Utah State University Logo

Academic Resource Center


Christmas Toy-Drive for CAPSA

Non-Trad Connections Class is having a toy and clothing…


Enchanted Modernities - Mysticism, Landscape & the American West

Caine College of the Arts and the Leverhulme Trust…


USU Department of Art + Design Faculty Exhibition

This exhibit features Mike Daines and will be displayed…



Held in the Tippetts Exhibit Hall, Artist Plus Teacher…



Building Relationships in Diversity Groups: Exploration…

More events


Blogger Facebook Twitter You Tube RSS


Student achievements and program outcomes are determined through a comprehensive assessment plan that links to the missions of the Center, Student Services, and the University:

  • foster student success by reinforcing the principle that academics come first
  • cultivate diversity of thought and culture
  • promote learning, discovery, and engagement

The Center conducts its assessments through evaluation instruments that have been purchased or developed by staff.

ARC Department Assessment

Individual Student Assessment

The Center administers the ACT Study Skills Inventory in the Psy 1730 Strategies for Academic Success classes to help students identify learning skills strengths and deficits. This information is then used to develop action plans for improvement.

Program Assessment

Assessments are developed to determine outcomes of programs and services and to inform Center decisions regarding development and maintenance of current and future programs. The instruments and techniques used to conduct Center assessments are based on the unique characteristics and goals of each program or service.

Program Description and data
Research A master's thesis study was conducted during 2009-10 to identify the effect of Psy 1730 Strategies for Academic Success on academic self–efficacy. This study determined that Psy 1730 had a significant influence on increasing academic self–efficacy and identified strong correlations between measures of academic self–efficacy and measures of study skill levels.

The Impact of Study Skills Courses on Academic Self–Efficacy in College Students.

Psy 1730 Strategies for Academic Success

MGT 2160 Tutor Training/Certification
The ACT Study Skills Inventory was administered to students pre-and post couse for all ARC sections of Psy 1730 through Fall 2008. Until Fall 2007, the course was taught as a 15-week class. Beginning Fall 2007, the curriculum was redesigned as a 7 week Tuesday/Thursday class with a 50 minute weekly applied skills lab. Survey results identify that pre-post skills improvement was not compromised with the redesign and, in fact, show slight increases in pre-post improvement.

Beginning Spring 2009, an online College Level Study Skills Inventory from the University of Central Florida has been used in class to help students establish their course goals and evaluate their progress by the end of the course.

ACT pre-post skills Fall 2005 - Fall 2008

USU Teacher/Course evaluations In-class instructional assessments, using Classroom Assessment Techniques (Cross and D'Angelo) and similar assessment techniques-

Psy 1730 instructors meet each semester to discuss curriculum and implement course modifications

MGT 2160 Tutor Training Class tutor evaluations
Individual Assistance The individual assistance program, also known as individual consultations or ICs, allow students to focus on study skills in a particular area of concern. Study skills assistance ranges from the simple, such as learning time management strategies, to the complex such as deciphering the level of thinking required to excel on exams in more difficult or challenging classes. The following reports track pertinent data regarding the ARC individual assistance program.

Academic year outcomes
Fall outcomes
Spring outcomes
Math and Statistics Tutoring Number of unique students and total tutoring sessions

Academic year analysis (including summer)
Fall analysis
Spring analysis

2007-2010 tutoring trends

Fall student evaluations of tutoring program and tutors
Spring student evaluations of tutoring program and tutors

Tutor observation form: new tutors are observed and evaluated, followed by an individual feedback session. Returning tutors are also observed, though a formal written evaluation is not conducted unless performance indicates the need to do do.
Supplemental Instruction Course grade and g.p.a. comparisons of SI participants and non-participants:

Academic year comparison
Fall comparison
Spring comparison

Student evaluations of SI leaders are completed each semester for every SI leader. An example is provided via this link.

A variety of informal classroom assessments are conducted in training each week to assess effectiveness of training and SI leader satisfaction with training and program resources. Similar assessments are conducted with SI leaders for assessing coordinator effectiveness.
Student Surveys 2010 FRESHMAN/SOPHOMORE STUDENT SURVEY. Refer to table 9 for satisfaction ratings of SI and Tutoring.

General Education Focus Group Refer to page 5 for student comments regarding SI program.