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Academic Success Center Assessment

The ASC believes in the contiuous assessment and improvement of our programs. We conduct periodic review of our programs with the intent of assuring continued high quality of service. We continuously strive to identify areas of improvement and execute values and data driven improvements where possible.

Mission Statement

The mission of Utah State University's Academic Success Center (ASC) is to provide learning assistance and academic support programs that help students enhance their academic performance by improving skills and learning strategies, academic self–efficacy, and confidence.

ASC's comprehensive ASC Tiers Of Service support the mission and goals of the University and Division of Student Affairs by specifically addressing the academic and developmental needs of students.

The ASC collaborates with University faculty, staff, and students to provide a variety of academic support services and instructional approaches to address students' diverse levels of academic preparation, study skills, and learning styles. ASC programs stress active student participation and acceptance of responsibility for their academic experiences, while helping students identify their academic and personal strengths as well as assessing and correcting habits that may hinder achievement of their educational goals.

Vision Statement

Our aim at the USU ASC is to influence, in a positive way, the lives of all USU Students through the execution of impactful learning programs. We wish to increase engagement and independent learning for each USU Student. We want to help make our learning community better by assisting its members in better learning practices.

  1. We will to provide timely assistance in support of the academic goals of USU students.
  2. We will provide an understanding, honest and supportive environment for all members of the USU community.
  3. We will assure that the value and availability of services provided by the ASC is communicated to every student, staff and faculty member on campus.
  4. We strive to increase interaction with members our academic community including student groups and organizations, academic units, support units, faculty and administration.
  5. We seek to increase utilization of our services whenever possible.
  6. We will provide meaningful professional mentoring and job opportunities for student employees inside of ASC.
  7. We will provide proper stewardship of public resources.

The Academic Success center adheres to the Council for the Advancement of Standards(CAS) General Standards. We believe in the professional execution of best practices in the best interest of those we serve.

Certified programs withing the ASC are certified under the College Reading & Learning Association (CRLA) Certification Program.

As such we follow best practices and guidlies issued by CRLA. In particular, we adhere to the Code of Ethics of the International Tutor Training Program Certification (ITTPC).

In general, the ASC subscribes to the ethical practices outlined by the following entities:

  1. The International Center for Supplemental Instruction
  2. College Reading and Learning Association International Tutor Training Program Certification (ITTPC)
  3. Council for Opportunity in Education
  4. Council for the Advancement of Standards –
  5. U.S. Department of Education

Academic Success Center ASSESSMENT PLAN/MATRIX, 2017-2018
Goals
(Objectives and Learning Outcomes)
Assessment Tool
(Criteria)
Data Source
Documentation
Timeline Responsible
Persons
Map to
Division Goals
ASC GENERAL
Determine the impact of all ASC on retention and completion individuals who participate in ASC programs. Evaluate program needs based on this information.
Civitas Civitas Yearly Director 1,2,3,4,6,and *
USU ASC MATH and STATS TUTORING
Provide continuing support to students in Mathematics and Statistics to enable their successful completion of base curriculum required for degrees and programs within the university
Count of students who are using the USU ASC Drop In Math / Stats Tutoring Centers
Satisfaction Surveys from students using USU ASC Math / Stats Drop In Tutoring Center
ASC MST Attendance Data Base
ASC MST Satisfaction Survey
Each Semester Learning Specialist - Tutoring 2 and 8
USU ASC MATH and STATS TUTORING
Provide quality and trained Math and Statistics Tutors to assist students campus wide in achieving improved Math and Statistics capabilities
Evaluations of tutors taken by supervisors and other tutors in the tutoring center ASC Tutor Observation Form Each tutor at least once each semester Learning Specialist - Tutoring 2, 7, and 8
USU ASC EDUCATIONAL OPPORTUNIES PROGRAM TUTORING
Assist underserved student populations with individual tutoring enabling their ability to achieve academic success
Feedback provided by students in individual tutoring
Input from tutors providing tutoring services
ASC EOP Tutoring Services Received Log
ASC EOP Tutoring Log
Monthly Learning Specialist - Tutoring 2 and 8
USU ASC TUTOR ADVERTISER
Provide ability for the entire USU student population to receive individual tutoring based on a fee basis as desired by the student to enhance their academic performance
Amount of utilization of the USU ASC Tutor Advertiser ASC Tutor Advertiser webpage hits count Each Semester Learning Specialist - Tutoring 2 and 8
SUPPLEMENTAL INSTRUCTION
Provide meaningful support for student learning goals in various classes on campus.  The classes or identified as difficult.
Attendance Database to track student participation and compare to class outcomes.
Lesson planning forms to check learning objectives.
Attendance database
Canvas and Box files
Weekly for the planning forms
Semester for the grade comparisons
Learning Specialist – Supplemental Instruction 1, 2, 3,6, and 8
SUPPLEMENTAL INSTRUCTION
Increase attendance and participation in SI sessions
Attendance database/comparison and monitoring ASC SI attendance database Each Semester Learning Specialist – Supplemental Instruction 1, 8
SUPPLEMENTAL INSTRUCTION
Provide a valuable mentorship to SI Leaders, Coordinators, and Program Assistant.
Weekly training meetings.
Lesson planning forms with personal assessment and Coordinator review.
Student reviews of Leaders
Canvas assignment upload
Box file of assessments
Each Semester Learning Specialist – Supplemental Instruction 1, 2, 3, 4, 5, 7, 8
WORKSHOPS
Increase workshop attendance by 5%
Qualtrics Satisfaction Survey
Secondary Data Analysis
ASC Attendance Records End of AY 2018 Learning Specialist – Instruction. 2, 3, 4, 5, 8
WORKSHOPS
Examine student satisfaction and learning impact.
Qualtrics Satisfaction Survey Qualtrics Each Semester Learning Specialist – Instruction. 1, 4, 6, 8
WORKSHOPS
Identify areas of most student need.
Faculty/Advisor Qualtrics survey
Qualtrics student survey
Qualtrics Every 3 years Learning Specialist – Instruction. 1, 2, 4, 6, 8
WORKSHOPS
Standardize workshop curriculum and outcomes.
Lesson Plan template Box Each Semester Learning Specialist – Instruction. 3, 5, 7, 8
INSTRUCTION
Provide a meaningful and impactful class experience for USU 1730 students by maintaining quality of instruction and class sizes.
Enrollment numbers have reached the cap
Argos Report of Student GPA change.
Enrollment spreadsheet
Banner
CIDI analysis on GPA impact
Each Semester Learning Specialist – Instruction. 1, 3, 4, 6, 8
INSTRUCTION
Use feedback from the students to improve the course for future students.
IDEA Survey
Lab evaluations
AAA
Lab evaluation database.
Each Semester Learning Specialist – Instruction. 1, 2, 3, 6, 7, 8
INSTRUCTION
Recruit and align Undergraduate Lab Facilitators with styles, values and rigor of instructional staff.
Instructure Canvas
Canvas Laboratory Grade Report
Instructure Canvas
CIDI report
Each Semester Learning Specialist – Instruction. 1, 2, 3, 4, 6, 7, 8

