Learning Outcomes Assessment 2013. Student Services Division – Presentation of Assessment Plans. Textbook Financial Management Office of the Associate Dean of Students Dr. Marcelo F. Vazquez. Learning Outcomes
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Learning Outcomes Assessment 2013 Student Services Division – Presentation of Assessment Plans
Textbook Financial ManagementOffice of the Associate Dean of StudentsDr. Marcelo F. Vazquez Learning Outcomes Students who take the $ALT “Budgeting: Find your Money” on-line workshop in order to receive textbook funds will… • Demonstrate at least a 70% passage rate on the $ALT on-line quiz. • Identify one financial management strategy they did not know before the workshop. • Describe a plan to implement new strategy. • Reflect in a follow-up survey the level of success achieved implementing the new strategy. Demographics Methodology • 100% of students will take the on-line workshop at an office computer before an appointment to receive textbook funds. • After the workshop, each student will be seen by Dr. Vazquez to discuss money management strategies and plans. • At the end of the semester, students will receive a survey by email asking them to reflect on impact of the new strategy on their financial management. of ASUN Key Findings • We expect most students to pass the on-line workshop with a 70% on their first attempt; however, a few students may need to make more than one attempt - indicating a need to expand the intervention with these students. • We expect students with greater financial need to report a higher benefit of the $ALT Budgeting information, but more difficulty implementing new financial management strategies. Plan of Action • The results of this assessment will allow us to improve programming by… • Identifying which strategy students tend to gravitate towards and making information on that strategy available. • Exploring the usefulness of the $ALT on-line workshop for strengthening the financial management knowledge of students. • Reducing the number of students who need repeated textbook assistance from Fall to Spring in one academic year. • The results of this assessment will allow us to improve assessment byevaluating if requiring one new strategy is adequate to help students find enough money for books on their own.
Supplemental Instruction Leaders Development Semester Training & Portfolio CreationChristopher Chadwick, Tutoring Center Learning Outcomes • As a result of weekly guidance, Supplemental Instruction (SI) leaders will generate a portfolio with evidence of their ongoing training throughout the Fall semester. • Each week of the Fall semester, SI Leaders will meet with the Tutoring Center to discuss academic success tools to implement in SI and tutoring sessions. These meetings will generate material for the portfolios. Demographics • SI Leaders are high achieving students who provide SI in courses they have previously taken & earned a high grade. • 20-23 SI Leaders will be employed for the Fall 2013 semester. • SI Leaders are undergraduate students of at least sophomore standing. Two SI Leaders are graduate students. • The majority of SI Leaders are seeking degrees in science or engineering. Methodology • SI Leaders will meet weekly with the Tutoring Center and other SI Leaders. • All SI Leaders will be observed directly at least twice during the semester by the Tutoring Center. • All SI Leaders will conduct peer observations twice during the semester. • After observations, the SI Leader meets to review notes from the observed session. Plan of Action • The results of this assessment will allow us to improve programming by augmenting training topics. Choice and time of training topics will be adjusted in future semesters based on the needs of the SI Leaders. • The results of this assessment will allow us toimprove assessment by adjusting the portfolio completion rate to adequately challenge future SI Leaders. Key Findings • We expect to find all SI Leaders: • To complete 80% of the portfolio at the end of the semester. • Will be able to articulate and implement at least 3 tools to improve tutoring and SI sessions. • Will have increase communication skills due to the implementation of the weekly trainings.
Fraternity and Sorority President MeetingsDennis Campbell Jr., Coordinator for Fraternity and Sorority Life Learning Outcomes Chapter Presidents who participate in monthly one on one meetings will be able to: • Identify three goals in areas of leadership growth. • Identify three areas of chapter policy growth. • Evaluate three areas where transformative leadership has impacted their chapter. Demographics • Twenty Five Fraternity and Sorority Chapter Presidents • Nine Sororities • Sixteen Fraternities Methodology • Students will establish goals during the first meeting and reviewing them at every meeting throughout the semester • Students will self identify and rank areas of leadership growth through pre and post test • Students will read articles on transformative leadership and then discuss them during meetings • Students will evaluate their experience of the program Plan of Action • The results of this assessment will allow us to improve programming by • Identifying areas of growth needs in our Fraternity and Sorority Community. • Identifying key leadership traits that Presidents struggle with. • The results of this assessment will allow us to improve assessment by • Analyzing new areas of leadership traits • Revising Learning Outcomes to target areas of need Key Findings • We expect to find that Presidents are able to identify areas of growth in their leadership style. • We expect Presidents to be able to identify the key areas of transformative leadership. • We expect to find Chapters analyzing and revising chapter policies.
