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					                                   UNIVERSITY OF WEST GEORGIA
                              ANNUAL REPORT TEMPLATE (NONACADEMIC)
                                 FY 2010 (July 1, 2009 to June 30, 2010)

Department _______EXCEL Center___________________________________________

Name of Person Completing Report ____Cheryl Rice, Director______________________

                                 DEPARTMENTAL MISSION & ASSESSMENT

 1. Departmental Mission & Goals
Departmental Mission/Vision Statement : The mission of the EXCEL Center for Academic Success is to support
students with their academic success as UWG students and lifelong learners. To achieve this purpose we offer
programs in Academic Advising, Major/Career Exploration, Tutoring in all Core Curriculum courses, Study Skills
Training, Peer Mentoring, Multicultural Achievement Programming, Community Service, First Year Student Advocacy,
Student Leadership Development, Early Warning, At-Risk and Probation Student Advisement and the UWGeek
Squad Program. Much of our focus is in helping the first year student (and parent) make a successful transition to
college and continuing that success through the second year of college and beyond.

A departmental slogan, personalized for each EXCEL staff member, is “to treat each student, as if he or she were our
own.” For our younger staff members and student workers this would mean viewing each student who comes to
EXCEL as if he or she were a brother or sister. For the older staff members it means imagining our children in the
same situation, needing some guidance. Treating students as if they were a part of this extended “family” does not
mean that students are not held responsible for their own success or failure at UWG, but rather we assist in their
academic development as needed so that they are able to develop into fully achieving college students, finally
independent of our services, and eventually college graduates. This mission works in harmony with the mission of the
larger university, “The University aspires to preeminence in providing educational excellence in a personal
environment through an intellectually stimulating and supportive community for its students, faculty, and staff.”




     Departmental Goals [Align with institutional goals in 5 below]
II. EXCEL Center Goals & Activities Which Accomplish These Goals

STUDENT ACADEMIC ADVISEMENT & CAREER/MAJOR EXPLORATION PROGRAMS (SPG ii, v)

Holistic Academic Advisement of Undeclared and Exploratory Students:

        •      Communications with Undeclared Students Concerning Advisement and EXCEL Services
                All undeclared & exploratory students are invited to join an EXCEL Facebook site and are assigned
                individually to EXCEL academic advisors. Throughout the entire year communications are sent via a
                variety of media with communications doubled two weeks prior to beginning of advance registration,
                communications with undeclared students to include post cards mailed to every undeclared student.
                Posters and fliers are also distributed across campus. New students sent an email following each
                orientation. A Kick Off event the first week of classes for all exploratory students is held to publicize
                our services. “Help Me” is an email link from the advising website for students to submit their
                advising questions to an EXCEL Staff member.

        •      Academic Advisement Numbers
                        1135/1697 (fall/spring) advisement contacts during advanced advisement periods
                        1057/996 additional advisement contacts by individual staff members              (via
                             email, phone, appointments, walk-ins, etc.)
                        122/130 Pre-major workshop attendees
                        1543 Pre made schedules for new student orientations
                An average of 2500 student contacts per semester, plus orientation advisement and pre-made
                scheduling.

        •      Advance Advisement/Registration Period
       The EXCEL Center has four full time academic advising staff as well as two additional professional
       staff in addition to the director who offer holistic academic advisement to the 2500+ students on this
       campus who have yet to declare a major or are in the process of exploring majors.

•     Athletic Advisement of Undeclared Students was conducted during the week prior to regular
       Advance Advisement each semester. Although hired by the Athletic Department, as a mentoring
       experience, for the past two years the Athletic Academic Coordinator has worked within the office of
       the EXCEL.

•     EXCEL Center professional staff were available to students for advising sessions during other times
       of the semester as well as during the Advance Registration periods.

•      Pre-Made Schedules for all undeclared and Arts and Sciences majors who were entering freshmen
       totally around 1543 schedules.

•     Registration holds were placed on all undeclared first year students to ensure that they receive one-
       on-one advisement with either a faculty member or an EXCEL Center professional staff member.

