Annual Progress Report on
Assessment of Student Learning
Student Life Units (rev. 10/09 and 7/11)
Academic year: 2010-2011
Student Life Unit/Program: Upward Bound - Salina
Person(s) preparing report: Jennifer Baublits
Date submitted: September 1, 2011
In one paragraph, summarize your Annual Progress Report
Three Student Learning Outcomes were assessed for the Upward Bound Program, including
reading/language arts and math proficiency on the Kansas state assessment test, growth in social skills, and
participation in online tutoring. The results of the state assessment tests surpassed our objective. The3
assessment results for the growth in social skills were not conducive to a quantitative summarization due to
the many self-assessed, open-ended types of questions. This assessment tool will be revised. The online
tutoring participation was below par and has been revised for the 2011-2012 academic year; however, those
who did take full advantage of tutoring did improve GPA.
Provide the web link to department web site where degree program SLOs, Alignment Matrix, and
2008-2009 APR Summary are posted
1) List the complete set of Student Learning Outcomes/Objectives for your unit (all SLOs identified for
your unit)
1. Students will achieve proficiency in reading/language arts and math on the Kansas state
assessment test at 70% or better.
2. Students will demonstrate social skills growth through indication on the student evaluation.
3. Participate in online tutoring on a regular basis if the student’s GPA is below 2.0.
2) Identify the Student Learning Outcomes/Objectives (from the full list above) that were assessed for this
Annual Progress Report and how they are inclusive of the university undergraduate SLOs (knowledge,
communication, critical thinking, diversity, academic and professional integrity).
1. UB staff will obtain all participants’ state assessment results annually which evaluate
student knowledge and critical thinking in the subjects of reading/language arts and math.
2. UB staff will administer an annual student evaluation/survey where students self-indicate
social growth which includes the ability to effectively communicate with our diverse Upward
Bound faculty, staff, mentor and student population.
3. Upward Bound online tutoring will be offered annually September – May to all program
participants with a GPA below 2.0 as obtained from official student transcripts in order to
increase knowledge and critical thinking skills in specific areas.
3) For each learning outcome, describe (a) the measures used (at least one direct measure must be used for
each student learning outcome) ,(b) the sample of students from whom data were collected, (c) the
timetable for the collection, and (d) the forum in which the measures were administered. (Examples of
direct measures can be accessed at http://www.k-state.edu/assessment/plans/measures/direct.htm).
1. a. Students statewide are required to complete the Kansas state assessment exams for
reading/language arts and math by their junior year in high school.
1. b. There were a total of 20 Upward Bound participants who have completed the state
assessments, of whom 18 scored 70% or higher in reading and 10 scored 70% or higher in
math.
1. c. For the 2010-2011 school year, we reported on all current junior and senior students in
our program as of September 1, 2011.
1. d. Each target school administers these computer-based exams and reports the results to
Upward Bound staff in the summer after their junior year.
2. a. Students who participated in the summer program were asked to complete a survey
evaluating several aspects of the summer program including personal growth. One question
asked was, “What changes/growth have you experienced this summer?”
2. b. All students who attended the summer program were encouraged to complete the
survey, but it was not required. There were 40 program participants, in which 37 completed
the survey.
2. c. The surveys were completed during the last day of the five-week summer program.
2. d. The survey was administered through paper and pencil.
3. a. Students who were earning below a 2.0 GPA were encouraged to participate weekly in
free online tutoring provided by a qualified Upward Bound staff tutor.
3. b. There were 20 students who qualified for online tutoring, with 40% participating in the
tutoring opportunity.
3. c. Data was collected monthly from September 2010 through May 2011.
3. d. The online tutoring program records every student who logs on and utilizes the
program.
4) Describe the results of the assessment. (What do they tell you about student learning? What did you learn
about strengths and weaknesses of your unit?) If specific results are not available, describe the progress that
has been made on the initiatives included in the approved assessment plan.
1. Overall, the students participating in Upward Bound are above average on the Kansas
state assessment exams. Our academic summer program, advising sessions and
resources we provide students during their freshman and sophomore years are geared
toward academic success specifically in reading/language arts and math.
2. Although the results of this survey were overwhelmingly positive in nature, the openended questions made it difficult to compile the results in a meaningful summary.
3. The tutoring was optional for students who fell below 2.0 GPA; therefore, many did not
take full advantage of the opportunity to get the needed assistance to increase their
knowledge and understanding of specific academic shortfalls. The approach to tutoring
has proven ineffective.
5) Describe the actions and/or revisions that were implemented in response to the previous year’s
assessment results and the effects on student learning observed on this year’s SLOs.
N/A
6) Describe the process by which staff reviewed the results of this year’s SLOs and the actions and/or
revisions that are planned in response to the assessment results. (Include changes that may be made to unit
SLOs or to the general assessment strategy)
No major changes within the Upward Bound school-year advising curriculum were
instituted as a result of the evaluations. However, it was determined that by instituting an
increased academic rigor during our next summer program will only improve these
percentages.
2. It was determined that a change in the assessment tool is needed for next year so that the
results will be more useful. The instrument will be changed so students can respond using a
Likert Scale. In addition, more questions will be written to specifically address a variety of
social growth areas.
3. The online tutoring program received little participation during the 2010-2011 school year
for a variety of reasons: Although the tutor last year was a university honor student, his
expertise was not education; the tutor never met the students personally, nor did he have the
opportunity to build a relationship with them. Tutoring was optional to only those students
earning below a 2.0 GPA; and, students often complained that they were unable to log onto
the tutoring program for a number of reasons. Many changes have been implemented with
the tutoring program. Rather than one tutor covering all subjects as in years past, this year
there are two tutors with substantial experience in their given areas of expertise. Both tutors
worked with Upward Bound during the summer program and understand the demographic
of our students. There is a relationship already established, which we hope will encourage
students to participate. Also, we are making tutoring available to all students, not just those
with lower grades. During our first advising session in September we are going to fully train
students on the process of getting online and logging into the tutoring website.
1.
7) Attach your new assessment plan for the next academic year.