Criterion Three: Student Learning and Effective Teaching
Student Affairs Report
Criterion Three
Admissions Office
1. A. Do you have a formal, written outcome for your unit? Yes.
B. If so, please provide. Excel spreadsheet of goals for applications and inquiries attached.
C. Do you have additional outcomes for each area of responsibility in your unit? Yes.
D. If so, please provide. In addition to enrollment, we set a goal of 100 in attendance at each summer Orientation session.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)? Application and enrollment numbers, campus tour surveys, Orientation evaluations (student and parent) and open house evaluations.
B. Please provide examples of these tools. Please see attached examples.
C. How is this data collected, stored, and accessed? The data is collected directly from the individual and stored in paper format. Orientation data is also entered into a database. The OA working with Orientation maintains those files while the Coordinator for Admissions Services and the Representatives maintain the tour surveys in paper format only. The Representative in charge of hosting the open houses maintains the paper evaluations for these events.
Enrollment data is available to everyone via the Institutional Research. Since we have been responsible for only on-campus, undergraduate enrollment in the past, we keep a separate Excel database that is provided to all staff members and VP for Enrollment Management on a weekly basis.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
The Admission Director speaks with each Territory Representative at least weekly throughout the recruiting cycle. They share feedback about their high school visits, college fairs, transfer fairs, market trends and marketing campaigns by our competitors. Each Territory Representative is supported with information about programs on campus, recruiting materials and give-away items for students and high school counselors, expenses paid so that they can attend regional or community events to recruit and by advertising in their area.
4. How do you know if your outcome was accomplished successfully?
The application and enrollment numbers.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
The Director receives periodic feedback from all staff members and conducts a Fall Wrap Up/Spring Rev Up session where all Representatives report the results of the fall recruiting season and we plan our follow-up for the spring.
6. How has your unit contributed to effective learning environments, facilities and support services?
Although the Admissions Office generally works with prospective students rather than current ones, every attempt is made to further the learning experience of students hired to work in our Office. The Admissions Ambassadors are a select group of current students responsible for leading campus tours for prospective students and their families. The Ambassadors go through extensive training before leading tours on their own. Not only do they learn about campus history and buildings, they also learn other skills in the areas of public relations, voice projection techniques and communications. In addition, they meet with professors and staff from other areas of the campus to increase their knowledge of Chadron State College. Student workers in the Admissions Office were given the opportunity to work with professional staff members to create and appear in a video clip which is used at freshmen orientations. The Admissions Office strives to give student workers additional hands-on learning experiences to further enhance the classroom knowledge they gain at Chadron State College.
Athletics
1. What are the student outcomes for each program in your unit?
• Athletic team’s student learning outcomes are comprised of a unique combination of subjective and objective evaluation.
• Athletic coaches evaluate the learning outcomes by physical testing, mental testing on a limited basis and by the team success during a competitive season.
2. What tools does your unit use to assess student learning? How is the data collected, stored, and accessed?
a. Tools used:
• Measurable strength, endurance and speed testing is a valuable tool in the assessment of student athlete success.
• Testing is done regularly throughout the off-season.
b. How data is collected, stored and accessed?
• Data is collected by the coaching staff through strength tests, speed test, and conditioning test all administered in a coordinated and consistent method.
• Data is stored with the coaches of each sport and are scrutinized by head coach.
• The data can be accessed by contacting the coaches of each specific sport.
3. How are individual courses and program evaluation coordinated?
The Director of Athletics is responsible for the coordination of all testing. This process requires the expertise of the strength and conditioning coach.
4. How have assessment results been used to improve student learning?
Records of increases in strength, speed, and conditioning are compared year to year to evaluate the success of the method used. Student athlete’s response to off-season programs is monitored year to year.
5. How have assessment results been used to improve teaching?
• Athletic coaches consistently compare improvements, teaching techniques, and fundamentals of their individual sports with peers
• The assessment of this data is done through a comparative process that includes other institutions of like size and philosophy.
6. How has your unit contributed to effective learning environments, facilities and support services?
• Athletic facilities provide and excellent learning environment for all student athletes. Improvements and upgrades are made yearly.
• Athletics provides an opportunity for a student to be exposed to learning life skills in an environment the entails competition, teamwork, leadership, and peer acceptance.
Child Development Center
1. A. Do you have a formal, written outcome for your unit? Yes
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit? (See below)
D. If so, please provide.
The purpose of the CSC Child Development Center Laboratory is three-fold:
1. To provide undergraduate and graduate students educational opportunities that support practical reasoning, critical thinking and application of knowledge base information in a realistic setting,
2. To provide families with young children, between the ages of 2 and 9, high- quality, developmentally appropriate, active learning and naturally inclusive early childhood experiences which support individualized learning and development.
3. To provide an environment for students to conduct applied research under the supervision of qualified faculty.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
Student surveys are completed each year for the director of the program and also to provide feedback on the general operation of the program.
Graduating students are asked to complete a survey as well identifying how the Laboratory experience as benefited them throughout their educational career.
Families are also encouraged to complete a survey annually to assist with the on-going assessment of outcomes for the program.
National accreditation requires the program to complete annual assessments which may be accessed by contacting the Center director.
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed?
Data is collected via a survey, compiled and stored in a Microsoft Word document. Completed surveys may be accessed by contacting the Center director.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
The Laboratory is a component of the academic preparation of undergraduate students within the Applied Sciences department and the Family and Consumer Sciences program. The organizational structure has a chain of command consisting of Chadron State College President, Vice President of Academic and Student Affairs, Dean of the School of Professional and Graduate Studies (Restructuring at CSC in the fall 2006 will place the Laboratory in the School of Business, Mathematical Sciences, and Applied and Natural Sciences), and the faculty within the department of Family and Consumer Sciences, one of whom is the director of the Laboratory.
ORGANIZATIONAL STRUCTURE
Individual staff employed in the Laboratory have responsibilities that support the daily routine of the program.
|Kim Madsen, Director |Pam Leonard, Assist Director |Joleen Conway | |
| | |Head Teacher |Student Head Teacher |
|Hours: arranged |7:30 – 3:30 p.m. or as needed |7:00 – 5:30 pm |Arranged |
| | |(split shift) | |
|Plan Time: |Arranged during day |2-3:00 p.m. |Arranged |
|arranged | | | |
|Cubby |Office space |Cubby space/planning space – Observ. |Cubby space/planning space – Observ. |
|Office desk | |Room & Room 210 |Room & Room 210 |
|Name Tag |CDC and CSC |CDC |CDC |
|CDC and CSC | | | |
|Oversee general operation of |Supervision of daily routine and |Opening & Close Center – |Open and Close Center – |
|program |curriculum |Close Center as requested |(upon requested) |
|Coordination of licensing |Coordination of staff schedules – |AM/PM greeter and curriculum planning|Kindergarten and School Age |
|regulations and accreditation |assignment chart, seating chart, |– 7:00 a.m. to 12:30 pm. | |
| |nap chart, cleaning chart | | |
|Oversee physical plant/inside and |Daily monitoring of physical plant|Curriculum coordination – All Day |Curriculum coordination support to |
|outside |reporting to director needs/issues| |teachers including ideas for menus |
| |including storerooms, kitchen and| | |
| |storage areas | | |
|Oversee hiring and evaluation of |Organization of staff files, |Coordination of daily curriculum |Implementation of curriculum as |
|staff |hiring assignments and |planning, organization and |developed by Joleen Conway or upon |
| |Completion of staff evaluations |implementation of all activities – am|request of Head Teacher |
| |and staff conferences – 1 per |and pm | |
| |semester |- include 1 guest or field trip each | |
| | |week | |
| | |- include | |
| | |multicultural/diversity awareness | |
| | |each week | |
|Financial and Budgetary planning |Daily recordkeeping, billing, |Oversee brown and blue room and |Support organization of brown and blue |
| |receipts, purchases, financial |outside environments including |room and outside environments including|
| |reports to parents, all |storage areas – BB, Displays |storage areas – BB, Displays |
| |recordkeeping documents for end of| | |
| |month reports | | |
|Supervise recordkeeping – payroll, |Oversee USDA Food program – menu |Alignment of daily curriculum with |Support assessment activities upon |
|bills, receipts, income, expenses, |planning, reports, charts, daily |assessments and evaluation of |request |
|purchases |preparation of food, food logs and|children’s development | |
| |children’s eating habits | | |
|Grant Writing activities |Oversee all components of daily |Coordination and supervision of am |Support staff supervision as requested |
| |curriculum planning and |staff supporting assistant director | |
| |organization of curriculum |with staff evaluation | |
| |materials | | |
|Ordering of equipment and supplies |Oversee all assessment and |Active Participation in weekly main |Active Participation in weekly main |
| |evaluation of children’s |staff and all staff trainings |staff and all staff trainings |
| |development | | |
|College and community relations |Daily supervision and |Documentation of children’s |Support the Documentation of children’s|
| |communication with all staff and |development – coordination of |development – coordination of |
| |volunteers support public |assessments and evaluations |assessments and evaluations |
| |relations activities and events | | |
|Coordination of Advisory Board |Attendance and support to Advisory|Display of children’s artwork |Support the Display of children’s |
| |Board meetings and activities as | |artwork |
| |requested | | |
| | | | |