Measuring Student Learning at Orientation Office of New Student InitiativesPerry Fittrer Learning Outcomes • As a result of attending orientation students will be able to: • Identify at least three resources that can assist them with academic success. • Identify at least three resources that can assist them with personal and social success. Demographics • First-time, full-time freshman attending one of the 12 two-day orientation programs. • Sample size will be large enough to be statistically representative of the over 3000 total first-year students expected to attend orientation during summer 2013. Methodology • A pre-test post-test method will be used on a randomly selected group of 50 first-year students at each 2-day orientation program. • Each selected student completes an assessment survey when orientation begins and the same assessment at the end of orientation. • Differences in pre and post assessment responses will be analyzed to determine student learning that occurred as a result of the orientation program. Plan of Action • The results of this assessment will allow us to improve programming by… • Determining which program elements are effective or ineffective. • Identifying gaps in student knowledge so they can be addressed through improved programming. • The results of this assessment will allow us to improve assessment by… • Adjusting methods to improve assessment return rates. • Modifying learning outcomes to better align with complexity of learning that takes place. Key Findings • Data from Summer 2012 indicated that the vast majority of students have knowledge of campus resources after orientation. However, this data did not include a pre-test for incoming knowledge. • We expect to find that students improve their knowledge of campus resources from pre to post tests as a result of attending orientation. • Potential complications may result from a low return rate of pre and post surveys which would limit the ability to present the data as representative of the whole population.
STEPS: Educational Program for Student SuccessOffice of Student ConductJo Harvey and Rod Smith Learning Outcomes •Students will increase a minimum of 3 points in at least 4 of the eight domains of student success as defined by CAS and OnCourse standards. An example would include the 7th domain which is emotional intelligence •Students will identify a minimum of 5 rationalizations they have used to justify their substance use behaviors •Students will be able to identify 3 strategies that will increase their personal student success Demographics •Students who have been mandated to complete the STEPS program by either the Office of Student Conduct, Residential Life and Housing, or the court system •Most often participants have received a second alcohol or drug violation and have already completed an early intervention educational program designed to reduce substance use Methodology •Students will complete a pre and post self-assessment online quiz which generates a numerical score representing their competence in the 8 domains assessed •At the completion of the STEPS program, students will complete a self-report evaluation •100% of students graduating from the STEPS program will be assessed Key Findings Preliminary data indicates: •12 out of 22 students were able to achieve the goal of increasing 3 points in at least 4 domains. These findings indicate validity due to the fact that over half the students were able to experience significant gains in at least half of the domains. •The overall results were positive, displaying an average increase of 3.7 points across all 8 domains. •The highest area of growth was in domain 5, gaining self-awareness, resulting in a 7.4 point increase. Prediction of Future Findings: •To date, only the 8 domains have been successfully evaluated. The newly designed self-evaluation tool reflecting the additional learning outcomes will be administered during the Fall 2013 semester. •We anticipate that results will indicate students who increase their scores in the 8 domains will be able to more accurately identify how their substance use has negatively impacted their life and create viable strategies to improve their overall student success. Plan of Action The results of this assessment will allow us to improve programming by… • Proving insight into which domains students score poorly so additional class time can be devoted to increasing understanding and personal development of said domain • Providing insight into which domains students score highly, indicating that less class time should be allotted for that specific domain (assuming that students are not inaccurately assigning themselves a high score) • Allowing for the review of evaluations completed by students who go on to receive subsequent violations and identify how particular responses may indicate an increased susceptibility for future violations The results of this assessment will allow us to improve assessment by… • Adjusting the numerical expectation of goals as they pertain to the learning outcomes in order to accurately assess student knowledge and understanding of their substance use behaviors; ie. If students struggle to identify 5 rationalizations reduce the number to 3
