University College Departmental End of Year Assessment Reports

November, 2005

1. Description of the College

The mission of University College is to provide lifelong access to education for the success of its students and communities. This is accomplished through flexible and applied degree programs, academic support and retention programs, outreach and engagement.

Consistent with the three mandates of the mission statement, University College is organized into three divisions: Degree and Special Programs; Access and Success; and Outreach. Below is a brief description of the divisions and a listing of departments within the divisions that are included in this report:

The Division of Degree Programs manages the College’s associate and baccalaureate degree granting programs and the Academic Skills Enhancement program for entering students whose academic skills require strengthening before embarking upon the coursework for their major program.

The departments in this division with assessment reports are:

- Interdisciplinary and Special Programs

- Business Technology.

The Division of Student Access and Success provides access for under-prepared students and academic support services for students throughout the University as well as for students who have been admitted to the College’s degree and certificate granting programs. The Division’s academic advisors provide guidance for all degree program and pre-major students enrolled in University College and other Colleges.

The departments in this division with assessment reports are:

- Student Development Center

- Learning Enhancement Center

- Test Center

- Student Services/Advising

The Outreach Division is responsible for the College’s outreach and lifelong learning programs. The division provides alternatives to degree granting programs for individuals and firms through: assessment, education, training, capacity building, and applied research. The knowledge and skills gained in these programs are applied by businesses and in communities throughout the state and nation.

The department in this division with an assessment report is:

- Workplace Credit Programs

- College Relations, Marketing and Alumni

University College—Department of Interdisciplinary and Special Programs

1. Describe the particular learning objectives or outcomes of your department or program—what you expect your students should know, do and value—that you focused your assessments on during this progress report period.

The Department of Interdisciplinary and Special Programs has two independent programs—Degree Completion and Academic Skills Enhancement. In the Degree Completion Program the specific objectives focus on student independence, academic and career planning and evaluation.

The Academic Skills Enhancement program includes three courses that have relatively different objectives. Academic Writing examines student outcomes in relation to the ability to pass subsequent composition courses. In College Reading, the focus is also on student outcomes in the ability to pass Reading Intensive Courses such as Psychology, Sociology and History. Another outcome for College Reading is college success by measuring subsequent GPA. In the College Orientation and Study Strategies course the objective is to measure the students’ gains in college study skills. An objective of the Academic Skills Enhancement Program is to make sure students who need these courses are placed into them by having valid and reliable placement criteria.

2. What sort of information or data did you collect on student learning outcomes?

In the Individualized Program (IDVP), each student works with an advisor to make a program of study. Each program of study is then reviewed by a faculty committee to be approved after ensuring it is academically sound and appropriate preparation for the student’s career goals. It is then approved by the Associate Dean of the College. This process will continue.

In the Adult Liberal Studies Program, students in traditional classrooms take student evaluations and surveys to provide feedback. The feedback from the student evaluations and surveys from AY 2004-2005 helped in decision-making as to faculty for the seminars and the subject areas. There has been a 17% increase in the number of students taking ALS seminars between fall 2004 and fall 2005. With an increasing number of on-line ALS seminars, an on-line student satisfaction survey is being developed. It will be piloted summer 2006 for implementation for fall 2006.

In the Academic Skills Enhancement Program (ASE) there a number of general assessment tools such as student evaluations performed every semester. In addition to placement test scores for the Academic Writing (SKLS 0990) placement, ACT composite scores of 18 or less are used to place students in Orientation and Study Strategies (SKLS 1150) along with a high school GPA of 2.0 or less. A reading score of 17 or less on the ACT is used to place students in College Reading (SKLS 0980). Placement in two or more Pre-Major courses (SKLS 0990, SKLS 0980, Math 0900 series) will place students in SKLS 1150 regardless of ACT composite score and high school GPA. After placement, there is “Rounds” where instructors coordinate with tutors, advisors, the Office of Accessibility and the Student Development Center to meet the needs of students having difficulties in their first semester courses. Each course has its own coordinator and assessment plan.