|Oversee staff development and |Assist with coordination and |Oversee display of pictures, labeling|Support display of pictures, labeling |
|training |implementation of weekly staff |and cleanliness of center |and cleanliness of center |
| |trainings | | |
| |* Organize food for staff meetings| | |
|Oversee Parent/Family educational |Oversee all communication with |Daily & weekly communication with |Daily & weekly communication with |
|components |parents and families |parents/families |parents/families as requested |
| | |-notes, signs, phone calls, visits, | |
| | |etc. | |
|Oversee interns and practicum |Participation in home visits, |Participation in home visits, 2 | |
|students |parent conferences, IEP/IFSP |parent conferences, IEP/IFSP planning| |
| |planning sessions |sessions | |
|Monitor Inventory |Daily monitoring and support to |Daily monitoring and supervision of |Daily monitoring and supervision of the|
| |classroom teachers and routines |the use of all equipment – reporting |use of all equipment – reporting |
| | |damaged or needed repairs immediately|damaged or needed repairs immediately |
| | |to assist. director |to assist. director |
|Oversee Repairs and Maintenance |Documentation of weekly guests and|Organizing, reporting and recording |Support Organizing, reporting and |
| |field trips |or all guests and field trips |recording or all guests and field trips|
|Develop newsletter each semester |Daily greeter and classroom |Coordination of daily assessment, |Support Coordination of daily |
| |support as needed |artwork, pictures, etc. for every |assessment, artwork, pictures, etc. for|
| | |child’s portfolio |every child’s portfolio |
|Coordinate information for parent |Coordination of all volunteers and|Completion of at least 1 school | |
|corner |supervision of volunteers |linkage with kindergarten classroom | |
| | |or Head Start per semester | |
|Support for Parent Education |Coordination of Parent gatherings |Organization and implementation of |Support the Organization and |
|activities |– at least 3 per year |parent gatherings – at least 3 per |implementation of parent gatherings – |
| | |year |at least 3 per year |
|H20 Grant – attend meetings and |Documentation and recordkeeping of|Documentation and recordkeeping of |Support the Documentation and |
|communication with Chadron City |enrollment, staff and outcomes for|enrollment, staff and outcomes for |recordkeeping of enrollment, staff and |
|Schools |Grant |Grant |outcomes for Grant |
| |- Attendance at all trainings as |- Attendance at all trainings as |- Attendance at all trainings as |
| |requested |requested |requested |
|On-going communication with Chadron|Administer All Medications and |Coordination of Writing and Literacy | |
|State College Administrative Level |oversee all documentation of |Bags | |
| |medications | | |
|Collaborative projects and |Documentation for Children with |Oversee all cleaning and upkeep of |Support efforts to Oversee all cleaning|
|agreements with community and |Food Allergies and documentation |Center |and upkeep of Center |
|college partners |of needs | | |
| | |Develop new and maintain all |Support the maintenance of all |
| |Documentation of Daily attendance,|resources in the center – prop boxes,|resources in the center – prop boxes, |
| |meal patterns and other reporting |file folder games, flannel boards, |file folder games, flannel boards, |
| |charts |decorations |decorations |
| | | | |
| | | |Review weekly curriculum unit, |
| |Assignments for cubbies, time |Weekly development and display of |fingerplays and songs. Implement |
| |clock numbers, mailboxes (staff |curriculum unit and fingerplays/songs|components of curriculum that apply to |
| |and families), toothbrushes, | |your work schedule. |
| |art/journal files | | |
| |Weekly purchases of supplies and |Attend H20 Grant meetings | |
| |food | | |
| |Report and/or arrange for all | | |
| |repairs to be completed with | | |
| |equipment or facilities – always | | |
| |keeping the director informed of | | |
| |needs before cost of repairs are | | |
| |incurred | | |
|Display and Maintain a professional|Display and Maintain a |Display and Maintain a professional |Display and Maintain a professional |
|attitude at all times working as a |professional attitude at all times|attitude at all times working as a |attitude at all times working as a team|
|team to create optimal learning for|working as a team to create |team to create optimal learning for |to create optimal learning for all |
|all children and students |optimal learning for all children |all children and students |children and students |
| |and students | | |
4. How do you know if your outcome was accomplished successfully?
Center main staff meet weekly with on-going daily communication to determine if responsibilities and outcomes for the Laboratory have been met both for children and students.
An agenda and minutes are kept for each meeting to determine future direction and needs of the program and individual outcomes.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Anecdotal notes, minutes, on-going assessment, observation, individual communication are all means for determining what changes need to take place within the program.
Daily records are kept to record these changes in addition to charts, logs and anecdotal notes.
6. How has your unit contributed to effective learning environments, facilities and support services?
The CSC Child Development Center Laboratory staff are all involved with the upkeep of the facilities as a optimum learning environment for children and students. Regular contact with maintenance and facilities personnel along with the building manager assist in the contributions made by the program.
Financial contributions are made through fees charged to families which go back to the operation of the program and upkeep on equipment, maintenance, staff development and on-going training of personnel including students.
Cultural Programs & College Relations
No report
Extended Campus Programs
1. A. Do you have a formal, written outcome for your unit?
Yes
B. If so, please provide.
See Attachment
C. Do you have additional outcomes for each area of responsibility in your unit?
No separate outcomes or assessments for units (Study Abroad, Prior Learning Credit, Early Entry) . Correspondence assessment is part of the ECP assessment plan.
D. If so, please provide.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
Faculty and student surveys, focus groups, anecdotal information
B. Please provide examples of these tools.
See Attachment
C. How is this data collected, stored, and accessed?
Surveys are collected electronically (web-based) or by surface mail. They are stored in binders in the AVPECP Office. Enrollment data is collected through institutional data bases and the SIS+ system. Data is summarized and stored electronically and occasionally on paper. Surveys and enrollment data is accessed routinely for review , interpretation and potential action.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
All outcomes are related to distance and alterative learning modalities. Many of the assessment tools probe the same issues, but also address issues specific to each modality.
4. How do you know if your outcome was accomplished successfully?
I generally assume that outcomes are not fully accomplished and work with a policy of continuous improvement. This is partially due to the rapid pace at which distance learning is changing. Outcomes that may be appropriate one semester or year may be outdated by the next semester or year.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Several ways:
o Review assessments to determine areas not meeting expectation and then identify remedial actions designed for improvement
o Glean ideas from current literature and workshops/conferences.
o Continually peruse the web for “best practices”
o Consult with colleagues at other institutions
o Encourage anecdotal feedback from faculty, students, and other interested constituents
6. How has your unit contributed to effective learning environments, facilities and support services?
a. Modern, stat-of-the art classrooms and distance learning technology
b. Full time technology support personal
c. Faculty support personnel
d. Student support personnel
e. Distance access to fully interactive courses
f. Regionally located personnel for enrollment
g. Expansive web page
h. Multiple distance learning modalities to address learning styles and access issues.
Financial Aid
1. A. Do you have a formal, written outcome for your unit?
No formal written outcome for our unit. The FAO is regulated by Federal and State policies.
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit? No.
D. If so, please provide.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.
The FAO Satisfactory Academic Progress policy measures 1) Quality of work 2) Quantity of work and 3) Total length of time. SAP is measured at the end of each semester for each financial aid recipient. The policy’s intent is to promote successful academic completion toward degree.
Each first time student loan borrower is required to complete entrance student loan counseling and successfully complete an exam before receiving first loan disbursement. All student loan borrowers are required to complete exit student loan counseling prior to their departure with CSC. Both counseling sessions inform students of their rights and responsibilities as a borrower, disclose the terms and conditions of the loans and express the importance of borrowing wisely to ease the burden of repayment. CSC’s default rate is currently 2.2% and average CSC student loan indebtedness is $11,900.
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed. Not answered
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
Not Answered
4. How do you know if your outcome was accomplished successfully?
Not Answered
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Not Answered
6. How has your unit contributed to effective learning environments, facilities and support services?
• The FAO Satisfactory Academic Progress policy measures 1) Quality of work 2) Quantity of work and 3) Total length of time. SAP is measured at the end of each semester for each financial aid recipient. The policy’s intent is to promote successful academic completion toward degree.
• Each first time student loan borrower is required to complete entrance student loan counseling and successfully complete an exam before receiving first loan disbursement. All student loan borrowers are required to complete exit student loan counseling prior to their departure with CSC. Both counseling sessions inform students of their rights and responsibilities as a borrower, disclose the terms and conditions of the loans and express the importance of borrowing wisely to ease the burden of repayment. CSC’s default rate is currently 2.2% and average CSC student loan indebtedness is $11,900.
• Financial Aid Counselor has made several money management presentations to the 1st Year Seminar classes and Project Strive group. Evaluations were collected from the Project Strive presentation.
• The College Work Study Program provides opportunities for work study recipients to be reading tutors for children who are in the 3rd graders and younger. There are approximately 5-6 off campus sites contracted each year that accommodate our approximately 20-30 work study students who serve as tutors.
Health Services
1. What are the student outcomes for each program in your unit?
I identified the “programs” as 1) Acute Health Care Needs, 2) Immunization Compliance and Records Management and 3) Illness Prevention/Health Promotion.
The outcomes for Acute Health Care Needs is resolution of symptoms, keeping referral appointments and decreased spread of infection to others.
The outcomes for Immunization Compliance and Records Management are protection of population from communicable and preventable disease, confidentiality of health information and service as a repository for immunization records for the student.