Emergency Response TrainingPreparing ParaprofessionalsTeri Galvin and Russ Meyer, RLHFS Learning Outcomes • Students who participate in Emergency Response Training will be able to assess and respond appropriately in an emergency situation. • Students who participate in Emergency Response Training will understand how people react in emergency situations. • Students who participate in Emergency Response Training will learn how to manage themselves and others during an emergency. Demographics • Resident Assistants, Community Assistants, and Academic Mentors • N = 65 • Age: 17-23 years old • 63% female, 37%male • 60% new staff members, 40% returning Methodology • Students will list three key points made during the training session that they can apply in emergency settings. • All paraprofessionals responding to emergency situations will be debriefed by a senior staff member to determine the appropriateness of the response. • A focus group of paraprofessionals will be facilitated by a senior staff member each semester to determine best practices. Plan of Action • The results of this assessment will allow us to improve training by focusing more closely on areas that were determined to have less than adequate response. • The results of this assessment will allow us to improve assessment by changing/improving debriefing procedures to more accurately determine where training assessment could be improved to reflect what trainees learn. Key Findings • We expect to find variations in learning based on the number of years a student has been a paraprofessional. • We expect to find variations in performance based on the time between training and response to an emergency situation. • Potential complications may be the differing levels of response appropriateness relative to the severity of the emergency.
Customer Service AssessmentNevada Wolf ShopCorie Moe, Assistant Director, Store Operations Learning Outcomes • As a result of customer service training, student cashiers are able to demonstrate the 5 steps to provide an accurate and friendly checkout service • As a result of attending orientation, student employees are able to identify five policies outlined in the orientation presentation • As a result of attending orientation, student employees are able to identify department leaders should they have questions. Demographics • New hire student employees • Student employees work in various departments throughout the store • 100 new student employees are hired for a three week “rush” period at the beginning of each semester Methodology • Training presentations will include a variety of styles including prezi, videos, and powerpoint • Observations of accurate and friendly checkout service are scheduled during the first three weeks of the semester • 20% of new hire students will be randomly selected and observed directly with observations recorded on the matrix • After observations are recorded, students will be given direct feedback on their performance Plan of Action • The results of this assessment will allow us to improve programming by identifying areas to make changes in training and orientation for the Spring session • The results of this assessment will allow us to improve by exploring methodology lapses between method and learning outcomes Key Findings • We expect that the level of cashier knowledge will increase in order to be able to answer customer inquiries • We expect that performance may decline when customer traffic is high since cashiers may feel overwhelmed • We expect that students will be comfortable approaching staff should they have questions in order to obtain accurate information • Potential complications may be that the training group size is too large, which may lead to variation in learning
Assessing Learning Outcomes for Career Mentor TrainingNevada Career Studio: Mary T. Calhoon and Robyn Maitoza Learning Outcomes • After completing the advising training module, Career Mentors will be able to identify a minimum of 2 career mentoring interventions and techniques appropriate to client goals given a hypothetical advising scenario. • After completing the resume training module, Career Mentors will be able to identify at least 4 of 5 key principles of effective resume writing. Demographics • Participants include 9 undergraduate student employees who were selected for the flagship Career Mentor Team through a rigorous application and interview process in the Spring. • Career Mentors include sophomores, juniors and seniors representing 7 academic colleges and involved in a diverse array of extracurricular activities. Methodology • 100% of Career Mentors will be assessed after completing introductory training modules. Assessment results will inform customized plans for ongoing training. • Career Mentors will complete short, targeted online quizzes following certain introductory training modules. • We will directly observe Career Mentors’ learning and development through ongoing formal and informal observation of their interactions with clients during drop-in hours Key Findings • We expect to find that Career Mentors gain a basic but thorough understanding of key elements of career advising and resourcesfrom the introductory training modules. • As this is our first Career Mentor team and our first training, we expect to be surprised by some of the findings. We approach this assessment cycle with open minds and plans to incorporate findings in our plans for ongoing Career Mentor training throughout their first semester. Plan of Action • The results of this assessment will allow us to improve programming by providing insight into Career Mentors’ strengths and weaknesses following the initial trainingweek. This will allow us to plan strategically for ongoing observation and training of the Career Mentors, so that subsequent training can target and correct any areas of weakness. • The results will allow us to improve assessment by generating timely feedback from the training-assessment loop. If key findings fall short of our expectations we will implement more frequent and more targeted assessments to evaluate progress during follow-up training.