The Academic Writing coordinators assess the SKLS 0990 (Academic Writing) students’ writing throughout the semester. Students who pass SKLS 0990 are placed in Composition I. The fall 2003 pass rate for SKLS 0990 is 69% which exceeds the fall 2002 pass rate by 2%. Students who pass Academic Writing also pass Composition I at a rate of 80% in fall 2003. The Academic Writing coordinators track the SKLS 0990 students through the completion of Composition II. The 2004-2005 statistics show that

in fall 2004 74% of the students passed Academic Writing which is a significant improvement over the previous year. The goal also is better coordination between Academic Writing coordinators and the director of Composition I and II so that the SKLS 0990 students will be better prepared to pass the required composition courses. The Academic Writing Coordinators have been meeting regularly with the Director of Composition to accomplish this goal.

The College Reading Coordinator assesses the SKLS 0980 (College Reading) students by administrating the Degrees of Reading Power (DRP) at the beginning and end of each semester. The DRP testing began in fall 2003. There was a point gain of 2.05 that semester. Also in fall 2003 50% of the students passed SKLS 0980. Of the students who passed, 78% passed reading intensive courses which are Psychology, Sociology and History. In spring 2004, 62% of these students earned a GPA of 2.0 or better. In fall 2004 the DRP was also given. There was a net gain of .5. That is attributed to uneven testing situations. In fall 2004 66% of the College Reading students passed SKLS 0980. .

Of the student who passed, 76% passed reading intensive courses in the subsequent semester. Also, 73% earned a GPA of 2.0 or better.

The Orientation and Study Strategies (SKLS 1150) coordinator used the LASSI (Learning and Study Strategies Inventory) in fall 2003 and in spring 2004. Very modest gains if any were noted. The coordinator administers self-reflective essays throughout the semester but they provide no quantitative data. The qualitative data shows students felt the course helped them understand college and improve their study skills. Due to the cost of the LASSI and the fact that it does not reflect what is taught in the course, the coordinator chose the study skills checklist from Virginia Polytechnic Institute and State University. It was administered at the beginning of spring 2005 and will be administered at the end of the semester. This study skills checklist better reflects what is taught in SKLS 1150. In fall 2005 an on-line study strategies inventory is being used. Results will be reported at the end of spring 2006 semester.

3. Based on your analysis of the information you collected, what did you conclude about student success in achieving the stated learning outcomes of your department?

Looking at the IDVP Program and the number of students who are completing their program of study and graduating, the conclusion is that students are learning what they need to know.

In the ALS Program, student evaluations of faculty and classes show a high degree of student satisfaction. There was a 17% increase between fall 2004 and fall 2005 in the number of students taking classes which can be a reflection of an increase in the number of students interested in the ALS Program, ALS students taking more classes or non-ALS students taking the seminars because they are interesting subjects taught by excellent faculty.

Due to better communications with advisors, more students with the criteria to take the SKLS courses are being placed into them. “Rounds” has identified a number of students who need the services of the Office of Accessibility to succeed in college. Most of these students are working with the office for tutors, note takers, and/or other services that will retain the student through the semester giving them a chance to be successful in the course and persist to graduation.

The quantitative data show that students in SKLS 0990 (Academic Writing) do well in the SKLS 0990 course and go on to be successful in subsequent Composition courses which indicate that student learning is taking place.

The DRP scores at the beginning of fall 2004 and fall 2005 indicate that a number of first year college students are entering the university with below college level reading scores. The improvement in the pass rate from fall 2004 to fall 2005 may be reflective of a focus on critical reading skills which is necessary for being successful in college courses. The subsequent pass rates for reading intensive courses are significantly the same at the mid-70% range from fall 2004 and 2005. The number of students who achieve a college GPA of 2.0 or better has significantly improved from spring 2004 to spring 2005 with 11 percentage points which indicates the course is accomplishing its goals.

The lack of notable gains in the LASSI for the SKLS 1150 classes may be due to the fact that the test may not reflect what is taught in the course. The results from the study skills checklist showed modest gains. It is hoped the use of the on-line inventory beginning fall 2005 will yield better results.

4. On the basis of whatever you concluded about student learning in your department, will you be taking any actions steps in AY 2005-2006? Please explain the specific changes, if any, you will be making in each of these areas: curriculum, instruction, student services, strategic planning, and resource allocations.

