8.2.c Student outcomes: academic and student services
The institution identifies expected
outcomes, assesses the extent to which it achieves these outcomes, and provides
evidence of seeking improvement based on analysis of the results for academic
and student services that support student success.
x
Compliance o Non-Compliance o Partial Compliance
UL Lafayette has established and maintains a systematic,
comprehensive, and effective process by which outcomes are identified,
assessed, and analyzed, leading to continuous improvement efforts. Evidence of
University-wide assessment infrastructure, governance, cycle, and review is
available in the Assessment Preface.
UL Lafayette’s academic, instructional support, and student
services departments all focus on supporting student success, though housed in
different divisions across campus, including Academic Affairs, Enrollment
Management, Student Affairs, and University College. The commitment to
supporting student success is institution-wide.
Since 2009-2010, the University’s academic, instructional support,
and student services departments have consistently participated in the annual
assessment process of establishing goals and reviewing results to improve
outcomes. Table 8.2.c – 1 shows that, in the three most recent assessment
cycles (2015-2016, 2016-2017, and 2017-2018), nearly all academic and student
services departments entered Assessment Plan Elements, Assessment Report
Elements, and Reflections. When the University transitioned to LiveText in
2016-2017, it was an opportunity to take inventory of which units were formally
responsible for assessing; in this process, some units merged into other larger
units. The Office of Institutional Assessment continues to work with Assessment
Liaisons to share information on best practices related to assessment plans and
reporting, and aims to obtain 100% participation throughout the assessment
cycle.
Table 8.2.c – 1: Completion by Academic and
Student Service Departments
over Three
Assessment Cycles
|
2015-2016 |
2016-2017 |
2017-2018 |
Total entities |
41 |
36 |
36 |
Assessment Plan Elements 2015-16:
Outcomes/Measures/Targets 2016-17:
Goals/Measures/Criteria 2017-18:
Goals/Measures/Criteria/Assessment Narratives |
41 |
36 (100%) |
36 (100%) |
Assessment Report Elements 2015-16:
Findings/Action Plans 2016-18:
Findings/Improvement Narratives |
41 (100%) |
33 (91.67%) |
34 (94.44%) |
Reflections 2015-16:
Achievement Summary 2016-18:
Reflection |
39 (95.12%) |
33 (91.67%) |
33 (91.67%) |
Each academic, instructional support, and student services
department identifies, assesses, and improves outcomes. Assessment reports for
these departments are available in LiveText’s AIS for assessment cycles
2015-present; archived assessment reports generated from WEAVEonline for
assessment cycles 2009-2015 are available upon request from the Office of
Institutional Assessment. In 2016, the Vice President for Student Affairs and
each of her directors redesigned their assessment process; six division-wide
goals were identified, and all departments within Student Affairs developed
specific measures to assess those goals. Thus, the assessment reports for
Student Affairs departments are found in one larger VP Student Affairs report
beginning in the 2016-2017 cycle. Table 8.2.c – 2 provides direct access to
each assessment report by department. To illustrate examples of assessment, a
sample of summaries representing approximately 20% of the departments is
provided below the table.
Table
8.2.c – 2: Assessment Reports by Academic and Student Services Departments
over Three Assessment Cycles
Departments by VP Areas |
WEAVEonline |
LiveText’s
AIS |
|
President/Provost/VP Academic Affairs |
2015-2016 |
2016-2017 |
2017-2018 |
Athletics |
|||
Community Service |
|||
Distance Learning |
|||
Equity, Diversity, & Community
Engagement |
|||
Graduate School |
|||
Hilliard University Art Museum |
|||
Library |
|||
Student Success: First-Year Experience |
|||
Student Success: At-Risk Student
Groups |
|||
Student Success: The Learning Center |
|||
Student Success: Transfer Programs |
|||
Study Abroad |
|||
Sustainability Office |
|||
University
Connection |
|||
VP Enrollment Management |
2015-2016 |
2016-2017 |
2017-2018 |
Financial Aid |
- |
||
Scholarship Office |
|||
Orientation |
|||
Undergraduate Admissions /
Recruitment |
|||
Veteran Services |
|||
VP Student Affairs |
2015-2016 |
2016-2017 |
2017-2018 |
VP Student Affairs |
- |
||
Career Services |
Combined into 2016-2017 VP Student
Affairs report |
Combined into 2017-2018 VP Student
Affairs report |
|
Child Development Center |
|||
Counseling and Testing |
|||
Disability Services |
|||
International Affairs |
|||
Public Safety and University Police |
|||
Recreational Sports |
|||
Student Engagement and Leadership |
|||
Student Health Services |
|||
University College |
2015-2016 |
2016-2017 |
2017-2018 |
Educational Talent Search I |
|||
Educational Talent Search II |
-- |
||
Educational Talent Search III |
-- |
||
Honors Program |
|||
Ronald E. McNair Program |
|||
Student Support Services |
|||
SSS – Disabilities |
|||
SSS – LS-LAMP Program |
|||
SSS – STEM |
|||
SSS – Teacher Prep |
|||
SSS – Veterans |
|||
Upward Bound I |
|||
Upward Bound II |
|||
Upward Bound III |
-- |
-- |
|
Upward Bound Math-Science |
|||
Veterans Upward Bound |
The department of
Athletics maintains a set of goals that
prioritizes the success and well-being of the University’s student-athletes.