•     Ask an Advisor email FAQ’s on EXCEL Center’s web page maintained. This service is open to the
       public to ask questions about academic advisement and gets about four questions a week

•      Academic Advising Liaison Program strengthened to include required liaison checklist for each
       advisor each semester.
                                       EXCEL Center
                                  Academic Advisement
                                        Organization
                              General Organizational Structure

A. Departmental Liaison Structure
      1. William Etheredge
              Biology
              Chemistry
              Computer Science
              Engineering (Chemistry, Geosciences, Physics)
              Environmental Science
              Geosciences
              Math
              Physics

       2. Emily Hall
              Art
              English
              Foreign Languages and Literature
              Mass Communications
              Theater
              Music
              Philosophy

       3. Pamela Maxey
             School of Nursing
             College of Business
             College of Education
             First Year Programs

       4. Wes Kirkbride
              Anthropology
              Criminology
              History
              Environmental Studies
              Global Studies
              Political Science
                       Psychology
                       Sociology




Career/Major Exploration:
       •      Initial Interviews were conducted, FOCUS Software Program used, second interview included
               discussion of results with use of addition instrument or referral to academic department or
               professional when needed. The number of students who took advantage of our Major/Career
               Exploration Program was 537

       •      Notebook of Degree Programs by College was maintained to provide a comprehensive manual of
               curriculum requirements for each academic major. This notebook has been distributed to other
               colleges as a reference tool.

       •      A library of career information books & files on all UWG academic departments’ courses of study
               were kept updated and made available to students as needed.

       •      Referrals were made to academic departments &/or professionals in the field.

        •     Advisement of First Year Students on Academic Warning, Probation and Suspension
               Communications began at the end of each term, when grades were released. This was the first year
               the academic status of Academic Warning was in place, allowing students one semester before being
               placed on probation as was the previous policy. During the fall term, the EXCEL Center contacted all
               first year students on academic warning, probation or suspension assigning them to one of the
               EXCEL Center professional staff and requiring them to attend success seminars, take advantage of
               tutoring or other resources on campus. During the fall and spring semesters, over 400 academic
               warning, probation and suspension students each semester were seen by one of our professional
               staff. Those who initially didn’t respond were given a phone call asking them to set up a meeting.

               For those who neglected to respond to first and second contacts, another letter was sent to remind
               them of an advisement hold placed on their registration. During the advance advisement period
               group sessions were conducted with these students.

               Referrals were made for students on warning/probation/suspension to professors, tutors, student
               development and other support departments on campus, in addition to continuing contact with the
               EXCEL Center.


Orientation Academic Advisement
       •      Created pre-made schedules for over 1500 students.

       •      Coordinated academic advisement aspects of UWG new student orientations with academic colleges.

       •      Conducted Undeclared Dean’s Meeting @ orientations.

       •      Advised incoming undeclared students.

       •      Oversaw registration of undeclared students on Banweb and assisted at general trouble shooting
               sessions.

PEER MENTORING AND LEADERSHIP TRAINING PROGRAMS (SPG i, v, xii)

       •      HOPE Scholar and iServe Mentoring
               The EXCEL Center offered its tenth year of peer mentoring to HOPE Scholars (in collaboration with
               Financial Aid) and first year students. More than 100 students participated in the iServe mentoring
               experience which was paired with two sections of POLS 1101. The service project during the fall
               semester was devoted to developing a more environmentally friendly campus.
             The HOPE Scholarship mentoring program offered a wide variety of activities to help protégés adapt
             socially and academically to the campus. This year’s programming included academic success
             seminars and a variety of mentor protégé socials. CRLA criteria requires mentors to maintain a grade
             point average of 3.0 or higher, complete 50 hours of mentoring and attend 15 hours of mentor
             training. The University of West Georgia is currently the only institution in the State of Georgia that
             holds a certification for mentoring by CRLA.

      •      Multi-Cultural Achievement (MAP) Mentoring: Along with increasing our efforts to educate the
             campus community about our program, we have continued our traditional retention program, Peer
             Mentoring. Peer mentoring has been traditionally the best retention program for MAP. This year MAP
             peer mentoring continued to be a part of the First-Year student program selection. First year students
             were highly encouraged to select one of seven programs to enroll in for this year. The programs were
             a mix between classroom and mentoring based structures. This year, over 117 first year students
             were assigned a mentor to assist with their transition to college.

