Annual Assessment Report - Instructions
The purpose of the Annual Assessment Report is to provide an update on the assessment of
student learning or program outcome(s) identified in your Program Assessment Plan. You are not
expected to provide results for all outcomes included in your assessment plan, but you must report
results and planned changes/improvements for at least one.
Western Carolina University
Career Services/Cooperative Education Office
Annual Assessment Report for 2006-2007
Primary Contact Name/Info: Mardy Ashe
Provide name and contact information for person responsible for submitting program assessment
report.
PROGRAM OR LEARNING OUTCOME(S) ASSESSED IN 2006-2007
1. Students who take the Counseling 150 course or participate individually in a vocational assessment session will learn who they
are: interests, abilities, personality and values and be able to apply that knowledge towards a major and/or decision.
METHOD OF ASSESSMENT
Written evaluation of Counseling 150 course
RESULTS OF ASSESSMENT
Of the 6 students who completed the class, 4 completed the evaluation. RR=66%.
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All expectations for the class were to “ choose a major, (2) learn about careers (4), learn about myself (1).
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Were they met? Yes (2), No (1); 1 said”I haven’t decided on a major yet, but I am definitely better informed and
equipped ….to make such a decision.”
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Students liked the tests, the openness of the class for discussion, the information about different careers that was
shared, “the individual detail and attention each student got”.
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Changes….The class was offered at 8am and 2 students mentioned that they would change the time. Another response
was to invite in guest speakers.
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To make it more interesting, students suggested group activities (2), nothing additional (2).
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Other comments/suggestions: great class and teacher (2); more journelling (1)
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Recommend to another ? “Definitely”, “Yes”, “if they don’t know what to major in”.
There was only one person teaching the Counseling 150 class Fall 2006. We did not have enough students to hold class in the
Spring 2007.
IMPLEMENTATION PLAN
Our plan is to continue offering the class as is.
With a smaller class, individual attention works well, however, it is difficult to invite in guest speakers and to divide into groups for
group work. We have used both these learning techniques with a larger class size. Career Services and the Advising Center have
partnered over the last 2 years to offer this class. Our largest enrollment occurred Spring 2006, when 4 sections were offered with
approximately 58 students taking the class. We are trying to generate interest to a larger group for the fall. But it may be that the
larger sections will happen in the spring of the year. This class was specifically designed for those undecided students who are at
the 45th hour of classes and still not decided on a major. Mardy Ashe is responsible for this class
This Outcome Assessment needs to be separated – and evaluated as 2 assessments, ie., 1) for those students who take the
vocational assessment and 2) those students who take the Counseling 150 class. I also see where the questions on the evaluation
need to be more reflective of what we are trying to measure in our outcomes.
Mardy Ashe is responsible for the vocational assessments
PROGRAM OR LEARNING OUTCOME(S) ASSESSED
2. Students who participate in an internship/co-op will be able to integrate major with a related job; thereby, gaining related
experience and the ability to apply that knowledge towards choosing a next course of action
METHOD(S) OF ASSESSMENT
Reflective paper at end of co-op/internship and student’s own evaluation of the co-op experience
RESULTS OF ASSESSMENT
Number of students who co-oped/interned during the school year 2006-2007 (not including the summer) = 29. 100% of the students
completed the final reflective paper. The number who completed the final evaluation = 4 RR = 13.7%
In the paper, students are instructed to describe the employing organization. The second half directs the student to describe:
his/her work, indicating several learning experiences, evaluate work in terms of previous academic courses (preparation) and finally
evaluate work in terms of career planning.
Included are a few quotes from the papers: “during my internship there were several learning experiences I
encountered that I believe made me a better writer. These learning experiences have increased my knowledge of what being a
journalist entails, also.” My internship at the Sylva Herald ……not only helped me prepare for future jobs in the newspaper business
but it also helped me realize things I had never thought of before about advertising. Before I started this internship, I usually found
myself struggling with type. I also learned about producing ads in a timely manner…” “…This co-op was one of the best
experiences I have had in my college career. Professors can only teach you so much in the classroom setting. Over the two years I
have spent at Western Carolina University I have learn a lot of things in the classroom, but in my personal opinion I have learned
just as much in the last three or four months from on the job experiences.”
The evaluation of the co-op/internship asks students 17 questions relating to their experience considering performance, training,
productivity, learning, academic preparation. They are asked to rate their experience using this scale: Strongly Agree, Agree, ,
Disagree, Strongly Disagree, Not Applicable. The questions and ratings were as follows:
1. My co-op/internship experience was challenging. I was constantly given tasks that were new and/or varied – 100% A or
SA
2. Performance of my job duties was essential to the employer. If I had not been there, someone else would have had to
perform the functions of my job. – 100% A or SA.