The outcomes for Illness Prevention/Health Promotion are demonstration of CPR and First Aid skills and understanding of risk behaviors and ways to reduce risks.
2. What tools does your unit use to assess student learning? How is the data collected, stored, and accessed?
The tools used for Acute Health Care Needs are a survey for those that use the CSC Clinic and phone call follow up when appropriate. Immunization Compliance and Records Management uses reports generated by Computer Services that flag immunizations that are not recorded and also internal record tracking and follow-up of non-compliance. The Illness Prevention/Health Promotion is assessed with pre and post tests when appropriate.
Survey data is collected from students using the CSC Clinic and is a paper form. It is entered onto an excel program and stored and accessed by the computer. The Immunization Compliance and Records Management is stored in a locked medical records room in Health Services and is accessed by the nurse or office assistants as needed. The Illness Prevention/Health Promotion data is collected by paper tests and is stored in files in Health Services.
3. How are individual courses and program evaluation coordinated?
Evaluation is done when appropriate. If I teach a CPR class I pass out pre and post tests to evaluate learning. If I follow up on a student that has been seen in Health Services the evaluation is done in the form of questions about effectiveness of treatment and recorded in their chart. If I want to evaluate immunization compliance then I contact Computer Services to request a printout of students with incomplete immunizations.
4. How have assessment results been used to improve student learning?
Assessment results have been used to improve Health Services in identifying a need for increasing services in the form of a free clinic for college students. The health fee was restructured to support this effort. They have also identified a need for additional staff in Health Services and a part-time Office Assistant was added this semester.
5. How have assessment results been used to improve teaching?
Evaluation results for certification classes such as First Aid and CPR have been positive so changes have not been made. However, in self-evaluating such classes I have made changes at times. One change for example, I try to limit class size to 10 – 12 students and separate students seeking new certification from those seeking re-certification.
6. How has your unit contributed to effective learning environments, facilities and support services?
I feel Health Services has a direct link to effective learning environments by increasing the overall health of the campus. If a student is ill and does not seek treatment and remains ill over an extended period not only is the student’s learning affected but the other students and staff may be affected as well. This is difficult to prove with data collection.
Housing & Residence Life Office
1. A. Do you have a formal, written outcome for your unit?
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit?
D. If so, please provide.
We do not have formal, written outcome statements for our unit. Individual employee goals are included in the yearly performance evaluations and reviewed though out the term. We are in the process of reviewing the CAS Standards for Housing and will be starting to utilize those standards as an additional assessment instrument in order to formalize our assessment.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed?
Assessment Initiatives
|Current Assessment Initiatives |Frequency |Last Survey Conducted |
|Residence Hall Exit Survey |Each Semester |Fall 2004 |
|“Why Are You Leaving” | | |
|Residence Hall |Annually |Spring 2005 |
|Quality of Life Survey | | |
|Residence Hall Programming Evaluation |Each Semester |Spring 2005 |
Assessment Initiative - Residence Hall Exit Survey “Why Are You Leaving”
1.3 Focus Area: Institutional Community
1.3.7 Objective: Student Recruitment and Retention
The intent of this initiative is retention based. The objective is to determine why the students living in the residence halls are choosing to leave. This process is conducted when a student chooses to cancel the agreement to live in the residence hall, prior to the student moving out. The residence hall exit interview process utilizes the “Why Are You Leaving” form and contains both paper/pencil and verbal components.
Data Collection
The exit interview process is conducted by the Residence Hall Director or Coordinator and includes the student completing the “Why Are You Leaving” form and a personal interview. The RD/RC is asked to write comments on the back of the form for reference; this is especially helpful if the staff member is aware of additional information that the student has not self disclosed. Forms are then returned to the Housing Office to be compiled at the end of each semester.
Analysis
The interview provides an immediate opportunity for the Residence Life staff to address issues or make referrals to assist the student in the areas that may be causing them to leave. Results of questionnaires are compiled at the end of each term by the Housing Office and distributed to other units on campus such as Admissions, Food Service and Maintenance. This valuable information is reviewed and provides insight as to where our students are going after leaving the residence halls and often about service, facilities, or financial concerns. Information is reviewed within the department and utilized in planning processes.
(“Why Are You Leaving” Form)
CHADRON STATE COLLEGE ASKS . . .
Why are you moving out of the Residence Halls?
Please take a few minutes to complete the following questionnaire. We do value your opinion and suggestions and/or comments. The Housing Office strives to improve the facilities for you, the student.
NAME _______________________________________________ DATE ____________
RESIDENCE HALL: Andrews ___ High Rise ___ Kent ___ Brooks ___ Edna Hall/Wing ___
- I am moving out of the residence halls due to:
_____ Graduation/Student Teaching (please circle one)
_____ Taking time off to work
_____ End of my program at CSC
_____ Academic Difficulty
_____ Getting married & leaving Chadron
_____ Getting married - moving off campus/moving to CSC housing (circle one)
_____ Moving off campus
_____ Transferring
Where to:________________________________________________
Why? _______ Closer to home
_______ End of Program
_______ Degree not offered at CSC
Other comments ___________________________________________________
Off campus address _________________________________________________
If you are moving off campus please list your cell phone # _______________________
There are several times during the school year when different offices or instructors try to reach students.
We would like to keep your records current. Thank you.
Please rate the following services – 1 is low, 5 is high
Food Service: 1 2 3 4 5
Comment: ___________________________________________________________________________
Housing Policies: 1 2 3 4 5
Comment: ________________________________________________________________________
Maintenance & Custodial: 1 2 3 4 5
Comment: ___________________________________________________________________________
Cost of Campus Housing: Too high Too low Satisfied
Room Furnishings: 1 2 3 4 5
Comment: ___________________________________________________________________________
* Did you feel part of the residence hall community where you lived? ___ Yes ___ No
* Did you attend or participate in any residence hall programs ? ___ Yes ___ No
Advantages to living on campus ____________________________________________________________
___________________________________________________________
(Staff Use Only) Reason for Leaving as listed on front page
Please write a paragraph as to what the student visited with you about on why he/she is leaving the residence hall. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessment Criteria – Residence Hall “Quality of Life” Survey
Vision 2011 -1.3 Focus Area: Institutional Community
1.7 Focus Area: Resources and Facilities
To determine current students' perceptions of their residence life experience in the areas of staffing, services, programs/activities and social climate. The “Quality of Life” survey is a paper/pencil instrument.
Data Collection
The “Quality of Life” survey is administered in April each year by the Residence Life staff. All students living in the residence halls are asked to participate. Completed surveys are returned to the Housing Office to be compiled.
Analysis
The survey results are compiled and sorted by category. Information that would be of interest to other units on campus is distributed. The Housing and Residence Life staff reviews the results and determine objectives for coming semesters. The assessment activities will assist in making fiscal, student life, policy, and services decisions.
`
Please complete this survey and follow the guidelines below:
1. Answer as honestly as possible.
2. Darken the answer that you feel applies. Only one answer please.
EVALUATION OF RESIDENCE HALL FACILITIES AND PROGRAMS
General Information
1. Current Class Level
(a) Freshman (0-30 hrs) (c) Junior (60-90 hrs) (e) Graduate Student
(b) Sophomore (30-60 hrs) (d) Senior (90-125 hrs)
2. Gender
(a) female (b) male
3. Ethnic Background
(a) Black (c) White (e) Other
(b) Hispanic (d) Native American
4. Residence Hall in which I now live
(a) Andrews Hall (c) Edna Work Hall/Wing (e) Kent Hall
(b) Brooks Hall (d) High Rise
5. Current Room Type
(a) double (b) private
6. Number of years I have lived in the residence halls
(a) One (c) Three (e) Five
(b) Two (d) Four
7. My tentative plan for housing next year is:
a) to remain in the residence halls (d) to move off campus
(b) to move home, commute (e) none, I will have graduated or completed my CSC program
(c) transfer
Environment
8. In my experience, the residence halls are a safe place to live.
9. The Security Officers and night desk workers do their jobs professionally.
10. I am satisfied with my residence life experience.
11. Living in the residence halls has helped me to adjust to college life.
12. There is a sense of community on my floor/wing.
13. I feel comfortable being myself in the residence halls.
14. The level of alcohol and drug use is in the residence halls is moderate.
15. I understand the alcohol/drug policy and the basis for decisions, whether or not I agree.
16. I am informed and kept up to date on contracts, procedures, deadlines, and changes.
17. I have the opportunity to suggest changes or improvements in my living area.
18. I study most frequently in:
a) my room or a friend’s room (c) computer lab on campus (e) off campus
b) residence hall study lounge (d) library/student center
19. When you do not study in your room please indicate the major reason why:
(a) interruptions from friends (c) other things to do in my room (e) too noisy
(b) roommate is distracting (d) don’t have own computer to study
Residence Life Staffing
20. My Residence Hall Director/Coordinator knows who I am.
21. My RD/RC is sensitive to residents’ needs and follows up on concerns and questions.
22. My RD/RC is effective in interpreting and fair in enforcing college rules, policies, and regulations.
23. My RD/RC spends an adequate amount of time with residents and is visible in the hall.
24. My RA's performance HAS met my expectations and has made an effort to get to know me.
25. My RA uses good judgment when solving issues in the residence halls.
26. My RA is enthusiastic about his/her role as an RA.
27. My RA is easy to reach if I need to talk with him/her.
28. My RA enforces policies and rules in a consistent manner.
29. I know I can trust the Residence Hall staff with confidential matters.
Housing
30. My room was clean when I checked in.
31. The overall condition and cleanliness in your residence hall is good.
32. Repair requests are responded to in a timely manner.
33. What is the main influence in choosing your housing?
(a) cost (b) friends (c) parents (d) convenience
34. How do you utilize the Internet connection in your room:
(a) laptop Computer (b) desktop Computer (c) I do not have a computer
35. I find the Internet connection to my computer:
(a) beneficial for school work (c) both a. and b.
