| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Learning | Develop comprehensive training programs for Nontrad Center Volunteers "Weber Wise Guides". (Staff Development Priority). | Training for Volunteers will be held prior to each semester. Students will learn to help on an entry level in the Nontrad Center for at least one hour a week in the center, will serve as a liaison to an external department within Student Affairs (LGBT Resource Center, etc), and will help with programs and projects and contacting new students from orientation. | Volunteers will expand the reach we can have to nontraditional students and will provide additional support to students. Through this process they will have a better understanding of the university and the nontrad population. In addition, nontraditional student will have more peer connections through these interactions. | Observation of Peer Advisor, Advisor, and Director of interactions in the center, demonstration of liaison connections through communication with these departments.
| Volunteers served an important role in the center to expand our services to students. They provided help in the center, called the students from orientation, and connected with departments, specifically LGBT Resource Center.
Fall volunteer focus group was held and changes in the program to be implemented in Spring was to have a clearer definition of their role and have a more structured training program. (Canvas, computer lab assistance, etc.) as well as assign each volunteer to a project area and liaison role.
| The Weber Wise Guides Volunteer Program will continue next year. The volunteers will have a more structured program in the semester. The first three weeks will be helping in the center and learning the ropes of campus and will work on thinking up a project or program to develop and implement, by the fourth week they will implement the project or program, and the last part of the semester will be working on career planning (resume, other involvement and leadership opportunities). |
| Access | Educate Distance Learning nontraditional students about the Nontrad Center programs and services - Davis Campus, Online Students, etc. | 1) Advertise to distance learning students the services offered through Nontrad Center.
2) Provide a website designed for distance learning students.
3) Disseminate center resources through social media to improve communication with distance learner populations.
4) Train volunteers and Nontrad Center staff to provide these services and interact with these students through phone calls and personal contact.
| Distance Learning students will understand the services and programs provided by the Nontrad Center and how to contact the center through website, phone, and social media. | Track students that are distance learning students when they call in to ask for help, through social media contacts, distance learning resource page on website. | We were unable to do much with this goal this year. A staff member was assigned to manage the Facebook page and the traffic to Facebook has increased. Volunteers did call students from orientation but no other contact was made to online students. | The distance learning contact and access to campus is managed through Continuing Education. The Nontrad Department will add on the department website a link for online help, canvas tips, etc. |
| Diversity | Remove Barriers for under-represented student populations. (Diversity Initiative).
Updated 1-12-15 | 1) Translate materials into Spanish.
2) Implement single dad/ male student programming. (Spring 2015)
3) Designate Staff Spanish-speaking hours and list on website.
4) Add radio button to tracking for "Spanish Speaking Preferred" and on orientation card. | Bilingual students will be educated on resources offered by the Nontrad Center and be able to understand the campus environment. | Number of students who select Spanish preferred on tracking system or orientation card, tracking for advising appointments and interactions with Peer Advisors and attendance at events for single dads and males. | 1) Material was translated and printed and used for incoming students who speak Spanish.
2) 20 students attended activity for single dads, only half of these students were male.
3) Students did come in for Spanish-speaking hours as advertised.
4) Radio button was added and the number of students that selected this is being collected.
| 1) Will continue to print materials in Spanish, promote at orientation, website, and other materials that Spanish-speaking staff available.
2) Research male populations on campus and programming for male students.
3) Implement more resources on website for Spanish-speaking students.
4) Department will continue to track students who prefer Spanish as their primary communication.
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