to LGBT Campus Climate. These areas include LGBT Policy Inclusion, Support & Institutional Commitment, Student Life, Academic Life, Housing & Residence Life, Campus Safety, Counseling & Health and Recruitment & Retention. Overall, Weber State University received a 2 out of 5 star ranking. The highest ranking achieved was a 4.5 star ranking in the area of Campus Safety. The final confidential index report includes not only the rankings but provides recommendations and resources for improvement. It is important to note that this national assessment tool does not address LGBT Campus Climate from the students' holostic approach in regards to student attitude/perceptions. This will need to be addressed in future assessment projects. | The results of our current LGBT campus climate assessment provided feedback that addresses LGBT issues from the administrative approach. Specifically regarding current practices in regards to department policy/procedure development. This provides us a foundation to now perform a LGBT campus climate assessment measuring students' attitudes, perceptions and beliefs which then can be compared in relation to the administrative practices to further aid in our development of LGBT support and services for Weber State University. |
| Student Involvement and Leadership | Ensure all club and organization presidents have obtained full training with WSUSA and understand the responsibilities and expectations of being a leader on campus. In the Fall 2009 President's Training there were approximately 56 club presidents in attendance- this year, in the Fall 2010 President's Training, we hope to have at least 100 club presidents in attendance. | Conduct one President's Training (mandatory) each semester, with the Fall semester training being far more extensive and detailed in terms of leadership roles, opportunties for the year, calendaring, C&O policies and procedures, etc. | Being involved in a club or organization opens doors to other leadership opportunties on campus and within WSUSA through networking with other student leaders across campus. By ensuring club presidents are fully trained and aware of not only their responsibilities as a club president, but also of their privileges as a president, we hope to make this leadership role continue to be a desireable position for students in years to come. Once a student gets involved with a club or takes on a leadership role in a club or organization, it is very likely they will continue to seek other opportunties, many of which contribute to their development as a leader and an individual in and out of the classroom. | Tracking attendance at the development seminars, liaison meetings, and other clubs and organizations events (i.e Soup Day and Service Day). | At the Fall 2010 President's Training we had 109 club presidents attend the developmental seminar, and throughout the semester we have had 129 different clubs participate in monthly liaison meetings. These liaison meetings are offered on various dates and various times throughout each month, so not all clubs are gathered at once- however, the amount of attendance we have had at these liaison meetings allows for thorough and meaningful conversations on running a club or organization, recruiting and retaining club members, marketing small and large-scale events on campus, and collaboration opportunties. | Enter Use of Result |
| Student Involvement and Leadership | Enhance on-campus living-learning environment. | Develop a college-based living learning community. | Students in living-learning community will have a higher retention rate than other students in housing and the general campus population. Students will have higher Biomedical Core grades than non-LLC participants. | EBI satisfaction results of students living in LLC's. Retention rates of LLC's. Biomedical Core grades of LLC participants. All comparied to non-LLC. | Enter Results | Enter Use of Result |
| Student Involvement and Leadership | Involve RHA in housing policy and new construction decisions. | Housing Professional staff will bring housing policies to RHA meetings for discussion. Housing Professional staff will seek representation from RHA to sit on the Housing construction design meetings when input from students is needed. | Students will actively participate in housing policy and procedure decisions through providing opinions, suggestions, and ideas at RHA meetings. | Track number of Housing policies that were brought to RHA. Observe RHA presence at Housing construction design meetings. Observe students at RHA meetings to see participation. | Enter Results | Enter Use of Result |
| Student Involvement and Leadership | Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Student Involvement and Leadership | Foster a diverse and inclusive campus environment | Develop an International LLC, include diversity component in RA training, develop programming focused on the appreciation of other cultures. | Students will report as though they have benefited from interactions with residents who are different from themselves. | EBI satisfaction results related to diversity and inclusive environment (Factor 10 and 13). | Enter Results | Enter Use of Result |
| Union Operations | Enter a goal | Enter means of achieving goal | Enter Student Learning Outcome | Enter Methods of Assessment | Enter Results | Enter Use of Result |
| Union Operations | Retain 150 or more residents into the next school year. This is an increase from the goal of 120 last year. | Provide well maintained facilities, positive interaction between residents and staff, and quality learning programs and activities for the residents. | NA | Renewed contracts at the end of Summer 2010 and EBI results. | Enter Results | Enter Use of Result |
| Union Operations | Involve RHA in housing policy and new construction decisions. | Housing Professional staff will bring housing policies to RHA meetings for discussion. Housing Professional staff will seek representation from RHA to sit on the Housing construction design meetings when input from students is needed. | Students will actively participate in housing policy and procedure decisions through providing opinions, suggestions, and ideas at RHA meetings. | Track number of Housing policies that were brought to RHA. Observe RHA presence at Housing construction design meetings. Observe students at RHA meetings to see participation. | Enter Results | Enter Use of Result |
| Union Operations | Foster a diverse and inclusive campus environment | Develop an International LLC, include diversity component in RA training, develop programming focused on the appreciation of other cultures. | Students will report as though they have benefited from interactions with residents who are different from themselves. | EBI satisfaction results related to diversity and inclusive environment (Factor 10 and 13). | Enter Results | Enter Use of Result |
| Union Operations | Enhance on-campus living-learning environment. | Develop a college-based living learning community. | Students in living-learning community will have a higher retention rate than other students in housing and the general campus population. Students will have higher Biomedical Core grades than non-LLC participants. | EBI satisfaction results of students living in LLC's. Retention rates of LLC's. Biomedical Core grades of LLC participants. All comparied to non-LLC. | Enter Results | Enter Use of Result |
| Union Operations | Have 5-10 consistent students represented at Residence Hall Association (RHA) meetings. | Introduce RHA to residents at check in and throughout the first week of school. Have consistent meetings at convenient time for residents to attend. | NA | Examine the roll of the first semester attendance of all RHA meetings. | Enter Results | Enter Use of Result |