University College Assessment Matrix: PRAC Report 2005-2006 Date Collection Method or Report Description Improvements or UC Program Program, Policy, or (including time of Type of Key Findings or Changes Implemented or Area Service (and Goals) Report completion Assessment Results Based on Results Includes number of requests for Number of administrative Continued monitoring of number Academic Programs Administrative Withdrawal withdrawal per school and by withdrawals for fall of AW students and continued Withdrawal Policy Report course; number of students 2005:306 expansion of policy. One key identified for withdrawal by Tracking Number of administrative finding was that overall thirty-six school; number of withdrawal withdrawals for fall 2005 percent of the students letters sent; number of students who were not re-instated in administratively withdrawn re- withdrawn; academic standing the course or withdrew on enrolled for spring 2006. We plan of withdrawn students at the end their own: to investigate how these students of the semester. 293 performed in subsequent Each Semester Unduplicated headcount of semesters. students who were administratively withdrawn from one or more courses for fall 2005: 237 Number of students administratively withdrawn who were on Financial Aid: 125 Summer Academy Summer Provides student participation Tracking During the 2005 program, The program has continued to Program Goals Academy profiles including gender, 182 Beginning Freshmen expand due to positive assessment Summer Academy assists Program ethnicity, entry status, and participated in the program. results and increasing interest students in the following: major. Seventeen of the participants among schools and students. Enrollment Report Fall Semester (9%) were African American However, we are investigating Making connections to the and 128 (70%) were female. how much growth is appropriate school and their major. without compromising the positive results on students’ Getting a jump-start on academic success levels. Math, English, and other Additionally, more strategies are first semester courses. being implemented to increase the ethnic diversity of the Creating networks participants. necessary for college success-meet faculty, advisors, and other students. Acquire early access to technology. Develop college-level skills such as note-taking and exam preparation. Compares GPA attainment to Program The 2005 Summer Bridge Continuous improvement of Summer Academy comparable student population Effectiveness participants performed program. University College GPA Report using predictor rates. significantly better than non- entered into partnership with the Spring Semester participants. Summer Bridge IUPUI Scholarship Office. GPAs=2.74 and non- Beginning summer 2006, all First participants = 2.44 (even Generation Scholarship award while controlling fro winners are required to participate background characteristics). in summer bridge. Over 250 FG scholars are expected to participate. Two academic schools, Engineering/Technology One Year and Liberal Arts, are joining the Retention Report bridge program this summer. The Schools of Nursing, Business, Education, Science, and University College will continue to offer bridge sections, and a total of 300 seats will be open to students in those majors. Seats not filled by FG scholars will be made available to other students during orientation. Provides retention numbers and Program The difference in the Continuous improvement of compares results to a Effectiveness retention of participants program. comparable student population versus non-participants was using predictor rates. not significant. One-year Fall, Second year retention rates for participants were 71% while non-participants were retained at a rate of 67% (fall 2004 cohort who returned for fall 2005). Academic Programs End of Course Designed to assess self-reported Program Percentage of students who Continuing to develop a more Questionnaire learning outcomes Effectiveness; strongly agreed or agreed comprehensive method of Provides instructional teams Faculty that recruiting minorities with valuable feedback Feedback participating in the Summer Altered math component concerning students’ (One important Academy helped improve Altered writing component perceptions of course benefits finding: their Provided more free time for Students valued Ability to… collaboration the opportunity Locate the appropriate Created innovative curricular to get to know campus resources components other students, 93% Shortened team building/ice the faculty, staff, Establish an effective study breaker activities and the IUPUI schedule 64% campus before Critically examine ideas and *Developed a new Bridge the start of the issues 65% Program for those interested in semester. They Adjust to college life exploring health professions. reported that it 93% made them feel Set priorities so I can more prepared accomplish what is most for college life. important to me 79% 96% of students surveyed said they would recommend the Summer Academy Bridge program to other first-year students. (n=160) Summer Academy Family Member Informal conversations with Program Continuous improvement of Reception at family members concerning Effectiveness program. Connections their experience with the and Student/ Dinner program. Fall Semester Family Satisfaction Academic Programs Critical Inquiry Goals: Critical Inquiry Examine participants Program Past results indicate that the Continued to adapt and expand verses non-participants Effectiveness students that participate in CI CI Method to different Supports ALL first year with regard to have a higher GPA than non disciplines. students Grade Reports academic performance participants and it is even *Assigned course director for CI and retention while higher than the participants (U112) Provides collegiate-level controlling for expected it to be. and meaningful academic background differences Conditionally admitted *Approved Faculty Fellowship, work. Mid-Summer students participating spring “Linking Freshman Writing Analysis for Spring 2005 Critical Inquiry courses (W131) and Critical Inquiry Develops transferable 2005 had marginally significantly (U112) --Developing academic skills. higher spring semester grade template/curriculum for linkage point averages (2.12) of W131 & U112 Uses text-based strategies compared to non-participating *Developing a U112 linkage of critical analysis. conditionally admitted with J101 for 2007 students (1.99) even while Creates community controlling for significant *Evaluating other CI linkages for around learning predictors of spring grade 2007 point average (spring course load, fall semester grade point average, SAT scores, and reading scores). Retention Analyses Analysis of Program Conditionally admitted Continuous improvement of participants’ one-year Effectiveness students participating in spring program. During Spring 2007, a retention rates 2005 Critical Inquiry Courses comprehensive qualitative compared to non- were retained (spring to fall; investigation will be conducted participants while included only students still to enhance understanding of controlling for enrolled spring semester) at a program impacts and effective background significantly higher rate implementation strategies. characteristics. compared to non-participating Yearly students, even while controlling for significant predictors of retention: spring course load, fall semester grade point average. There was a 7% difference in retention rates for participants (70%) compared to non- participants (63%). Focus Groups In-Class Focus Groups Program Students reported that CI Clarified linkages to discipline End of Semester Effectiveness helped them do better in the courses and Student linked course and other Satisfaction courses Critical Inquiry Course Evaluations Course Evaluation Program Student satisfaction has Clarified learning objectives Forms administered at Effectiveness increased since the 2004. the end of semester to and Student understand students’ Satisfaction perceptions of course benefits and self- reported learning gains (include open-ended questions) End of Semester Instructor’s Perceptions Assess perceptions of Program Increased training and support instructional teams Effectiveness for all faculty As Needed Retreats Hold regular faculty Program Continuous improvement of retreats Effectiveness program. Yearly Academic Programs First-Year Seminar Goals: First-Year Seminars Compares GPA’s of Program Conditionally admitted Continuous Program FYS participants Effectiveness students participating 2004 Improvement/ This course is designed to GPA Report Includes adjusted rate. First-Year Seminars had Program has been expanded due be an academic experience Second Semester after marginally significantly higher to positive impacts on GPAs and to introduce Enrollment cumulative fall grade point retention. Beginning students to the averages (2.10) compared to university environment. non-participating *Assigned course director for LC conditionally admitted (U110) Emphasis is placed on students (1.86), even while success strategies including controlling for significant *Developed a UC Themed writing, critical thinking, predictors of grade point Learning Community Faculty communication average: course load, age, Handbook skills, gender, and ethnicity. *Held 1st UC TLC retreat Use of information technology, understanding of academic community ethics and values, familiarity with campus One Year Retention Rate Compares retention rates Program •Students participating in 2004 Continuous Program resources and establishment Report of FYS participants Effectiveness First-year Seminars were Improvement of a support network are versus non-participants. retained at a significantly also emphasized Includes adjusted rate. higher rate compared to non- The 10th Annual Colloquium Second Year participating students, even was held on May 19th, while controlling for celebrating the eleventh year of significant predictors of the first-year seminar/ learning retention (course load, SAT community program. A score, high school percentile handbook for on-line learning rank, and hours of high school communities had been math). There was a 6% developed. difference in retention rates for participants (67%) Student mentoring (peer mentors compared to non-participants play a critical role in first-year (61%). seminars) courses have been •African American students implemented as a new initiative. participating in fall 2004 First- This initiative is in a pilot phase Year Seminars were retained and results of formative and at notably higher rates than summative assessment will be non-participating African reported in future PRAC reports. American students (60%, 50% respectively), even while UC 201: Mentoring: controlling for significant Introduction to Mentoring predictors of retention: course Techniques load, age, and gender. This is an introductory course for students who will be serving in their first semester (year) as a student mentor. This course is designed to provide a foundation of mentoring knowledge such as the history of, nature of, and skills associated with mentoring. Mentors are introduced to information about the university structure, active learning exercises to define and develop their own mentoring style and skills, and the diverse needs of undergraduate students. Attendance, class participation, purposeful integration of information, and self-reflective writings are essential for success in this course. UC 202: Mentoring: Active and Collaborative Learning This course is designed to help mentors learn more about mentoring as a collaborative process. Student Profile Report Provides information on Tracking A total of 1824 beginning Continuous Program gender, ethnicity, age, freshmen who were enrolled Improvement and major in at least 7 credit hours Fall Semester participated in First-Year Number of sections has been Seminars during fall 2004 expanded based on positive (79% of fall 2004 beginning assessment results. freshmen participated). A total of 176 African-American On-line seminars established due students participated in First- to