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.