      •      Challenges of Past Year: The major challenge last year was not receiving funding that could be
             used for providing food as an enhancement for the mentor programs. However, a variety of programs
             were offered in conjunction with other departments and organizations on our campus.

      •     Training of Peer Leaders. Training of peer leaders was conducted as a series of bi-weekly sessions
             offered in the EXCEL Center, a weekend session at the beginning of fall term, and the opportunity to
             enroll in the “What Do You Really Know About Leadership” course.


ACADEMIC SUPPORT SERVICES (i, ii, v)

      •     Tutoring: The EXCEL Center had 3342 student visits in the fall and 2340 student visits in the spring
             for our tutoring program. The EXCEL Center’s tutoring program is certified at the highest of three
             levels by CRLA National Tutor Certification Program. The EXCEL Center offered tutoring to students
             in all core curriculum courses. We employed an average of 24 student tutors. The peer tutors receive
             biweekly training throughout the year on various topics ranging from learning styles to critical
             thinking. In attempt to increase the quality of peer instructors across campus three academic
             departments required their peer instructors to participate in our CRLA training sessions. Our tutors
             consistently receive excellent to good evaluations of their services. Evaluations of tutors are kept on
             file in the department office. Last year was our first time awarding “master” level certification since
             our center has received our certification.

      •     College Success Seminars. 386 students attended the college success seminars sponsored by the
             EXCEL Center. Each week during Fall semester and biweekly during Spring, basis study skills
             training was offered to the students in time management, test taking skills, memory enhancement
             techniques, dealing with stress, computer basics, note taking, reading skills, etc. Faculty and
             professional staff from a myriad of offices conducted the seminars. A number of faculty offered extra
             credit to their first year students for attendance and attendance was required for all first year students
             on probation.

       •     Computer Lab. A monthly average of 1100 students used our computer lab this year for working on
             their class work, emailing, typing training, writing papers, etc. This aspect of our program had the
             valuable latent function of giving our staff some one-on-one time with students that was informal,
             affording us insight into the day-to-day life of the students we may not have had access to, otherwise.

       •    UWGeek Squad: The EXCEL Center offers assistance and training to students who are
             unknowledgeable or untrained in computer programming. These computer assistants known as the
             UWGeek Squad, aid students in Microsoft Word, PowerPoint, Excel, Access, Office, MyUWG portal,
             WebCT Vista, BanWeb, Microsoft Vista, Library E-reserve reading, Web Page Design and Internet
             Safety including Facebook and Myspace. The UWGeek Squad is located in the EXCEL Center
             computer lab on the main floor of the UCC. The Officers are available Monday – Thursday 9am-8pm
             and Fridays 8am-5pm.

                  The EXCEL Center computer lab contains a total of 13 computers and 1 computer for the
                  UWGeek Squad officer. The lab also contains two printers, one which students can automatically
                  print from any computer for black and white images, and the other for color images which must
                 be preformed by the UWGeek Squad at their desk. All printing at the lab was free of charge for
                 students.

             •   Once a student has been helped by an UWGeek Squad officer, the officer will then track the
                 student’s name, ID number, day and time, and what program the student has been assisted with.
                 At our highest peak of assisted students in November 2009, officers of the UWGeek Squad saw
                 226 students. For the fiscal year total, the UWGeek Squad aided 1751 students.

             •   Not only does the UWGeek squad aid students in the labs, but they also tend to student, staff
                 and faculty emails, phone calls, and even at times will leave the lab to help Faculty and Staff
                 members. They are also available for classrooms and organizations in need of assistance with
                 computer programming.


      •     Ask Andy email FAQ’s on EXCEL Center’s web page maintained. This service is open to the public to
             ask questions about UWG and University life in general and gets about ten questions a week.


RETENTION OF AT RISK STUDENTS (SPG ii, vii)

      •     Students At-Risk Programs. The EXCEL Center contacts all first year students on probation and
             suspension, averaging around 370 students a semester. At both times, holds were placed on their
             registration until they have an interview with one of our staff or attended a set number of success
             seminars. Follow up meetings, referrals, tutoring appointments, etc. were set up. This January was
             the beginning of our Faculty Alert program in which faculty notified the Center of students who were
             doing poorly on test and were not attending class as well as other concerns.

