Title III Dept. of Education Grant
PART F: EVALUATION PLAN
Evaluation of the UWSP Title III project will involve both external and internal assessments. The
Executive Director for Academic Success will oversee an evaluation team including the Title III
coordinator to assist with data management, institutional research staff who will compile student
demographic and performance data as well as provide reports from ongoing campus-wide assessment
activities, and the members of the T3 Advisory Council who will serve as liaisons to their respective areas
for quantitative and qualitative data collection.
The Executive Director will work with the external evaluator on interpreting assessment results,
determining project objective attainment and strategies for necessary improvements. As part of project
‘start-up’ activities, the evaluator will assist in finalizing the project evaluation design and will conduct
annual, summative, end-of-year program reviews.
The T3 Advisory Council will conduct on-going, formative progress assessments each semester
in order to provide the Executive Director with timely information in responding to necessary project
implementation modifications.
The following table outlines the evaluation plan including identification of data elements, plan for
data collection, analysis and timeline, and identification of project staff and institutional partner
responsibilities.
Project Evaluation Plan
Data Elements
Data Collection and Analysis Procedures
Persons
Responsible
Possible Results or Timeline
Project Objective 1: Increase first to second year retention of first-time, full-time freshman 0.5% each year of the 5-year project period.
Activity 1a: Conditional Admit Program: The first to second year retention rate of students participating in the conditional admit program will be 5%
higher than previous cohorts of students who meet the same admission criteria.

List of students that are wait

In collaboration with Admissions identify students

Title III

Spring of 2015.
listed due to lower academic
that are wait-listed due to lower academic aptitude.
Retention
aptitude.
Coordinator

Administer MAPWorks surveys.

MAPWorks surveys and program

In collaboration with R&R get end of term grade
participants.
reports.

End of term grade reports

Provide exit interviews with program participants to

Qualitative feedback (evaluation
discuss efficacy.
forms, focus groups, surveys)

Analyze students individual strengths and
weaknesses and develop an academic success plan.

Analyze and respond to MAPWorks survey results.

Make changes as deemed necessary.
Activity 1b and 1c: Supplemental Instruction: By 6/1/2018, 75% of LI, URM, and ACT<20 freshmen will participate in Supplemental Instruction study
groups, and those who attend 5 or more SI sessions will achieve grades higher than those who do not attend, improving persistence to a degree. By 10/9/18,
90% of “gatekeeping” courses in Mathematics and the sciences (STEM) will have Supplemental Instruction study groups to increase student retention and
success during their first and second years on campus.

Class lists of SI-attached courses,

In collaboration with R&R, identify LI URM, and

SI

Year 4: Expand to 90% of
DFW lists, number of LI, URM
ACT<20 student enrolled in high DFW STEM
Coordinator.
DFW>20% in courses with
and ACT<20 students, faculty,
courses.
enrollment >35 in.

Records and
staff, and student qualitative
gatekeeping courses.
Registration.

Administer Select Survey
feedback (evaluation forms, focus 

Year5: Maintain at goal and
Conduct focus groups

Faculty
groups, surveys).
expand where possible.
teaching the SI

Create a market plan to recruit more LI, URM, and
courses.
ACT<20 students in SI groups, creating
promotional material with a retention focus.

SI peer
educators.

Fall 2014 begin with incoming freshmen to
aggressively promote SI.

Analyze Select Survey results

Review Spring 2014 focus group recommendations.

Make program changes as needed.
Activity 1d: Intrusive Advising Program: Decrease the gap in retention of undeclared students and their declared counterparts to less than 2%.

Retention rates for undeclared

In collaboration with Registration and Records,

Academic

Collect and analyze data
freshmen cohort, as captured by
obtain each semester and year reports about
Advising
annually
the 10th day of the semester.
undeclared students retention and
Coordinator
probation/suspension status.

Academic probation rates

Administer MAPWorks surveys; look for trends of

MAPWorks data, including
self-reported scores in conjunction with persistence
student self-reported information
rates. Focus attention on weak areas.
on commitment to the institution
and satisfaction with institution.
Activity 1e: Intrusive Advising and Career Outreach Programs: Collaborate with the Director of General Education and FYS faculty and peer mentors to
ensure the learning outcome related to academic and career planning is met in each section of FYS.

Faculty-reported perception of

Each faculty who requests a module activity or

Intrusive

Ongoing, as determined by
student demonstrated learning.
presentation will be asked to answer a short survey
Advising
Director of General Education
about their experience. That data will be used to
Coordinator
modify and improve training materials and future
presentations.