USU ASC CLASSES
A master's thesis study was conducted during 2009-10 to identify the effect of USU 1730 Strategies for Academic Success on academic self–efficacy. This study determined that USU 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.


USU ASC CLASSES
Sections, Enrollments and Student Canvas Hours are tracked across all instruction provided by ASC.

Impact of USU ASC Instructed and Coordinated Courses
Sections Students Enrolled  Student Canvas Hours  
USU 1730 F2F and Broadcast
22 466 17941  
USU 1730 Online
3 182 7440  
USU 1730 Coordinated But Not Funded
4 84 3234  

USU ASC TUTORING
Number of unique students and total tutoring sessions Tutor observation form: new tutors are observed and evaluated, followed by an individual feedback session.

Math and Statistics Tutoring AY 15-16
Students Sessions Hours  
1952 12861 1964  
Educational Opportunity Tutoring
Tutors Students Hours Served  
50 110 1589  

USU ASC SUPPLEMENTAL INSTRUCTION
Course grade and GPA comparisons of SI participants and non-participants: Student evaluations of SI leaders are completed each semester for every SI leader. 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.

Supplemental Instruction Impact AY 15-16
Sections Sessions Attendees SCH
57 1411 7010 26809

WEB PRESENCE
Each program in the ASC has a web presence which acts as a landing place for our services. All ASC web content focuses student attention on necessary processes, or provides assistance for help with ASC service goals.

Website Hits Total
www.usu.edu/asc 45,353  
www.usu.edu/arc 58,511  
  Total 103,864

The staff of the USU ASC consistently utilize data to drive programs. Much of the work that we do in our center is in direct response to student needs. We are conscious of the changing dynamic of students year to year and we provide offerings based on both changing student need and changing attitudes toward education.

USU ASC INSTRUCTION

USU 1730 - Strategies for Academic Success

  • USU 1730 is tracked each semester for enrollment. Currently our enrollment has reached individual course size cap, we are currently investigating resources to add additional sections as needed. Current projections indicate we will not add sections to the Spring 2018 schedule.
  • USU 1730 has tracked completeion of IDEA evaluations through time. Based on the low return rate for responses, USU ASC in consultation with USU AAA has made a programmatic decision to provide course points for completion of the IDEA evaluation in all sections. In one case, this decision increased completion rates of the survey from 2% to 61%.
  • USU 1730 is evaluated through the IDEA evaluation. Based on this feedback, the following curriculum decisions have been implemented:
    • The addition of more in-class activities to increase student participation.
    • Moving the instruction of note taking earlier in class to support students in other USU classes with a ready to use skill.
    • The addition of an interpersonel communication laboratory to the curriculum.
    • Revision of course and Laboratory assignments and rubrics to increse adherence to outcome based objectives.
  • USU 1730 conducts observations of Undergraduate Laboratory Fellows (ULFs) each semester. These observations assure the recruitment and training of ULFs who reflect the styles, values and rigor of instructional staff. Based on these observations, the program coordinator of USU 1730 modifies the curriculum for our USU 2160 training course. Examples of these changes include
    • Feedback indicated students often attended labs unprepared. To increase the students’ preparedness USU 1730 added “pre-lab quizzes” for the students to complete before the lab starts. These quizzes give students an overview of the lab.
    • Feedback indicated:
      • Many students did not have sufficient time to complete lab assignments which resulted in a change to an online Qualtrics based pre/post Study Skills Inventory. This resulted in an online response time of 8 minutes from 15 minutes for in-class paper. that it would take at least 15 minutes for the class to complete.
      • Many students did not understand how the 5 day study plan labratory aligned with USU 1730s online textbook. The new version more accurately reflects what activities students will be doing the 5 days before a test.
    • Based on the combination of observations and faculty input, lab 7 test analysis was eliminated. The activity was folded back into the lecture portion of the class.
    • Interaction between the ULF and the students is carefully monitored. These observations resulted in the following training changes:
      • ULFs are trained to move around during class “practice” time.
      • ULFs are trained to assist students with asking questions in a less disruptive way and encourage better lab completion.
      • ULFs are trained to keep students also stay on task with invasive questioning.