Although graduation rates are acceptable, a part of student learning needs to be assessed. After the student graduates with an IDVP degree, how well does that prepare the students for their careers? To determine this, the advisors, associate dean and department chair will design and distribute a survey to students a year after they graduate.

Questions will delve into which courses are most useful in their career field and which courses are not. Based on this survey, better advising can take place for the IDVP students.

A 17% increase in the number of students taking the ALS seminars is promising but the program has more potential. Since a growing number of ALS seminars are being taught on-line, the newly developed on-line student satisfaction survey will be beneficial in making decisions as choices of seminar topics and professors. In addition, the on-line potential has been growing through agreements with community colleges for an on-line degree completion program for their students who have Associate’s Degrees. Continued marketing of the program and the on-line student satisfaction survey will help us better serve the needs of these students.

The continuation of “Rounds” is beneficial to the academically at-risk first year student because they are tracked by advisors and the Office of Accessibility. Also, “Rounds” can inform the Learning Enhancement Center personnel of the needs of the students so adequate tutoring services are provided for the students. It is believed that “Rounds” has the potential of increasing the pass and retention rate of these students.

The Academic Writing coordinators have done an excellent job of preparing the SKLS 0990 students to take and pass Composition I and II. Their continued efforts in this direction will improve the pass rates of SKLS 0990 and the subsequent composition courses.

In College Reading the low rate of improvement between the pre-test at the beginning of the semester and the post-test at the end of the semester may reflect the inadequate texts that do not prepare the students for college level reading. The new text for fall 2005 has chapters from college level texts utilizing information organizers and critical reading skills to prepare students to pass college courses. In addition to the new text, regular meetings of the instructors will provide guidance on use of the new text and monitor any problems that may exist. Continued use of the DRP and tracking of the students in subsequent reading-intensive courses should reflect the improvement of texts and methods.

In SKLS 1150, the data from the on-line study skills inventory being piloted in fall 2005

will be analyzed to see how well it shows student improvement. Also, the SKLS 1150 students should be tracked through the end of their second year measuring pass and retention rates. Since these are Pre-Major students, it is important to track their pass and retention rates through the first two years as compared to non-Pre-Major students.

5. If there are matters about your assessment activities in AY 2004-2005 that you wish to describe or explain that are not covered in the questions above, please feel free to do so.

In the Pre-Major or SKLS courses the coordinators and faculty discuss innovations, research and updates to Academic Writing, College Reading, and Orientation and Study Strategies. Professional publications in developmental education and the subject areas are circulated, read and discussed to keep the faculty current with best practices. All tenured and tenure track SKLS faculty make presentations at national and international conferences in their fields. Because of this the coordinators are constantly vigilant in their subject areas to make the courses meaningful to the students in their educative process.

University College-Business Technology Department

1. Describe the particular learning objectives or outcomes of your department or program—what you expect your students should know, do, and value—that you focused your assessments on during this progress report period.

The Department concentrated its learning objectives/outcomes on items related to career education, since this is the primary focus of associate degree programs/courses. In general, these objectives would include teaching up-to-date software programs/operating systems; contemporary accounting, management, and marketing techniques; current technical applications; and career communication (i.e. resume writing, interview skills, business etiquette, etc.).

2. What sort of information or data did you collect on student learning outcomes?

Related to the career focus explained in #1, during the academic year of 2004-05, the Business Technology Department conducted a survey of recent graduates from its programs asking questions about their post-graduation preparedness for the workforce, current salaries, additional educational pursuits, and satisfaction with their academic programs. This accumulated data continues to be reviewed and discussed in relation to course/program content.

3. Based on your analysis of the information you collected, what did you conclude about the student success in achieving the stated learning outcomes of your department?

The Department teaches courses and offers programs that prepare students for careers in a number of technical areas. One important measure of success in associate degree programs is how well prepared graduates are for the workplace. Information collected from the survey described in #2 included:

· 90% of the alumni respondents agreed with the statement, “My associate degree and the classes I took prepared me for the workforce.”

· 26% of the alumni respondents indicated they had received at least one other degree (83% received a bachelor’s degree, 1% a master’s degree, and 12% another associate’s degree).

