Assessment of Student Learning

Academic Assistance/Disability Services Program

SPRING, 2000


Unit Mission/Goal(s)

Please state your unit’s mission/goal(s):

¾ To help UMM students (with and without disabilities) achieve their academic goals, maintain the high standard of achievement established before enrolling at UMM, enrich their education, and graduate

¾ To provide students with opportunities to work in peer groups to enhance their learning experience

¾ To provide academic accommodations and support for students with disabilities

¾ To enhance UMM students’ learning experience through tutoring experience

Please describe how your unit mission/goal(s) relate to the institutional mission

Academic Assistance/Disability Services contributes to the retention of students at UMM through its support services in academics. It also provides opportunities for students to build community and learn through service.


Student Learning Objectives/Expected Outcomes

Learning Objective 1.

Tutors will develop a practical and functional knowledge of tutoring techniques, concepts of small group and one-on-one interaction.

Expected Outcome 1.

Ability to create a comfortable learning environment that encourages active participation in the learning process and effectively use verbal and nonverbal communication to encourage interaction and inquiry.

Learning Objective 2.

Participants in the Peer Tutoring programs will develop mastery in the major subject of study, a general awareness of successful study skills, and achieve high standards of accomplishment.

Expected Outcome 2.

Both tutors and tutees will have improved understanding of the central concepts in courses, strategies that improve comprehension and retention of course material and the tools of inquiry in their discipline.

Learning Objective 3.

Tutors will develop an awareness of the motivational components of academic success, common obstacles to learning, and the influence of culture, gender and socioeconomic background on achievement in academics.

Expected Outcome 3.

Demonstrate an understanding of the interplay between individual goals, applications of knowledge and development of self-discipline.

Learning Objective 4.

Participants in classes , workshops, and advising sessions offered by the Academic Assistance Center will gain the skills necessary to accomplish their academic goals.


Expected Outcome 4.

Students will improve their level of preparedness for rigorous academic endeavor and progress in their course of study to graduation.

Learning Objective 5.

Students with disabilities will develop individual strategies for success in the academic and post-graduate environment.

Expected Outcome 5.

Students will understand their functional limitations and have a basic awareness of the strategies for compensation and accommodation that will allow them to achieve their goals.

Learning Objective 6.

Students with disabilities will develop an awareness of their legal rights and self-advocacy skills.

Expected Outcome 6.

Students with disabilities will be able to effectively represent their needs for accommodations.


Assessment Methods & Tools

Method(s), Measure(s), and Instrument(s) for Expected Outcome 1.

Tutors will receive training and complete training worksheets, which are assessed by staff. They will be evaluated by the students they tutor via questionnaires and will be allowed to read the evaluations (which remain anonymous). Staff will observe them at work and report their observations to the tutor.

Outcome 1

Training is an established practice that is already in progress and is on going.

Evaluations are done at the end of each term and will be compiled again at the end of Spring '00.

Method(s), Measure(s), and Instrument(s) for Expected Outcome 2.

One primary method of assessment is the number of students who utilize the services. AAC has a system in place for collecting data regarding participation. In addition, the weekly tutoring sessions and various drop-in services (Math, Chemistry, Computer Science, Spanish, and Study Table) are evaluated by participants via a questionnaire. Respondents will report on changes in their grade as a result of tutoring assistance. Tutors will also evaluate their experience: both in terms of benefit to them and effectiveness of the program in general.

Outcome 2

AAC will assess the correlation between tutoring and graduation with honors and awards.

Numeric results are reported annually.

Additional assessments will first be available in June of 2000.


Method(s), Measure(s), and Instrument(s) for Expected Outcome 3.

Tutors receive training, either in workshop format or by participating in a 2 credit course (Peer Tutoring in College). They complete worksheets that are evaluated by staff. In addition, the teaching staff at AAC will observe them while they are tutoring.

Outcome 3

This is an ongoing activity and the anecdotal reports are now available.

Method(s), Measure(s), and Instrument(s) for Expected Outcome 4.

The effectiveness of AAC classes, workshops and individual work sessions will be evaluated in terms of participation and enrollment numbers, course evaluations (Learning to Learn) and in terms of outcomes (retention and graduation, tracking of GPA's).

Outcome 4

Enrollment figures and course evaluations are already available.

Tracking of retention and graduation will be organized to begin in Fall of 2000.

Method(s), Measure(s), and Instrument(s) for Expected Outcome 5.

In order to achieve this goal, staff members need to meet individually and in groups with students who have disabilities. The success of this effort will be measured by the frequency of contact between staff and student and the GPA's, retention and graduation rates of students with disabilities. Students with disabilities will also be given the opportunity to evaluate the effectiveness of the services on a regular basis.

Outcome 5

This assessment piece will begin in Spring 2000 with the 1st results expected in Fall, 2000.

Method(s), Measure(s), and Instrument(s) for Expected Outcome 6.

This outcome will be measured via the observations of staff regarding the timeliness of individual student's request for accommodations, their ability to make wise decisions about disclosure of their disability and their knowledge of the best accommodations for their disability.

Outcome 6

This assessment measure will begin in Fall of 2000 with the 1st results available by Spring of 2001.

Phase II.

Use of Observed Outcomes and Possible Actions

Please comment on the possible use of the findings of your assessment plan.

In responding to this question you may want to consider the following issues; How would the results of the assessment be communicated to faculty in your own and other disciplines? How could the results be used to improve the student learning and programs? How could the results produce input to other related processes (e.g., academic and nonacademic planning, curriculum review)? How could the results of the assessment change your unit’s mission/goal(s)? With which other units would you like to share the results of your assessment?


The Implementation Needs

Please comment on the information and assistance necessary for the successful implementation of your assessment process.

In responding to this question you may want to consider issues like; What are the other units (e.g., other disciplines, programs, administrators and/or committees) that should produce input for the successful completion of your assessment cycle? What type of input do you need from other units? What should be the function of the Assessment of Student Learning Committee and Coordinator to increase the effectiveness of your unit’s assessment process? What type of support might your unit need for the planning and application of your assessment cycle?

Additional staffing would allow for observations and feedback for tutors from staff.