Facility Supervisor (FS) RetreatRaquel DePuy Grafton, Joe Crowley Student Union (CSU) Learning Outcomes The student Facility Supervisors (FS) who participate in the FS Retreat will be able to: • Identify and apply 3-5 leadership skills while supervising operations. • Identify and critique a best practice from another Student Union operation. • Effectively and professionally communicate relevant information between each other. Demographics • Traditional aged students • Six (6) males and six (6) females • Nine (9) returning and three (3) new FSs • Student employees of the JCSU • Building managers who oversee the operations and staff of the Student Union. • Average GPA – 3.2 • Work approximately 25 hrs per week during the semester. Up to 40 hrs during breaks. Methodology • Student Facility Supervisors went on an overnight retreat to Sacramento State and UC Davis Student Unions • Each FSwill present to the group a best practice, why they chose it, & how it relates to the CSU. • FS will be observed during the semester by direct supervisors as they work & write reports • After observations, each FS will be evaluated by direct supervisors. • Each evaluation will be discussed one-on-one between supervisor and FS. Key Findings We found… • Predetermined learning outcomes helped us to create a more focused retreat with specific learning objectives. • Learning outcomes assist in legitimizing and explaining to the participants why they should attend and what they will learn. We expect to find… • A disparity in levels of knowledge for each individual. • Improvement of peer-to peer professional communication. Plan of Action The results of this assessment will allow us to improve training by… • Increasing buy-in and excitement of participants. • Determining what information should be a focus for the next retreat. • Creating an opportunity for returning FSs to present information to new FSs The results of this assessment will allow us to improve assessment by… • Modifying learning outcomes to better align with complexity of learning that takes place. • Using the experience to apply development of learning outcomes for other areas of the CSU.
ASUN Student Officer Development PlanDr. Nicky P. Damania and Dara NaphanCenter for Student Engagement, Student Government Learning Outcomes • As a result of working directly with an Advisor, Officers will create action plans to demonstrate growth in their experience and confidence in 2 developmental areas during their term (e.g.: developing professional relationships and solving problems and implementing solutions). • Students will implement their action plans and demonstrate to their Advisor they have improved in 2 areas according to their action plans. • Through their experience as an Officer, students will either maintain or increase their self-reported levels of experience and confidence in two of the eight developmental areas. Demographics Methodology • (Pre-test) Officers self-report their levels of experience & confidence in 8 developmental areas (CAS Standards, 2012; Kuh, et al., 2005) and take the Socially Responsible Leadership questionnaire (Dugan & Komives, 2010) (LO 1 & 3) • Researchers will collect action plans 3 times (LO 2) and use a rubric to measure Officer growth • (Post-test) Officers re-self-report their levels of experience and confidence in the eight developmental areas (LO 3) Key Findings • We expect 100% of Officers will create an action plan with their advisors, and at least ~80% will implement and complete their action plans (LO 1). • We expect Officers who have implemented their plans: • to maintain or increase their self-reported levels of experience and confidence in their two chosen developmental areas (LO 2). • to demonstrate evidence of improvement to their advisors according to the details of their action plan (LO 3). • Variation in improvement may be due to differences in: 1) Personal obligations, 2) Motivation to follow-through, 3) Commitment to their positions, and 4) Quality of Officer-Advisor relationships. Plan of Action • The results of this assessment will provide ASUN and the Center for Student Engagement with information about: • ASUN Student Officer growth • Common developmental areas in which Officers lack experience and confidence • The degree to which creating action plans aids Officer development • Identify potential interventions needed to aid future Officer development • The results of this project will allow us to enhance future assessment efforts. • The results will aid in developing Advisor learning outcomes for future assessments • The results will direct future ASUN Student Officer recruitment