(b) beneficial for entertainment (d) neither a. nor b.
36. Do you feel that the Cable TV service provided in the residence halls is adequate?
(a) yes (b) no
Programming
37. I attend programs in the residence halls because: (may select more than 1 answer)
(a) they are fun (c) I meet new friends (e) my friends are going
(b) I learn something (d) I get extra credit for class
38. I attended the following number of programs in the residence halls this academic year:
(a) 0 (c) 3-5 (e) over 7
(b) 1-2 (d) 5-7
39. I would like to see more programs in the following areas: (may select more than 1 answer)
(a) educational (c) recreational (e) field trips
(b) social (d) diversity
40. The type of campus events that I attend are: (may select more than 1 answer)
a) dances (c) concerts (e) plays
b) movies (d) sports events
41. I am currently involved in extra-curricular activities (RLA, Hall Council, CAB, Student Government, athletic teams, theatre, clubs, etc.)
(a) 0 (c) 2 (e) over 5
(b) 1 (d) 3-5
42. There is not adequate space in my residence hall for:
(a) recreation (c) social activities (e) cooking
(b) quiet studying (d) storage
43. If there were an opportunity to live on a theme floor, would you be interested in any of the following:
(a) academic major (c) 24 hours quiet (e) wellness
(b) substance-free (d) leadership
44. If there were an opportunity to provide additional facilities in the residence halls which would you prefer:
(a) coffee house lounge (d) home theatre lounge
(b) sports lounge/dancing (not serve alcohol)
(c) recreation room (video games, pool tables, other games)
Evaluation of Food Services
45. What meal plan will you be on next semester?
(a) 5 (b) 9 (c) 14 (d) 19 (e) 135 Block Plan
46. How many meals do you eat in the cafeteria each week?
(a) 0 (b) 1-5 (c) 6-10 (d) 11-15 (e) 16-19
47. How many meals do you get from the Grill each week?
(a) 0 (b) 1-5 (c) 6-10 (d) 11-15 (e) 16-20
48. The hours of the food service are adequate?
(a) yes (b) no
General Comments Concerning the Residence Hall Complex
* Here's your chance to tell us what you are thinking!
* We value your opinion.
We are constantly reviewing and revising and are always looking for ways to improve campus life. Remember, we would like to know what you like about living in the residence halls as well as the changes you would like to see. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
Assessment Criteria – Residence Hall Programming
Vision 2011 -
Residence Life staff conduct programs and/or activities each semester for students of each residence hall to provide entertainment and stimulate the development of student independence and self. These programs will help to develop a sense of community within the residence halls. Programs will be a mixed variety of entertainment, community building, and educational. Programs will be provided both on and off campus.
Data Collection
The number of programs along with the number of students attending each program offered will be compiled. The Resident Advisors will complete evaluation reports of each program. Likewise, questionnaires will be available for students attending the programs to complete an evaluation. Questions on the “Quality of Life” survey will also be collected and compiled.
Analysis
The data collected from the programming evaluations and questionnaires will be utilized in the planning process for improving programs to enhance student life and learning opportunities at CSC. The Residence Life Office compiles a report that gives summary of all programs offered during the academic year. This report is reviewed and discussed to make appropriate changes for future programming.
|Programming Semester Summary 2004-2005 | |
|Programs |Attendance |
|Go for the Gold Games |134 |
|Get to Know your Brooks Neighbor Pizza Party |30 |
|Nacho Run: Freshman Q & A |18 |
|GIRLS Nite (Girls in Real Life Situations) |18 |
|Scavenger Hunt |35 |
|WL: Setting Goals |14 |
|Alcohol Awareness Bulletin Board |passive |
|Cultural Foods Program |18 |
|CSC Blood Drive |45 |
|Career Testing |7 |
|Public Room Beautification |12 |
|Monday Night Football |26 |
|Ectasy Bulletin Board |passive |
|Homemaker Evening |7 |
|Poker & Prevention |23 |
|Mulled Cider Day |45 |
|Battle of the Sexes Swim Race |22 |
|Edna Open House |50 |
|CSC Spirit Bandanas |22 |
|Voting Bulletin Board |passive |
|Cutthroat Pool Tournament |9 |
|WL: Colors of our Personalities |16 |
|Presidential Debates |17 |
|5th Floor Kitchen Clean-up |5 |
|Homecoming Bed Sheet for Edna |5 |
|Alcohol & Drug Awareness at Kegger |150 |
|Andrews Resident Appreciation |186 |
|Harvest the Vote |50 |
|Powder Puff Football |40 |
|8th Floor Mural |4 |
|Boys Cheerleading at Girls Football |7 |
|Homecoming Decorating at Andrews Hall |6 |
|Hispanic Heritage Movie Night |3 |
|CSC Spirit: Decorating Homecoming Shirts |2 |
|Homecoming Decorating at Brooks Hall |10 |
|German Movie Night |12 |
|Homecoming Bed Sheet for Andrews |7 |
|Breast Cancer Awareness |42 |
|Homecoming Float for Andrews |6 |
|Alcohol Awareness: Graveyard |passive |
|Happy Hour with the Cops |26 |
|Kent Hall Cleanliness |229 |
|America Chooses |32 |
|Pool League |9 |
|National Nacho Day & Hispanic Culture |48 |
|Cosmic Bowling |200 |
|Democracy - Newsies |5 |
|Deutche Nacht |15 |
|Great American Smoke Out |16 |
|Halo 2 Tournament |30 |
|Italian Night in Kent |21 |
|Programs |Attendance |
|Drug Awareness in Kent |0 |
|Make Stockings for Rest Home Residents |11 |
|Requirements for new Honors Hall |5 |
|10th Floor Mural |6 |
|Pitch Tournament |16 |
|Relay for Life - Dusty & Lacey |18 |
|Relay for Life - Ted |18 |
|Relay for Life - Jeremy |18 |
|Relay for Life - Ben |18 |
|Christmas Ornament Decorating in Brooks |19 |
|Kent Hall Christmas Door Decorating Contest |48 |
|Andrews 3rd South Dinner |14 |
|Christmas Cards for Soldiers |4 |
|Christmas Room Decorating Contest in Andrews |7 |
|Free Throw Contest |6 |
|Holiday Decorating in Andrews |7 |
|Italian Supper for Edna Hall |25+ |
|Delivering Stockings for Assisted Living Residents |5 |
|Holiday Door Decorating Contest - High Rise |17 |
|Exercise Program: Becoming a Healthier You |6 |
|Toilet Talk |passive |
|Delivering Stockings for Rest Home Residents |5 |
|Eagle Triathlon |35 |
|Haunted House |420 |
|Kent Hall Kegger |150 |
|Mr. CSC |150 |
|Night Golf Tournament |34 |
|Sheets Family Presentation |18 |
|Alcohol Awareness: Graveyard |passive |
|AAW: Windshield Display |passive |
|Delivering Stockings for Assisted Living Residents |2 |
|Welcome Back Movie Party |7 |
|Poker and a Movie |14 |
|Basketball Signing |38 |
|Sorry & Root Beer Game Night - High Rise |22 |
|Poker & Prevention |53 |
|Sundae Sunday |35 |
|French Movie Night |12 |
|WL: Alcohol Awareness |24 |
|I Know What You Did Last Night |45 |
|Pictures with Elmo | |
|Pitch Game Night - Andrews |22 |
|Formal Day |7 |
|Honors Series: Dinner Etiquette |40 |
|Spaghetti Hall Dinner - Edna |34 |
|Potato Sculpting Contest |14 + spectators |
|Klan Destine Relationships |3 |
|Valentine's Day Window Painting - Andrews |6 |
|Black History Month Bulletin Board |passive |
|Super Bowl Party |6 |
|Klan Destine Relationships |18 |
|Programs |Attendance |
|Bunko Tournament |0 |
|Secret Cupid |8 |
|Let Your Love Shine Through |15 |
|Dodgeball Tournament |20 |
|Pitch & Life Game Night - Andrews |10 |
|Leave Your Mark |7 |
|Learn to Draw Cartoons |11 |
|Koffee and Karaoke |26 |
|Honors Fair - Edna |11 |
|Krispy Kremes |29 |
|Good Luck "Hop" into Midterms |184 |
|Credit - Classroom = Internship |23 |
|March Madness |45 |
|St Patrick's Skating Night |150 |
|Got Green? |29 |
|A Celebration of Women |11 |
|Easter Egg Hunt |12 |
|Potluck Hall Dinner Brooks |23 |
|Eggstravganza Egg Hunt |120 |
|Scholastic's Games & BBQ |200 + |
|Poke Away Addiction |30 |
|Special Olympics Track Meet |9 |
|Oreo Smoothies |17 |
|Kick Butts Day |150 |
|Banana Splits |97 |
|Blankets for the Needy |8 |
|Open Sand Volleyball |25 |
|Ice Cream Social |15 |
|Water Balloon Volleyball |25 |
|Guess |31 |
|Casino Night |120 |
|Edna Scavenger Hunt |49 |
|Sundae Sunday |15 |
|Go Fly A Kite |5 |
|Kite Flying Contest |7 |
|Drinking & Driving - Alcohol Awareness |11 |
|Risk Tournament |9 |
|Breast Cancer Walk |24 |
|End of the Year Brooks Mixer |20 |
|Free Bowling Night |83 |
|German Night |15 |
|Asian Pacific Islander Month Hog Roast |400 |
|Honors Series: Professionalism |0 |
|Game Night in the Gold Room |13 |
|Toilet Talk 2 |Passive |
|Exercise Club |7 |
|Toilet Talk - Brooks |Passive |
|Women's Luncheon |46 |
|Easter Egg Dying |14 |
|Snow Football |3 |
|WL: Sexual Assault |13 |
|Programs |Attendance |
|Life Savers for Women |Passive |
|Paradigm Concert |50 |
|Kent Hall Penny War |150 |
|Bathroom Ramblings |Passive |
|Internships & Resume Writing |23 |
|Internships & Job Searches |29 |
|Women's Luncheon |46 |
| | |
|Spring Final Floor Meetings |Attendance |
|11th Floor High Rise |21 |
|10th Floor High Rise |17 |
|9th Floor High Rise |14 |
|8th Floor High Rise |23 |
|7th Floor High Rise |21 |
|6th Floor High Rise |20 |
|5th Floor High Rise |22 |
|4th Floor High Rise |24 |
|3rd Floor High Rise |18 |
|2nd Floor High Rise |24 |
|1st Edna Wing |11 |
|2nd Edna Wing |17 |
|1st Brooks |20 |
|2nd Brooks | |
|3rd Brooks | |
| | |
|Spring First Floor Meetings | |
|1st West Andrews |18 |
|1st South Andrews |15 |
|1st North Andrews |21 |
|2nd West Andrews |10 |
|2nd South Andrews |18 |
|2nd North Andrews |25 |
|3rd West Andrews |20 |
|3rd North Andrews |24 |
|8th Floor High Rise |22 |
|5th Floor High Rise |26 |
|4th Floor High Rise |20 |
|2nd Floor High Rise |26 |
|1st Brooks |4 |
|2nd Brooks |6 |
| | |
|RA In-Services | |
|October |40 |
