| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Learning | Work with the Athletics department to set up SI for classes that athletes take in large groups. | A month ahead of time, set up meetings with the person responsible for academic success of athletes and get a listing of the classes for which they register. Find SI leaders on time and get them trained along with other SI leaders before the start of the semester. | Athletes will earn higher grades than they would without SI help. | Success will be measured by how many courses we have been able to establish SI for. | Successfully established SI for courses for Geography 1000 and Sociology 1000, courses that athletes are taking. | Continue to work with Andrea Lauritzen to cater to the need of athletes for help in the course they are registering for. |
| Community | Assist state CRLA coordinator, LeslieGiles with the 2015-16 Utah State CRLA conference.
| Set meetings with Leslie Giles, and plan the conference. | NA | Conference evaluation will give detailed feedback.
| Leslie Giles-Smith has asked us to take complete charge of the conference. We went full speed ahead. We collected names, e-mail addresses, and phone numbers of all the tutoring and SI supervisors as well as faculty members in Math and English developmental programs in all the universities in Utah. We also included Idaho and Wyoming as these states do not have CRLA chapters of their own. We built a data base and Chip Coleman helped us set up a list serve. Dani helped us create a website for the conference: http://weber.edu/crla.
CRLA Regional Conference was a success. We had hoped to attract 50 participants. We had 76 register for the conference. We had professionals from Idaho and Montana as well. 16 proposals were submitted, and the presentations went well. The keynote speaker, Craig Oberg, was engaging and focused on the topic of education and support.
The conference evaluations showed that a majority of the attendees found the topics and presentations useful and that the facilities, food, web site, etc. were good. | Some of the presentations had a lot of content that is useful in the way we tutor. We plan to reap the benefits of such presentations by assimilating those ideas into our own management of tutoring programs. |
| Learning | Improve faculty awareness, understanding, and support of the Supplemental Instruction program. | Develop and distribute a comprehensive, cohesive, multi-campus brochure, outlining tutoring and SI services and their benefits to students, tutors, SI leaders, and faculty. | NA | The brochure is created and printed.
A plan is in place to distribute the brochure and have face-to-face contact with faculty.
Begin to implement the distribution and contact plan.
| After emailing all department chairs and deans, we had responses from 11 department chairs who invited us to present at their faculty retreats and regular semester meetings, and we did so throughout the Fall 2015 semester. We visited their meetings in pairs to briefly describe our services across campuses, to invite them to include links to our website on their syllabi, and to encourage them to recommend their talented students to work in our programs. The visits were well received, sometimes including follow-up questions about the need for specific subjects for which folks would like more tutors (sciences, computer science). | The response was positive, and we would like to reach more departments, so we are continuing to reach out by email, inviting departments to bring us to their meetings to orient faculty about our services and their value to students as well as to those who become tutors. |
| Diversity | Train SI leaders to maximize the learning opportunities provided by the diverse members of the group as they conduct SI sessions. | Devote two hours of time during training sessions to talk about the diversity that exists among people and how that diversity can be turned into learning opportunities. | SI leaders and participants will gain a better understanding of different learning styles, cultural characteristics, and diverse backgrounds of students at WSU. | Observations of SI sessions.
Feedback at training sessions.
Feedback at one-on-one meetings with SI leaders. | Observations sowed that SI leaders were making an effort to take into consideration the diversity of different kinds in their sessions. They were aware of the difference in visual, auditory, and kinesthetic learners and made conscious efforts to cater to all kinds. | Training on diversity will continue in the same way as it has proved to be a valuable learning experience for all SI Leaders. |