Transcript Title byline - University of Nevada, Reno

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
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.
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
ASUN
reflect on impact ofofthe
new strategy on their
financial management.
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.
Demographics
Textbook Funds in 2012/13:
60
Total # Students
(10Repeat Users)
75%
Pell Recipients
33%
Millennium Scholars
65%
Live Off-Campus
78%
Female
33%
First-Time Freshmen
45%
African American
22%
Multi-Racial
17%
Latino
13%
White
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 by
evaluating 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 Creation
Christopher 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.
Methodology
Demographics
 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.
 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.
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.
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 to improve
assessment by adjusting the portfolio completion rate to
adequately challenge future SI Leaders.
Fraternity and Sorority President Meetings
Dennis Campbell Jr.,
Coordinator for Fraternity and Sorority Life
Methodology
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.
 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
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.
Demographics
Twenty Five Fraternity and Sorority
Chapter Presidents
– Nine Sororities
– Sixteen Fraternities
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
Measuring Student Learning at Orientation
Office of New Student Initiatives
Perry 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.
Methodology
Demographics
 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.
 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.
Key Findings
Plan of Action
 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.
 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.
STEPS: Educational Program for Student Success
Office of Student Conduct
Jo 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
Methodology
Demographics
•Students will complete a pre and post selfassessment online quiz which generates a
numerical score representing their competence in
the 8 domains assessed
•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
•At the completion of the STEPS program, students
will complete a self-report evaluation
•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
•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 selfevaluation 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 Training
Preparing Paraprofessionals
Teri 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
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.
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.





Resident Assistants, Community
Assistants, and Academic Mentors
N = 65
Age: 17-23 years old
63% female, 37%male
60% new staff members, 40% returning
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.
Customer Service Assessment
Nevada Wolf Shop
Corie Moe, Assistant Director, Store Operations
Learning Outcomes
Methodology
 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.
 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
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
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
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
Assessing Learning Outcomes for
Career Mentor Training
Nevada 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.
Methodology
Demographics
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
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.
Key Findings
We expect to find that Career Mentors gain a basic but thorough
understanding of key elements of career advising and resources from
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 training week. 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) Retreat
Raquel 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.
Methodology
Demographics
 Student Facility Supervisors went on an overnight
retreat to Sacramento State and UC Davis
Student Unions
 Each FS will 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.
 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.
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 Plan
Dr. Nicky P. Damania and Dara Naphan
Center for Student Engagement, Student Government
Demographics
Learning Outcomes
Methodology
 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.
1. (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)
2. Researchers will collect action plans 3 times
(LO 2) and use a rubric to measure Officer growth
3. (Post-test) Officers re-self-report their levels of
experience and confidence in the eight
developmental areas (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.
Institutional
Statistics
22.1 yearsa
b
6676 (48%)
2916 (22%)b
2890 (22%)b
3059 (23%)b
4565 (34%)b
c
11350 (67%)
2.987*
a = http://www.unr.edu/union/vendor-opportunities/demographic-population-proximity-data
b = http://www.unr.edu/ia/enrollment (Undergraduates)
c =http://www.unr.edu/ia/enrollment (All students)
1 = Self reported by “check all that apply” question
* = Reported by UNR Institutional Research Analyst
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).
Sample Statistics
(n= 57)
Average age 20 years
<
Males 33 (58%)
>
First Years
1 (2%)
<
Sophomores 21 (37%)
>
Juniors 21 (37%)
>
Seniors 14 (25%)
<
Caucasian 39 (57%)1
<
Average GPA
3.34
>
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 Program
ASUN Center for Student Engagement
Amy Koeckes & Chris Partridge
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.
Methodology
We will administer a self assessment (rubric)
at the beginning and end of academic year.
Demographics
170 hourly student leaders in engagement
services of ASUN:
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.
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
Key Findings
Plan of Action
“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.
The results of this assessment will allow us to:
Improve the student 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.
Learning Outcomes for Counseling Process
Cindy 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.
Methodology
About Our Clients
Clients will be asked during the 8th week of Fall Semester
to voluntarily complete an open-ended survey form
asking them:
2012-2013 = 1160 clients and 7386 total appointments
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
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
Relationship Issues
Depression
Attention Deficits
Academic Problems
Anxiety, Fears, Worries
Depression
Academic Problems
Relationship Problems
Low Self-Esteem
16.8
13. 0
9.8
6.6
5.4
12.5
11.4
6.5
6.0
4.8
Plan of Action
The results of this assessment will allow us to:
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.
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
Agaron Balayan: Assistive Technology Technician • Ingrid Mburia: MPH, Epidemiologist.
Learning Outcome
Methodology
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.
Participants are trained and assessed two weeks later by
DRC student assistive technology (AT) technicians using
the following rubric:
*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).
Demographics
• The DRC serves 900 students.
• 156 students currently use the LS Pen:
Disability Service Category
Beginning
Student
demonstrates
basic skills:
starts video
&/or audio,
writes &/or
talks, then
stops video
&/or audio.
Emerging
Student can
review either
visual or
audio
recording
features via
Evernote.
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.
Developing
Student can
review both
visual and
audio
recording
features via
Evernote.
Accomplishing
Student can
use OCR,
NavPlus, and
bookmarking
functions (at
least 2 of 3).
Mastering
Student can
use shortcuts,
settings, and
study
reminder
functions (at
least 2 of 3).
%
ADD/ADHD
31%
Cognitive
3%
Hearing /Vision
5%
Learning
24%
Other Health
8%
Physical
1%
Psychological
26%
Temporary
1%
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 conducted at 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.
Intrusive Coaching for Academic Success
TRiO Scholars Program
Rita 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:
(1) Academic Achievement
(2) Personal Responsibility
(3) Leadership
By the end of the first semester,
participants will attain 80% of the points
associated with achieving each goal.
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
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.
Key Findings
Plan of Action
 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.
 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.
Accuplacer Online Skill Builder Incorporated into
Upward Bound Summer Academy
Ellen Houston, Upward Bound Programs
Learning Outcomes
Methodology
Upward Bound students participating in the sixweek 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.
 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.
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.
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.
Ethnicity
AM
AAPI
BL
HI
WH
Multiethnic
Totals
Students Percentage Male
0
0%
0
12
11.5%
2
6
5.8%
2
48
46.2%
11
30
28.8%
12
8
7.7%
4
104
100%
37
Female
0
3
4
37
18
4
67
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.
Start Thinking About College (STAC)
for Underrepresented Students
Araceli Martinez and Center for Student Cultural Diversity Staff
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
Methodology
Learning Outcomes
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:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Is this the first time you have visited the University?
Yes
Did your mother or father graduate from college?
Yes
Have your parents ever spoken to you about going to college?
Yes
Do you have a brother or sister in college?
Yes
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.
Key Findings
No
No
No
No
 7th graders 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
Plan of Action
 We found that 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.
 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.
»
Variation in learning may be due to presenters style, coverage of all the
material, and emphasis on admissions requirements and aid offered through
FAFSA.
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.
Facebook Integration Amongst Students
Measuring 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.
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.
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.
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.
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.
Check-In Meeting Learning Outcomes
Office of International Students and Scholars
Adilia 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
We will observe student learning by means
of an evaluative survey completed by the
students at the conclusion of the Check-In
Meeting.


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


Key Findings

Demographics
Methodology
Our office serves international
students and scholars coming to the
University to participate in degreeseeking programs, exchange
programs or to conduct research.
We will be evaluating new
undergraduate and graduate students
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
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 fulltime 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.
Methodology
Demographics
 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.
 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.
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.