|November |40 |
|December |40 |
|January |40 |
|February |40 |
|March |40 |
|April |40 |
| | |
| | |
|RA Training | |
|15-Aug-05 |37 |
|16-Aug-05 |37 |
|17-Aug-05 |37 |
|18-Aug-05 |37 |
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
Not Answered
4. How do you know if your outcome was accomplished successfully?
The results of the survey documents are compared from year to year.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
During the academic year, the Director of Housing & Residence Life, Assistant Director of Residence Life Programs, the Residence Hall Directors, and Residence Hall Coordinator meet on a weekly basis specifically to discuss issues related to housing facilities, policy and programming progress. Also during the academic year, the Residence Hall Directors and Residence Hall Coordinator meet with their staff on a weekly basis, the Resident Advisors of the respective buildings, and discuss programming. During each of these meetings, resources for offering these programs, including budgets, are discussed.
6. How has your unit contributed to effective learning environments, facilities and support services?
The Housing & Residence Life Department contributes to effective learning environments, facilities, and support services in many ways.
Effective Learning Environments:
The Residence Life Department contributes to effective learning environments by supplementing educational experiences and building community through the programming that is offered. Following the programming model, the Residence Life Staff endeavors to develop character, citizenship, civility, and diversity awareness in residents.
Programs that are offered include educational experiences including life skills, such as sewing and consumer skills. They also include diversity awareness to promote community amongst residents and the campus community. For example, Peace by Piece was a diversity program that discussed racism, gender bias, and sexual orientation topics.
Many spaces on campus are utilized through programming our department offers. Lobbies on floors, main lobbies, lounge areas, kitchens, and exercise areas in the residence halls, as well as the Gold Room, the Student Center, Memorial Hall, the Nelson Physical Activities Center, and outdoor spaces by the residence halls have all been used for programming events and activities. This provides residents with a diverse array of options in which to live, interact, and enhance their educational experience.
Depending upon the nature of the program, programming may be a collaborative effort. The Residence Life Department works with faculty and staff to provide educational experiences and learning in the residential areas of campus. Such programming has included topics such as career choices, personalities, resume writing, and alcohol awareness. Programming may be a partnership with the Chadron community as well. The Host Parent Program is an example of a program where Chadron State College students interact with Chadron community members who have volunteered to be in the program and act as a resource and support mechanism for these students.
Facilities:
As noted before, many spaces on campus are utilized through programming our department offers. This provides residents with a diverse array of options in which to live, interact, and enhance their educational experience. Examples of such facilities that are our department offers for students to live and learn in include:
• Study rooms
• Kitchens
• Lounge areas
• Recreational areas such as exercise rooms, an outdoor basketball court, and sand volleyball courts
• Laundry facilities
Other areas that our department collaborates with other departments to provide for residents include computer labs, the C-Store, and a breakfast center in Edna Work Hall.
Many areas throughout the residence halls have bulletin boards where information, notices, and flyers are posted for residents’ benefit. Some of these boards are utilized specifically for educational use.
Residence Hall facilities are ADA accessible, well-maintained and reasonably priced. All residence hall rooms have internet data ports and the service is provided at no additional cost to the student. Edna Work Hall/Wing (honors/leadership hall) was totally renovated in 2004-2005 the suite style rooms are consistent with the trends of construction of such facilities.
Support Services:
The Housing & Residence Life Department contributes to support services in a variety of ways. Programming is a primary means of offering information and education to residents. Referring to the programming model, the Residence Life Staff endeavors to develop character, citizenship, civility, and diversity awareness in residents. Programming that contributes to support services includes life skills, health education, diversity awareness, and career skills. Residence Life also offers an environment for the exchange of ideas and communal living where residents are exposed to life style differences and cultural diversity.
The Housing & Residence Life Staff also contributes to support services because the staff is a mechanism for referral and collaborates with many other departments to help students. In many cases, the Housing & Residence Life Staff is a first line of referral for behavioral issues, health concerns, financial problems, and lack of academic attendance. Depending upon the situation, students identified with problems such as these are referred to the Nurse, CSC Counselors, TRIO Office, Financial Aid, Student Academic Success Services, Tutoring, Disabilities Services, the Multicultural Counselor, and the Internship Office. The Housing & Residence Life Staff helps facilitate connections with students who need to complete information with the Financial Aid Office, Admissions Office, and Business Office.
Institutional Research
1. A. Do you have a formal, written outcome for your unit?
Not to my knowledge.
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit?
D. If so, please provide.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)? Not to my knowledge.
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed?
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
Not Answered
4. How do you know if your outcome was accomplished successfully?
Not Answered
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Not Answered
6. How has your unit contributed to effective learning environments, facilities and support services?
Might be some information from previous work in IR but I don’t have any knowledge of it.
International Student Program
(The Questions provided didn’t connect directly with International Students so I used the information from the HLC notebook. T Dawson)
The International Student Admissions work that the AVPEM Office initiates and completes in partnership with other CSC offices supports CSC student learning outcomes in a variety of manners. These are listed below:
Criterion 3a ~ CSC’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
Criterion 3b ~CSC values and support effective teaching
Criterion 3c ~ CSC creates effective learning environments
Example: The organization provides an environment that supports all learners and responses the diversity they bring.
• International students seeking admission to CSC meet English proficiency requirements which helps them to fully participate in coursework and campus life.
• International students add to the breadth of student and campus knowledge of the world in which we life.
Criterion 3d ~ CSC’s learning resources support student learning and effective teaching
Internships & Career Services
1. A. Do you have a formal, written outcome for your unit? Although it is not a formal written outcome, it is understood.
B. If so, please provide. To coordinate and facilitate internships for Chadron State College students.
C. Do you have additional outcomes for each area of responsibility in your unit? Again, not written but understood.
D. If so, please provide. To provide career services for Chadron State College students and alumnae, and for businesses and agencies.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
• Student learning for internship is measured by the grade assigned to their final portfolio/report by a Faculty Coordinator
• Student satisfaction of internship is measured by a survey
• Student satisfaction of internship office will be measured by a survey when created
• Supervisor satisfaction of intern is measured by a written evaluation
• Supervisor satisfaction of internship office is measured by a survey
• Student satisfaction of career services event is measured by a survey
• Employer/Agency satisfaction of career services event is measured by a survey
• Alumni success in attaining employment is measured by survey
B. Please provide examples of these tools.
Survey and evaluation tools are attached.
C. How is this data collected, stored, and accessed?
Typically the information is stored electronically on a disc or database, but occasionally it is stored hard-copy.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
Both areas of responsibility naturally support the overall unit outcome by aiming to provide professional experience in preparation for career success after graduating.
4. How do you know if your outcome was accomplished successfully?
By results of surveys, and number of enrollments.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
By analyzing survey results.
6. How has your unit contributed to effective learning environments, facilities and support services?
By marketing the value of experiential education, and the availability of career services.
