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Assessment Plan Liberal Arts and Sciences Advising Center Fall 2008
I. 鶹ý Mission Statement
鶹ý is committed to providing comprehensive educational opportunities in an urban setting. Through teaching, scholarship, and public service, the University seeks to equip both students and the larger community with the educational and cultural tools they need to thrive in a complex world, and to achieve both individual responsibility in their own lives and effective citizenship in the local, national, and global community.
High quality teaching and learning are fundamental goals in all undergraduate, graduate, and continuing education programs. Building on a strong tradition in the arts and science, the University offers programs in business, education, engineering, fine arts, and health professions, as well as in the liberal arts and sciences. Wichita State has 113 degree programs that range from the associate to the doctoral level; non-degree programs are designed to meet the specialized educational and training needs of individuals and organizations in south central Kansas.
Scholarship, including research, creative activity, and artistic performance, is designed to advance the University's goals of providing high quality instruction, making original contributions to knowledge and human understanding, and serving as an agent of community service. This activity is a basic expectation of all faculty members at 鶹ý.
Public and community service activities seek to foster the cultural, economic, and social development of a diverse metropolitan community and of the state of Kansas. The University's service constituency includes artistic and cultural agencies, business and industry, and community educational, governmental, health, and labor organizations.
鶹ý pursues its mission utilizing the human diversity of Wichita, the state's largest metropolitan community, and its many cultural, economic, and social resources. The University faculty and professional staff are committed to the highest ideals of teaching, scholarship, and public service, as the University strives to be a comprehensive, metropolitan university of national stature.
II. Mission Statement of the LASAC (Approved at staff meeting Feb 21, 2007)
The mission of the LASAC is to develop an ongoing educational partnership dedicated to student academic success. The LASAC supports diverse and equitable educational experiences, encourages students to become self-directed learners, competent decision makers and knowledgeable global citizens who will pursue lifelong intellectual and cultural development.
LASACs Role in the University Mission
The LASAC supports student persistence, success and learning by forming a partnership with each student to assist that student in achieving realistic, self-identified academic goals. Both the advisor and the student have responsibilities in this process. There are specific developmental, technical and academic learning outcomes that emerge from this partnership. These outcomes are enumerated in the Advising Syllabus, which is attached.
The LASAC collaborates and interacts with many departments and offices across the university toward the goal of student success:
Enumeration of LASAC activities as part of the Role in the University Mission:
Degree certification for LAS graduates
Recruitment: The LASAC advisors participate in the following Admissions recruitment activities:
Shocker Connection appointments (hour-long, one-on-one contact of individualized advising)
Campus Visits (hour long appointments with students and their families)
Community College Day: annual event where advisors from all Kansas Community Colleges visit 鶹ý
Community College Outreach: Director or staff join reps from other colleges in trips to community colleges
Senior Days: High School seniors visit the 鶹ý campus on 2 days each September
Other recruiting activities when invited by Admissions or LAS Deans Office
Advising is a Retention Activity:
BGS degrees by LAS (advising is completed by LASAC advisors)
Advising appointments
Pre-Law Club and faculty sponsorship
Pre-medical fields club and faculty sponsorship
Enhance Learning: Teaching: Success Courses:
LASI 101 Introduction to the University
100 PASS Program for NCAA athletes
100A Returning Adults Seminar
102 Career Exploration
150U Career Network Experience
150P Premedical Professions Information
Redirection to Aid Retention: Students who do not meet higher than 2.0 GPA requirements for Education, Health Professions, or Business frequently return to LAS. Advisors explore options with students, helping them find an achievable and significant educational goal.
Service to the University Community: LAS Exceptions Committee and Qualified Admissions Committee The committee is chaired by Jean Elliott, Associate Director of the LASAC, with the help of Patricia Phillips, an LASAS advisor. The LAS Exceptions Committee processes petitions not only for LAS majors, but also for all students admitted by exception to the Qualified Admissions standards for all units of the university except the College of Fine Arts.