· 18% of the alumni respondents were currently earning $36,000-$45,000, 16% were earning $46,000-$55,000, and 4% were currently earning over $56,000

4. On the basis of whatever you concluded about student learning in your department, will you be taking any action steps in AY 2005-06? Will you be making any specific curricular changes or modifications that aim to improve student learning? Will you be making any changes in resource allocation to enhance student learning? Will you be making any changes in your overall program?

As a result of the information gathered concerning learning outcomes and the relationship to post-graduation careers, the Department is guiding course and program modification forms through the approval process. These include course content revisions to reflect the changes in technology in the workplace, as well as program alterations to address the scope of knowledge needed in related careers.

5. If there are matters about your assessment activities in AY 2004-2005 that you wish to describe or explain that are not covered in the questions above, please feel free to do so.

The Department was encouraged by the numerous additional written comments by the survey participants. Along with being rewarding to note that our commitment to staying current with course content was resulting in successful post-graduation experiences for our students, it also reinforced the value and pertinence of the type of education that the Department offers.

University College – Student Development Center

1. Describe the particular learning objectives or outcomes of your department or program- what you expect your students should know, do, and value- that you focused your assessments on during this progress report period.

Learning objectives and outcomes for Student Development are as follows:

Student Employees:

1.) LEARN the protocols for Student Development:

1.1 Phone answering/message taking /office resources

1.2 Interview/assessment and techniques

1.3 Class and student activity participation monitoring

1.4 Public Speaking

1.5 Group presentations

1.6 Content Related University (resources)

OUTCOMES: Protocols are measured by actual job samples and score on training manual quizzes.

Transition Services (TS):

1.) LEARN the location and functions of offices that directly impact student enrollment at the University i.e. admissions, financial aid, bursars, accounts payable etc.

OUTCOMES are measured by short quizzes and class discussions – 80% competency is required.

2.) LEARN the location and functions of major University academic retention offices.

OUTCOMES are measured by student interviews and WEBB site research.

3.) LEARN the role of student activities and collaborative student involvement in matriculation and retention at the University.

OUTCOMES are measured by student participation in campus organizations and planned activities for TS participants.

Learning Objectives and Outcomes for Academic Skills Enhancement (ASE) are as follows:

Learn to employ proven and studied skill sets that increase the probability of academic success and effect enrollment into the undergraduate college of their choice i.e.

1.) Consistent class attendance

2.) Academic skills and gamesmanship

3.) Campus resources

4.) Early Academic learning systems

5.) Academic scheduling and/ monitoring etc.

OUTCOMES are measured in collaboration with the ASE department. Student Development tracts + advises students on, but not limited to, the positive student behavioral skill sets mentioned above.

2. What sort of information or data did you collect on student learning outcomes?

Student employee preparation assessments are held to determine the competence level for each student employee. Students are given a manual for general employment and a Peer Advisor manual which details position expectations and work samples.

In-service for student employee performance assessments are held semi annually. Meetings are held after each semester to assess results and implement individual employee enhancements for the future semester.

Mid-semester academic assessments are held with Pre-Major and Student Development participants. Staff and peer advisor’s meet with students to review academic progress.

Financial aid assessments are held each term with a representative from the Financial Aid

Office.

Class and tutorial attendance is assessed and monitored by professors and Student Development staff.

Transition Services staff hold group assessments each Friday. Student Development staff, Peer Advisors, and tutors have met for the past seventeen years to assess the students tutorial attendance, Student Development class participation and professor recommendations , exc. are discussed.

A survey was used to measure student satisfaction for FY06. Students will receive follow-up from SD questioning and registering opinions for service improvements.

3. Based on your analysis of the information you collected, what did you conclude about student success in achieving the stated learning outcomes of your department?

All students receiving student employee preparation assessment learned the requirements and performance standards for their positions

Students participated in their performances and learned to look critically at the impact of their performance on other students, staff and themselves. Corrective behaviors and second chance situations were discussed and behavioral enhancement recommendations are suggested.

Students learn the relationship between class attendance and academic success.

Students learn about specific types of aid/assistance they are qualified for and how to attain the appropriate assistance.

4. On the basis of whatever you concluded about student learning in your department, will you be taking any action steps in AY 2005-2006.