3. My supervisor ( or training instructor) gave clear, explicit instructions and did so as often as I needed them. – 100% A or
SA
4. My supervisor had an open-door policy. I could contact him/her whenever I needed to talk with him/her. – 100% A or SA
5. I felt that my employer did everything possible to make my experience significant and meaningful. – 100% A or SA
6. During this co-op/internship term I felt that I was productive for this organization. 100% A or SA
7. My training assignment was very well structured. The employer had a training plan in mind for the co-op/internship. –
75% A; 25% D
8. I feel that I learned a great deal in my career or professional area. 100% A or SA
9. My greatest learning occurred in the personal/social area. - 75% D; 25% NA
10. Financial compensation for the work I received was adequate – 24% A; 75% NA
11. My co-op/internship increased my motivation to obtain a four year degree - 100% A or SA
12. My co-op/internship confirmed my career plans – 75% A or SA; 25% D
13. My co-op/internship helped me to determine some of the courses I wanted to take when I returned to campus – 25% A;
75% NA
14. I believe my co-op/internship will make me more competitive in the job market when I graduate. - 100% A or SA
15. I am more confident of my abilities as a result of my co-op/internship - 100% A or SA
16. My academic preparation for this assignment was very adequate. – 100% A or SA
17. I recommend this employer for prospective co-op/internship students. – 100% A or SA
All of the paperwork required for the co-op/internship is kept on file in the Career Services Office with the original being sent to the
Career Services Liaison (supervising faculty member) in the department for the awarding of the grade and a possible post
assignment meeting with the student.
IMPLEMENTATION PLAN
This program has seen little change (with the exception of updating questions and paperwork) We consider it to be a pivotal
program for students and employers. Most employers want to see directly related work experiences on a resume and the students
learn so much from the on- the-job experience. Each student is supervised by an employer on the job and a faculty counterpart on
the campus who follows the student’s progress through employer evaluations. If the employer/student feels that his/her preparation
has not been satisfactory for the job (#16) the faculty member can also find this out through a faculty visit/phone call to the
employment site while the student is still working. Although not any of the students assessed at this time made significant changes
to their majors or schedules, we have had students come back after their work experience and refine/redefine their major
coursework, for example, add an additional course (graphic design to a CIS major) change majors (CS-CSI)
No doubt there are variations in supervisor –student relationships, duties and responsibilities, and learning experiences depending
on the personalities involved and the area of the co-op. We ensure that the students are treated legally, ethically and morally, and
getting a learning experience. Students who venture out on their own into a different location can experience living alone, paying
bills, shopping for groceries. However, we find that nowadays, most of our students co-op near home or school due to the cost of
living on one’s own. We prefer our students to have a paid experience and approx. 90+% are paid. . In most of the creative areas,
English, Art, Interior Design, the programs are 1-2-few person offices and elect not to pay the student. Some will offer stipends for
gas.
I was unable to find a lot of the student evaluations of their co-op experience. I will be checking into the reason for that and to
ensure that we have a much better representation for next year.
Donna Ferrara and Mardy Ashe are responsible for the keeping of the co-op files.
PROGRAM OR LEARNING OUTCOME(S) ASSESSED
3.Students who participate in career events, interview days will be able to apply the above job search knowledge in an appropriate
setting where they will begin to understand the importance of networking in the job search.
METHOD(S) OF ASSESSMENT
Evaluation taken at the end of the workshop/career event
RESULTS OF ASSESSMENT
After every event, we ask both students and employers to complete evaluations. These are basic satisfaction surveys, however,
this year we added two “learning questions”. Included is the evaluation for the first event that was scheduled for the academic year,
the Etiquette Dinner.
Table Host Evaluation
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12 professionals attended the event as table hosts; 12 completed the survey RR =100%
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85% of the table hosts rated the quality of the program/speaker a 5, with 5 being the most satisfactory
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100% of the table hosts rated the usefulness of the program a 4 or 5, with 5 being the most satisfactory
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The length of the event was rated 3 by 8% and 4 or 5 by 92%
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100% of the table hosts rated the time of the event a 4 or 5, with 5 being the most satisfactory.