Mari Sandoz High Plains Heritage Center
1. A. Do you have a formal, written outcome for your unit?
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit?
D. If so, please provide.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed?
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
4. How do you know if your outcome was accomplished successfully?
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
6. How has your unit contributed to effective learning environments, facilities and support services?
III. Statement of Expected Outcomes and IV. Measuring Expected Outcomes:
Provide a brief list of the expected outcomes for your unit for 2005-06 as of this date. Each outcome listed must be capable of being measured by the means noted in IV below. After each outcome, describe how the outcome supports student learning and student development.
The MSHPHC will continue to work and develop all current areas of operation and service; however, the primary focus of staff efforts will be on development and improvement of exhibitions in and created by the MSHPHC.
Assessment Process Area Expected Outcome
|Area |Expected Outcome |Assessment Tool/Method |Change made based upon |
| | | |assessment results |
|Exhibitions: |- Increase use of MSHPHC |- Exit Survey |- More focused marketing to |
|Permanent at MSHPHC |- Enhance effectiveness of |- Informal interviews with |audiences to increase usage of |
| |communication with visitors |visitors |Center |
| |- Better understand actual and |- Maintain visitation |- Modify focus of exhibits to |
| |target audiences and their needs|statistics, including how |better reflect the interests, |
| | |visitors learned about the |ages, and reasons for visitation|
| | |MSHPHC |- Recognize work of individuals |
| | | |and businesses in promotion of |
| | | |the Center |
|Exhibitions: |- Provide intellectual and |- Small focus groups of faculty |- Modify traveling exhibition |
|Temporary at MSHPHC |academic support to Chadron |- Post-visit evaluations of |scheduling to better enhance the|
| |State College programs, |exhibitions from faculty and |curricula of Chadron State |
| |departments, and courses |students, including test and |College |
| |- Increase use of Center |quiz results |- Modify presentations to |
| |- Enhance effectiveness of | |classes and prepare or modify |
| |education in the classroom | |pre-visit materials given to |
| | | |Chadron State College |
| | | |instructors |
| | | |- Modify or prepare pre-visit |
| | | |materials given to students to |
| | | |aid in knowledge retention and |
| | | |learning outcomes |
|Exhibitions: |- Increase awareness of Center |- Exit Survey |- Develop exhibits to fill the |
|Traveling from |- Increase access and use of |- Interviews with site managers |needs of western Nebraska for |
|MSHPHC |collections housed at the MSHPHC|- Site attendance/ visitation |traveling exhibitions |
| |- Provide better service to |statistics |- Modify exhibit content and |
| |region and service area |- Work in partnership with the |presentation to improve |
| | |Nebraska Museums Association to |communication and learning |
| | |evaluate the needs of Nebraska’s|- Increase number exhibits which|
| | |museums, with emphasis on the |are ready for travel to other |
| | |CSC service region |sites |
Nelson Physical Activity Center Need to work with new Director when starts to develop this area. 08-06-06
1. A. Do you have a formal, written outcome for your unit? no
B. If so, please provide.
C. Do you have additional outcomes for each area of responsibility in your unit?
D. If so, please provide.
Not Answered
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
B. Please provide examples of these tools.
C. How is this data collected, stored, and accessed?
Not Answered
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
Not Answered
4. How do you know if your outcome was accomplished successfully?
Not Answered
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Not Answered
6. How has your unit contributed to effective learning environments, facilities and support services?
Not Answered
Reta E. King Library
1. What are the student outcomes for each program in your unit?
One of the Library’s primary goals is to enable students to become “information literate.” Working with the faculty, whenever possible, the librarians guide the students in “accessing, organizing, and evaluating” information in all formats.
2. What tools does your unit use to assess student learning? How is the data collected, stored, and accessed?
The Library has used questionnaires, benchmark studies, and a professional consultant. The data is stored electronically.
3. How are individual courses and program evaluation coordinated?
The librarians are available to the faculty and their students for bibliographic and information literacy training in the classroom or in the Library at any time. At staff meetings we discuss the feedback we receive from students and faculty about our bibliographic and information training presentations. We are working on a Presentation Evaluation Form that would also have a place to request one-on-one training.
4. How have assessment results been used to improve student learning?
Recently a questionnaire (2004-05) indicated that students would like the Library to be open later in the evening; therefore, this past Spring Semester (2006) the Library, which had previously closed at 10 PM, scheduled closing at midnight (Monday through Thursday). The questionnaire also indicated a desire for a Coffee Café in the Library, which was then installed in March 2006.
5. How have assessment results been used to improve teaching?
Ben Wakashige, Library Consultant, hired by the College Administration in 2004 ascertained (through questionnaires and campus interviews) that the Library needed to improve “outreach” teaching; this was incorporated into a Library Benchmark document (2004), as well as the new Director’s Implementation Plan (2005), resulting in more, improved classes being taught and offered.
6. How has your unit contributed to effective learning environments, facilities and support services?
Every year the Library is actively involved in Freshman Orientation, and a required Information Literacy course offered by the librarians is now being considered. The ground floor of the Library is being turned into a more social area that includes (or will include) a Coffee Café, two classroom (one fully mediated), a Computer Room with Tech Help Desk, a Faculty Seminar/Conference/Lounge area, and a writing tutorial room.
Student Academic Success Services
Advising
1. What are the student outcomes for each program in your unit?
Choosing an Academic Major
Placement for course work
2. What tools does your unit use to assess student learning? How is the data collected, stored, and accessed?
E-Compass ~ collected, stored and accessed electronically
SIS (Self Directed Search) ~ collected, stored and accessed electronically
3. How are individual courses and program evaluation coordinated?
Not Answered
4. How have assessment results been used to improve student learning?
Placement in course work
5. How have assessment results been used to improve teaching?
Not answered
6. How has your unit contributed to effective learning environments, facilities and support services?
The Advising Center is under the umbrella of Student Academic Success Services ~ collaboration with faculty from the CSC schools to be available to assist students with questions about majors, career choices, etc.
Counselor
1. A. Do you have a formal, written outcome for your unit? Yes
B. If so, please provide.
Re: Counseling: Offer confidential personal counseling to all students (CSC General Bulletin, p. 15). Re: Disability Services: “. . . provide a learning environment with as equal access as possible” (CSC General Bulletin, p. 14).
C. Do you have additional outcomes for each area of responsibility in your unit? No
D. If so, please provide.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)?
Surveys and counseling case management (See Criterion 2, 2.A. above).
B. Please provide examples of these tools. (See attached.)
C. How is this data collected, stored, and accessed?
Data are collected by anonymous surveys distributed through the mail. Results are held in a file in my office. Case management notes are kept in students’ confidential files.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome? I do not coordinate the services of SASS.
4. How do you know if your outcome was accomplished successfully?
By surveys and case management.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
I identify areas of low satisfaction on surveys and consider ways to change my product delivery if possible. Re: counseling: If a student does not make progress toward counseling goals, I may refer him or her to another counselor.
6. How has your unit contributed to effective learning environments, facilities and support services?
Re: Mental health counseling, students know that they can receive help if they need it. When we help students resolve personal problems through counseling, we increase their chances of achieving their academic goals.
Re: Disability Services, accommodations help to ensure equal access to the programs and services of the College, which gives students an equal chance to succeed or fail. Presuming that students with disabilities would not succeed in their studies without accommodations, the College increases the students’ chances of achieving their academic goals when the College provides appropriate accommodations.
Multicultural Services
1. A. Do you have a formal, written outcome for your unit? No
B. If so, please provide. N/A
C. Do you have additional outcomes for each area of responsibility in your unit? N/A
D. If so, please provide. N/A
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)? Surveys are passed out and filled out by the participants at the end of every event.
B. Please provide examples of these tools. None given
C. How is this data collected, stored, and accessed? No response
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
This is my job summary; in collaboration with other units, this individual is responsible for coordinating and implementing recruitment, retention, and success strategies for multicultural students at Chadron State College. Additionally, this individual will be actively engaged in programs and activities to enhance understanding, awareness, and support of diversity at Chadron State College.
4. How do you know if your outcome was accomplished successfully?
This is done again by the surveys filled out at the end of every function.
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
Sharon usually has a meeting every Wednesday to discuss these types of issues.
6. How has your unit contributed to effective learning environments, facilities and support services?
The role of Student Service Counselor has only been in existence of about four years now. I am just finishing up my first year in this position. As for my contributions I’ve:
• Put together two diversity field trips with a total of 18 students all from different ethnic groups and diverse backgrounds.
• Helped organize Transforming Campuses for students of color” a three part series webcast/teleconference. (an avg. of 15 people per series)
• Dr. Jack Levin, “Exploring Hate Crimes on Campus” with approximately 138 in attendance.
• Helped fund Aaron Davis, speaker for the early childhood conference.
• Speaker and Ambassador for Native American Welcome Day.
• Presented a diversity presentation for the First Year Seminar.
• Helped fund and/or participated in all of the monthly cultural observations, (Hispanic Heritage Month, Gay and Lesbian History Month, Native American Month, Martin Luther King, Jr. day, Black History Month, Asian/Pacific Island Heritage Month all of which was supported by Vision 2011 funds).
• Maintained bulletin board on 3rd floor and posted information on CSC pipeline to educated/inform students, staff, and faculty of the monthly ethnic/cultural observations
• Started issuing “Multicultural Academic Achievement Award” to all full time minority students with a 3.0 or higher GPA.