One of these goals is to “enhance the quality of the student-athlete experience
within the context of higher education.” In 2015-2016, Athletics established
the “Game Plan Initiative, which depicts programming topics and
educational opportunities for eight semesters; in 2017-2018, the initiative’s
name changed to the “Geaux Cajuns Program.” Themes included Financial Literacy (Fall 2015), Professional Athletes (Spring 2016), Career Readiness (Fall 2016), Mentoring and Community Service (Spring 2017), Healthy Relationships (Fall 2017), and Coping with the Challenge of
Change (Spring 2018).
After each topic presentation or session, participants were asked to complete a
survey to determine if they had gained a better understanding of the topic as a
result of the program. While survey participants consistently demonstrated that
their understanding had increased as a result of each program, the
participation and survey response rates remained low.
The department of
Athletics, in discussions with the Student-Athlete Advisory Committee (SAAC),
reviewed survey feedback, and discussed program expectations and changes. A
concerted effort was made in 2017-2018 to increase communication and improve
the participation rate among all sports programs. As a result, student-athlete
attendance rates improved at all Geaux Cajuns Program events, due to increased
buy-in and communication with student-athletes, coaches, and staff; many events
saw attendance rates of 75% or higher. Additionally, in 2017-2018, hard copies
of the surveys were provided during end-of-the-season team meetings; this
brought total student-athlete feedback up to nearly 100 responses on the Geaux
Cajuns Program Survey. With more student feedback, the Geaux Cajuns Program
staff can better understand the students’ needs and expectations, in order to
enhance their experience and provide meaningful programming topics, educational
opportunities, and service projects. Additionally, this ensures all
student-athletes have an opportunity to provide feedback, and to ensure
student-athletes that their feedback is heard.
The Office of
Distance Learning (ODL) is committed to student success in distance learning
courses and programs by providing and promoting services that prepare students
to successfully achieve learning outcomes in online or hybrid courses. Preparation for a
successful start in distance learning courses depends on students being
oriented to the expectations of hybrid or online learning, and to the academic
and student support services provided by the University. As such, ODL
reviews responses from students who complete the online student
orientation survey in
order to determine their preparedness. The target measure was for 75% of
orientation participants who completed the survey to respond as “prepared” or
“very prepared” to the question: “After completing this orientation, how
prepared do you feel to be an online student at UL Lafayette?” The results
showed that 87.4% of online student orientation survey participants felt
“prepared” or “very prepared” to be an online student at UL Lafayette. Though
these results indicate the goal was met, additional survey results revealed
that approximately 30% of the students found the orientation “somewhat helpful”
or “not helpful.” After discussions with online program coordinators, ODL set a
goal in 2017-2018 to redesign and launch an improved online student orientation
course to increase student readiness. The revised orientation was released in
2018, and new assessment measures are being developed to track its
effectiveness.
Dupré Library
maintains a robust set of goals and assessment measures to track student and
faculty participation. The library has consistently assessed how it provides a
variety of instructional opportunities to assist users; one way in which the
Library rates instructional resources is by surveying faculty who request
library instruction for students in their courses. Success was achieved if an
80% satisfaction score (“excellent” or “above average”) was reached on the
question: “The librarian engaged the students.” For 2015-2016, this measure was
achieved with 90.91% satisfaction. With a new instructional services
librarian hired in 2016, revisions to the library instruction feedback form
were planned for the 2016-2017 cycle to reflect the newly approved ACRL
Framework for Information Literacy for Higher Education. The revised form also
necessitated a revised measure, so in 2016-2017 success was achieved if an 80%
satisfaction score was reached on the question: “The librarian provided an
instructional session (or sessions) that supported your learning objectives and
the research needs of your students.” For 2016-2017, this measure
was achieved with 100% satisfaction.