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92% of the table hosts rated the date of the event a 4 or 5
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100% of the respondents rated the Grand room in regards to cleanliness, setup, etc. a 4 or 5
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The food and beverages was rated a 4 or 5 by 100% of the table hosts
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The event overall was rated a 4 or 5 by 100% of the table hosts
General Comments
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More time for conversation at the tables
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Some conversation time would be a good addition
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Excellent
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Best food yet
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Very useful information
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Learned a great deal
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Great job- will definitely recommend to students
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Discuss what to/not to wear
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Great for students future in “real world”
Student Evaluations
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94 students attended the Etiquette Dinner; 94 completed the survey; RR=100%
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Students came from different academic majors, (Sport Management, Education, Accounting, Health Information
Administration, Communication, Hospitality and Tourism, English, Nursing, Psychology) and different years of school,
Freshman-Senior.
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39% of the students responded their reason for attending the Etiquette Dinner was because of their professor’s
advice/request and 34% indicated personal growth. Other reasons included: class requirement, friend
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60% of the students indicated their heard about the Etiquette Dinner from their professors. Other areas included:
friend/classmate, Banner, Other
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98% of the students rated the quality of the program/speaker a 4 or 5; with 5 being most satisfactory
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100% of the students felt the information presented was useful
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85% of the students rated the length of the program a 4 or 5, with 5 being most satisfactory
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92% of the students rated the time of the event a 4 or 5
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92% of the students rated the date of the event a 4 or 5
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100% of the students rated the Grand Room in regards to cleanliness, set-up a 4 or 5
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95% of the students rated the food and beverage a 4 or 5
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99% of the students rated the event overall ad 4 or 5
General Comments & Questions
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Extremely satisfied
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Too short
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This was a great event
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The food was slightly cold
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The waitstaff was wonderful
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More talking time among table members
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Information about left-handed etiquette
1.
2.
What did you find most valuable about the presentation? (random selection of responses for reporting)
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Silverware placement
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Where to put silverware after eating
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The presence of the meal and how to conduct yourself during a meal
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Place settings and all etiquette
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Knowing the proper way of eating a nice meal
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The speaker
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Learning about other cultures
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The overall knowledge acquired
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Situational step-by-step instruction
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The information on how to approach a dinner especially in a business setting
How will you use what you learned? (random selection of responses for reporting)
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Try to used what I have learned every time I go into a public restaurant of colleague’s house.
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Whenever I eat out with important people
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In business meetings of interviews
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Any time I’m at a fancy event
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From now on I will know how to eat a nice meal properly and I won’t feel uncomfortable.
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In my everyday manners
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In social and professional events
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When doing an interview
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I can use it at business, dinner, interviews and my wedding.
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I will apply it all professional Interview dinners that I go on
IMPLEMENTATION PLAN
The Etiquette Event has become an annual fall event requested by students and faculty alike. We began the event in the mid ‘90’s
to teach students proper interview etiquette as so many of our students were interviewed over meals. That is still true and we now
include “you the professional”. How would you direct a professional business meal. Career Services has offered this event since
the mid 1990’s. Over the years we have learned that September is the best time for offering it; before any of our career fairs and
interview dates begin, so that the students can use what they have learned at these other events. We ask the students to dress
professionally, and be prepared to stay for 2 hours for a 4 course meal. Table hosts are business professionals in the community,
faculty, and staff. We have also tried to place majors with like table hosts, ie., accounting majors sit with a CPA. Although the table
talk is up to the table host, it frequently covers specific etiquette questions….. to interview questions….. to small talk.
In the past, the guest speaker has been a faculty member usually from the College of Business or more recently the Honors
College. This year due to timing issues, we had to hire (at a cost of approximately $1000. the cost of local faculty/staff is 0) a
professional etiquette person from outside the campus. Although the rating of her information was high, she didn’t allow the tables
enough time for small talk. We learned that that is an important element in learning; being able to process the information and
practice it. This may have been a characteristic of the speaker, as in the past each of our speakers would discuss the course and
then take time to answer questions or eat. If possible, we would like to continue the practice of inviting WCU faculty to provide the
etiquette information.
The Etiquette Dinner is a 4 course meal, ie., soup, salad, entrée and dessert. The host discusses how various wines are served,
coffee, tea, etc. Each year we vary the meal leaving room for special requests. We have found that it works best if students are
allowed to sit with their friends. Over the years, this event showed us that students are unprepared to handle formal or informal
“meet and greet” events. Thus, we now offer the Etiquette Reception in the Spring giving students an opportunity to learn proper
etiquette for use in buffets, receptions and basic socials.
The cost of the meal is $15/student. Students may use their meal card, cash to pay for this event.
Mardy Ashe and Jill Woodard are responsible for this event.