• Organized a staff/faculty softball to help promote camaraderie in our working environment.
• Working with minority student population on obtaining scholarships and scholarship information. (handed out 5 scholarship awards)
Tutoring Program
1. What are the student outcomes for each program in your unit?
• Tutoring & Writing/Speaking Center
Students will:
1. gain Insights into learning and learning processes
2. improve their learning strategies which will in turn promote independence and empowerment and enhance feelings of confidence and competence
3. gain a student perspective on learning and school success
4. transfer learned strategies and knowledge to other classes
• Supplemental Instruction
Students will:
1. compare notes, discuss important concepts, and develop strategies for studying the subject.
2. earn a better grade, develop a better understanding of course content.
3. transfer learned strategies and knowledge to other classes
2. What tools does your unit use to assess student learning? How is the data collected, stored, and accessed?
Tutoring & Writing/Speaking Center:
Assessment is done on an on-going basis through daily, mid-term and end of semester evaluations by both tutor and tutee. Evaluation forms are available in paper form and on-line. We recently revised the evaluations to include a component making reference to learning outcomes. Student learning is also assessed through compilation of grades, seeking a 65% rate of students who receive a “C” or better in their tutored class(es). The data is compiled, discussed with each tutor on an individual basis and shared with the Director of Student Academic Success Services and the Tutoring Advisory Board.
Supplemental Instruction:
Student learning is measured by the mean final course grades: the SI group should be higher than the non-SI group and the more SI’s students attend, the higher the mean course grade should be. Data is compiled by class, after each test and shared with the SI Leader and instructors. End of semester stats are shared with the SI instructors, SI Leaders, Director of Student Academic Success Services, and all levels of upper administration.
3. How are individual courses and program evaluation coordinated?
See above
4. How have assessment results been used to improve student learning?
• Various changes have been made in the Center from assessment feedback i.e., Center days and hours of operation, walk-in tutoring as opposed to scheduled, learning software programs, additional tutor training topics, tutor hiring and re-hiring. Student comments are used for tutor growth and development to build a stronger, more efficient tutor/tutee relationship. I meet with the tutors on a regular basis to discuss the on-going evaluations. We brainstorm various techniques and strategies to enhance tutoring sessions, and I provide positive reinforcement for what is going well.
• Supplemental Instruction has a pre and post assessment students complete at the beginning and end of each semester. These comments are used to assist SI Leaders in planning their sessions. As Coordinator, I attend SI sessions on a regular basis to observe the SI leader and his/her interaction with the group. We then debrief the session focusing on what went well, what presents the most difficulty and discuss strategies and activities that will best cultivate student learning.
5. How have assessment results been used to improve teaching?
• In addition to what was mentioned above, feedback is solicited regarding the Director’s duties, i.e., # of contacts/visitation w/tutor, availability for consultation of tutor concerns, communication style, and deals with suggestions/problems in appropriate manner. Suggestions are made for material selection and availability. Tutors comment on their tutoring experience, what they liked best, what could have made their job easier, what benefits they found personally from tutoring, and they’re asked to reflect on a positive and negative tutoring experience. Tutor assessment results are used to make necessary changes in noted areas, if any. We look for ways to enhance the training component to ensure proper use of tutoring techniques and learning strategies so that tutors adhere to the goals of tutoring, namely creating independent learners.
6. How has your unit contributed to effective learning environments, facilities and support services?
• Tutoring has shown to be an effective intervention for students who are at risk of failing or performing poorly in school. Students in demanding courses avail themselves of the services as well. Tutoring is of particular significance as more students from diverse backgrounds are seeking higher education. Many of these students need help knowing how to succeed. They may not know how the school “game” is played and have fewer resources in their lives to assist them. Tutors become that resource as they guide students to utilize the proper tools and strategies to become independent and resourceful learners.
Tutors benefit as well. In addition to on-campus employment, they acquire and hone skills in academic areas of expertise, for future employment, leadership, faculty relationships/mentoring and life skills.
• Supplemental Instruction is an additional learning enhancement program geared to help “all” students succeed. SI proves to be beneficial because:
o It is proactive and participatory rather than reactive and passive.
o Students earn higher course grades while they learn effective study skills.
o SI provides peer collaboration learning experiences which promote assimilation into the campus culture.
o SI has a non-remedial image while offering academic support to all students enrolled in challenging courses.
o SI makes use of effective study time.
o SI provides an opportunity for students to develop relationships with other students and staff, an important factor in retention.
I believe our services are provided in a nurturing and positive learning environment. Our mission and goals concur with the college’s overall mission as we strive to “build a foundation for all students through a variety of programs and services that promote academic, social and personal development to enhance the overall educational experience.”
Student Activities Office/Campus Activities Board (CAB)
1. A. Do you have a formal, written outcome for your unit? No
B. If so, please provide. N/A
C. Do you have additional outcomes for each area of responsibility in your unit? Occasionally the Campus Activities Executive Board sets annual or semester goals. However, not every board chooses to set these goals.
D. If so, please provide. To the best that I can recall, the last time goals were set was Fall 04, but they were not recorded in the minutes.
2. A. Describe the tools your unit uses to measure unit outcomes (i.e. surveys, comment cards, etc.)? We do not use tools.
B. Please provide examples of these tools. N/A
C. How is this data collected, stored, and accessed? We do not collect data.
3. Explain how you coordinate the outcomes for each area of responsibility within your unit to support your overall unit outcome?
We make detailed checklists. We have a master checklist for each event that is scheduled through CAB. We check the master checklist and create an event checklist which includes paperwork, phone calls, room/site reservations, food orders, equipment needs, advertising, assignment of personnel. After the event, we check it off on the master list. We then go on to the next event on the master list.
4. How do you know if your outcome was accomplished successfully?
We do not know whether our outcome is accomplished. (Formally, we do not write it down or make a report. Informally, we look at audience reaction.)
5. How do you determine what changes need to be made to better achieve your unit’s outcome?
The Board asks me and veteran members how successful previous events were received.
6. How has your unit contributed to effective learning environments, facilities and support services?
• Effective Learning:
The Office of Student Activities contributes to effective learning environments, facilities, and support services. The Student Center offers the campus community a place to meet in a fun and relaxed atmosphere and provide an opportunity to exchange new ideas, socialize with friends, or meet new people.
Programs that are sponsored, organized, and implemented by the Games Area and Campus Activities Board (CAB) are educational due to the fact that students are responsible for the planning, budgeting, implementing, and executing the programs. Numerous leadership opportunities are provided to students through the different clubs and organizations that are offered on the campus. There are approximately sixty different clubs and organizations that are available to the students that include special interest, religious, professional, and honoraries that enhance student involvement opportunities.
• Facilities:
Many spaces on campus are utilized through our programs and activities that augment the student’s educational career.
Rooms in the Student Center are used by many on and off campus groups for meetings, conferences, conventions, videoconferences, and banquets. Student clubs and faculty groups may reserve meeting rooms in the Student Center or at other campus locations.
Located in the Student Center are the offices for the Student Senate and the Campus Activities Board, as well as the Office of Student Activities. The Student Center is also home to the Games Area which houses the ping pong table, foosball table, pool tables, card table, air hockey, and cafeteria.
The Student Center also houses the cafeteria, Eagles Grille. Outside court yards, meeting rooms, bog screen television and recreational lounge areas, and the campus bookstore.
• Support Services
The Student Center provides a healthy environment for students because it helps to facilitate the exchange of new ideas between students, faculty, and staff and functions to assist in the integration of the student body. Because of this healthy environment, students can take advantage of their surroundings and utilize it to expand their frame of reference, contacts, ideas, circle of friends, and awareness of the world around them. Ideally the Student Center should provide members of the college community with what they need in their daily life on campus and make their college career as rewarding and enjoyable as possible.
Transfer Student Guides
(The Questions provided didn’t connect directly with Transfer Student Guides so I used the information from the HLC notebook)
The Transfer Guide work that the AVPEM Office initiates and completes in partnership with other campus departments supports CSC student learning outcomes in a variety of ways. These are listed below:
Criterion 3a ~ CSC’s goals for student learning outcomes are clearly stated for each educational program and make effective assessment possible.
Criterion 3b ~CSC values and support effective teaching
• Coordination of community college meetings with CSC faculty and staff to build relationships with colleagues which may include discussions about teaching innovations and other learning partnerships.
Criterion 3c ~ CSC creates effective learning environments
• The transfer guides online support the faculty/student advising processes by providing transfer credit information easily that can be accessed at any time and from a variety of locations by both CSC and community college faculty and staff.
• Regular review by the academic department faculty of the online courses helps to ensure that the course equivalents are appropriate.
Criterion 3d ~ CSC’s learning resources support student learning and effective teaching
• Evaluation of the effectiveness and availability of the paper based transfer guides in the past prompted the development of the online format at csc.edu/transfer.
• Coordination of meetings between community college and CSC faculty and staff helps to facilitate discussion of issues relating to student learning at the community colleges in preparation for their future coursework at CSC.
• Coordination and compilation of community courses for the transfer guides, that have been reviewed by faculty to determine course equivalencies, helps to ensure that students who transfer to CSC have similar educational foundations as those who started at CSC as freshman.