Faculty provided
additional comments that reinforced their satisfaction, including:
·
“The librarian adapted to student needs and went above and
beyond.”
·
“She provided an extremely effective instructional session, the
students remarked upon her presentation, and used her instructions throughout
the semester; her session effectively oriented our freshmen to our library
resources.”
In reviewing the
full survey results, the Instructional Services staff realized they were
relying on faculty input to be provided on the survey at the end of the
semester. The Head of Instructional Services distributed faculty surveys monthly
to reduce the time between instruction and assessment. The aim was to increase
the quality of the feedback and the response rate. In 2017-2018, while survey
results remained positive and demonstrated satisfaction, the library staff
realized that the number of student contacts and the total number of sessions
had decreased. To address this trend, the Instructional Services Department increased outreach
to faculty to encourage them to dedicate more than one class to library
research; specific outreach was made to English department graduate students
(who teach the majority of freshmen writing courses). These improvement efforts
continue to advance the library’s goals of providing quality instructional
opportunities to students and faculty.
Several of the
University’s student success initiatives fall under the direction and guidance
of Student Success, which includes the Academic Success Center (ASC) and The
Learning Center (TLC). These departments maintain separate goals and assessment
measures, but collectively illustrate the University’s commitment to student
success.
The Academic
Success Center’s At-Risk Student Groups department has sought to increase the
retention rate by targeting first-time freshmen on academic probation. Through
AY2015-2016, identified freshmen on academic probation were required to attend
an academic success workshop, and the GPA of these students was reviewed at the
end of the semester. The assessment target was for at least 50% of students
attending an academic success workshop to earn a 2.0 or higher semester GPA. In
Spring 2016, the ASC identified and contacted freshmen on academic probation,
and required them to attend a “Success Matters” workshop by the fifth day of
class. While the participation rate of the targeted population was 90% or higher
through 2016, the ASC did not meet its target of 50% of students who attend a
workshop earning a 2.0 semester GPA or higher.
In response to
this, ASC decided to require all first-time freshmen who are placed on academic
probation in their Spring semester to take a course aimed at teaching the
skills required for success. Academic Skills (ACSK) 100: Fundamentals of
College Learning is a one-credit (CR/NC grading) course that introduces and
refines techniques for learning and studying in the college classroom. The
course includes group discussions on time management, note-taking, studying for
tests, and other student success techniques; additionally, students meet
individually with advisors throughout the semester as part of
early-intervention efforts. The results for 2016-2017 reveal that the goal of
50% earning a 2.0 GPA after the workshop was still an unachievable benchmark.
Of the 196 students enrolled in the course, 33% earned a 2.0 semester GPA, and
16% achieved a 2.0 cumulative GPA. However, 50% earned a higher GPA in the
Spring semester compared to the Fall semester. Finally, of the students
eligible for ASCK 100, but who did not enroll, only 22% earned at least a 2.0
semester GPA, and 13% earned at least a 2.0 cumulative GPA. These data indicate
that students who participated in the program were more successful than those
who opted out.
After follow-up
discussion and analysis of the data, the ASC implemented changes to the
structure of the course for Spring 2018, and revised the baseline measure of
success. For AY2017-2018, the revised outcome was for 40% of students enrolled
in the course to earn a 2.0 or above semester GPA. The course changes led to
positive feedback from students and instructors on class layout, management,
and interaction with students, even though the number of students earning above
a 2.0 semester GPA did not change dramatically. 33.5% earned a semester GPA
greater than or equal to 2.0, and 25.4% earned a cumulative GPA greater than or
equal to 2.0. 53.5% earned a higher Spring 2018 semester GPA compared to their
Fall 2017 semester GPA, which was an increase from the previous year. The ASC
At-Risk Group utilize the revised baselines to evaluate and adjust services to
better meet students’ needs.
·
2015-2016 ASC At
Risk Groups
·
2016-2017 ASC At
Risk Groups
·
2017-2018 ASC At
Risk Groups
The Learning
Center (TLC) supports students in becoming academically successful in their
course work to increase retention and encourage graduation. For three
assessment cycles, TLC has set a goal of increasing student participation in tutoring
for challenging courses as compared to previous respective semesters. TLC
utilizes an online software program (TutorTrac) to schedule and check in each
student who attends individual, group, and supplemental instruction (SI)
tutoring sessions throughout the semester. In 2015, TLC increased its
supplemental instruction and group tutoring sessions, because those modalities
proved to be more successful for UL Lafayette students, while being able to
serve more students within identical budget and time constraints. The overall
visits for AY2016-2017 increased to 11,621 compared to 11,177 in AY2015-2016.