             Academic Probation: 212/544 (fall/spring) students were on Academic Probation. In addition to
             serving freshmen on academic probation through the Guided Success Groups, MAP increased its
             efforts to reach out to its freshman students on academic probation. Those students were contacted
             several times throughout the semester, so they would have an understanding of what academic
             probation is and how to get themselves off of academic probation. The majority of first year minority
             students on probation met with the MAP Coordinator individually, and they were coached on study
             skills, time management, and note-taking strategies.


COLLABORATION WITH OTHER DEPARTMENTS AND THE COMMUNITY (SPG i, ii, v, xii)

      •     Prepare and maintain current Core Curriculum Guide for all incoming students and academic
             departments.

      •     Co-Sponsored Programs. The EXCEL Center financially supported the English Department’s Guest
             Author program. We also supported the Chemistry Department’s Peer Led Team Learning program.

       •     Faculty Resource Packet. Distributed the Faculty Campus Resource Packet to assist faculty
             members with information about services for students on campus. Packets were distributed at new
             faculty orientation during presentation by director.

      •     Student Development. EXCEL Center and SD worked closely together on study skills seminars,
             career exploration and referrals for counseling. Developed a referral form for better communication.

      •     Assisted Departments of Mass Communications, Nursing, Psychology, and
             Sociology/Criminology with their pre-major academic advising programs.

      •     Project Grad, iServe, American Democracy Project and Tutoring for high school students are all
             programs that enabled our students and staff to serve the larger community..
MULTICULTURAL ACHIEVEMENT PROGRAM

                                                      Peer Mentoring
    Peer mentoring has been traditionally the best retention program for MAP. This year MAP peer mentoring
continued to be a part of the First-Year student program selection. The mentoring program was able to retain most of
the program participants throughout the entire program. Due to the University System Retention Progression
Graduation (RPG) initiative the peer mentors received a stipend for one semester of $250. The mentoring stipend
held mentors accountable for the success of their protégés. In the previous years, we found that student participation
decreased during the end of the fall and spring semesters. During the spring semester, peer mentors continued to
mentor freshmen informally. In addition, MAP certified 6 peer mentors based on the standards of the College Reading
and Learning Association (CRLA), which required students to maintain a grade point average of 3.0 or higher,
complete 50 hours of mentoring and attend 15 hours of mentor training.

                          More Power to You: The Second Year Experience for Minority Students
MP2U (More Power to You: The Second Year Experience for Minority Students) is a second year program for
minority students. MP2U guides second year students with exploring majors and careers and uniquely provides
opportunities for second year minority students to engage in a variety of learning opportunities while increasing self
awareness. In collaboration with the Student Development Center, this program is designed to understand how to
serve the larger population of second year UWG minority students. Program participants engaged in bi-weekly
workshops on The Sophomore Slump, My Personality Traits, Discover a Lasting Career, What are My Strengths,
Again?, Choosing the Right Major, and To Be or Not to Be: Decision Making. After each workshop, participants met
with a program advisor to apply the information personally and develop an individualized comprehensive academic
plan. The comprehensive academic plan encompasses learning experiences that will help students to map out their
total learning experiences of college life. For the past few years part of the attractiveness of the program was being
able to live in suite style housing. After surveying the participating sophomores, living in suite style housing will no
longer be a requirement to participate in the program. The program will continue next year with the housing
adjustment.
                                          Minority Faculty and Staff Meet and Greet
     To kick-off the academic year, MAP has continued its tradition of introducing the minority faculty and staff to
minority students at its annual Meet and Greet event. This year, approximately 45 minority faculty, staff and students
as well as senior administrators attended the event. This program originally began to connect minority faculty and
staff with minority students. The need for this event will be analyzed to determine its effectiveness.