The Student Development professional staff advisor provides feedback and assesses the student’s employability readiness and determines the appropriate work load/category.

Student Development has expanded the number of student services workshops sponsored by our peer advising/networking staff to include employment readiness and search, in collaboration with The University of Toledo Career Services, spring semester 2006.

Student Development had additional benchmarking to assist student employees with a more frequent assessment of their performance. This practice will continue in AY-06.

Referrals are made to the appropriate university community resource that will positively intervene and/or provide resources/services that will increase the student’s probability for academic success and appropriate collegiate extra curricular involvement.

Peer advisors ascertain from students any circumstances preventing regular class attendance and address any barriers in collaboration with their assigned Student Development staff member. Student time management is adjusted to meet student class attendance requirements. Time management activities will be strengthened for SD participants.

Students needing tutoring are informed of their academic deficiencies and address them with professional and paraprofessional assistance. Staff and peer advisors make the immediate appropriate inventions and/or commendation with student.

University College-Testing Services

1. Describe the particular learning objectives or outcomes of your department or program-what you expect your students should know, do and value-that you focused your assessments on during this progress report period.

Our department initiated an assessment survey to determine our clients’ needs and expectations with respect to our ability to deliver quality testing services. By completing the survey form, our clients and customers come to realize that our goal, our chief concern, is their satisfaction with the overall experience of taking assessments in any of our testing centers. We want them to know that their satisfaction is very important to us. Our work is customer service and our goal is customer satisfaction. We expect our customers to be concerned with service, and we believe that our clients should be aware that our goal is to help them achieve theirs.

2. What sort of information or data did you collect on student learning outcomes?

The Office of Testing Services oversees the administration of Placement Testing, College Make-Up Testing and several forms of high stakes Computer Based Testing. A self study was initiated in June, 2004 for the purpose of measuring the quality and effectiveness of assessment delivery systems and services. Though this study is ongoing, the time frame from Jan. 2005 thru June, 2005, is the reference period for data included in this report. Sufficient data was available to form a representative sample from which reliable data could be pulled. In this time period there were 312 respondents to the survey. The intent of the 6 item survey is to allow us to glean information from the respondents on the overall effectiveness and functionality of assessment delivery and client satisfaction with the process. Five questions ask the test takers to rate services on the following scale: 1-Poor, 2-Fair, 3-Good, 4-Excellent. The sixth item on the survey asks for comments and/or suggestions for improvement.

Results based on a rating of 1-Poor and 2-Fair were considered unsatisfactory. Results based on a rating of 3-Good and 4-Excellent were considered to be indicative of satisfaction with the services. The data revealed the following:

· 98% satisfaction with respect to the quality of service received when scheduling appointments.

· 81% satisfaction with directions received to locate proper testing facility.

· 98% satisfaction with the candidate check in process.

· 68% satisfaction with respect to individual computer work stations. Technical problems with software in the delivery system were the most frequently mentioned complaint.

· 95% satisfaction rating for overall service provided by Testing Services.

Typical comments from those using Testing Services include:

· Computer froze up during exam.

· Testing Center employees were most courteous and helpful.

· A bit too cold in the testing room, or a bit too warm in the testing room.

· Very nice testing experience.

3. Based on your analysis of the information you collected, what did you conclude about student success in achieving the stated learning outcomes of your department?

Conclusions based on the analysis of the data collected are:

· Overall effectiveness of services provided is very good.

· There is room for improvement. Additional staff would facilitate large numbers of test takers in a more efficacious manner.

· Increased attention to items such as comfort during assessment are being addressed. A new fan and heater have been added to the testing area.

· Working closely with our EIT personnel in as effort to maintain the highest quality of computer based delivery systems is essential.

4. On the basis of whatever you concluded about student learning in your department, will you be taking any action steps in AY 2005-06?

The surveying of those who receive our services is ongoing. The purpose of the survey is to find out what’s working well and what needs fixing. As trends and patterns develop and become clear to us, we will work to address any and all areas that are deemed to be in need. Steps have been and will continue to be pursued to assure the highest levels of efficiency and client satisfaction in all of the services we provide.

5. If there are matters about your assessment activities in AY 2004-2005 and 2005-2006 that you wish to describe or explain that are not covered in the questions above, please feel free to do so.