Student Leaders in Engagement Services Civic Development ProgramASUN Center for Student EngagementAmy Koeckes & Chris Partridge Demographics • 170 hourly student leaders in engagement services of ASUN: Methodology • We will administer a self assessment (rubric) at the beginning and end of academic year. • The following additional measures will be implemented to reach the learning outcomes: • Exit form (free response) at end of the academic year. • Evaluation of work performance annually, including a student leaders self evaluation (observation & self reflection). • Two development training days & 8 drop-in workshops (various forms of methodology) • Peer reflections in the form of weekly nominations for other leaders’ on the job leadership. Learning Outcomes • Students who participate in the Student Leaders in Engagement Services Civic Development Program will improve by one level of development in each outcome domain, as measured by the Student Engagement Leader Learning Outcomes Rubric. • To foster student development, various learning activities throughout the academic year will be provided that will each have learning outcomes and different methodology linked to the Student Leaders in Engagement Services Learning Outcomes Rubric. 1 = missing 5 (3%) 2 = missing 18 (11%) a = http://www.unr.edu/union/vendor-opportunities/demographic-population-proximity-data Uundergraduates) b = http://www.unr.edu/ia/enrollment (Undergraduates, INCLUDING 382 "Non-degree" Students and 227 Second Degree Baccalaureate Students) c = http://www.unr.edu/ia/enrollment (Undergraduates, NOT including 382 "Non-degree" Students and 227 Second Degree Baccalaureate Students) d = http://www.unr.edu/ia/enrollment (Includes all University of Nevada Students) * = Reported by UNR Institutional Research Analyst Plan of Action The results of this assessment will allow us to: • Improve thestudent leaders in engagement services development program and increase retention and graduation rates of the 170 student leaders; • Further develop the trainings, workshops, evaluations and recognition program to offer current and future leaders more opportunities to develop skills that will make them competitive in the workforce and effective leaders in their communities; • Improve assessment by revising our rubric and tying it to our assessment methods. Key Findings • “Identifying and acting on civic responsibilities” was the outcome domain in which our students self-reported the lowest proficiency on the rubric in 2012-13. Upon review, we revised this domain for the 2013-14 year to make it more applicable to our students, with the goal of improving their proficiency. • We expect to find: • Growth in one level of student leader development in the Student Engagement Leader Learning Outcome Rubric. • Increased retention and graduation rates of the student leaders.
Learning Outcomes for Counseling ProcessCindy Marczynski, Counseling Services Director Learning Outcomes Students who participate in individual or group counseling will be able to describe and explain 1 to 3 resultant learning outcomes, that will include variations of: (1) improved or new coping skills or strategies (2) better self-knowledge or self-confidence (3) improved or new interpersonal relationship skills or understanding. About Our Clients 2012-2013 = 1160 clients and 7386 total appointments Fresh. 20% | Soph. 23% | Jr. 21% | Sr.- 23% | Grad. 10% Ethnicity %’s : Caucasian- 65% Afr-Am- 5% Hisp.- 10% Asian-Am -5% Amer. Ind. & Pac. Islander - 1% Multi-racial- 10% #1 Concern (% clients reporting) #2 Concern (% clients reporting) Anxiety, Fears, Worries 16.8 Anxiety, Fears, Worries 12.5 Relationship Issues 13. 0 Depression 11.4 Depression 9.8 Academic Problems 6.5 Attention Deficits 6.6 Relationship Problems 6.0 Academic Problems 5.4 Low Self-Esteem 4.8 Methodology • Clients will be asked during the 8th week of Fall Semester to voluntarily complete an open-ended survey form asking them: In the space below, please briefly describe 1 to 3 things that you have learned as a result of your counseling experience. These might be new behaviors or insights you have developed, information learned about yourself or others, or new coping strategies or skills. • Clients will be instructed that this information will be kept anonymous and not included in their file nor shared directly with their counselors. • Responses will be analyzed and coded independently by two raters, with codings compared for consistency prior to a statistical data analysis. Key Findings Pilot survey in May, 2013, found that top three learning outcomes were: (1) Improved self-esteem/ increased self-knowledge (2) New coping strategies or means of self-control (3) Relationship skills Survey N = only 22, but nearly 100% listed variations of (1) and/or (2) above. Plan of Action The results of this assessment will allow us to: • Improve assessment of our services by identifying, and ultimately quantifying, select learned behaviors, skills, and knowledge as basic elements of the counseling experience, in addition to reducing distress symptoms, and instilling hope. • Improve marketing of our services, and further demystifying counseling, by more directly linking it to learning outcomes that support academic success.