need for more sections and Year Seminars in fall 2004 lack of classroom space. (72% of fall 2004 African American beginners participated). Men were more likely to participate in First- Year Seminars than women. The more credit hours the students were enrolled in, the more likely they were to participate. Participants had significantly higher high school percentile ranks, and SAT scores compared to non- participants. Enrollment Report Provides enrollment Tracking count in learning community sections by learning community types, entry status, and transfers versus beginners. Each Semester Student Evaluation End of the semester in Tracking The majority of respondents Continuous Program Survey class learning community continue to indicated that Improvement. evaluation. meeting new people (students, Each Semester faculty, and staff) along with learning more about IUPUI and its resources were the most valued assets of the class First Year Seminars Focus Groups Qualitative studies Program Respondents were well versed through focus group Effectiveness in understanding that the Provides instructional teams with format of instructional and Student seminar provided them with valuable feedback concerning team members and Satisfaction the necessary skills to students’ perceptions of course student participants. transition to college level benefits Every Other Year work and the need to learn Reports display findings by skills that would assist with instructional team and in the this transition aggregate/ Simplified First- Year Seminar Template and clearly articulated learning outcomes aligned with Principles of Undergraduate Learning (PULs). Themed Learning TLC Goals for Students Student Feedback End of the semester Program Results from the student Surveys will be administered in Communities Questionnaire evaluation administered Effectiveness, feedback questionnaire were November of each year to 1.To provide opportunities in the freshman seminar Student positive. On a scale of 1 (very encourage more student to integrate learning across of each themed learning Satisfaction, dissatisfied) – 5 (very participation. academic and professional community. Self-reported satisfied), the average rating disciplines that will enable Administered every learning gains. for student satisfaction with students to understand their semester. their TLC experience was learning in coherent, Fall Semester 4.00. comprehensive ways Surveys were collected from 2.To form learning support students in 13 of the 2005 networks among students in TLCs. their community To enhance student contact Students who reported with a network of faculty “much/very much:” and staff Formed one or more 3.To promote collaborative friendships that I will maintain and active learning after the semester (80%) To increase student identification with IUPUI Exchanged ideas with students To learn reflective practices whose views are different than my own (62%) 4.To understand the value of diversity by exposure to Became more effective with multiple points of view communicating my thoughts To develop/enhance these in writing (60%) skills: communications, ethical development, critical Understood connections thinking, team work, and between different disciplines civic engagement and courses (58%) 5.To apply classroom Discussed ideas from the learning to the real world learning community with my peers outside of class (56%) 6.To understand the relationship between academic learning and co- curricular activities TLC Goals for IUPUI 1. To increase academic performance for first-term students in terms of GPA, retention and graduation rates. 2. To improve TLC participants’ satisfaction with IUPUI 3. To develop interdisciplinary collaboration models for presentations and publications 4.To be recognized nationally for developing effective learning communities Qualitative Analysis Report of qualitative Program The top student responses for Analysis from qualitative items answers to student Effectiveness “…how the learning will guide further assessment to feedback questionnaire. and Student community contributed to examine various components of Fall Semester Satisfaction your learning” and “what you the TLCs. liked most about your Thematic Learning Experience,” recognized the importance of support networks found in the student cohorts. Student Participation and Provides information on Descriptive A total of 376 students 2004 GPA reports indicated Profiles participants in terms of Statistics participated in the Fall 2005 African American TLC age, admittance status, TLCs, an increase of 35% participants had a fall semester ethnicity, gender and from 2004. 44 African cumulative grade point average major. American students enrolled of 2.56 compared to 1.98 for Fall Semester comprising 12% of all TLC non-participating African students. This is a large Americans who participated in a increase from 2004 when 17 first-year. This information lead African American students us to encourage participation enrolled comprising 6% of from African American students. TLC students. The number of We are pleased that these efforts participating Latino/a appear to have been successful. increased slightly, while the number of Asian American students slightly decreased. GPA Report Compares GPA’s of Program Data suggests significant Continuous program themed learning Effectiveness impact on first semester GPA improvement community participants for participants in comparison to students enrolling in to students in a first year a first year seminar seminar for both conditionally while controlling for and regularly admitted background students. Overall, TLC characteristics, students had an adjusted preparation and credit average fall semester GPA of hours. 2.70 in comparison to 2.42 for Annually non-participants. Retention Compares retention Program 2005 data will not be analyzed Continuous program numbers of themed Effectiveness until October. In 2004, improvement learning community participants showed slightly participants to students higher first year retention enrolling in a first year rates, although the difference seminar. Includes was not statistically adjusted rate for one significant. year retention. Annually NSSE National Survey of Student NSSE data suggested students While the data was positive, we Student Engagement Engagement who have participated in a would like to have more student data is used to compare TLC are more engaged in participation in the NSSE. students enrolled in a several aspects of their Partnering with University TLC to peers who are educational experience than College, the TLCs encouraged enrolled in a freshman students who have not. TLC student participation through seminar. students also reported more email, posters and a raffle an Bi-Annually quality relationships with iPOD shuffle. faculty and staff and experiencing a more supportive campus climate. Overall, significant differences were found in 8 areas. Enrollment Reports Weekly throughout Enrollment Ongoing. Recently This new report has recently summer New Student implemented in June of 2006. been implemented to track Orientation (June – enrollment and identify errors in August) student registration. Themed Learning TLC Goals for Students Student Feedback End of the semester Program Results from the student Surveys will be administered in Communities Questionnaire evaluation administered Effectiveness, feedback questionnaire were November of each year to 1.To provide opportunities in the freshman seminar Student positive. On a scale of 1 (very encourage more student to integrate learning across of each themed learning Satisfaction, dissatisfied) – 5 (very participation. academic and professional community. Self-reported satisfied), the average rating disciplines that will enable Administered every learning gains. for student satisfaction with students to understand their semester. their TLC experience was learning in coherent, Fall Semester 4.00. comprehensive ways Surveys were collected from 2.To form learning support students in 13 of the 2005 networks among students in TLCs. their community To enhance student contact Students who reported with a network of faculty “much/very much:” and staff Formed one or more 3.To promote collaborative friendships that I will maintain and active learning after the semester (80%) To increase student identification with IUPUI Exchanged ideas with students To learn reflective practices whose views are different than my own (62%) 4.To understand the value of diversity by exposure to Became more effective with multiple points of view communicating my thoughts To develop/enhance these in writing (60%) skills: communications, ethical development, critical Understood connections thinking, team work, and between different disciplines civic engagement and courses (58%) 5.To apply classroom Discussed ideas from the learning to the real world learning community with my peers outside of class (56%) 6.To understand the relationship between academic learning and co- curricular activities TLC Goals for IUPUI 1. To increase academic performance for first-term students in terms of GPA, retention and graduation rates. 2. To improve TLC participants’ satisfaction with IUPUI 3. To develop interdisciplinary collaboration models for presentations and publications 4.To be recognized nationally for developing effective learning communities Advising Center Advising Center Goals: Student Walk-In Indicates number of walk-in students seen daily Needs From July 2004- We have implemented a Traffic Report by advisor; used to schedule advisor time Assessment January 2005, new walk-in tracking To foster collaborative Monthly 7350 students were system that will allow us to relationships with students seen on walk-in. keep track of wait time as In February 2005 well as the time students To effectively disseminate we implemented a spend with an advisor to information to students, new tracking help in ensuring adequate family members, and system and we are advising coverage. colleagues currently unable to obtain data from In February 2005 we also To assist students in the system. The implemented appointments developing an academic number of students from which we anticipate a plan tailored to the students’ see in 04-05 was decrease in walk-in traffic personal needs and goals. comparable to in 2005-2006. 2003-2004. To facilitate academic major and career decision- making process To encourage use of appropriate campus Student Indicates number of student appointments each Needs Have not Continuous Program resources Appointment month including no-shows; used to schedule Assessment developed this Improvement Traffic Report advisor time report or a system (Under Monthly of collecting Development) appointment information; we implemented a sign-in system in January 2004 but it is not currently linked to appointment scheduling. Orientation Survey Satisfaction survey administered to students at Program For Orientation Advising for orientation Report the end of each orientation session; several Effectiveness/ 2004, the percent 2004 was been changed to questions refer to advising Improvement of students an advising workshop Weekly satisfied or very where students have more satisfied with involvement in the advising (number in session and more control parentheses is % over their course change from choices/scheduling- we are 2003): continuing to improve upon this new format with better Advisor explained presentations, more options for first effective room set-up, etc. semester – 88% (+3%) Advisor was knowledgeable of degree requirements – 89% (+3%) Advisor expressed interest in me as an individual – 84% (+2%) I actively participated in advising session – 87% (+2%) Information provided to me in advising session was valuable – 89% (+2%) I plan to utilize advising services in the future – 91% (+2%) I am satisfied with my schedule of classes – 85% (+4%) Entering Student Administered to students at placement testing; Needs Continue to use the Future plans (3-5 years) Profile provides demographic and attitudinal/behavioral Assessment profile in advising call for the development of data on each student; used in pre-advising individual a