Cooperative Education: Work-based Learning: LASAC advisors serve as mentors for LASI 481 (paid student employment), or for LASI 481N Internships (unpaid student employment) and when Co-op Ed faculty advisors are not available (often during the summer).
LAS Commencement. LASAC staff volunteers for both Aug and Dec ceremonies for check-in and line-up.
III. Program Goals and Learner Outcomes
Goal One: Students with fewer than 24 hours of college-level coursework meet with an advisor, learn broad outline line of 4 year degree with short term and long-term goals for successfully meeting graduation requirements, and register for classes online.
Learner Outcome One: Incoming and transfer students demonstrate increased knowledge of university graduation requirements after the Shocker Connection appointment.
Learner Outcome Two: Students learn how to use the online registration system to enroll for classes
Goal Two: Students at all academic stages prepare for the advising appointment, collaborate with the advisor, and make progress toward academic goals
Learner Outcome Three: Students evaluate their own level of preparation, recognize that advising is a shared responsibility, know what steps to take next to accomplish their goals, and evaluate the accuracy of information and quality of the advising experience
Goal Three: Students in 3rd or 4th year reflect on the value of their academic, developmental, and extracurricular experience at 鶹ý, and of its value for their immediate and long-term future
Learner Outcome Four: Students appreciate a Liberal Arts education and its importance to their future.
IV. Assessment of Program Goals: Frequency, Method, Who has responsibility for Measuring
One of the three instruments will be used each year. Data will be collected, analyzed and discussed with the entire LASAC staff for feedback. Improvements will be made based on results.
Shocker Connection Pre Test and Post Test:
This instrument measures mastery of 6 important concepts the student learns in the first hour long advising appointment, which is called the Shocker Connection. This instrument measures student knowledge at the beginning of the 鶹ý experience.
Administered at Shocker Connection Appointments
Official data collection spring 2008
Report results Sept 2008
All Student Snapshot:
This instrument is given to all students who come to the LASAC, both during the times that students schedule appointments, and during the walk-in period. We were gathering this data for continuing students at the same time as we were also gathering data for the Shocker Connection appointments described above. Because the compilation of this data is so time-consuming, we will be analyzing this data and reporting full results in September of 2009. A partial analysis of the data is included with this request. This measures the frequency of eight possible purposes for an advising appointment, and also some aspects of the effectiveness of the appointment from the students point of view. This was available to all students who had completed the required Shocker Connection appointment and ranged from freshman to senior status.
Baseline data collection-spring 2008
Report results Sept 2009
Senior Reflection:
This instrument will be administered to students who are completing their application for graduation. Our hope is that it will have a broader focus and will indicate students appreciation of the value of their entire liberal arts and sciences experience, and of the importance of general education in particular. This will measure student appreciation of their education near the end of their undergraduate degree.
Collect data sp 2010
Report results Sept 2010
V. Assessment of Learner Outcomes
Learner Outcome for Goal One:
Learner Outcome One: Use Shocker Connection Pre Test/ Post Test to show improvement in knowledge of 4-year degree requirements after the Shocker Connection hour long appointment with an advisor.
Target: Each student scores at least 75% on Post Test
Learner Outcome Two: Use additional question on Shocker Connection Pre Test/ Post Test to show that students self assess as being able to register online after the advisor has shown them how to do that in the Shocker Connection.
Target: 80% of students know how to register for classes online
Learner Outcome for Goal Two:
Learner Outcome Three: Use survey cards determining purpose of visit and process evaluation questions to determine effectiveness of LASAC advising process.
Target: scores will be 3.5 or above out of 5 in each category.
Learner Outcome for Goal Three:
Learner Outcome Four: Rubric for measuring appreciation of LAS courses, improvement of knowledge base, and future prospects will be applied to measure student's estimate of value of their 鶹ý experience
Target: To be determined
VI. Feedback Loop:
One of the three instruments will be used each year. Data will be collected, analyzed and discussed with the entire LASAC staff. Improvements will be made based on results.
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