Assessing the Process of Learning the Livescribe Smartpen Mary Anne Christensen: Assistant Director • Dominique Joseph: MPH, Assistive Technology Researcher AgaronBalayan: Assistive Technology Technician • Ingrid Mburia: MPH, Epidemiologist. Learning Outcome The goal of the Disability Resource Center (DRC) Livescribe (LS) lending program is to increase the students’ level of LS technical skill. Learning Outcome: • Students with disabilities who participate in the DRC LS lending program will demonstrate an increase in technical skill up to 3 levels from baseline* post training. *Baseline criteria: • Student will be briefed by DRC counselor on three talking points from the Livescribe Basics Guide. • Student will be shown a brief LS overview video (1m:34s). Methodology Participants are trained and assessed two weeks later by DRC student assistive technology (AT) technicians using the following rubric: Demographics • The DRC serves 900 students. • 156 students currently use the LS Pen: Plan of Action Current: • The results of the assessment will help further develop student training protocols in the DRC’s LS lending program. • Current findings will also be incorporated into the development of broader DRC assistive technology plans. • Focus group will be conductedat the end of Fall 2013 of the original 10 students. Future: • Self-efficacy and academic efficiency outcomes will be assessed over a semester. • Additional focus groups will be conducted of DRC student AT technicians. Key Findings Post training, students are expected to: • demonstrate an increase in Livescribe technical skills of up to 3 levels of 5 from baseline after receiving training (Figure 1). • identify key content within lecture. • report increased ease of use with accessing notes via pen portability & data cloud. • teach another student beginning LS technical skills (start, pause, & stop a session). • independently troubleshoot or seek help through LS or DRC resources.
Intrusive Coaching for Academic Success TRiO Scholars ProgramRita Escher Learning Outcomes • As a result of conversations with coaches, freshmen will develop three academic success goals from the following areas and identify strategies for goal attainment: • Academic Achievement • Personal Responsibility • Leadership • By the end of the first semester, participants will attain 80% of the points associated with achieving each goal. Demographics • Participants are traditional age freshmen from low income families where neither parent has a bachelor’s degree. • 70% female; 65% students of color; 4% students with disabilities; 81% both first generation and low income. • All participants have an identified academic need for services such as low ACT/SAT scores, low high school grades or other qualifying academic need. Methodology • Participants meet with coaches weekly to monitor progress toward goal attainment. • 45 out of 100 program points awarded for meeting goals. • Total points earned impact program aid awarded each semester: • 45 points for goal attainment • 30 points for meeting all contact requirements • 15 points for satisfactory GPA • 10 points for completing progress reports Plan of Action • The results of this assessment will (1) facilitate improved programming by highlighting the difficulties students have setting appropriate, realistic goals, thereby allowing targeted interventions and (2) identify areas of weakness/strength in the coaching model. • Since all faculty will coach, it is anticipated that (1) services will become more relevant to the needs of students and (2) staff will meld into a highly functional team unified by a deep understanding of current student needs. • Results will identify areas for improvement to assess the coaching model. Key Findings • We anticipate that the intrusive coaching model will assist participants to set ambitious but attainable goals that will result in an individualized path to academic success as demonstrated by continued enrollment at the University. • We expect 75% of participants to attain 80% of the points possible. • We expect survey results to show that the focused, frequent contact between student and coach creates a trusting relationship that allows students to share obstacles and concerns early enough for effective intervention, thereby supporting student retention and graduation.