student profile that will assessment students. pull data from many Regularly sources to provide advisors with a summary of each student prior to advising. Student Tracking Tracks enrollment and GPA of students who are Monitor of Still developing a Improvements/changes are System on probation and who have been reinstated Success of thorough tracking pending and will be (probationary and End of semester interventions system. implemented once full reinstated) tracking system is Currently, lists are implemented. generated at the end of each Reinstated students receive semester which support from advisors show all students through additional advising who had a sessions and skill semester GPA development workshops. under 2.0; under the supervision of Students on probation are the Academic required to see an advisor Success Programs prior to registering for any and Assessment future term. Coordinator, UC advisors review the lists for possible grade replacement and other options that may allow students to continue the following semester as probation/ reinstated students Probation and Tracks number of students on probation and Tracking for Students placed on There was a slight increase Dismissal Report dismissed at the end of each academic term Student Success first-time (+.2%) in probation End of Semester academic students comparing Fall 05 probation at the to Fall 04. A pilot end of: program, the STAR (Students Taking Academic Fall 05 - 611/7431 Responsibility) Mentoring (census) 8.2% Program, an intensive Fall 04 – 599/7429 intervention program for (census) 8.0% first-time probation and reinstated students, was Sp 06 – 419/6332 implemented during Fall (census) 6.6% 05. Of the 52 participants Sp 05 - 492/6380 (probation and reinstated (census) 7.7% combined) enrolled, 37 were retained for spring 06 Students (69.6%). dismissed at the There was a decrease (- end of: 1.1%) in probation students from Sp 05 to Sp 06. Fall 05 – 301/7431 During Spring 06, the 4.0% STAR Mentoring Program Fall 04 – 388/7429 had 75 participants; 52 5.2% were retained for fall 06 (69.3%). Sp 06 – 574/6332 9.0% As for dismissals, some of Sp 05 - 507/6380 these students will petition 7.9% for reinstatement after sitting out a minimum of one semester. One of the conditions of their reinstatement will be to strongly consider participating in the STAR Program. This will be a joint decision by the student and their advisor. Reinstatement Tracks number of reinstatement contacts, Tracking for Fall 05 – 171 Developed a consistent Report petitions received, petitions acted upon, and Trends and petitions, 95 approach by training students reinstated Program reinstated; advisors when going Monthly Improvement received 1287 through the reinstatement emails about process with students. reinstatement They utilize the written Fall 04 – 220 petition answers when petitions, 134 making decisions about reinstated; 600 reinstating students. Also, emails a formal interview (Pt. 1) and subsequent scheduling Sp 06 – 144 of appropriate workshops petitions, 81 and courses (Pt. 2) and a reinstated; reinstatement contract are received 519 highlighted. Advice for emails about other resources, including reinstatement the STAR Program, is an Sp 05 – 171 important factor in petitions, 82 providing appropriate reinstated; 800 interventions. emails Learning Administered in each LC at the end of the Program For Fall 2004, all Lowest score (mean of Community End of semester; several questions address the role of Improvement items regarding 2.73) continues to be Semester the advisor and Student advising decreased “Advisor assisted me with Evaluation Report End of Semester Satisfaction from the Fall 2003 academic difficulties.” mean score (this Most difficulties are was true of all identified through early items, not just warnings; will increase advising) focus on follow-up with students receiving early Overall warnings satisfaction with advisor was 3.13; interaction with advisor was rated higher than for any other member of instructional team Data for Spring 2005 not available A comprehensive Web-based survey was administered to a Program Results are Based on assessment plan Assessment Plan random sample of UCOL students in spring improvement pending-- Web results and for the Advising 2005; focus groups will be conducted in the fall and assessment survey has been recommendation from Center has been 2005; pre-post survey will be administered in of advising administered but external program developed to the first-year seminars during fall semester; outcomes results are reviewers, action plans will assess the survey will also be developed and administered pending; focus be developed and assessed effectiveness of to advisors groups conducted student learning Fall Semester in fall along with outcomes pre-post surveys as associated with well as survey of advising; part of a advisors; based on formal program results and formal review scheduled external review for spring 2006. recommendations, action plans will be developed and assessed Professional Activities of each advisor as reported through Program Portfolios were not Continuous Program Development Staff professional portfolios; summary of major Improvement completed this Improvement Summary Report accomplishments/activities compiled from year as we were individual advisor portfolios waiting for the Annually University College performance appraisal system to be completed; portfolios will be reinstituted for 2005-2006. E-mail and Phone Implementing the use of Falcon to input all e- Needs Falcon was Continuous Program Communication mail to advisors as well as phone calls into Assessment and determined to not Improvement Report (Under Advising Center; will report number and content Program fit the needs of the Development) of e-mails and phone calls regarding advising as Improvement Advising Center; well as response time this has not been a Monthly priority (we have been focusing on document imaging this year instead) Advising Review advising related publications for Quality & Advising Center This year we have actively Publications accuracy, effectiveness of communication, and effectiveness of staff now sits on participated in the efforts to Review consistency of message communication the University redesign the student Annually College manual/Navigator and the Publications UCOL website. We Committee and the created a new Course Advising Descriptions booklet so Publications students have easy access subcommittee. We to information on 100 and regularly review 200-level courses. all advising-related materials. Coordination with Regular contact with academic schools to Program No data available In 2004-2005, we added Academic Schools determine accuracy of advising-related Improvement shared advising positions information and conduct continuous advisor and Quality with Nursing and training Assurance Education. As Needed Continue to work with schools on a regular basis to keep advisors informed of academic requirements and policies; have recently increased focus on providing advisors with information on major/career connections Student Evaluation Completed at the end of each reinstatement Program Fall 04 – 3 The Academic Success of Reinstatement workshop to determine student satisfaction with Improvement workshops offered, Programs and Assessment Workshops workshop 94 participants-42 Coordinator is creating After each workshop (as needed) (45%) rated them PowerPoint templates for as excellent; 48 each workshop as well as (51%) as very teaching resources for good; 4 (4%) as advisors who conduct average workshops. This will create more consistency in Sp 05 – Data workshops and align collection pending workshop content/teaching (we are in process with established learning of offering outcomes. workshops throughout the Based on literature and summer for fall feedback from students, we reinstatement) are moving toward designing workshops that address self-awareness, time management, and decision-making rather than specific study skills. Withdrawal Summarizes number of students and reasons for Tracking Fall 2004 – 162 No action currently being Survey Report complete withdrawal from school withdrawals taken based on this data; End of Semester used for tracking and to Spring 2005 – 137 identify changes/trends withdrawals Numbers are consistent with previous years; between 72-75% plan on returning to IUPUI at some point in time; most common reasons for withdrawal continue to be financial, work conflict, and personal issues. Excessive Indicates the number of students with eight or Tracking We do not have We will reinstate previous Withdrawal Report more withdrawal on their transcript this data for the tracking and putting alert End of Semester 2004-2005 year. notices in the file of each student who has eight or more withdrawals which draws the advisors’ attention to the issue so it can be discussed with the student Early Warning Summarizes the number of early warning and Student Fall 2004 – 1,851 Will continue program as Report administrative withdrawal contacts with students Academic early warning designed Fourth Week of Semester Success letters sent which is an increase of Will continue to watch 700 letters from numbers to see if impact is previous year; 589 truly due to not canceling administrative enrollment for non- withdrawal letters payment. sent which is 230 more than year. Total number of students impacted by both programs was 8,162. Large increases are believed to be due to new practice of not canceling enrollment for non-payment. Spring 2005 – 1,491 early warning letters sent (an increase of 188 from previous spring); 382 administrative withdrawal letters sent (an increase of 139). Again, increase is thought to be due to not implementing wash-out. Career Center Form that captures information on Tracking and Shows us that the Used for on going demographics, academic status and the purpose Program number of UC assessment of our Career Center Goals: To Career Counseling of the career exploration counseling Improvements student using our student appointment. services is demographic mix. assist students in the career Monthly increasing. planning process in order to Student Profile Questionnaire Reports how many self-assessment inventories Tracking Used to determine were given to students and interpreted by if resources should improve retention. counselors. Inventories include Strong Interest be added to testing Inventory, Myers Brigg Type Indicator ,and Self area of services Student Directed Search are used to help students Inventories Report determine career choice Monthly Data is reported Reports the number of students by school Tracking monthly. Used to affiliation and academic year who are involved assess in Learning Community outreach, Minority effectiveness of Workshop/ Achievers Program, STEP Ahead workshops, these services. Programming Career Exploration Day and other career Report exploration programming Monthly Asks quantitative and qualitative questions to Program Students hear Used to assess determine whether programming is meeting Improvement about our effectiveness of Student goals. and workshops in a our workshops. Satisfaction As Appropriate Effectiveness variety of ways. Survey -workshops Majority of students who attend Agree or Strongly Agree that our workshops (more than 95%) are effective, that they would recommend attending the workshop to friends Student Will ask quantitative and qualitative questions to Program Will be used to Satisfaction determine whether programming is meeting Improvement assess Survey- counseling goals. and effectiveness of (under As Appropriate Effectiveness counseling development) To help students find work on and off campus in order to finance their Student Reports the number of employer listing jobs by Tracking Helps us monitor education and so be Employment four student job types: student on-campus, employer and retained. student off-campus, work-study on-campus, and student traffic. Jag Jobs Inventory work-study off-campus. Monthly Reports the number of students placed in student Tracking and Most years we can Used to keep our Jag Jobs Placement jobs by category: student jobs