• Coordination of requests to Institutional Research about numbers of transfer students and their success at CSC helps to communicate about transfer student outcomes back to the sending community colleges.
• Initiation of the Transfer Policies team meeting to review transfer policies and procedures to determine where improvements can be made helps to streamline the transfer process for students and campus offices.
TRIO Program
1. What are the student learning outcomes for each program in your unit?
Project Strive/TRIO makes available to student program participants a wide variety of programs and services designed to help them succeed in the classroom and persist in college through graduation. Most of the services provided are simply that; services. In these instances, no student learning outcome is developed as the student is receiving a service.
However, Project Strive/TRIO offers some programming/services where student learning can be measured on the part of the participant. Those programs/services offered by Project Strive/TRIO that have associated student learning outcomes include:
Academic Success Seminars: Student learning outcomes vary with the topic and information presented at each seminar.
Academic Success Seminars (see attached Spring, 2005 brochure) are available to program participants throughout the academic year with most being about one hour in length. These seminars address a variety of topics designed to help the student succeed in the classroom and/or persist in college through graduation. An evaluation is developed for each seminar using information provided by the instructor about the subject area to be discussed. The evaluation asks students to rate their agreement using a five-point Likert Scale (from Strongly Agree to Strongly Disagree) with a series of statements that address the desired learning outcomes. It also usually includes questions on how the newly acquired information will be incorporated into the participant’s behavior (see attached 11/30/05 evaluation of “Stress~Ways to Relax” seminar).
Personal, Career & Study Skills Assessments: Student learning outcomes differ with the two assessments. The assessments administered to Project Strive/TRIO participating students include:
LASSI (Learning and Study Strategies Inventory): Directions provided to the student (attached) prior to taking this assessment state that it “is designed to gather information about learning and study practices and attitudes.” The website of H&H Publishing (see attached) which markets the LASSI states that
The LASSI is both diagnostic and prescriptive. It provides students with a diagnosis of their strengths and weaknesses, compared to other college students, in the areas covered by the 10 scales and it is prescriptive in that it provides feedback about areas where students may be weak and need to improve their knowledge, attitudes, beliefs and skills.
MBTI (Myers-Briggs Type Indicator) & Strong Interest Inventory: Information provided to the student (attached) prior to taking this assessment states that it is part of an instrument package that can help the student “discover more about your personal interests and attributes” with the goal of “enhancing the individual’s self development”. According to the CPP website (attached) which markets the Strong & MBTI Career Report, the results make for “a comprehensive career development package” that “identifies suggested occupations with emphasis on those suggested by both instruments”.
The student’s Strive Advisor visits with the student in interpreting the results of the LASSI while the Project Strive Counselor (Jo Hunter) interprets the results of the MBTI & Strong Interest Inventory. Ms. Hunter received training in the application and interpretation of these instruments from which is a professional qualifying program approved and licensed by CPP, Inc.
Cultural & Social Learning Opportunities: Student learning outcomes vary with each Cultural & Social Learning Opportunity.
Cultural & Social Learning Opportunities (see attached Spring, 2005 brochure) are made available to students throughout the academic year in a variety of formats. These opportunities provide the student with exposure to cultural events and learning opportunities not usually available to disadvantaged students. A variety of events are offered and an evaluation is developed for each using information gathered from the sponsored opportunity. The evaluation asks students to rate their agreement using a five-point Likert Scale (from Strongly Agree to Strongly Disagree) with a series of statements that address the desired learning outcomes. It also usually includes questions about suggested events/topics for future offerings (see attached 10/04/05 evaluation results of “What is Oktoberfest?”).
2. What tools does your unit use to assess student learning? How is data collected, stored and accessed?
The tools used by Project Strive/TRIO to assess student learning include the following:
• LASSI (Learning and Study Strategies Inventory)
• MBTI (Myers-Briggs Type Indicator) & Strong Interest Inventory
• Evaluations developed by Project Strive/TRIO tailored to the learning outcomes of each activity.
Personal, Career & Study Skills Assessments: The results of the LASSI are electronically mailed to the student who is directed by the Project Strive/TRIO program to print them off and bring them to their Strive Advisor for review and discussion. The results of the MBTI & Strong Interest Inventory are electronically mailed to the Strive Counselor (Jo Hunter) who makes an appointment with the student to review them. Once the assessments are reviewed, a copy is given to the student and the original is placed in their participant file which is located in a locked cabinet in the Project Strive/TRIO office. This data is accessed manually and a hard copy is available in the student’s Project Strive/TRIO participant file.
Project Strive/TRIO Evaluations: The evaluation results of the Academic Success Seminars and Cultural & Social Learning Opportunities are stored in two places. A copy of the results is kept in the planning file for each event and this is stored in the Student Intervention Coordinator’s office. A copy of the results is also maintained electronically on the T-Drive which is a database shared by all Project Strive/TRIO staff members. The T-Drive is backed up by the Project Strive Office Assistant every two weeks.
3. How are individual courses and program evaluations coordinated?
Personal, Career & Study Skills Assessments: See question #2.
Project Strive/TRIO Evaluations: The Project Strive/TRIO staff member responsible for the event develops a draft of the evaluation to be used for each event. The Project Strive/TRIO Director reviews the draft with the staff member and edits if necessary.
4. How have assessment results been used to improve student learning?
Personal, Career & Study Skills Assessments: These assessments are reviewed by the student with either the student’s Project Strive Advisor (LASSI) or the Project Strive Counselor (MBTI/Strong). Issues that surface as a result of the review with the LASSI are addressed in the discussion by the Strive Advisor with the student. Pertinent information may also be given to the student regarding various topics including test taking strategies, study skills and how to handle test anxiety. Issues that are identified as a result of the review of the MBTI/Strong are addressed by the Strive Counselor during the meeting with the student. These results are also reviewed by the Strive Advisor during subsequent meetings with the student and annually when the Strive Advisor completes the “End of the Year Summary” on the student.
Project Strive/TRIO Evaluations: The Project Strive/TRIO staff member responsible for the event reviews the past program’s evaluation summary prior to sponsoring the program again. Any problems identified with the past program are discussed with the Project Strive/TRIO Director and also with the presenter of the program being planned so that the issues in question will be properly addressed in the upcoming program. In order to enhance the quality of the feedback, students are not required to put their name on their program evaluations. Therefore it is impossible to measure individual learning improvement. Any improvement in student learning as measured through evaluations of Project Strive/TRIO Academic Success or Cultural & Social Learning Opportunities is thus measured in the aggregate.
5. How have assessment results been used to improve teaching?
Personal, Career & Study Skills Assessments: No teaching takes place during the time these assessments are administered.
Project Strive/TRIO Evaluations: The Project Strive/TRIO staff member responsible for the event reviews the past program’s evaluation summary prior to sponsoring the program again. Any problems identified with the past program are discussed with the Project Strive/TRIO Director and also with the presenter of the program being planned so that the issues in question will be properly addressed in the upcoming program.
6. How has your unit contributed to effective learning environments, facilities and support services?
Project Strive/TRIO’s Mission Statement reads that is will “foster an institutional climate supportive of the success of low-income and first generation college students, and individuals with disabilities with the goal of increasing the retention and graduation rates of this group of students”. Contributions by Project Strive/TRIO to this institutional climate include:
Effective Learning Environments
• Academic Success Seminars and Cultural & Social Learning Opportunities which include topics suggested by individual students and by also the Project Strive/TRIO Student Advisory Board.
• Videotaped seminars available for checkout to program participants who could not attend the live event.
• Academic Success Seminars offered via interactive television to program participants who attend CSC classes at extended sites.
• Peer Mentor/Mentee programs available to all new program participants.
• STRIVE Awards and Recognition Ceremony and other activities that recognize achievement by program participants.
Facilities
• Computer Lab available for use exclusively by program participants.
Support Services
• Textbook Loan Program available to low income students in good standing with Project Strive/TRIO.
• Personal Digital Assistants (PDA’s) available for check-out by program participants.
• Academic and career reference books available for check-out by program participants.
• Personal, career and study skills counseling.
• Supplemental Grant Aid for low income program participants in their first or second year of college.
• Financial Aid/FAFSA application assistance.
• Graduate School application assistance.
• Distribution of items supportive of student success in the academic environment (Project Strive/TRIO planners; calculators; flash/jump drives; staplers; stress Eagles and rulers; etc.).
-----------------------
Chadron State College
President Dr. Janie Park
Director
Dr. Kim Madsen
Vice President for Academic and Student Affairs
Dr. Lois Veath
Dean of Professional and Graduate Studies
Applied Sciences Department
FCS Program
Dr.Yvonne Moody
Dr.Norma Nealeigh, Dr. Kim Madsen,
Mr. Jay Sutliffe
Advisory Board
Deena Kennell,
Chr.
Work Study
Students
Institutional
Student Staff
(as needed)
Assistant Director
Pam Leonard
Head Teacher
Head Teacher
CSC Child Development Center Laboratory
(Child Care - Ages 2 to 9)
Quality of Life Survey
Department of Housing &
Residence Life
Spring 2006
The department of Housing & Residence Life is very interested in hearing your evaluation of the quality of life in our housing system. Information gathered from this survey will be used for planning processes.
Thank you for your input.
[pic]
(a) Strongly Agree (b) Agree (c) Neutral (d) Disagree (e) Strongly Disagree
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