Accuplacer Online Skill Builder Incorporated into Upward Bound Summer AcademyEllen Houston, Upward Bound Programs Learning Outcomes Upward Bound students participating in the six-week residential Summer Academy will: • Improve their English, mathematics and reading comprehension skills by 5%. • Have greater familiarity with the Accuplacer Diagnostic assessments, resulting in an increase in student scores on all subsequent administrations of the instrument. Demographics • 104 low income, first-generation high school students. • The participating Upward Bound students are served by three federally funded grants targeting six high schools in Washoe and Lyon counties. Methodology • 100% of students participating in Summer Academy were administered Accuplacer Diagnostic assessments for English, mathematics, and reading comprehension in March 2013. • Summer Academy English and math instructors were provided assessment scores for each student to focus on areas of critical need during the six weeks of instruction. • Summer Academy students completed one hour per week of supervised work in an individualized, online MyFoundations Lab designed to address areas needing critical skill building. • 100% of participants were administered the same Accuplacer Diagnostic assessments in the final week of July 2013. • Differences in pre and post assessment scores will be analyzed to determine student learning occurred as a result of the program. Plan of Action The results of this assessment will allow us to improve programming by… • Informing practice for Summer Academy 2014, resulting in the more efficient and effective incorporation of additional MyFoundations Lab hours. • Informing decision making about an off-campus, virtual Summer Academy in 2014. The virtual option is under consideration in an effort to meet the Upward Bound Programs’ Competitive Preference Priority 2 “Enabling More Data-based Decision Making” and Competitive Preference Priority 3 “Improving Productivity: Use of Technology and Cost Saving Measures” as outlined by the U.S. Department of Education. The results of this assessment will allow us to improve assessment by… • Surveying instructors on the effectiveness of utilizing Accuplacer Diagnostic assessment scores to address areas of critical need in Summer Academy courses. Key Findings We expect to find that 65% of students will increase scores on one or more of the Accuplacer Diagnostic assessments by 5%. This year will provide a baseline of data for next year’s Summer Academy, which will incorporate additional MyFoundations Lab online hours to compensate for a reduction to five weeks of instruction.
Start Thinking About College (STAC) for Underrepresented StudentsAraceli Martinez and Center for Student Cultural Diversity Staff Learning Outcomes As a result of participating in STAC 2012, students were able to: • Demonstrate knowledge of obstacles which could prevent them from attending college. • Summarize basic information on Financial Aid and Scholarships. • Recall admissions requirements. Demographics • 7thgraders of traditionally underrepresented populations from WCSD were brought to campus in an early outreach effort to increase student planning for postsecondary attendance earlier in their educational career. • 69% of them stated this was their first time visiting campus • 70% were First Generation • 79% did not have a sibling in college • 83% of their parents did speak with them about attending college Methodology • We observed 100% of participants during a day long event with participation in different workshop sessions and activities. • Observations were during Oct. 2, 16, 25, and Nov. 1, 2012. • Students took a survey at the end of the day which included: • Is this the first time you have visited the University? Yes No • Did your mother or father graduate from college? Yes No • Have your parents ever spoken to you about going to college? Yes No • Do you have a brother or sister in college? Yes No • What is the best way to get information about college to your parents? • What are some things that might prevent you from going to college? • What did you like most about S.T.A.C.? • What did you not like about S.T.A.C.? • Name three things you learned today. Plan of Action • The results of this assessment allowed us to improve programming by ensuring we emphasize types of financial aid offered by the FAFSA and the Admissions Requirements. • The results of this assessment allowed us to improve assessment by asking more specific questions. Our Learning outcomes for 2013 are… • As a result of participating in STAC 2013, students will be able to: • Identify three obstacles that could prevent them from going to College. • List three types of financial aid they can receive through FAFSA. • Recall GPA, Classes and Tests required for University admissions. Key Findings • We foundthat participants who answered the survey stated that cost, grades, drugs and friends could be potential obstacles • Students were able to recall/list the admissions requirements and the types of aid offered through FAFSA; however, their answers were not as specific as we expected. • Variation in learning may be due to presenters style, coverage of all the material, and emphasis on admissions requirements and aid offered through FAFSA.