on-campus, Grant demonstrate over grant. Report student jobs off-campus and work-study jobs. Requirement $2000000 earned This number must be reported to the Federal JLD by students thanks program for grant requirements. Monthly to this grant. Student Employment Student evaluations are handed out at job fair; Program Students want Continuous Fair/Workshops high numbers of evaluations are received back Effectiveness more on campus improvement of Student because prize incentives are given for response. and Program employers. program. Satisfaction Employer evaluations are also collected. Improvement Reports Evaluations are also collected at National Student Employment Appreciation Week activities and other outreach events. (As appropriate) Student Traffic Student employment is a high-traffic area; face- Tracking Continuous Report to-face student interaction is monitored to improvement of measure program interest and peak times. This program. includes both student jobs and work study activity Monthly Reports number of students participating in the Tracking and Continuous Work Study federally funded work study program. These Meet Federal improvement of Participants Report measurements are integral to JLD Grant Requirements program. requirements. Monthly Reports those students who are participating in Tracking and Continuous Work Study work study jobs that are defined by the federal Grant improvement of Community government as community service Requirements program. Service Monthly-With Center for Service and Participants Learning Reports those students who are participating in Tracking and Continuous work study jobs that are through the America Grant improvement of America Reads Reads program. Requirements program. Participants Monthly Reports information about students who come Tracking Continuous for career counseling related to student improvement of Student employment. Report includes demographics and program. Employment academic status (year, school) Counseling Report Monthly Reports visits made to employers to develop Tracking and Continuous Employer student jobs. Program improvement of Outreach Report Monthly Improvement program. Ties academic success closely with work-study Academic New Survey Continuous job. Requires site supervisor to monitor Success and improvement of academic progress of workers. Retention program. Results Twice a Semester sent to Dean Plater each semester Work Study Under Development- Ties academic success Under New Survey NA To obtain professional Student Academic closely with work-study job. Requires site Development level experience for Progress Report supervisor to monitor academic progress of students while in school, in workers. order to encourage retention. Lists the number of internships available to Tracking Continuous Internships students online in any given month, as well as improvement of the number of new internships created each program. Internship month. Inventory Report Monthly Records the numbers of students that participate Tracking Continuous Internship by school affiliation and academic year. improvement of As Appropriate program. Programming/ Workshop/Job Fair Student evaluations are handed out at job fair; Program Students want a Continuous Report high numbers of evaluations are received back Improvement greater variety of improvement of because prize incentives are given for response. and internships program. Employer evaluations are also collected. Effectiveness available. As Appropriate Internship Job Fair Reports information about students who come Tracking Continuous for career counseling related to internships. improvement of Report includes demographics and academic program. status (year, school) Student Monthly Satisfaction Report Internship responsibilities are contracted Evaluate These are all part Continuous between student, faculty and site at the beginning Student of the student’s improvement of of the semester; mid-semester check-ups Experience in final grade. program. (including some site visits) are made; reporting, Program Internship journaling and other work (as specified by Counseling Report faculty) are required throughout the internship; materials handed in at the end of the semester experience Three Times a Semester Requirements vary according to school and Student Success These are all part Continuous include journaling, writing papers and showing in Internship of the student’s improvement of examples of work. final grade. program. Student Internship Three Times a Semester Experience Evaluation Visits site to observe student work and meet with Success of Some worksites Continuous site supervisor to determine success of Program and are better than improvement of experience or resolve any issues that may be Program others. program. present. Improvement As Needed Site Supervisor Evaluation of Student Internship To help graduates secure Demonstrates the the best possible Reports all job listings provided online through Usage Tracking benefit of having employment in order to JagJobs to students; report is categorized by job JagJobs, its Continuous encourage retention. Technology type: student jobs on campus, student jobs off effectiveness, and improvement of campus work study jobs on campus, work study future plans for program. Jag Jobs jobs off campus, degreed full time, degreed part continuing Technology Report time, internships, and seasonal. Also reports JagJobs. number of employers listing jobs. Students using the system are reported by school affiliation, number of resumes posted by students for employer viewing and number of employers who have reviewed student resumes are also reported. Monthly Demonstrates the Reports Career Center web site hits by page so Usage Tracking importance of Continuous that staff can monitor what online services online resources to improvement of students are utilizing. Also reports ICJF/IMJF student/alumni program. job fairs web site hits, which takes registration population. via credit cards online and provides significant Websites Report online information and interactive usage. Monthly Senior Placement Jag Jobs and Other Reports the number of degreed jobs posted Tracking Continuous IUPUI Degreed online for student application. improvement of Jobs Database Monthly program. Inventory Reports the number of on-campus interview Tracking Continuous schedules and information sessions. improvement of Monthly program. Comprehensive reporting of College Talent Tracking Continuous Senior Placement Recruitment Day and Teacher Candidate improvement of Programming Interview Day for student and employer program. Reports participation. Other programming evaluated by students and employers who participate includes the Art of Networking Workshop, Panel on Diversity, Etiquette Luncheon, Government Jobs Panel, Interviewing Techniques Workshop, Job Hunting Workshop, Job Search for International Students workshop, Mid-Career Change workshop, Employer Mock Interviews, Resume Roundtable Review, Resume Writing Workshop and others. Monthly Comprehensive executive summary of each Program We run a very Indiana Collegiate Indiana Multicultural Job Fair and Indiana Effectiveness effective job fair Continuous and Multicultural Collegiate Job Fair, detailing candidate and and program. improvement of Job Fair Program employer information and evaluations. Provides Improvement program. Survey/Report extensive candidate demographic and academic information. Also details advertising and promotion as well as financials. Twice a Year Reports information about students who come Senior Placement for career counseling related to senior placement. Tracking Counseling Report Report includes demographics and academic Continuous status (year, school) improvement of Monthly program. Career Center Summarizes all activities of the Career Center in Reporting Out; Continuous student employment, career counseling, Program improvement of internships, and technology and senior Effectiveness program. Annual Report placement. and Yearly Improvement Assessing University College Learning Goals for PULs are introduced in First Multiple Assessment Faculty and General Majors that Year Seminars and students in Measures are in administrators use Education Encompass PULs are Fall 2004 will enter Place assessment Outcomes in the Specified information about their findings Disciplines at proficiency on PULs in the continuously to IUPUI ePort. improve programs National Survey of Student and services for Engagement (NSSE) for first- students. year students Programs that evaluation methods demonstrate are most effective are extended to additional students. College Prep College Prep Student Grade Report Records CPI student official grades. Program Students Working with Initiatives Initiatives Goals: Recorded in IUPUI CPI database. Effectiveness and participating in IUPUI faculty to Increase the number of Trends noted in annual report. Needs Assessment CPI for more than program effective students entering college End of Grading Period one year show an after-school and other institutions of increase in overall activities to build higher education. GPA by almost on this trend one complete letter Decrease drug and alcohol grade (data from use by encouraging higher previous year) educational pursuits. Reduce the number of students who withdraw from high school before graduation. Increase the number of students who are prepared to enter the workforce upon graduation. Increase individual economic productivity. Improve the overall quality of life for Indiana residents. Intermediate goals: Enroll a total of 2500 8th grade students in Scholars Program. Enroll 1500 new 7th grade students in Scholars Program. Provide a minimum of 6 college visits for a minimum of 300 different students. Engage 1996 parents in Scholar related activities (Annual Conference, Regional Parent Conference, college tours, meetings, etc.) 50 freshman will participate in a summer session focused on SBC grant over a six-week CTBS Test Score Records CPI student yearly CTBS Program Data inconclusive Report score. Effectiveness and Comparison Data Recorded in IUPUI CPI database. Data recorded to benchmark for any external comparisons End of Year Enrollment Report Enrollment data collected through Program Enrollment data to Expand the Scholar’s Central Office. Effectiveness and date indicated partnership with Frequently Participation Rates 2,095 8th graders the Office of and 805 7th grade Campus Visits and students are middle schools to currently enrolled encourage in the Scholar’s Program. Affirmation of senior data collected Program Affirmation rate, Increase the Affirmation Report through Scholars central office. Effectiveness and 927 of 1559 for number of March Improvement 60% of enrolled community seniors. collaborations and partnerships to continue to increase awareness of Scholars Program and collaborative efforts among service providers. GPA Report GPA verification reports collected Program 154 students did from area high school guidance Effectiveness, not meet GPA Continue to counselors to determine Scholar Problem Solving, minimum at 7th increase parental eligibility. (April and June) and Planning semester, they will involvement in April and June be re-evaluated program. after 8th semester grades are completed. 34 students have not yet submitted GPAs. Annual Report Quarterly reports of objectives met Program Work with Dept. for Scholars central office. (Dec., Effectiveness, of Education to April, August) Problem Solving, locate students Planning and who have moved Records self reported regarding Comparison Data or changed schools participation of students and parents and did not notify in Scholar related activities. Scholars Program. December, April, and August This will help ensure they continue to receive information and assistance when needed. Increase community awareness of program to help ensure all eligible students enroll before the deadline. Honors Honors Program Goals: Scholarship Report Scholarship students' progress Tracking and Assess 4 year scholarship Eliminated 2 year and Review toward the Honors notation, e.g., Progress students were awards and went to Fill vacant staff positions Honors courses taken, GPA, credit retained at a higher all 4 year awards hours, will be monitored at the end level than were the Develop additional Honors of each semester. 