Collect and analyze data on a regular basis.
Activity 1f: Career Outreach Program Increase the number of first-year students who report participating in activities designed to facilitate career
exploration and foster self-assessment of skills and interests.
Project Evaluation Plan
Data Elements




Numbers of students who take
career assessments.
Students self-reported data on
achievement of learning
outcomes.
Number of students meeting with
peer mentors.
Student satisfaction with peer
mentoring experience.
Data Collection and Analysis Procedures






Track numbers of students who take assessments
(via CareerPoint system).
Distribute learning outcomes survey to students
following the interpretation of assessments.
Disaggregate by demographic variables (SES, race,
first-generation).
Track numbers of appointments. through
CareerPoint system.
Distribute satisfaction survey to students following
their meeting with peer mentors.
Analyze the data collected.


Persons
Responsible
Career
Outreach
Specialist.
Registration
and Records.
Possible Results or Timeline





Reports run monthly
Data disaggregated at the end of
each semester.
Distributed throughout the year
and compiled annually.
Reports run monthly.
Distributed throughout the year
and compiled annually.
Project Objective 2: Increase the 4-year graduation rate by 3% by the conclusion of project year five.
Activity 2a: Conditional Admit Program: The 4-year graduation rate of students participating in the conditional admit program will be 5% higher than
previous cohorts of students who meet the same admission criteria.

Graduation reports

With assistance from Registration and Records,

Title III

Summer 2018 will be the first 4track cohorts of conditionally admitted students to
Retention
year graduation for the first

Student feedback
track 4 and 6 year graduation rates
Coordinator
official fall cohort of conditionally
admitted students.

Collect information from students who do not

Records and
graduate in 4 years about what they perceived cause
Registration

Data collected and analyzed
their delays. Work to assist students with common
annually after that.
challenges related to on-time graduation
Activity 2b: Supplemental Instruction Program: By 6/1/2018, 75% of LI, URM, and ACT <20 students who attend 5 or more SI sessions will achieve grades
higher than those who do not attend, improving persistence to a degree.

DFW lists, timetable, course

Identify all courses with DFW >20% and review courses by

SI

Year 5: 75% of target
catalog, attendance at SI sessions
semester to offer SI for appropriate courses.
Coordinator.
population in SI
by course, exam/course grades,
groups who attend

Frame and publicize SI as a retention tool to advisors and

Records and
number of faculty teaching high
five or more sessions
student support programs.
Registration.
DFW courses, turnover of
will achieve a grade

Track SI participants to begin collecting graduation rates
faculty, retention rates for all
better than the class

Monitor targeted percentages of participating students to assure
students
average
graduation rates.

Adjust program as needed.
Activity 2c: Intrusive Advising Program: Increase the number of students utilizing the Student Academic Advising Center to plan for alternative majors
when they need or desire to change their selected academic program.

Satisfaction from

Brief surveys.

Academic

Beginning FY14, and
students/faculty.
Advising
continuing for

Tracking data.
coordinator
duration of the

Time to new major.

Analyze survey results.
project.

Graduation rates of transfer from
UW-Marshfield/Marathon Cnty.
Activity 2d: Intrusive Advising Program and Career Outreach Programs: Increase the amount of intentional advising and career counseling outreach and
programming for at-risk students.
Ongoing through entire

Tracking data

Utilization of MAPworks data and brief surveys after

Academic
presentations for students
Adv

Student surveys
grant duration.
Coordinator.

Career
Outreach
Coordinator
Activity 2e: Career Outreach Program: Expand students’ utilization of resources to obtain internships and effectively market their skills and experience to
future employers.

Number of students participating

Track numbers of students who participate in for-credit

Career

Internships compiled
in for-credit internships
internships
Outreach
at the end of each
Specialist
semester.

Needs of Departmental Intern

Distribute Needs Assessment Survey to Departmental Intern
Coordinators re: internship
Coordinators

Departmental

Website and LinkedIn
information and support
Intern
analyzed annually.

Website and social media analytics





“Hits” on website and online
career resources
Quantity and quality of student
profiles on LinkedIn.
Feedback on usefulness of online
resources
Students self-reported data on
achievement of learning
outcomes
Employer perception of student
preparedness




Look at LinkedIn to determine UWSP students developing
LinkedIn profiles and joining relevant LinkedIn groups
Student focus group
Distribute learning outcomes survey to students following the
interpretation of assessments
Administer survey to employers




Coordinators
Career
Outreach
Specialist.
Web and
Media
Services.
Career
Outreach
Specialist.
Employers.


Student learning
outcomes survey
distributed throughout
the year and compiled
annually.
Employers surveyed
in years 2 and 4.