Department or Program
Assessment of Student Learning Plan—Division of Student Life
Kansas State University
A. Department and Submission Date
Academic Year:
Unit:
Department:
Date:
2011-2012
Student Life: Educational & Personal Development
Developing Scholars Program
October 5, 2011
B. Contact Person(s) for the Assessment Plans
Anita Cortez, Administrative Director
C. Mission Statement
1) to increase the number of intellectually curious students of color and first generation
students who choose Kansas State University,
2 ) to improve retention of these underrepresented students by matching students with
faculty mentors for the purpose of providing early opportunities for scholarly research,
3) to guide more underrepresented students toward graduate or professional school, and
4) to provide a more diverse workforce for the 21st century.
D. Assessment of Student Learning Three-Year Plan
1. Student Learning Outcomes:
a.
b.
List (or attach a list) all of the student learning outcomes for the department
Identify outcomes that will be assessed in the first year of the assessment plan.
1. As a result of engagement in research with a faculty mentor, undergraduate
students will be able to engage in intellectual discourse with faculty members in
their field.
2. As a result of faculty mentoring, undergraduate students will be able to
conduct credible research in their given area of interest.
3. As a result of this “pathway to progress,” undergraduate students will be
prepared to enter graduate programs, professional schools, or to find placement
in their professional fields upon graduation.
Special rationale for selecting these learning outcomes (optional):
[If applicable, provide a brief rationale for the learning outcomes that were selected.]
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that apply):
Universitywide
Student
Learning
Outcomes
for
Undergradu
ate
Programs
Program
SLOs
1
2
3
Knowled
ge
*
*
*
Critical
Thinking
*
*
*
Communicati
on
*
*
*
Diversi
ty
*
*
Integri
ty
*
*
*
Program SLO is
conceptually
differentt from
university SLOs
2. How will the learning outcomes be assessed? What groups will be included in the
assessment?
1. This outcome will be measured through comparison of pre- and post-surveys of students
and faculty mentors as well as by a final grade in the Developing Scholars seminar, and
production of a research abstract. (indirect and direct)
2. This outcome will be measured via students’ written abstracts and their oral presentation
of their research posters reviewed by faculty at the annual spring symposium. Further,
specific questions on the end-of-year surveys speak to outcome satisfaction: (i.e.:
Overall, were you satisfied with your research partnership? Please explain; and Name 3
things you have learned or gained as a result of your research or for faculty, Are you
willing to continue mentoring this student in the forthcoming school year?) (indirect and
direct)
3. This outcome will be measured by student Grade Point Average; by invitation to
academic honoraries, internships and / or conference presentations or publications, and
by tracking student graduations. (direct and indirect)
Students in Developing Scholars include Bridges to the Future and Edgerley-Franklin Urban
Leadership who are:
 Students from underrepresented racial and ethnic backgrounds
 Students who are first generation college students
3. When will these outcomes be assessed? When and in what format will the results
of the assessment be discussed?
1. Pre- & post year-end surveys (discussed with co-director, student, faculty
research mentor as appropriate)
o Assessment in Fall is reviewed in first weeks of first semester, then
addresses student needs to achieve outcome throughout semester.
o Mid-term checks determine if student is on track.
o Year-end surveys provide overview of year and guide changes or direction
for following year.
2. At the end of the semester, student & faculty surveys are assessed with follow-up
discussion as necessary. Research abstracts are compiled and presented at our
public symposium each spring. Students attend an end-of-year meeting with DSP
staff to discuss the year’s assessment overall and plan for the coming year.
3. Grade Point Averages and academic honorary invitations, internships,
presentations and conference attendance are reviewed each semester. Postgraduation plans are tracked annually (discussed between co-directors and
outcome shared on webpage).
4. What is the unit’s process for using assessment results to improve student
learning?
1. Assessment results will be used in one-on-one collaborative communication
between student and DSP staff to determine direction for the coming year.
2. Assessment results of student presentations at the spring symposium, including
their abstract, will help faculty to ascertain the depth of understanding the student
researcher has achieved and will determine the level at which the student resumes
his/her project in the coming year.
3. Assessment results will be used to refer students for tutoring and/or professorial
consultation as appropriate. Study groups and networking within the DSP and
beyond will help facilitate connections along the pathway to progress. Peer
mentoring by experienced DSP helps students model behaviors and work ethic for
inexperienced students, and if needed, individual academic contracts for students
in academic jeopardy will be implemented to get the student back on the path.