Department or Program
Assessment of Student Learning Plan – Division of Student Life
Kansas State University
A. Department and Submission Date
Academic Year:
College:
Department:
Submission Date:
2010 - 2011
Division of Student Life
K-State Upward Bound & Upward Bound Math & Science Program
September 1, 2010
B. Contact Person(s) for the Assessment Plans
Margaret Turner/Director/mat7854@ksu.edu
Brandon Clark/Academic Services Coordinator/bclark@ksu.edu
Michael Munoz/Academic Services Coordinator/mmubms@ksu.edu
C. Departmental Mission Statement
The Upward Bound and the Upward Bound Math & Science programs are designed to provide
student with academic and personal support, to assist them in preparing for college, business, or
vocational-technical schools.
D. Assessment of Student Learning Three-Year Plan
1. Student Learning Outcome(s)
a. List (or attach a list) all of the student learning outcomes for the department.
b. Identify outcomes that will be assessed in the first year of the assessment plan.
[List at least 2-5 learning outcomes that will be assessed by the unit over the next year.
Each unit will select which of its learning outcomes to assess.]
Outcome 1:
a) 80% of all high school graduating students will enroll in a program of postsecondary
education by the fall term immediately following graduation from high school.
b) As a result of participating in the senior component, students will demonstrate
enhanced study skills, efficient time management, and a comprehension of the college
experience with the expectation to be prepared for postsecondary education.
Outcome 2:
a) All student participants will obtain a “C” or better in all high school coursework for
each semester.
b) As a result of participating in the academic year component, students will manage
their opportunities for improvement, their recorded progress, and their opportunities for
enrichment in their high school coursework.
Outcome 3:
a) All student participants will obtain a score of 18 or better on the ACT test.
b) As a result of completing the ACT component, students will have demonstrated an
increased comprehension of the test material.
Special rationale for selecting these learning outcomes (optional):
The rationale behind all of the learning outcomes is that Upward Bound’s mission is to help our
students succeed in high school and prepare them for postsecondary education.
Relationship to K-State Student Learning Outcomes (insert the program SLOs and check all that
apply):
Program
SLOs
University-wide SLOs (Undergraduate Programs)
Knowledge
Critical
Communication
Diversity
Academic /
Thinking
Professional
Integrity
Program SLO is
conceptually
different from
university SLOs
1.
2.
3.
4.
5.
2. How will the learning outcomes be assessed? What groups will be included in the
assessment?
[Briefly describe the assessment tools, measures, or forms of evidence that will be
utilized to demonstrate students’ accomplishment of the learning outcomes selected in the
one-year plan. Also indicate whether each measure is direct or indirect. If you are
unsure, then write “Unsure of measurement type”. There is an expectation that at least
one of the assessment methods/measures will be direct measures of student learning (see
Measures, Rubrics, & Tools for Assessing Student Learning Outcomes on the APR
website for examples of direct and indirect measures).]
Outcome 1:
The assessment tools utilized for the 1st outcome will be high school tracking system,
federal tracking system (Clearinghouse), and internal records of acceptance letters.
Outcome 2:
The assessment tools utilized for the 2nd outcome will be high school transcripts, progress
reports, and student/teacher conversation logs.
Outcome 3:
The assessment tools utilized for the 3rd outcome will be ACT report distributed to high
school counselors, individual ACT reports sent to students, and the ACT data reported to
Kansas State University.
3. When will these outcomes be assessed? When and in what format will the results of
the assessment be discussed?
[Briefly describe the timeframe over which your unit will conduct the assessment of the
learning outcomes selected for the one-year plan. For example, provide a layout of the
semesters or years on which outcomes will be assessed, and which semester/year the
results will be discussed and used to improve student learning (e.g., discussed with
faculty, advisory boards, students, etc.]
Outcome 1:
The outcome of 80% of all senior students will enroll in postsecondary education will be
assessed on yearly basis at the end of the spring semester.
Outcome 2:
The outcome of obtaining a “C” or better in all coursework will be assessed on a yearly
basis with being reviewed at the end of each fall and spring semester.
Outcome 3:
The outcome of obtaining an 18 or better on the ACT test will be assessed on a yearly
basis at the end of the spring semester.
4. What is the unit’s process for using assessment results to improve student learning?
[Briefly describe your process for using assessment data to improve student learning.]
Our process for using assessment results to improve student learning consists of
reviewing our data on each outcome. We will analyze each student individually as well as
in group form; such as analyzing all freshman, analyzing all sophomores, etc. We will
then identify opportunities for improvements and a plan of action to implement those
steps. We will have staff, school counselors, and student feedback to enrich each process
in having positive outcomes.
Revised – Division of Student Life 2010