                                        Making Your Mark Academic Session Series
     New freshmen are strongly encouraged to attend the Making Your Mark Session Series. The sessions focused on
academic skills such as time management, learning styles, how to study, and preparing for finals. Each session is
taught by a group of trained mentors. The sessions are primarily targeted to first year minority students to help them
differentiate study skills from high school and college. The attendance and evaluations were above average. Each
mentor facilitator completed 12 hours of training. The average audience’s attendance was 25 students. The Making
Your Mark Academic Sessions will continue to be led by peer mentors next year.
                                         Junior/ Senior Undeclared Programming
     Minority undeclared junior and seniors were targeted fall semester to help these students select a major. There
were a total of 12 students who had not selected a major or did not meet the requirements for the major they
selected. After a variety of contacts, emails, and face to face meetings 6 students have declared a major with the help
of the MAP coordinator. The other remaining students did not reply to contacts.

                                                   Make a Difference Day
Make a Difference Day is the most encompassing national day of helping others. It is a celebration of community
service which is held every last day of October. This year MAP supported Keep Carrollton Beautiful in getting ready
for the holiday season. Participants were responsible for surveying the city’s Christmas displays and decorations for
required maintenance. In addition volunteers replaced bulbs and hung decorations in the city. The week before
thanksgiving the City of Carrollton held its annual lighting of the square and displayed the decorations the participants
worked on.
                                                  Latino Cultural Society
         To increase the retention of Latino students, the Latino Cultural Society (LCS) student organization continues
to create a social environment for UWG Latino students while bringing diversity to the campus community. The
organization has become an active student organization with over 75 participants sharing their culture with faculty,
staff and students. This past year, the organization continues to volunteer weekly at Cottage Landing senior citizen
home in Carrollton where they played bingo with the residents. LCS also volunteered for Safe Treat. LCS set up arts
and crafts tables for children and students for Halloween and held a piñata hitting contest. The children loved the
experience and LCS plans to participate again next year. LCS continued is usual activities of hosting parties with a
Latin flavor as well as teaching other students how to speak Spanish at its weekly meetings. This year LCS has
increased its visibility on campus by co-sponsoring events with the Foreign Languages Department, Office of
Intuitional Diversity, and other student organizations.
                                         Latino Freshman Academic Coaching
The purpose of the Latino Freshmen Mentoring Program was to help Latino freshman adapt to the college
environment and become academically successful. This fall semester there were a total of 48 Latino Freshman in the
entering class of 2009. Students were contacted through one on one meetings, e-mail, phone and facebook. The
MAP graduated Assistant met with students one on one throughout the entire semester. During the semester,
students were very open about their problems and concerns. A variety of campus resources and referrals were used
to further assist students ranging to the Writing Center to the Health Center. During the early registration period
individual meeting on Core Curriculum, registration and major selection was completed. At the end of the semester
50% of the Latino freshman had participated in the program. During the spring semester the MAP graduate assistant
will continue to meet with Latino freshman.

                                       Latino College Leadership Summit at
                           Georgia State University and Clayton State College University
The main goal of these events was to prepare Latino students to succeed during and after their college years. Latino
students from 7 Board of Regents intuitions attended. The events focused on networking, job and internship
searching and developing the Latino community at each institution. Presentations and speakers consist of GSU’s
Office of Latino Student Services and Outreach, Juan Andrade, president of the United States Hispanic Leadership
Institute, Jose Marquez, president and CEO of Latinos in Information Sciences and Technology Association, and
Hispanic Greek Chapters from Lambda Theta Phi. Both Latino summits will be conducted again next year and MAP is
planning for students to attend. A number of students attended this event. Students learned new ideas for fundraising
and how to make events more appealing for the Latino Cultural Society.

                                               Kevin Powell USG AAMI Tour
The University System of Georgia’s African-American Male Initiative (AAMI) program initiated an eight state university
tour of Kevin Powell to focus on enhancing the recruitment, retention and graduation of black males. Kevin Powell is a
noted writer and activist that facilitated a series of conversations with black students. Powell spoke to middle school
students enrolled in the USG’s Early College Program and college students participating in the USG’s African-
American Male Initiative. A public forum and book signing was also held in conjunction with his tour to UWG. There
were 150 participants during his campus visit.