2 year award courses Twice a Year recipients Continue developing Honors academic programming Continue developing Honors House programming Complete internal self-study for external program review Continue recruiting for Honors, Bepko Fellows, Plater International, and Hoosier Presidential scholarships Increase student and faculty participation in Honors Student Satisfaction Assessment devices are used to Program Used plan prepared With Honors grant, Survey (Under survey student satisfaction with the Effectiveness and for Honors recruited faculty Development) experiences offered by the Honors Improvement participation in members who are program at the end of each semester. Engineering and preparing Honors Each Semester Technology to sections for initiate a $20,000 2005/06; Plan to grant to Liberal extend this format Arts to support to Liberal Arts to Honors course recruit more development faculty participation for a second year Honors Faculty Assessment devices will be Program A general lack of Discussions with Satisfaction developed to survey faculty Effectiveness and faculty interest in various chairs and satisfaction with the courses and Improvement participating in administrators programs offered by Honors at the Honors activities suggest that end of each semester. increasing the size Each Semester of course development grants might be a productive way of increasing faculty participation SPAN Report A full report of SPAN and Running Tracking and Under NA Start student performance will be Program development developed at the end of each Improvement semester. Each Semester Bepko Learning Learning Center Goals: End of Semester Gives feedback on mentors and Effectiveness of Students state they We are looking at Center a) To offer academic Evaluations program of the Learning Center Mentor and Overall are generally the Gateway support in a variety of from the student population. Program satisfied with the academic support subjects in order to End of Each Semester services provided report and improve educational from the Learning identifying course, achievement. Center and the which do not have mentors. On a 5 any other academic (strongly agree) support programs b) To assist students in point scale, student attached to them as maximizing his or her rate helpfulness of possible areas in full academic potential the session as 4.45. which to expand at each stage Some students our service. throughout the indicated they undergraduate would like to have experience. either an SI or SLA component for many of their other courses. Grade Report Compares the effectiveness of Effectiveness of On average Based on the participants and non-participants of Program and participants in SI report, all Supplemental Instruction (SI) and Comparison Data program had a mentoring sessions Structured Learning Assistance DFW rate of will follow a SLA (SLA) programs. 18.99%, while model for the Fall End of Each Semester non-participants 2006 semester. had a DFW rate of Due to the 45.07%. significant Additionally, SLA participation, participants had a BIOL N212, BIOL DFW rate of N217, and BIOL 28.14%, while N261 will continue non-participants in a SI format. have a DFW rate of 56.07%. Program Participant Tracks student attendance in Monitor Student The Learning The results of the Attendance Supplemental Instruction (SI) and Participation and Center assisted report have given Structured Learning Assistance Faculty Report for 2156 students the Learning (SLA). Student Grades (attended 3 or Center a strong Weekly more sessions) and case to implement received over a SLA model to all 30,789 visits from new course students over the additions. course of the Fall and Spring semesters. Instructor Evaluations Evaluates instructor satisfaction Mentor Instructors As a result of the with mentors and their effectiveness Effectiveness indicated they findings, student in classroom recitation/lectures. were very happy mentors will rotate Mid Semester and End of Semester with the mentors’ on a bi-weekly performance, but basis in respect to did not need two or lecture/recitation more mentors in attendance. lecture/recitations. Resource Center Goals: Mentor Evaluations Evaluates mentors on their skills as Mentor Mentors did very The Learning a) Facilitating appropriate an effective communicators. Effectiveness and well with their Center will use the referrals to other Mid Semester and End of Semester Program performance as a new Oncourse CL campus resources. Improvement whole. One area to communicate that needs assignments and b) To provide support improvement is deadlines to systems to enhance communication. mentors so all of academic success their course material will be in c) To help resolve the one place. problems that caused the student to seek help and to work towards making the student a more independent learner. Contact Report Documents all interactions with Documentation and Most of the The findings of the students who request follow up from Follow up of contacts taken by contact report have the Learning Center. Student Participants the resource given support for End of Each Semester mentors dealt the Learning specifically with Center to work our tutoring with the UC program. Another Technology area of importance department to included general produce an online information about referral system to university student will have programs. 24 hour access to tutor contact information, as well as, free departmental academic assistance. Additionally, we are in contact with many different departments to put general information in the new resource program manual. Tutor Program Goals: Program Evaluation Evaluation piece sent to students Program Students want Hopefully, the new a) To provide students who have taken advantage of the Effectiveness and more tutors in a online referral with a referral service Tutoring program services to gauge Improvement larger number of system will assist for tutors to help program effectiveness. courses. the Learning supplement course End of Year Center in the instruction. referrals of interested students to serve as tutors. Tutor Evaluation Evaluation piece sent to students Tutor Effectiveness Students had a The new online who have taken advantage of the very difficult time referral system Tutoring program service to gauge connecting with should take care of tutor performance. the tutor referral. this issue. Also, End of Semester we will be working with many departments to help streamline the tutor recommendations by the faculty. Mentor Program Goals: Mentor Observations Performed by the Director and Individual and Mentors exhibited More time in Coordinators to inform mentors of Program most of the criteria training will be a) To assist students in strengths and areas of further Improvement expected for a devoted session maximizing his or her development. successful session. planning and to the full academic potential Mid Semester and End of Semester The only area of preparation needed at each stage general to conduct throughout the improvement is successful undergraduate improved session sessions. experience. plans. Enrollments Goals: Enrollment Status Informs advisors on seats available Assist Advisors Advisors requested The report has a) To provide University Report in Learning Communities, Critical more information been transferred to College advisors, staff Inquiry, Structured Learning be included on the a report on and deans with Assistance and Mathematics report and to make Microsoft Outlook enrollment information courses. Also indicates sections the report easily so advisors can for University College closed and cancelled. accessible. access the report courses. Daily During Registration Period without have to print out a hard copy. Also more columns have been added to relay more information. Enrollment Status Informs deans on final seats Assist Deans The deans The report has Final Report available in Learning Communities, requested more been transferred to Critical Inquiry, Structured Learning information be a report on Assistance and Mathematics included on the Microsoft Outlook courses. Also indicates sections report and to make so the deans can closed and cancelled. the report easily access the report After Census Occurs in Semester accessible. without have to print out a hard copy. Also more columns have been added to relay more information. Mathematics General Goals: MAC Utilization Computer based utilization tracking Utilization Tracking For some of our We plan to switch Assistance (a) Offer an easy and Report system courses, attendance to the AccuTrack Center - accurate sign in & out (End of Each Semester) is not accurately attendance process. reported tracking system in fall 2006 (b) Improve candidate Internal Evaluation Staff feedback and observations by Staff Satisfaction Important We have made processing, hiring and the Director and Operational information is organizational scheduling of staff, and staff (End of Year) Efficiency sometimes changes (some communications within the misplaced and student leader Center. candidates and/or positions have staff are sometimes been created) to misinformed ensure that all staff members know the chain of command and can effectively use it to receive directions and get answers to their questions (c) Provide two distinct Student Surveys End of semester surveys given to all Program It is clear that Mentoring and services (mentoring and Summary Report students in courses served at the Comparison students are not tutoring sessions tutoring) to students, and MAC distinguishing will be held in ensure that each offers (End of Each Semester) between the physically something unique to the mentoring and separated areas. students tutoring services of Also see Mentor the MAC Program Goals, below. cont’d… (d) Improve assessment of Student Surveys End of semester surveys given to all Student Satisfaction Mixed results We are now Mathematics students’ needs and offer Summary Report students in courses served at the and Performance suggesting that investing in an Assistance alternatives to traditional MAC students cannot effort to develop Center tutoring (End of Each Semester) always utilize the software based available services modules that or that they want students may use more specialized (with guidance help from tutors) to achieve needed improvements in specific topical areas Mentor Program Goals: Internal Evaluation Comments made on the end of Program Review Many mentors act An intensive Provide a service that is and Student Surveys semester survey and observations by as tutors and fail to mentor training more in line with the Summary Report MAC staff empower students program is Kansas City model of (End of Year) either to work currently being Supplemental Instruction alone or to developed and it collaborate with will be their peers implemented in the fall of 2006 Tutor Program Goals: Internal Evaluation Comments made on the end of Program Review Tutors do not Will implement Reduce student complaints and Student Surveys semester survey and observations by adequately training for tutors, about the quality and Summary Report MAC staff anticipate the focusing on their effectiveness of tutoring (End of Year) content needs of interaction with the students they students and serve and preparedness for sometimes do not upcoming topics give students the attention they deserve Office of Northwest High School The program is in its Entrance and exit interviews Effectiveness, The internship is an With the current Development and Internship Program ninth year. Interns from and evaluation of work improvement, incredible journey for outstanding students, we Operations Northwest High School completed; how experience feedback, and pre-college students and hope to develop a spend eight weeks on relates to student’s academic tracking for IUPUI. Expansion of scholarship for pre- Operations campus. University goals. this program throughout college students coming College has motivated a the university should be from this high school. high number of students acted upon. The scholarship would be in this program to choose another enticement for IUPUI as their college of student to consider choice for their first-year IUPUI. We would keep experience as a result of them employed through this eight-week program. their junior/senior years, The current interns, as well as their first year Jamar Wingo and in college. DeJuan Hamilton, are high achievers and rank in the top ten of the 317 students in their class. The project “Transitions” is a Web site set up in Northwest High School as well as a supporting brochure developed by high school students to recruit students for IUPUI. FamilyEd newspaper The newspaper was A Family Advisory Council Effectiveness, This newspaper has published and fully manages the content and chat improvement, - FamilyEd won a Gold become an incredible supported by United room. Focus groups conducted feedback and Award for Excellence in voice for families to Parcel Services (UPS). 