Western Carolina University Program Assessment Plan University Writing Center Assessment Plan for 2006-2007 Primary Contact Name/Info: Barbara Hardie, Director, University Writing Center (UWC) Program Mission Statement: The University Writing Center seeks to demonstrate the enduring power of written words to transform our personal lives, our professional ventures, and our political causes. The center also seeks to dispel the myth that good writers are born, not made, and to empower students to become effective wordsmiths in an everchanging global community, where communication skills are both essential and valued. Statement on Alignment of Program Mission w/ University and/or Division Mission: In the university’s central mission of teaching and learning, the Academic Success Centers represent a significant step between teaching and learning—between what happens in the classroom and the individual student’s success in learning. The tutoring experience offers students an individual invitation into the community of scholarship by building and reinforcing productive academic skills and strategies. The centers are an important point at which students, faculty, and staff assume joint responsibility for learning. Program Goals/Objectives: • To increase undergraduate and graduate student use of the services available from the UWC • To achieve a client satisfaction rating of 75% • To assist first year tutors in developing an understanding and practice of effective tutoring 1 Intended Outcome At least 2,000 undergraduate and graduate students will choose to participate in UWC tutoring services. Less than 25% of students will express dissatisfaction with their tutoring experience. Curricular and/or Co-curricular Experiences Students will learn about UWC • services from • faculty (as a result of regular communication between UWC and faculty) • advisors • information incoming students • receive at Orientation • UWC staff who visit classes to promote services • UWC website (www.wcu.edu/writingcenter) • Students will have satisfactory • experiences in one-on-one tutoring sessions facilitated by trained peer tutors. • First-year tutors will demonstrate an understanding and practice of effective tutoring. • • • • First-semester tutors must complete COUN 230. Students in COUN 230 will be exposed to skill areas required for Level I certification by the College Reading and Learning Association (CRLA). Second-semester tutors must complete COUN 330. Students in COUN 330 will be exposed to skill areas required for Level II certification by the CRLA. • • • 2 Method(s) of Assessment At the end of each semester, reports generated by TutorTrac will indicate how many students were seen, how many visits each student made, how students learned about services, and how many hours of tutoring were logged. Results of these assessments will be included in the director’s end-of-year report. Upon logging out from each tutoring session, students will respond to the prompt “Describe your tutoring experience.” Students will select from the following answers: o I received useful assistance. o I still have questions and will return later. o I am not satisfied with my tutoring experience. o Study only, no assistance needed The director’s end-of-year report will include student satisfaction results. At the end of the semester, both COUN 230 students and the instructor will complete a written assessment based on CRLA Level I criteria. This tool will assess tutors’ understanding of specific skills covered in COUN 230. The director will discuss the results with tutors in individual conferences. Toward the end of the semester, the director will observe COUN 330 students during tutoring sessions and evaluate their practice based on Level II CRLA criteria. The director will share these observations with tutors in individual conferences. The director’s end-of-year report will include the results of tutor assessments and observations.