                                   Understanding the Cultural Kaleidoscope Lecture
The purpose of this lecture series was to increase the cultural competency of UWG students and improve cultural
climate on campus. Two lectures were conducted this semester. The first one was entitled, “Why Culture and
Identity Matters Less Than Think: A Lecture on Culture, Identity, and Conflict in the Middle East.” Dr. Neema Noori,
assistant professor of Sociology, presented on the idea of Orientalism and the many misconceptions formed about
the Middle East. The following lecture was conducted by Dr. Hannes Gerhardt, Assistant Professor of Geography
entitled, “Does Culture Clash with Cosmopolitanism? Facing the Challenge of Achieving a Global Ethos.”The lecture
inspired participants to look at their environment and appreciate the connection they all share.

                                               Project GRAD Atlanta
Atlanta Public School offers an extended learning college preparatory summer experience to students attending
Project GRAD high schools. Project GRAD Summer Institutes are designed to support the college going culture by
providing students with opportunities to engage in enrichment courses while residing on college campuses throughout
Georgia. This summer UWG served as a residential campus for 31 students and 6 staff persons.

Project Grad is a three week summer institute program during the month of June. The program focuses on developing
the life and academic skills of students in the areas of Math, English Language Arts, College Readiness, time
management, leadership and organization and study skills. In addition to attending academic classes, students
participated in UWG showcases and received information about how to choose the best college, financial aid,
standard entrance testing and studying abroad.

                                                     Mix It Up Day
On November 10, 2009, the University of West Georgia participated in the annual “Mix It Up at Lunch Challenge!”
This event was initiated November 2002 by the Southern Poverty Law Center (SPLC) through its activism center,
Tolerance.org. It is dedicated to dismantling bigotry, valuing diversity, and promoting understanding and acceptance.
The “Mix It Up” challenge provides an opportunity for the UWG community to reach across the lines of style and
appearance, the divisions of race, socioeconomic status, gender, generations/cohort groups and social boundaries to
become acquainted with new people. A little more than 150 students, faculty and staff participated in this first annual
event. This event was co-sponsored by the Office of Institutional Diversity, The College of Education Diversity
Committee and MAP.

Challenges: Last year’s programs were generally successful, and we will continue to build upon this success. For
the future, MAP desires to expand its programming and services to accommodate the growing Latino student
population. MAP hopes to address the academic concerns of its Hispanic students. Also, next year MAP will continue
to address the needs of its second year students through the development of programming for this student
population. MAP received no funding from the University System of Georgia next year along with the West Georgia
Foundation which challenges MAP to secure funding to support the MAP Academic Awards Program.




2. Assessment Summary of Departmental Goals Addressed This Academic Year
 Assessment     Purpose                Method/Subjects      How often         Most recent    How results are used
                                                                              use/Response
 Advisee        To determine           Survey               At the time of    Ongoing,       1). Individual academic advisors will
 Satisfaction   students’              distributed to all   each              each           receive feedback and make necessary
                satisfaction with      student              advisement and    semester/      corrections on how perceived.
                academic               advisees             academic          Fall09         2). Director and Staff will make any
                advisement at the                           schedule          Spring10       necessary enhancements to general
                EXCEL Center                                selection (Once                  academic advising program.
                                                            per semester)
 Tutoree        To determine student   Accutrack, a         Every first and   Ongoing,       1). To evaluate work of the individual
 Satisfaction   satisfaction with      scheduling           3rd visit.        each           tutor and to allow adjustment based
                peer tutoring          software             Accutrack         semester/      on feedback.
                program                program,             offers the        Summer 2010    2). To correct and enhance
                                       records              tutoree an                       components of the tutoring program.
                                       student’s            opportunity to
                                       evaluations and      evaluate the
                                       comments             tutor
 GPAs of        To determine if        If 1st year          Once a            Ongoing,       Director and Staff determine if
 Tutorees       EXCEL Center           student,             semester          each           services need changing or enhancing.
                tutorees improve in    compare GPA                            semester/
                their academic         with students of                       Fall09
                performance            comparable                             Spring10
                                       abilities. If 2nd
                                       semester and
                                       above, compare
                                       to prior
                                       semester
                                       (Banner report)




