| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Opportunity | Introduce the pilot program: Student Training Employment Programs & Services (STEPS) to revamp Peer Mentor Program. Student employees will engage in teamwork, leadership, accountability, autonomy, customer and community service, and management. The program will focus on leadership for 6-column model.
SUPPLEMENTAL: STEPS will also assist in strengthening the retention rate of new and existing WSU multicultural students through campus outreach (150 initiating contacts per semester).
| Create learning-focused job descriptions, program manual, weekly instructional meetings. Training via seminars, webinars, conferences, and workshops for FERPA, FAFSA, cash handling, scholarship process, suicide prevention, WSU Academy of Leadership. Enhance student employee recognition program (Winter Solstice). Students to be nominated for Crystal Crest awards. Highlight student accomplishments and achievements on website and in monthly newsletter.
| Students will increase their critical thinking skills as a result of working as a Multicultural Student Center (MSC) student employee. Students will enhance their leadership skills through training and working in MSC STEPS.
| Surveys, completion of MSC Training Module packet, one-on-one sessions, pre/post evaluations, supervisor evaluations, periodic peer evaluations, self-reporting, and training log. Supervisor evaluations completed for 21 student employees (4 ACCESS, 17 STEPS) Fall 2011. "Leadership and Management Rubric" completed January 10, 2012. Student employee learning rubric completed Spring 2012. Campus outreach efforts tracked via sign-in logs.
| 89% attendance at weekly meetings (Goal was 70%). 90% participation in training sessions (Goal was 70%). 100% participation (goal was 70%) in campus outreach that yielded over 600 multicultural students initially contacted for the year (doubled original goal) and 18 peer mentees (Goal was 7). Average STEPS GPA 2.89 (Fall). Leadership /Critical thinking skill expectations were met or exceeded (per rubrics). 75% involvement (Goal was 70%) with community service projects (Pow Wow, Luau, Ceremony of Excellence, Cinco de Mayo, Dia De Los Muertos, Latin Fever, HAC Retreat, Sessions at the Ledge, Hunger banquet, Help portrait, MSC Youth Conference, Boys and Girls Club Halloween Bonanza, HAC Canned Food Drive, Joyce Hansen Hall Food Bank/Catholic Community Services). Crystal Crest nominations for 3 STEPS students. To be completed: Learning focused Job descriptions.
| Ongoing. Student participation rates and input provide bases for program improvement via modifications in training, scheduling, and mentoring. Students utilized data and experiences to categorize and structure work according to Data Entry, Event Planning, Media Outreach, and Community Service, and Employee Training. Data collected used to determine Winter Solstice awards and Ceremony of Excellence Awards.
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| Culture | Cultural Competency training for pre-college outreach program- Health Careers Opportunity Program (HCOP).
July 7, 12, 21, and 28, 2011 HCOP Presentations | Facilitate innovative/ in-depth cultural competency and health related training pertaining to health disparities in traditionally underrepresented ethnic groups (i.e. African American, American Indian, Asian, Latino, and Pacific Islander).
| Participants will learn about health disparities and 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.
| HCOP high school students reported they learned about different cultures, ethnicities, and health related issues with ethnic groups and socio-economic status
There should be: 1) consistency in presentations, 2) the same questions, 3) make sure students in HCOP take it seriously (they should have some kind of incentive to do well, get something out of it, make sure the right type of presentation is given, not information overload) and 4) offer evaluation, not waiting until the end. 5) Michiko would like staff to incorporate an ipod, utilize technology. | Improve pre and post test assessments, use the same method in pairing up MSC peer mentors who gather and organize information in hands-on presentation for 30 high school students. Ensure that presentations cover stereotypes and health disparities. Request student note-taking during the presentations and offer hi-tech opportunities for students to stay engaged within the presentation.
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| Engagement | Collaborate with two Student Affairs departments for a University wide Immigration Forum Series to be presented in the Spring of 2012.
| Facilitate meetings and dialogue with university partners in the division and others (i.e. Academic, Student Affairs, etc.) to produce awareness and comprehension of basic university responsibilities pertaining to immigration.
January 5, 2012 Undocumented Student Webinar. February 9, 2012 repeat of Undocumented Student Webinar with WSU Policies and Procedures. March 27, 2012 "Papers" Film and Discussion. | Student employees will understand the policies and procedures guidelines.
| In the fall, professional staff were requested to submit information on the services they provide to undocumented students. Small response was submitted (3 departments and 2 academic staff submitted information).
Surveys to student employees: Ten-question survey January 10, 2012 and February 9, 2012.
| 76 people participated with an average of 35 participants for each of the 3 trainings and the Film discussion. | Staff, student employees, and community partners obtained factual knowledge of WSU admission policy for undocumented students, Federal and state law, and policies and procedures when working with students. Participants further enhanced their comprehension and understanding of the circumstances that undocumented students encounter. |