    USU ASC TUTORING

    USU ASC Drop-in Math and Statistics Tutoring

    • USU ASC Drop-in Math and Statistics Tutoring - Utah State University (USU) Academic Success Center (ASC) Math and Statistics Drop-in Tutoring Center provides free tutoring assistance to students in seventeen specific courses from MATH 0995 (College Mathematics Preparation) to MATH 2280 (Ordinary Differential Equations) and STATS 1040 (Introduction to Statistics) to STATS 3000 (Statistics for Scientists). The Program Assessment and Continuous Improvement Plan are at the following hyperlink: USU ASC Drop-in Math and Statistics Tutoring Continuous Improvement Plan
    • This portion of the USU ASC Math and Statistics Drop-in Tutoring Plan provides statistical information and assessment on the on satisfaction of students using services on the campus. The following charts indicate students who use the center’s evaluations and feedback on the center. USU ASC MS DIT Evalation Feedback CIP Report

    USU ASC Educational Opportunity Tutoring

    • USU ASC Educational Opportunity Tutoring - Utah State University (USU) Academic Success Center (ASC) provides limited, one-on-one tutoring from funds provided by a grant from the State of Utah to a limited population of traditionally underserved population of students. The Program Assessment and Continuous Improvement Plan are at the following hyperlink: USU ASC Educational Opportunity Tutoring Continuous Improvement Plan

    USU ASC Tutor Advertiser

    • USU ASC Tutor Advertiser - Utah State University (USU) Academic Success Center (ASC) hosts a website that allows student desiring to provide tutoring service to advertise to other university students. This Tutor Advertiser is a way for students seeking tutoring in various academic areas to look for and find private tutoring services that will support them academically. The Program Assessment and Continuous Improvement Plan are at the following hyperlink: USU ASC Tutor Advertiser Continuous Improvement Plan

    USU ASC SUPPLEMENTAL INSTRUCTION

    USU Supplemental Instruction

    • USU Supplemental Instruction evaluates SI Leaders through Mid-term evaluation of all students in supported courses. Every student in the course takes the survey Free form answers on what was learned/gained from SI sessions i.e. didn’t know Panopto recordings were available; Loved test practice questions Individual SI leaders read over comments in order to find ideas to improve their SI sessions. Set new goals based on student’s comments Will implement more instructions in SI as to how to access Panopto recordings
    • USU Supplemental Instruction evaluates the program with an end of term evaluation (See Google doc file) Students rate SI Leaders/Sessions effectiveness of a 5 point scale Generally, students are pleased with the SI program, numbers to be compiled Feedback used to aid in training and for the individual leader to implement and improve their effectiveness
    • USU Supplemental Instruction evaluates the program with a SI feedback survey given to each SI leader to evaluate the program and trainings. The responses are:
      • Generally, positive – SI leaders love to be SI leaders and work with students.
      • Used to make programmatic changes to training including the following examples:
        • SI Training accomodates the fact that experienced SI Leaders comment on what they would have liked to know in the beginning of training. These comments inform curriculum decision for both schedule and content of training sessions.
        • New SI leaders attend more rigorous training than those who have worked with the program before.
        • Mock sessions have been implemented in initial trainings so that new leaders can practice working in front of a group.
        • Some trainings have been put online or done one per year instead of every semester. Session planning forms have been streamlined.
    • USU Supplemental Instruction closely tracks participation through and attendance database that includes:
      • number of sessions attended for each student
      • number of students attending each session
      At the end of the semester the database is compared with final course grades. Students who attend SI perform, on average, better than those who don’t. Attendence correlates to higher grades. ASC SI uses this data to actively recruit students in supported classes. ASC SI continues to promote an attendence helps with success message.

    USU ASC WORKSHOPS AND OUTREACH

    USU ASC Workshops

    • USU Step-Up! Workshop attendence is tracked closely. Since its implementation in 2014 workshop attendence has increased dramatically. This is in part to analysis of need through USU ASC Study Skills Inventory, targeted advertisement, collaboration with USU General Education instructional staff to award credit to workshop participants, and close collaboration with academic departments and advising centers.