As evidence of our commitment to improve computer based testing services, the following statements bear testimony to our efforts. The statement is made after a site visit by ACT with reference to our high stakes computer based testing facility and its operation.

“The Act Center at The University of Toledo is configured appropriately; the equipment meets ACT requirements, and is in working order. The facility creates a welcoming, comfortable, and professional testing environment. You and your staff are very accomplished, knowledgeable, and skilled at the test delivery process. To summarize: staff, facility, and equipment all help to make your ACT Center an exemplary ACT Center.”

University College – Student Services/Advising

1. Describe the particular learning objectives or outcomes of your department or program – what you expect your students should know, do, and value – that you focused your assessments on during this progress report period.

The goal of this office is to aid the student in the development of a comprehensive degree program that will allow the student to achieve their academic, personal and career goals. It is also the goal of this office to aid in the retention of students at the University. The assessment that was conducted during this period focused on a variety of issues related to student services and on student satisfaction with regard to the services provided through this office.

2. What sort of information or data did you collect on student learning outcomes?

A student services assessment instrument was developed and administered to students during the fall 2005 semester. The purpose of the survey was to evaluate student satisfaction with respect to a broad range of advising and student services provided to baccalaureate students within University College. At the conclusion of their advising appointments students were asked to respond to a variety of questions. Students were asked twelve questions on this survey. They were also given the opportunity to add additional comments. A copy of the survey is attached to this report. The survey was intended to obtain information on how students were treated, their perceptions of the advising session, their satisfaction with course offerings, their reasons for pursuing a degree, and the way in which they prefer to schedule classes.

3. Based on your analysis of the information you collected, what did you conclude about student success in achieving the stated learning outcomes of your department?

Overall, the results of the assessment were very positive with respect to the level of satisfaction our students perceive with services provided by this office. No students “Strongly Disagreed” with any question and only one student “Disagreed” when asked if the office location (on the Scott Park campus) is convenient. All other responses (for the first nine questions) were either “Strongly Agree” or “Agree”. Two students rated their overall advising experience as “Good”; all others rated the experience as either “Excellent” or “Very Good”.

In analyzing the results, for the first nine questions an answer of “Strongly Agree” was given a rank of one, “Agree” was given a rank of two, “Disagree” was given a rank of three, and “Strongly Disagree” was given a rank of four (except for question nine there were no responses of “Disagree”, “Strongly Disagree” or “Does Not Apply”). For question twelve “Excellent” was given a rank of one, “Very Good” was given a rank of two, “Good” was given a rank of three, “Fair” was given a rank of four, and “Poor” was given a rank of five (there were no responses of “Fair” or “Poor”).

The average rankings for the questions are as follows:

1 = 1.13, 2 = 1.09, 3 = 1.22, 4 = 1.04, 5 = 1.30, 6= 1.13, 7 = 1.57, 8 = 1.13, 9 = 1.78, 12 = 1.39

The responses to the question about why students are pursuing the degree were equal in number with regard to pursuing academic goals/interests and personal goals/interests; there were approximately two-thirds more responses to pursuing career goals/interests (students were allowed to indicate more than one response). None of the students indicated an interest in taking classes only via distance learning, the responses were basically equally divided between taking classes on-campus and taking a combination of on-campus and distance learning classes. Only a few students included additional comments, but those who did were positive in their comments.

Based upon these responses the conclusion is that students are very satisfied with the advising services currently being provided by this office.

4. On the basis of whatever you concluded about student learning in your department, will you be taking any action steps in AY 2005-2006? Will you be making any specific curricular changes or modifications that aim to improve student learning? Will you be making any changes in resource allocation to enhance student learning? Will you be making any changes in your overall program? Please explain.

Receiving quality advising is obviously very important to our students. Efforts will continue to provide our students with the best possible advising experience.

University College

Student Services Survey

Your answers to the following questions will aid us in improving services offered to students in University College. Please answer all questions thoughtfully and honestly. We thank you in advance for your assistance. Please circle your response to each question.

Your major:_________________________________ Today’s Date:__________________________

1. I am treated in a professional manner when I contact or visit the advising reception area.