The increase is attributed to a deliberate and focused marketing effort on
social media and at various on-campus events (Get on Board Day, Preview Days, and
orientation sessions). In an effort to further increase attendance, in Spring
2017 TLC introduced incentives for students who attended more than three
sessions. These efforts appear to have had a positive impact; a total of 14,787
visits were tracked in AY2017-2018. TLC was able to increase the number of
students visiting the center at least three times by 24% in Fall 2017 and 29%
in Spring 2018.
·
2015-2016 The Learning Center
·
2016-2017 The Learning Center
·
2017-2018 The Learning Center
The Office of
Financial Aid works directly with students to assist them in understanding and
managing their loans. The office continues its efforts to increase efficiencies
with the implementation of the ERP system. The office also endeavors to better
understand how services are being received. In 2017-2018, Financial Aid
prioritized collecting student feedback from surveys in order to refine
existing processes or implement new processes. Beginning in 2018, students are
sent an electronic survey within 24 hours of visiting the Office of Financial
Aid. After reviewing survey results from February 2018 (the initial round of
data), Financial Aid learned that 56% of students had a “fair” or “poor” experience
with the office, and 50% “did not receive helpful answers to their questions.”
Additional guidance and training were provided to department staff; the next
review of results revealed a decrease to 36% of students who had a “fair” or
“poor” experience. The Financial Aid office is open to feedback from students
who overall felt the staff was knowledgeable, but needed to improve how
information was delivered. The Financial Aid office continues to administer the
survey and review the data regularly, with the continued objective of improving
the department’s customer service and enhancing the student experience.
The Office of
Orientation is dedicated to preparing students for success during various
orientation sessions and activities. One challenge that incoming freshmen
frequently face is learning how to use the online registration system, ULink.
The Student Orientation Staff (SOS), a group of student orientation leaders who
have completed one year at UL Lafayette, as well as the EDFL 395 course, were
expected to successfully demonstrate how to use ULink to incoming students.
However, these SOS students had not been formally trained on best practices in
presenting this information. When orientation students were surveyed about how
well they understood ULink or online registering, results indicated that
additional training for SOS leaders might be needed. In 2015-2016, the
responses to the survey included:
·
Understand how to use ULink: 4.37/5.0
·
Understand how to register using
ULink: 4.40/5.0
Based on student
feedback, the Office of Orientation realized that course registration training
was not straightforward. A training session was implemented with the
Registrar’s Office to teach the SOS leaders best practices in how to educate
new students in ULink and course registration. Since this training began,
survey results have increased for both questions:
·
Understand how to use ULink: 4.37
(2016) to 4.51 (2018)
·
Understand how to register using
ULink: 4.40 (2016) to 4.50 (2018)
Through ULink
training, SOS better understood the system and the importance of successful
course registration for new student matriculation and retention. In 2018, one
question was added to the orientation survey to evaluate SOS’s performance: “My
Student Orientation Staff Leaders helped me understand ULink and how to
register for classes.” Students overwhelmingly indicated that SOS leaders
helped with understanding ULink and registration by a score of 4.74 out of 5.0.
With the improvement in this survey data, and with the development of the
course registration system with each Banner update, Orientation will continue
to work with the Registrar’s Office to train the SOS team in ULink
functionality.
Prior to 2016,
departments reporting to the Vice President for Student Affairs and the Dean of
Students maintained separate goals and assessment measures. In order to better
quantify and measure student success through its support services, the Vice
President for Student Affairs convened the department heads to identify six
overarching goals (Table 8.2.c – 3), which align to national best practices for
student service units at institutions of higher education. Two goals are
assessed annually by all units in the VP Student Affairs area, and all six
goals are assessed within three years. The departments within the VP Student
Affairs division responsible for identifying their own specific measures and
targets of success are: Career Services, Child Development Center, Counseling
and Testing, Disability Services, International Affairs (now Global Engagement,
reporting to Academic Affairs effective AY2018-2019), Public Safety and
University Police, Recreational Sports, Residential Life, Student Engagement
and Leadership, Student Health Services, and Student Rights and
Responsibilities. Because of the recent change to their assessment process, the
departments have not been able to document improvements but intend to do so
once the full three-year cycle has been completed. With all departments focused
on the same goals relevant to student affairs, the overall Student Affairs
division is able to better focus on enhancing the student experience. A sample
of two assessments per goal is provided after the table.