 GPAs of        To determine if MAP    If 1st year          Annually          Spring 2010    Coordinator determines if the program
 MAP            participation          student,                                              needs changing or enhancing.
 participants   improves academic      compare GPA
                performance            with students of
                                       comparable
                                       abilities. If 2nd
                                       semester and
                                       above, compare
                                       to prior
                                       semester
                                       (Banner report)
 EXCEL          To count the number    Computer and         Each Semester     Ongoing,       Director and Staff determine if the
 Center         of students using      hard copy sign-                        each           program needs changing or
 Utilization    various services       in                                     semester       enhancing.
 Reports                               documentation                          Fall09
                                       and Staff                              Spring10
                                       calendar and
                                       contact sheet
                                       records
 Retention      To determine if        Banner report-     Each Semester     Summer 2010     Director and Staff determine if the
 rate of        EXCEL Center and       Verify if                                            program needs changing or
 students       MAP participation      students are                                         enhancing.
 who            improves student       registered for
 participated   retention rates        subsequent
 in EXCEL                              semester
 and MAP
 programs
 College        To determine           Survey             Annually          Spring 2010     Director and Staff determine need to
 Success        students’              distributed at                                       change seminar content and/or
 Seminar        satisfaction with      each seminar                                         programming.
 Attendee       seminars
 satisfaction
 survey


3. Changes/Improvements Made as a Result of Assessment
There are three areas in which our assessments demonstrated a need for more extensive assessment and in the
interim a need for immediate “tweaking” so that each program could be improved: iServe and MAP Mentoring, At
Risk/Early Intervention programs.



                                               STRATEGIC PLAN UPDATES

The Strategic Plan (2010-2015) is designed to shape the University of West Georgia for the next five years in such a way as to place it
as a destination university, particularly among peer universities in the state of Georgia and among those universities in the nation
granting doctoral degrees in programs that balance liberal arts education with professional preparation.

4. What are your targeted expectations by 2015 for the strategic plan?




5. Identify the strategic plan goals pursued by your department during this academic year:
                                                                         Check     Indicate your Departmental
No. Institutional Strategic Plan Goals (SPG) (2010-15)                   the SPG Initiatives that correspond to
                                                                         pursued applicable institutional SPG
i      Every undergraduate academic program will demonstrate a
       distinctive blending of liberal arts education, professional                    iServe Mentoring program in
       competencies, and experiential learning, preparing students to        X          conjunction with sections of
       be ethically responsible and civically engaged professionals in             American Government; community
                                       st
       the global economy of the 21 century.                                        involvement work of MAP; HOPE
                                                                                    mentoring as well as Second Year
                                                                                                  Program
ii     Every undergraduate student will be advised to take                                Mentoring programs of
       advantage of one of multiple available learning communities.                 MAP,HOPE Experts; Second Year
       Learning communities that are available to students will                       Program; sponsorship of two
       include communities organized by living arrangement, by year          X        student organizations: Alpha
       in program, by other co-curricular associations – Honors                     Lambda Delta, first year honorary
       Program, Advanced Academy, Band, Athletics, Debate, or                           society, and Latino Cultural
       program in the major.                                                                      Society
iii    The University will endeavor to increase enrollment in and
       graduation from graduate programs, including doctoral
       programs, that have as their mark a practical professional
       purpose, experiential learning opportunities, and an
       intellectual program informed by a foundation of liberal
       education.
                                                                                      Professionally supervised and
iv     The University will maintain an environment that is safe and          X      CRLA certified Tutoring Program
       conducive to learning.
v      The University community will provide a balanced variety of                      College Success Seminars,
       cultural, recreational, leisure, and informal education                     mentoring of MAP, HOPE Experts,
       programming opportunities for faculty, staff, and students that       X      Second Year Program, UWGeek
       enhance the quality of campus life.                                            Squad, and Tutoring Program
vi     All units will strive to improve the compensation and working           Monies for increase in salaries for
       environment of faculty and staff in order to recruit and retain    X    two Associate Directors, two
       the best individuals.                                                   academic advisors, and one
                                                                               tutoring coordinator positions taken
                                                                               from general operating budget.
vii    The University will endeavor to increase our overall enrollment         College Success Seminars,
       to 14,500 by the year 2015.                                        X    mentoring of MAP, HOPE Experts,
                                                                               Second Year Program Tutoring
                                                                               Program, and UWGeek Squad
viii   With our enrollment growth, West Georgia will remain
       committed to the following targets of academic quality: faculty-
       student ratio of 18 to 1; average class size of 29; full-time to
       part-time faculty ratio of 4.4 to 1.
ix     West Georgia will develop several new facilities to improve
       quality along with meeting capacity demands due to
       enrollment growth
x      Capital Campaign: The Development Office will prepare for a
       capital campaign to assist in meeting the long-term needs of
       the University of West Georgia.
xi     Communication and Marketing: The Office of University
       Communications and Marketing (UCM) will internally and
       externally promote the missions and goals of the strategic
       plan. This will be achieved by aligning the institution’s
       integrated marketing plan (advertising, visual identity
       standards, web presence, media relations, etc.) with the
       strategic plan.
xii    Community Relations: The University will engage the local                Civic Engagement work of iServe,
       community educationally, culturally and recreationally.            X     MAP, HOPE Expert, Second Year
                                                                                Program, Latino Cultural Society;
                                                                                  Tutoring offered to local high
                                                                                       school students; staff
                                                                                presentations to local educational
                                                                                   institutions and civic groups

