| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Learning | LEARNING
Provide opportunities to develop leadership skills for peer mentors representing multicultural, nontraditional, and women students. | Methods of developing leadership skills include formal summer training; on-going training through advisor appointments; and role responsibilities (networking with departments, promoting services by assisting with programs, facilitating workshops, developing informational bulletin boards, and performing “meet and greets.”) | Peer mentors will gain the following leadership skills: 1. Improved Communication – (demonstrated by) Attending staff meetings, facilitating workshops, providing program assistance, performing “meet and greets”; 2. Increased Knowledge of Campus Resources – (demonstrated by) Attending formal trainings, making correct referrals, creating informational bulletin boards, showing the ability to network; 3. Increased Cultural Competence - (demonstrated by) Assessing own beliefs and attitudes concerning diverse cultures, increased involvement with diverse experiences at WSU, promoting students’ engagement with diversity, and 4. Increased Self-confidence – (demonstrated by) All of the responsibilities assigned to them | 1.Peer mentors will assess their growth for these four learning outcomes.
2.The Davis advisor will assess the peer mentors for these learning outcomes by use of a rubric.
3.The staff from the departments the peer mentors represent will assess them for these learning outcomes.
| Jan 15, '13
1. Each of the peer mentors felt they had moved up one level on the rubric during fall semester. They communicated with Ogden departments they represent; attended one-on-one weekly meetings with advisor; participated in outreach activities: meet and greets, Nontrad Nosh, facilitating workshops, and women's conferences.
2. Each peer mentor has learned more about the area they represent by creating informational bulletin boards, attending staff meetings, and related activities.
3. The multicultural peer mentor is learning about cultural history by researching events to present on bulletin boards. The other peer mentors have not yet participated in cultural or diversity events.
4. Peer mentors have increased self-confidence through their responsibilities. They each have different areas of improvement they have chosen to develop which will help increase their confidence.
JUNE 1, 2013
1.- 4. The peer mentors felt they had improved in all four areas, helping them to develop leadership skills. A short-answer assessment was given at the end of spring semester, asking peer mentors how they felt they had improved in these areas. All three reported that the experience of completely scheduling and facilitating a workshop with a faculty or staff member was their biggest challenge and greatest learning experience. Secondly, learning to talk to students either individually or in groups meant they learned to "take charge" and to be knowledgeable about the information they were providing. | The learning opportunities designed for the peer mentors are good ones. The peer mentors expressed the desire to have more contact and direction from the Ogden offices that they represent. It was suggested they be given goals from those offices they could accomplish throughout the year. This information will be shared with those department heads this summer and meetings will be held with the department heads and the peer mentors. |
| Access | ACCESS
Expand and increase usage of services at the Davis Campus
| • Track requests for services to find best times for services
• Create a baseline of usage to use for improving numbers
• Extend involvement from departments by way of on-campus outreach activities
• Develop and implement a marketing concept to promote services
| NA | 1.Compare2012-2013 usage numbers of Career Services and Veteran’s Services to 2011-2012
2.Services will self-assess the on-campus outreach activities provided by the service providers: how many and perceived effectiveness
3.Assess the satisfaction of the departments and service providers with the Davis Student Services staff’s promotional efforts
4. Compare 2012 and 2013 Davis Campus Surveys for usage and satisfaction of services
| Jan 15, '13
1. In fall semester 2011, appointments from Veteran's Services were 25 compared to 45 for fall semester 2012. Appointments for Career Services were 33 compared to 27 for fall 2012. These results will be reported again at the end of spring semester 2013.
2. Of the six/seven departments who responded to the survey, four have added more outreach activities every time period. One area is intentionally trying not to attract more students because they feel they are at capacity. One area had a continuing program. I feel great progress has been made for outreach efforts.
3. Two surveys were administered. On the first, two departments, chose "very high satisfaction," two chose "high," and two chose "neutral." On the second survey, four chose "very high satisfaction," and three chose "high." Some suggestions were for information to go to all departments about what programs are at Davis that are sponsored by the service providers - a type of master calendar. There were concerns about having the budget to bring programs to Davis. And, lastly, requests were made to know more data about the Davis campus.
4. These results will be reported at the end of spring semester.
JUNE 1, 2013
1. Usage numbers increased for both Career Services and Veteran's Services. Veteran's Services stayed consistent with their service hours, so the comparison was from fall 2011 to fall 2012. Usage numbers increased by 80%: 25 contacts to 45 contacts. Career Services increased their service hours significantly in spring 2013 from that of fall 2012. The comparison of usage numbers for these two semesters was an increase of 59%: 27 contacts to 43 contacts.
2. and 3. The service providers did not always respond to the surveys. Overall, they felt that things were going well, that their mission was being supported by Davis Student services.
4. The Davis Campus Survey is sent to a random number of students; therefore, each of the services may not have enough responses to have value. Satisfaction with the Wildcard service stayed high. The other services had too few responses to be significant. | 1. Career Services and Veteran's Services are the most requested. When these services add more hours to their schedule at Davis and when the Ogden offices inform students of the opportunity to meet with advisors at Davis, the schedule fills up.
2. and 3. The surveys helped the services to be aware of their efforts at Davis. These surveys may not be needed again or may only be sent once a semester. One suggestion was that Davis Student Services provide a master calendar of events and programs that Student Services has at Davis. This will be taken into consideration.
4. Due to the low response, the Davis Campus Survey is not a good indicator of the satisfaction of most of the services. Other means will be considered for assessing satisfaction. |
| Other | DIVERSITY
Increase understanding of issues related to multicultural, nontraditional, and women students. | Spring Semester - Provide workshops for students that raise awareness of the experiences of multicultural, nontraditional, and women students. | Students who attend the workshops will demonstrate an increased understanding of the topic presented. | Students who attend the workshops will indicate on a written assessment how their understanding of these issues was increased. | Jan 15, '13
These workshops, organized by the peer mentors, will take place in spring semester. The learning from the workshops will be reported on at the end of spring semester.
JUNE 1, 2013
The workshops were extremely successful. Four workshops were facilitated by peer mentors: For nontraditional students, workshops on resume writing and interviewing skills were presented. Student evaluations showed they had learned how to format a resume, important words to use, how better to present themselves in an interview, and how to research the organization they were applying to. For the multicultural students, the workshop on same-sex marriage attracted students who were both for and against this issue. Students said they learned about the research that has been done so far, thus helping them to understand the other side of this issue. The workshop for women students on the effects of Title IX, had evaluation comments that indicated students had learned a great deal about the history of this legislation and felt a gratefulness and appreciation for what it has meant. | The results of the workshop evaluations and the peer mentor assessments indicate that these diversity workshops have value to both the development of leadership skills for the peer mentors and for the students who attended the workshops. Additionally, the workshops are a partnership between Davis Student Services and faculty and services staff. Results show that this leadership opportunity for peer mentors will be offered again. |