Table 8.2.c – 3: Student Affairs Goals
and Assessment Cycle
Goals |
2016-2017 |
2017-2018 |
2018-2019 |
Cognitive
Complexity. Provide
services in which students will be able to demonstrate critical thinking,
reflective thinking, effective reasoning, intellectual flexibility, emotion/cognition
integration, identity/cognition integration. |
|
Assessed |
|
Humanitarianism/Civic Engagement. Promote events in which students will have the
opportunity to understand and appreciate cultural and human differences,
humanitarianism, global perspectives, and a sense of civic engagement. |
|
Assessed |
|
Inter/Intrapersonal Competence. Prepare programs that will allow students to
demonstrate realistic self-appraisal and self-understanding; personal
attributes such as identity, self-esteem, confidence, ethics and integrity,
spiritual awareness, and personal goal setting; meaningful relationships;
interdependence; collaboration; and an ability to work with people different
from self. |
Assessed |
|
|
Knowledge Acquisition.
Provide opportunities in which students will be able to demonstrate an
understanding of knowledge from a range of disciplines; connecting knowledge
to other knowledge, ideas, and experiences; relate knowledge to daily life;
pursuit of lifelong learning; career decidedness; and technological
competence. |
Assessed |
|
|
Academic Achievement.
Develop programs in which students will have the ability to manage the
college experience, and to achieve academic and personal success, leading to
academic success, including degree attainment. |
|
|
In progress |
Practical Competence.
Sponsor programs that assist students with the ability to communicate
effectively; the capacity to manage personal affairs; achieve economic
self-sufficiency and vocational competence; maintain personal health and
wellness; prioritize leisure pursuits; and pursue a purposeful and satisfying
life. |
|
|
In progress |
The SGA Child Development Center assessed
Inter/Intrapersonal Competence among its work-study students in 2016-2017.
Through a focus group conducted in Spring 2017, the Center evaluated students’
ability to reflect on and describe best practices in situations calling for
ethical reasoning while engaging with clients and staff. Students reported
gaining knowledge of ethical responsibilities during employment and improving
self-reflection skills in order to foster relationships with the children,
families, and staff at the center. They were able to distinguish differences
between Ethical Responsibilities and Ethical Dilemmas unique to early childhood
education. During the focus groups, 100% of the students echoed the National
Association for the Education of Young Children’s (NAEYC) seven core values
of ethical conduct, and informally discussed actual situations that could be
perceived as ethical dilemmas (family values and beliefs, discipline, etc.).
Students discussed best practices, and the reasoning behind the practices, and
100% of the students reported learning best practices while employed as a
student worker.
The Office of Disability Services (ODS) assessed
Inter/Intrapersonal Competence among its student workers who help to maintain office operations, including
monitoring testing, delivering exams on campus, greeting students, and
assisting with paperwork. For many student workers, working with ODS is often a
first job, and inter/intrapersonal skills are developed as part of their
experience. ODS recognizes a responsibility to ensure that students have
advanced these skills upon graduation. Additionally, ODS student workers must
demonstrate an understanding of the office’s purpose, and the importance of
confidentiality and test security. ODS identified as its measure “to create a
training that examines the social skills of the five student workers.” Initial
training exposed the student workers to social skills and ADA compliance issues
through real student applications. The office also administers a pre- and
post-test to better gauge student knowledge of the ADA, office expectations,
and social skills.
In 2016-2017, Career Services assessed Knowledge
Acquisition by administering a survey of students who participated in the
University’s Co-Op program. Students were asked to identify how strongly they
agreed or disagreed with statements about the Co-Op program experience. 83.3%
of students strongly agreed or agreed that the experience “allowed me to apply
concepts learned in class,” and 95.8% strongly agreed or agreed that the
experience “expanded my knowledge and professional skills.” Additionally, 95.8%
strongly agreed or agreed that the experience “helped clarify my educational
and career goals,” and 91.7% strongly agreed or agreed that the experience
“helped me to be better prepared for life after college.” Finally, 87.5%
strongly agreed or agreed that the co-op experience met expectations.