2-3 weeks after each newspaper tracking to ensure Marketing and communicate with other This is a newspaper for the needs and Publications from the families. IUPUI is only families of pre-college satisfaction of University Continuing the conduit. students and first-year parents were met. Education Association. Improvements – Meijer college students. The will be pursued to newspaper supplies support the newspaper families with and expand the piece to information regarding support health/healthy preparing their student meal planning for for college. families Office of Development Insight magazine The magazine has Over 20,000 readers; letters to Indiana Insight won The magazine provides a Involving schools with and Operations received accolades from the editor and dean; focus a Bronze Award for relationship builder for stories allows an the academic groups. Excellence in the campus and incredible partnership community. It is the first Focus groups conducted 2-3 Marketing and businesses through the that becomes a win-win magazine of its kind that weeks after each magazine is Publications from state. business for the is mailed to University published the University community and the College undergraduates Continuing university. More as well as business Education partnerships of this kind leaders in the Association will be pursued. community. Last spring, Indiana Insight featured authors who are alumni of the IU School of Library and Information Science – Indianapolis. The magazine featured the state’s strong leadership and outcomes from library facilities in businesses and public arenas that serve far beyond the traditional level. IUPUI Navigator student The planner was not only Focus groups involving Effectiveness, The Navigator won a The piece is becoming an planner. distributed to all new students (pre and post) improvement, Bronze Award for anchor marketing piece students, but was sold in feedback, revenue, Excellence in Marketing for the campus. A longer the campus bookstores to and tracking. and Publications from the campaign needs to continuing students. University Continuing develop in taking a Distribution was over Education Association. yearlong campaign for 10,000 copies. gaining more support and funding. The Family Planner The Family Planner was Focus groups involving Effectiveness, We need to enhance the The piece is becoming an sponsored by National families improvement, contents so it becomes a anchor marketing piece City and was distributed feedback, revenue, more useful tool to for the campus. A longer to all families attending and tracking. families. campaign needs to orientation. develop in taking a yearlong campaign for gaining more support and funding. Metropolitan Universities This office publishes the focus groups and surveys The journal has The journal keeps the Expand markets to Journal and the MUJ quarterly Metropolitan seen an 11% campus in high profile pursue additional News Universities Journal and increase in for being the publisher. subscription base. the MUJ News. In the subscribers so far near future, the office for this calendar will be piloting year. The journal is interactive marketing on part of the Coalition its Web site. of Urban and Metropolitan Universities. The Coalition asked this office to create branding and marketing identity standards for its membership. The design and standards created by this office won a Gold Award for Excellence in Marketing and Publications from the University Continuing Education Association. Support agent The office was the surveys and focus groups Effectiveness and Support agents are Continued collaboration support agent for the feedback critical in helping to among schools and units IUPUI Fall Convocation, blend functions and the Honors Ceremony, programs. SAAB, Honors Program, Summer Academy Bridge Program, IUPUI Fall Convocation, Advising Center, and the Learning Communities Colloquium. The office won a Bronze Award for Excellence in Marketing and Publications from the University Continuing Education Association for its work with the Summer Academy Bridge Program. A full-year of University Quarterly and on-going Response cards, and email Effectiveness, Staff enjoy connecting More stories on faculty. College E-Staff News was improvement, with other staff members written and distributed to feedback and and creating connectivity. staff. tracking to ensure the needs and satisfaction of staff were met. A first University College Yearly Response cards and email Effectiveness, Excellent resource Information will be Yearbook was designed improvement, Improves communication moved to website to use to create unity among feedback and as employee piece staff. tracking to ensure the needs and satisfaction of staff were met. Renovation and Unity The office managed a more space is needed for feedback and when possible a much renovation for the programming effectiveness; longer lead time is University College support of growth needed to support all the building. As a result, we aspects of moving gained two new people; a better classrooms, three faculty understanding of IU’s offices, and a modified part in finalizing a lease classroom. To gain more strength in programming and unified efforts, over 80 offices were moved and integrated within the University College building. This office managed the transition of this move. New leased property was negotiated for the Pre-college Programs from this office. The past tenant also agreed upon a donation of furniture. Sponsorship Campaign The staff of ten part-time contracts Effectiveness, Students, making their We have created a IUPUI students raised improvement, own case, are much more yearlong campaign over $100,000 in feedback, revenue, prone to be successful in instead of two cycles sponsorships. and tracking collecting donations. each year. We need this time to build stronger relationships, stewardships toward donations. Orientation Services Orientation Goals: New Student Exit Survey Students complete a Program Effectiveness 1. Several areas of the Revised JAG 101 video quantitative and and Improvement program have changed – (in process) a. Academic Integration qualitative scan-tron therefore new exit survey Students will receive survey collected at the questions need to be FLASH was incorporated information regarding end of each orientation created to reflect the into the EXPLORE THE their academic programs, by the orientation leaders. changes in the program. ROAR (campus tour) to services, and Each week’s surveys are create an engaging and opportunities available to complied and sent to 2. FLASH needed to be interactive tour- while minimize their anxiety testing services for addressed keeping in mind the and build a support compilation of important learning system for their learning. assessment. 3. Length of Advising outcomes of the FLASH Students will have the End of Every was still a large concern program. opportunity to build Orientation of the stakeholders. relationships with Program size was faculty, staff, and peers 4. The mini-conference decreased on campus. time for parents and students to was Academic Advising in b. Social Integration challenging and was not UCOL was developed to Assist student in making fully successful in accommodate all students connections with other meeting the goals of the to attend advising at the students, and gaining a stakeholders and it was same time. Deleting the sense of familiarity with very difficult to need for tracks. the surroundings. To encourage students and assist students in family members to stay The stakeholders of understanding the after advising and Career Center and information about registration for these Financial Aid were given services, non-classroom- sessions. Timing and presentation time to off- related activities, location needs to be set the lunch crowd. And residence opportunities, looked at. other stakeholders were safety, and technology. offered the opportunity to Assist students in feeling be part of the check-in welcomed and connected time during the morning to IUPUI. to create a mini-campus fair for our guests to c. Self-Efficacy mingle with during the To assist students with early part of the day. feeling comfortable in performing a variety of skills taught during the orientation program. As well as feeling prepared to meet the demands and expectations of college. Strive to have students report that they have the ability to make a successful transition to IUPUI. Parent Program Parent Exit Survey A quantitative and Program Satisfaction and The parents were very Revamped parent qualitative survey that Improvement satisfied with the program Parents are provided parents fill-out and return orientation program and information related to the to an orientation leader at extra effort was made to purpose and expectations the end of each program. improve the services and associated with higher Each week’s surveys are information provided to education as well as complied and sent to information that can be testing services for used and applied after compilation of orientation. assessment. End of Every Orientation OTEAM OTEAM Written At the beginning of Training Effectiveness Many OTEAM concerns More engaged efforts in Evaluations August the orientation are covered during the the advising session, leaders write an debriefings, however, continuous improvements evaluation of training they have time to be sure in FLASH, and more process from the summer. that new and or hands on materials in It is a free form components that were not training. evaluation process to corrected are voiced and elicit honest answers noted for next season. from the leaders. August OTEAM Debriefing At the end of each Continuous Improvement OTEAM is very There are changes orientation program the committed to the everyday during the chance is given for the development and program directly related orientation leaders to improvement of the to the debriefings. We share their experiences program and they learn to fix every detail to make and improve the process be very responsive to the things run smoothly and for the next orientation changing needs of the with polish. program. program and the students. After Every Orientation OTEAM Final Exam At the end of May Team Assessment of OTEAM is better about Lengthened training training an exam is given Individual Skills learning information program created. with questions taken related to schools and However, this has been from the training programs and need difficult due to how the materials. It is important additional assistance with calendar falls with finals to assess what the leaders Program flow and and the first day of the have learned and where policies. orientation program. they may need supplemental training. May General Orientation Individual Bi-annual meetings with Feedback; Program The schools are overall Increased School/Services schools and services to Improvement; Future very satisfied with the communication. Meetings review the process of the Planning orientation program. Ongoing inclusion as a prior semester’s They are always working key stakeholder. orientations and talk to catch up with the Lengthen advising about the future program as we have