6. How did you measure successes/failures toward your expected goal(s)? What metrics are being used?
Since the mission of the EXCEL Center is to support, enhance and improve the academic success of UWG
students, generally we measure our success by student satisfaction with our services and by comparing the
GPAs and retention rates to the next semester and/or academic year of students who use our services with
those who do not. We use the assistance of the department of Institutional Research and Planning with our
more advanced statistical analysis . The comparison of GPAs and retention rates of students in our
probation program has indicated to us this past year that this program needs to be drastically revamped or
deleted from our offerings. Spring semester we began significant changes to the program and will continue
to assess its success. In addition, increased effort and programming is being placed in early alert
programming before students create for themselves a negative GPA situation.


7. Describe some notable achievements toward selected goal(s) during this academic year.
The academic liaison program of the EXCEL Center has created a broadening of communications with the
academic departments on this campus. Responsibility for the development of a positive relationship with
the College of Education academic advisors, Richards College of Business academic advisors and the
chairs and RPG guides in the College of Arts and Sciences has expanded beyond the domain of the chair
to include all professional staff of the EXCEL Center, particularly our academic advisors.

The mentoring of the Athletic Academic Coordinator and housing of the coordinator within the EXCEL
Center has been a fruitful collaboration. The EXCEL Center offers academic support for UWG athletes by
sponsoring daily evening study halls with certified tutors. Academic advisors act as academic coaches for
athletes at risk and who are admitted as presidential exceptions, meeting with these students on a weekly
basis.
The tutoring program continues to grow almost exponentially with high student ratings on quality of tutoring
and professionalism of tutors. Program continues to be certified at CRLA’s highest level.



8. What resources could have helped you achieve or exceed your goals for the year? How would you have used them to
facilitate/improve the work of your department?

This past year with the support of UWG administration the EXCEL Center has been able to increase the
offered salary for the vacant position of associate director, a position for which we had not been able to
attract a qualified candidate for several years because of the noncompetitive level of salary. In June 2010
we were able to offer the position to a well qualified candidate who began his tenure as associate director
for academic advisement July 1.

In addition, we received the approval to increase our professional staff by two academic advisors, a
coordinator of the tutoring program, and a coordinator for the Second Year Experience program. With
these additions we expect to significantly increase the number of students we serve as well as the
effectiveness of our programs, thereby hoping to enhance the retention, progression and graduation of
UWG students.

9. Departmental Accomplishments
Many of our accomplishments are listed in # 7 and 8 above. In addition, we continue to engage in the
professional development of our staff to help them more effectively serve increasing numbers of students in
EXCEL’s Tutoring, Mentoring, Academic Advisement, Early Alert and At Risk, and UWGeek Squad
Programs.
                                            UPON COMPLETION
 Please email completed report to the Vice President of your              Institutional Research and Planning
 Division & to:                                                                                   Tara Pearson
                                                                                          tpearson@westga.edu
                                                                                                   678-839-6449

				
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