In 2016-2017, Student Engagement and Leadership
assessed Knowledge Acquisition through a post-participation survey of
attendees of its Ragin’ Leadership Academy. The indicator of success was for
75% of leadership academy participants who completed the survey to indicate
they are more prepared to lead student organizations. The results indicated
that 95% of participants strongly agreed or agreed with the statement “I feel
better trained to serve my organization;” nearly all (99%) indicated they would
implement strategies learned at the Academy in current or future leadership
positions; and 93% indicated greater confidence in their ability to influence
others. The staff of Student Engagement and Leadership will continue to host
the Ragin’ Leadership Academy, survey student participants, and prepare
students to assume leadership roles in campus organizations.
In 2017-2018, Residential Life assessed the goals of
Cognitive Complexity and Humanitarianism/Civic Engagement. For Cognitive
Complexity, Residential Life sought to measure how Residential Life Directors
evaluated staff members in certain residence assistant (RA) roles. A focus
group was held at the end of the semester; Directors successfully identified
behaviors demonstrating whether RAs were able to do basic position-required
skills. Residential Life staff also noted that Directors were able to provide
concrete examples to the RAs when skills were not achieved up to the expected
level. The results of
the focus group demonstrated reflective thinking, and opened clearer lines of
communication. Afterward, having seen value in the feedback process, the
Directors asked for the evaluation forms to be revised with more specific
criteria on which to evaluate the RAs.
International Affairs (IA) also
assessed Cognitive Complexity in 2017-2018; specifically, IA sought to
measure how successfully international students apply lessons learned during
the Tax Information educational program. 100% of students indicated they
strongly agreed or agreed the tax information session was helpful, and 100%
indicated they strongly agreed or agreed they understood the tax filing
requirements for international students.
Counseling and Testing assessed Cognitive
Complexity in 2017-2018 by having interns conduct a peer evaluation on peer
counseling techniques. The evaluation measured specific skills in the areas of
Attending Behavior, Empathy, Genuineness, Session Focus, and Open-Ended
Questions. Of the seven interns, full-time counselors saw an overall 95%
improvement rate of the interns who were conducting the session, as well as the
interns who provided feedback regarding counseling techniques. This practice
provides students with opportunities to hone their critical thinking and
effective reasoning skills, and will be continued for future interns.
Recreational Sports assessed the
Humanitarianism/Civic Engagement goal in 2017-2018. The department asked its
student employees (“supervisors”) to respond to a series of questions relating
to problem solving with others, community service/volunteering, and charitable
giving. 52% of the supervisors indicated they had “worked together informally
with someone or some group to solve a problem in the University community or
the Recreational Sports Department.” The department has set a goal of 70% of
supervisors achieving this expectation, and will implement more opportunities
for student supervisors to get involved and collaborate with one another on
extracurricular projects, including planning for Rec-Fest and the Big Event.
Another area of improvement came in response to the question: “Have you
personally walked, run, or bicycled for a charitable cause?” 39% of the student
supervisors indicated such participation. The Recreational Sports staff intends
to educate student supervisors on the impact of volunteering and participating
in events of this nature and expects to increase this percentage in the future.
Student Engagement and Leadership
assessed the Humanitarianism goal by exposing students to Allies resources
through the “Candid Conversation” series. Overall, students learned about new
resources as they pertained to Allies, and their comfort level increased
through participation in the Candid Conversations series. Feedback from
students indicated that the session was immensely valuable but was too long and
needed more interaction. The program will continue with slight modifications to
length and format.
UL Lafayette’s academic and student services departments actively
set goals, assess these goals, and identify areas of improvement in order to
promote student success across the University.
2015-2016 ASC At Risk Groups
Assessment Report
2015-2016 Athletics Assessment Report
2015-2016 Distance Learning Assessment
Report
2015-2016 Library Assessment Report
2015-2016 Orientation Assessment
Report
2015-2016 The Learning Center
Assessment Report
2016-2017 ASC At Risk Groups
Assessment Report
2016-2017 Athletics Assessment Cycle
2016-2017 Distance Learning Assessment
Cycle
2016-2017 Library Assessment Cycle
2016-2017 Orientation Assessment Cycle
2016-2017 Student Affairs Assessment
Cycle
2016-2017 The Learning Center
Assessment Cycle
2017-2018 ASC At Risk Groups
Assessment Cycle
2017-2018 Athletics Assessment Cycle
2017-2018 Distance Learning Assessment
Cycle
2017-2018 Financial Aid Assessment
Cycle
2017-2018 Library Assessment Cycle
2017-2018 Orientation Assessment Cycle