to sessions. Interested in programs. It is the begin planning so far in including intercampus chance to share and advance. transfers to the program. improve the orientation Science, ET and LIBA process. are interested in piloting First of October and a two day orientation. First of January Orientation Attended Quantitative report of Provide Information to That we are staying Starting earlier in Numbers Report orientation statistics Schools, Admissions, consistent in our numbers tracking and reporting consisting of number of Deans, Directors, and served in the orientation would be a necessary students who attended the university stakeholders. program change. Due to lack of program and a break reliable technology – down of each schools comparison data has been number. difficult to provide. This Weekly and then in a is a needed development. final report during the summer and winter orientation seasons. Family Connections That family members are Program Improvement That we are staying We did move the Dinner extremely appreciative of consistent in our numbers program to a Friday and the program and their served in the orientation the numbers did increase, experience at IUPUI program. however, due to the facility size we are unable to grow the program. Orientation Learning Communities Faculty Evaluation of A Likert scale and Continuous Improvement Faculty reported that Continually assist new Mentors quantitative section in a – training development mentors are well trained faculty in understanding survey are provided to for their work in the the role of the mentor. each faculty at mid-term classroom and The formative and and at the end of the interactions with the summative evaluation has semester to provide students. Faculty have provided intentional formative and summative indicated that they have opportunities for the evaluation feedback to broadened the scope of faculty and mentor to talk the mentors in the their mentor’s work now and discuss the role of learning communities. that they aware of the the mentor and areas for increased role in which growth and development. they are able to play in The summative the classroom. evaluation is calculated as 40% of the mentors’ final grade in their mentoring course. UCOL Mentoring Course An electronic survey is Continuous Course 1: to create New assignments to be End of the semester sent to the student Improvement- course different assignments to made, revise learning evaluation mentors enrolled in the development more appropriately outcomes, work on class. address learning organization of the outcomes. course content, and Course 2: Review the arrange for a mid- course offerings as a semester evaluation to complete online version occur by the Center for is very difficult. Teaching and Learning. Student Student Support Student A demographic report for program make-up Support Services Goals: Profile and statistical reference. Includes gender, Meeting Objectives Continuous Program Services ethnicity eligibility, academic need etc. (Grant Guidelines) Improvement To increase the college Yearly retention and graduation Student A financial report on program student’s rates of first generation Financial financial need and types and amounts of aid Ensure Needs are Continuous Program and low income Needs and offered. Beginning and End of Each Met and Grant Improvement participants and facilitate Fulfillment Semester Requirement the process of transition to Student A report for program make-up and statistical higher education through: Academic reference. Includes GPA, hours earned, hrs. Program 80% of our students are at a 2.0 or Continuous Program Standing attempted, probation etc. Effectiveness and better Improvement End of Semester Grant Requirements Student Statistical report on students retained from one Retention year to the next year. Program 2004-2005 79% Continuous Program End of Year Effectiveness Retention rate Improvement Peer Mentoring Math DFW Number and statistical report examining math Math Tutoring Rates for courses attempted, passed and failed. Program Math DFW rate of 48% Meets goals but lower than Participants End of Semester Effectiveness previously. More students need to participate in tutoring Needs A report on science and math pre and post Assessment needs in relation to tutoring. Match Services to Continuous Program for Math and Beginning of Semester Needs Improvement Science Tutoring Workshops and Seminars Student An evaluation of all program components. Academic, Personal and Satisfaction Completed by students. Used for future Program Continuous Program Financial Aid Counseling Survey changes and programming. Effectiveness and Improvement Supplemental Grant End of Year Improvement funding Social and Cultural Activities Technology Goals: Network Traffic All servers are monitored constantly by MRTG Quality Control Traffic is in line for the network traffic that is coming and going and Security with bandwidth Technology from the server. As well, the processors are monitored for their load. As Needed Student Electronic Students are polled each semester for their Meeting Student New software Interviews hardware and software needs in our various labs. Needs needed Beginning of Each Semester Virus Scanning Every computer managed by UCTS is scanned Quality of Were largely Updated patterns nightly for viruses. Viruses are quarantined if Service and unaffected by 30 minutes after they cannot be cleaned from the computer. Virus Security viruses over the any updates 24 patterns are pushed to all of the clients whenever last year. hours a day they are released from the software vendor. Nightly Monitor Event Log All of the UCTS servers generate event logs that Security Being constantly No changes are monitored for any abnormal activities that queried for logins available might warrant additional investigation. from Bloomington Monthly dorm computers Security Scanning All UCTS servers are scanned for security holes Security Servers are secure Add patches and by ITSO. This scan is automated and sends updates as Email with results of each scan. appropriate Monthly Service Pack and All UCTS managed desktops are scanned for Quality of Workstations are None Needed Patch Scanning service pack and patches that need applying. Service and secure and patched This is an internal scan. Security Monthly URL Scanning The University College website is scanned for Quality of “Link Rot” was None Needed nonworking links daily. Service kept to a bare Daily minimum Web Hits on UCTS uses WebTrends Live to provide in depth Service to UCOL site None Needed UCOL Site reports regarding all aspects of the University Employees continues to be College website including usage statistics as well used by a wide as aggregate user profiles. range audience As Needed Orientation These meetings are used to “tweak” the Program Redesign check in Continuous Technology Technology Orientation each semester. Effectiveness; process and Improvement Feedback Session End of Orientation Quality of account creation Service; process Problem Solving Review UC Phone University College phone bills are monitored for Monitoring Use Costs in line Changing program Bills misuse of our long distance codes. Any and Cost in response to excessive use is reported to the user for Recovery university policy repayment and to their supervisor if the changes excessive use continues. Monthly Service Queue The Falcon service queue is used to track the Provide Service Problems resolved None Needed daily needs of users in University College. It is as Needed; quickly the primary means of communication to UCTS. Quality Control Detailed statistics can be obtained from this system. Hourly Desktop Hardware Yearly University College’s desktop hardware Staying Current Several machines New terminal and Software and software are reviewed to make sure that they with Standards need replaced with servers purchased Review are meeting the needs of the users. Any needs newer equipment to implement thin are addressed at that time. client technology Yearly Monitor Future This assessment takes the form of reading Future Planning Need to reduce Implementing Trends journals, reading whitepapers, attending support costs terminal servers conferences, and researching via the Internet for and thin clients to any changes in technology that could benefit reduce hardware University College and support costs Regularly Site Survey The wireless network is surveyed in the Quality of Access Points are Contacted UITS (Wireless) University College building if anyone reports Service not covering all for additional connectivity problems or if the building changes areas Access Points in some way (i.e. remodeling). As Needed Network Traffic All servers are monitored constantly by MRTG Quality Control Traffic is in line for the network traffic that is coming and going and Security with bandwidth from the server. As well, the processors are monitored for their load. As Needed Monitor Server The Server room is monitored for airflow and Quality Control The Current Contacted CFS for Room HVAC temperature both at the air duct and inside of the HVAC cannot solution; waiting racks continuously. support the on findings. equipment in the room. Monitor Server The servers are continuously monitored for Quality Control Server uptime is Discovered a Uptime uptime. not within specs. combination of user error and network outages caused problems. Tracking Continuous improvement of Student files set up; waiting list developed; program Identify, recruit, select applications on file; teacher/ counselor Upward Bound from the target area 70 recommendations; interview reports. students who meet low- *Grant funded income, first-generation A special note regarding Upward Bound: program overseen criteria and who by the US demonstrate academic UB is required by the DOE to provide an Department of need. At least two-thirds electronic Annual Performance Report that they Education of the recruited use to perform data analysis, program outcomes participants will meet the assessment, goals assessment, and to determine low-income and potential our prior experience. We are in the process of first-generation criteria. developing effective in-house assessment Special attention will be methods. given to selecting and serving higher risk students. Assess students’ Test results on file; personal interview reports; Tracking Continuous educational needs inventories’ results on file; revisions on file; improvement of through the use of individualized educational plans on file in program national and Indiana student folders standardized tests, school records, transcripts and other indicators of student performance so that 95% of the participants will have an individualized educational plan to assure their appropriate academic preparation for high school graduation and entry into postsecondary education. Provide academic skills Tracking Continuous instruction in math and improvement of science such that 90% of Instructional plans on file; program the enrolled students achieve promotion to the Tutorial reports; results of teacher constructed next grade level and that tests; Grade reports 70% attain a grade point average of at least 2.6 by the end of their senior year. Higher risk students will attain at least an average of 2.0 by the end of the senior year. Provide academic skills Staff reports; pre-and post-test results. Tutorial Tracking Continuous development in English, reports and grade reports. Documentation of improvement of reading literature, and GPA of 3.0 in English. program composition, such that 80% of the participants maintain a GPA of 2.6 (higher risk students, 2.0) in English and indicate annual improvement based on teacher- constructed tests. Provide skills Instructor reports and grades; results of pre-and Tracking Continuous development in foreign post-tests; junior year evaluation on file. improvement of language such that at program least 80% of participants exhibit intermediate communicative competency in the language by the end of the junior year as evaluated by teacher constructed pre- and post- tests. As a result of, survey Grade reports; counseling reports for academic Tracking