| 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. |
| 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. |
| The Women's Center will enhance community collaborations to provide students with increase resources for personal success. Additionally, the Women's Center will collaborate on programs and/or events for campus and community women. | A community collaboration luncheon will be created to address ways in which the campus and community can more effectively provide reciprocal referrals to programs and services. | Student will become more informed of community resources. | A tracking system, via surveys, is in place to count the number of community referrals. Additionally, it will be easy to track the number of collaborative programs and/or events that are created through joint efforts of campus and community. | A Community Connection Luncheon was held Fall semester 2010. 100% of the attendees felt that the shared information and resources was valuable and the professional and student staff of the Women's Center were able to gain knowledge about resources in the community that will be beneficial to students needing additional assistance with resources. | The Community Connection Luncheon will become a yearly event. |
| Student will have the opportunity to develop leadership skills by serving on the Student Advisory Board. By doing so students will create two new programs and assist with the enhancement of existing programs.
| Students will be given the opportunity to choose one or more of the STudent Affairs Core Values and then create a program and/or event pertaining to that value.
| Students will learn how to envision and create a new program and/or event utilizing a specific value. They will, also, learn how to collaborate with other Student Affairs Departments and/or faculty. Additionally, they will learn how to organize and structure a meaningful project while staying within a predetermined budget.
| Assessment will be determined by the number of programs and/or events, how students collaborated with others and a survey identifying the success of the program/event by those in attendance.
| Students on the Student Advisory Board created the following new programs and/or events for Fall Semester 2010:
1."Healthy Women" six week workshop series
2. Footsteps to Light - Domestic Violence collaboration with YCC - Your Community Connection
3. Parenting with Love and Logic - 8 week series of workshops
New Spring Semester 2011 programs and events will include:
1. Female Veteran's Appreciation Luncheon
2. Women in Business and WOW Awards Luncheon - collaboration with the School of Business
The status of Spring semester program is still pending. | The Healthy Women Workshops averaged 5 students and due to the amount of effort on the part of the student staff and speakers, if was decided that the program will not be repeated Spring 2011.
The Footsteps to Light collaboration with Your Community Connections was extremely successful with more than 100 individuals in attendance. Ongoing collaborations will be pursued.
The Parenting with Love and Logic was a successful program and will be repeated Spring semester 2011.
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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 |
| The Women's Center will enhance outreach to the Spanish-speaking community by collaborating with two additional community agencies to bring women to campus promote academic learning in the areas of parenting, budgeting, organization, communication, etc. Faculty, staff and community members will be utilized to provide workshop presentations. | The staff of the Women's Center will meet with two or more community agencies to build bridges in helping women to transition to higher education opportunities. | In addition to learning basic life skills, attendees will learn the benefits of completing their GED's and/or getting admitted to Weber State University. | Individual community agencies will be identified as an ongoing resource to meet the needs of a diverse population. Additionally, pre and post surveys will be provided to attendees to measure what they have learned at the end of the workshops series. | The group was poorly attended. | The group will not be implemented in the future. |