Facebook Integration Amongst StudentsMeasuring Student Engagement Within Inigral Application Office for Prospective Students-Brittney Lowry, MA & Adam Stoltz, Ed.D Learning Outcomes • As a result of student & faculty posting information on Facebook, student respondents will signify informational value by liking and commenting on posts. • As a result of student & faculty posting information on Facebook, a random sample of student respondents who respond to posts will explain how they used or plan to use the information provided. Demographics • The students who use this application are current students and admitted students for fall 2014. • Currently 50% of admitted student sign up to use the application. Methodology • Informational value will be assessed by evaluating the level of interaction between independent and dependent posts by a user with Administrative/Current Student & Faculty/Staff status. • Independent posts are categorized as a single “wall post” and dependent posts are those posts that are part of a “thread” on the individual student profile. Plan of Action • The results of this assessment will allow us to improve service by revealing if Facebook has the outreach capability to engage students before and after they come to campus and what administrative level students are more likely to engage (respond) with ie: faculty/staff, administrator, current student, ambassador. • The results of this assessment will allow us to improve assessment by exploring whether or not Facebook is a useful tool for assessment of student perceptions. Key Findings • We expect to find that dependent posts between a student and a user with “administrative/current student” status will result in higher levels of perceived informational value. • We expect to find that students share the information they find most helpful with their friends outside of the Inigral Application.
Check-In Meeting Learning OutcomesOffice of International Students and ScholarsAdilia Ross Learning Outcomes Students who participate in the Check-In Meeting will be able to identify: • 3 ways to maintain their status • 5 resources available to students on-campus • The difference between a visa and status Demographics • Our office serves international students and scholars coming to the University to participate in degree-seeking programs, exchange programs or to conduct research. • We will be evaluating new undergraduate and graduate students Methodology We will observe student learning by means of an evaluative survey completed by the students at the conclusion of the Check-In Meeting. Plan of Action • The results of this assessment will allow us to determine if: • The information we provide during the Check-In Meetings is valuable to students • Follow-up information sessions are necessary once students have settled in • The results of this assessment will allow us to improve the Check-In Meetings by showing us what information is relevant and what information is irrelevant to students during the meeting and to determine alternate ways to get the information to the students Key Findings • We expect to find out how much information students retain from the meeting • Potential complications may be: • Students not being honest • Students not submitting the survey • Variation in learning may be due to the following factors: • Jetlag/fatigue • Language barrier
Veteran Orientation Terina Caserto, Veteran Services Learning Outcomes • Students who participate Veteran Orientation will be able to recall the three most critical points needed for successful use of the VA Education Benefit for full-time payment. • Students who participate will be able to identify at least one other point of interest they would like further follow up from our office. • Family members participating in Veteran Orientation will be able to recall the three most critical points needed for successful use of the VA Education Benefit • Family members who participate will be able to identify at least one other point of interest they would like further follow up from our office. Demographics • Participants are incoming students of the University using VA Education benefits and their family members who are transferring the benefit to the student. • Students are first-time freshman and transfer students. • Students are either active duty service members, veterans or dependents. • Students may or may not have used the VA Education benefit prior to attending the University. • Approximately 100% of students will be using the VA Education Benefit at full-time rate of pursuit/payment for primary source of income. Methodology • We will observe student learning directly by means of a VOLUNTARY, short, open-ended survey collected at Veteran Orientation and Veteran Transfer Orientation Summer 2013 and Winter 2014 • Each student /family member attending the Veteran Orientation breakout session will be briefed up front of the survey and given the short form survey to fill out at conclusion of Veteran Orientation. • The visual presentation will outline the critical points and verbal identification made by presenter. • Concluding the presentation the presenter will request the short-form survey be filled out and will then collect. • Presenter will answer all questions. Key Findings • Expectations include: • 90% of Orientation attendees will participate in short survey • Minimum 80% will be able to recall the three most critical points for effective/successful use of the VA Education Benefit for full-time users. • Variations will appear due to some students using VA Education benefits previously that must re-learn how to use at this particular institution (can vary from institution to institution). • Follow up by Veteran Services staff will be more efficient and effective as knowledge base of the student will mirror office objectives. • Current Data: 23 participants have filled out the survey/ 15 of which are students Plan of Action • The results of this assessment will allow us to improve Veteran Orientation programming by updating the Orientation presentation and material to better reflect the important and critical pieces of knowledge the VA Education Benefit user must know to use the benefit successfully. This in turn is expected to enhance the effectiveness of how the student uses the benefit the first term enrolled and thereafter (i.e. lessening complications typically arising in first term of usage). • The results of this assessment will allow us to improve assessment by evaluating the use of a survey to gather immediate feedback of effectiveness of presentation.