Continuous information, personal, year and summer component; IEPs and annual improvement of career counseling and updates. Mentor reports and career workshop program career-related activities, attendance. including mentoring and job shadowing, 70 % of the participants will identify at least three possible career choices by the end of their junior year. Provide supplemental Staff logs of e-mail; log of checkout of laptop Tracking Continuous computer training computers; student evaluation of computer improvement of workshops during the technology workshops; student reports of program academic year and progress in achieving goals; evaluation in classes during the 6 connection with NETS for students weeks summer residential program such that 90% of program participants will develop proficiencies in technology basics in compliance with the National Education Technology Standards for Students (NETS) Provide participants a Staff/student reports on events; event listing on Tracking Continuous program of educational, file; college and community sponsored activities’ improvement of cultural, recreational brochures and descriptions. program activities such that 90% are familiar with a university campus and 75% participate in all socio-cultural field trips. Provide academic Grade reports; GPAs; IEP records; Tracking Continuous advising on a semi- documentation of UB services; documentation of improvement of monthly basis during the graduation. program academic year and on a weekly basis during the summer component such that at least 85% of the students are retained in high school in good standing until high school graduation. Assist high school seniors Applications on file; formal test scores, grades, Tracking Continuous in preparing application other academic reports on file; Director, improvement of to postsecondary instructors and Academic Coordinator/Counselor program institution, including help reports. with test preparation, and financial aid acquisition such that 85% of the graduating seniors will be accepted into postsecondary institutions with adequate financial aid Academically track the Annual follow-up letter; e-mails; telephone Tracking Continuous progress of Upward improvement of Bound graduates through contact recording sheet; director’s report; program the postsecondary experience such that 70% documentation of alumni involvement with UB will be monitored for academic success and at events least 60% will obtain a baccalaureate degree within six years of postsecondary enrollment. Student African UC /SAAB Initiatives End of Semester Gives feedback on mentors and program, direct Effectiveness of Students solicit peer Five year plan American Brother- Evaluations communication with participants in org. or Mentor and interaction; topics that involves hood Provide all students from Weekly report campus referrals. Community mentoring with Overall were relative to collections of (SAAB) the targeted groups with focus groups members Programs and sample groups and Short SA opportunity to be apart of Weekly assessments(diary) student surveys, activity surveys findings. provide training the mentoring and focus groups observation Non cognitive for current tutoring program End of Each Semester written response variables are apparent members and qualitative in there attitude recruitment of To assist students in notation toward campus incoming maximizing his or her Freshman, UC full academic potential at learning each stage throughout the community undergraduate curriculum experience. planning orientation and summer bridge Develop a comprehensive component program of support for added both mentors and students that will promote the development of supportive relationships and leadership Coordination and Collaboration of student life and diversity activities and programs with other offices and departments on campus as well as with the external community Semester Effectiveness of students who are engaged in Effectiveness of Lack of attention Implementation reports/Evaluation student services vs. those who are not engaged Program and given to the support of tangible goals Data from with academic mentors and tutoring. Comparison systems on campus and provide a Registrar Tracks student attendance in Supplemental Data Surveys and the various model that Instruction .UC learning community and Ivy complaints about would give Tech profiles ,profiles on feeling connected to desired Af. Am students Collaboration with IMIR and the campus, Faculty outcomes. Pre registrar diversity issues were assessment. End of Each Semester also noted Hiring of Mentors collaborations on the campus between faculty and co- curricular programming. Program Contingent efforts on network community Monitor Student Development of Planning of Participant alumni and professional leaders to mentor Participation initiatives and activities and the Attendance students who then mentor adopted programs and Faculty program. Baseline dialogue of Leadership training and workshop involvement Report for stage, Leadership various key and use of learning community will address Student Conference and individuals on larger pct of targeted group /Off campus participation workshops were campus and the programs General meaningful and community are Weekly/Semester Surveys, important in critical to the programs that development of under meeting of goals foster the represented students. and objectives. communication Students want variety from faculty to student Instructor and Encourage the participation of (SAAB) Group and Panel Students want to do Collaboration Advisors and Staff member’s ad non members to get involved in Discussion more in areas of among students campus and community programs and activities. observation social and outreach along with the YGB and BSU participation as well programming they staff about areas Mid Semester and End of Semester want a venue that of concern and reflects their culture communication and beliefs not only with UC admits but various students from the entire campus, data on suggestions are compiled. Student Retention for Student Profiles Data not compiled Staff/Mentor Implement Graduate Referrals for Targeted Population: list serves Mid Semester and End of Semester Effectiveness Desire Outcomes and students in need and Increase Primary Traits and of assistance Establish and Facilitate awareness on Matrix for desired ,faculty and staff appropriate referrals from overall campus outcome of Students. members peer other campus resources. mentoring To help resolve the problems that caused the student to seek help and to work towards making the student a more independent learner. Contact Report Bi-weekly Documentation Most of the contacts The findings of Early warning report and Follow up taken by the staff the contact of Students members dealt report have Participants specifically with prompted us to Communication probationary students give the with faculty and assisted resource mentor “real time” access to tutor information to help decrease the amount of time needed to get back with a student interested in receiving peer tutoring. Additionally, we are in contact with many different departments to put general information in the new resource program manual. We need to identify Program Evaluation piece sent to students who have taken Program Students want more barriers to graduation Evaluation advantage of the Tutoring program services to Effectiveness tutors in a larger within each major and gauge program effectiveness. and number of courses. work with faculty from End of Year Improvement those departments to construct strategies for assisting students in overcoming barriers Nina Mason Provide comprehensive Two multi- The first of two components found in each Multi-program IUPUI scholars The program Pulliam Legacy resources and support to program evaluation is a comparison and analysis of Nina effectiveness generally outperform successfully Scholars Program scholars from longitudinal Scholars data with matched samples (cohorts of and impact; comparison groups secured lounge disadvantaged evaluations are students who applied but were not selected for identify program and demonstrate a and work space backgrounds in order for conducted each the scholarship). The second component is a specific higher rate of for Nina them to complete their year by qualitative evaluation of selected aspects of the strengths and persistence. Scholars in degree investigators from program such as scholar survey and the opportunities for Qualitative reviews 2005-2006. By IUPUI and administration of the program. (November 2005 improvement were done of the July 2006 the Arizona State and February 2006) through scholar administration of the program will University interviews and program and the enjoy dedicated investigator scholars were space consisting observations. interviewed about the of a director’s program overall. office, a These evaluations reception area, a found significant work and lounge improvement in area. This space administrative will be adjacent practices including to other the recruitment and intensive and selection process targeted support which has resulted in programs to a marked increase in promote male representation collaboration. (from 12% to 32%) and success in the Through the area of minority summer representation where planning period IUPUI’s proportion we have been of minority scholars working on exceeded that of the strengthening undergraduate our population by 38%. programming 87% of Scholars and have yet to interviewed rated determine if we their experience in will change the program as a 10 meeting or higher with 10 requirements. being the highest Data point to the rating. Suggestions efficacy of our for improvement meetings and focused on not activities with making scholar regard to meetings mandatory persistence. and improving space for scholars to utilize while on campus. Scholar Progress Reports average GPA’s, # of “W’s” and progress Monitor scholar The average Nina The program Reports toward degree academic Scholar GPA is a will be hiring a progress 3.03 and the average clerical throughout each GPA for the newest assistant. semester at 4,9, cohort of scholars Delegate grade and 12 week after the first year is requests to a points and 3.48. In general, clerical assistant achievement faculty respond to who will be able levels compared grade requests in a to follow-up to IUPUI timely fashion. with faculty who averages However, a have not significant submitted a percentage do not, response to a making this tracking progress report mechanism less request. effective. Mentor Requests feedback from scholars on their mentor Survey that asks Nearly all We will be Evaluations and the mentoring program. Administered twice scholars to respondents rated the expanding this a year. evaluate mentoring program successful mentoring on a as a 4.68 on a 5 point mentoring 5 point scale. scale. No program by respondents rated adding mentors mentoring below a and 4.5. strengthening mentor development through the UCOL mentoring courses. Scholar Surveys Post-programming and end of year overall Effectiveness of Scholars value the Weekly cohort evaluation. programming engagement with the meetings for and overall program and new scholars assessment of especially each other. will continue in the Nina New scholars 2006-2007. We Scholars attributed there will be adding a Program by strong academic career scholars. outcomes to the exploration weekly meetings component to which focused on support the developing academic scholars in their skills and personal attempts to “find growth. Most their passion.” respondents did not We will also be rate any activities as partnering with “least useful” and the other Nina offered very little Scholar sites and suggestions for other intensive, improvement. One targeted support respondent did not programs to the difficulty of share attending mandatory programming/w meetings. orkshop plans to meet the needs of the scholars. * Please note that more comprehensive reports are available upon request. Please contact Michele J. Hansen, Director of UC Assessment, at email@example.com.
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