Mission: The Sanger Learning Center (SLC) is a university-wide learning resource dedicated to students’ mastery of course content and development of transferable academic and professional skills.
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Your Planned Work
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Your Intended Results
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Desired Goals
The following goals define your mission
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Activities/Services
If you want to accomplish your desired goal, then you will conduct/provide the following activities
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Evidence of Activities/Services
If you accomplish your planned activities, then you will hopefully deliver the amount of service that you intended
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Expected Outcomes
If you accomplish your planned activities to the extent you intended, then your participants will benefit in certain ways (e.g., changes in knowledge, skills, attitudes, behaviors)
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Expected Long-Term Impacts
If these benefits are achieved, then certain changes in groups or communities should occur
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- 1. SLC will monitor and adapt to UT students’ changing academic support needs
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Program outreach: Communicate and advertise SLC services to UT community
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Number and type of students using SLC services and type of requests
Number and type of SLC services provided
Number and type of students that used SLC services
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1a. Students who are representative of the university population use SLC services
15-16; 17-18
- The rate at which students utilize the SLC will be consistent with the total number of undergraduate students (Survey about awareness of SLC and support needs)
- Baseline data regarding student trends will be determined in 15-16 (Survey faculty; Monitor student trends)
- Student participants and student educators will reflect the demographic background and gender diversity of the general student population (Track student demographics)
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Continued use of SLC services from representative university population
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- 2. SLC student educators will develop fundamental teaching and/or professional skills
Train student educators: SLC supervisors will train new undergraduate Supplemental Instruction Leaders, Outreach Assistants, Peer Academic Coaches, Tutors, Student Speech Consultants, Undergraduate Assistants, and Peer-Led Undergraduate Studying (PLUS) Peer Coordinators
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Signature Course TA Cohort Support: Teaches TA’s fundamental skills used to support student learning.
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Number and type of Signature Course TA cohort support
2a. Student educators develop common professional skills
16-17
- ≥25% of student educators will attend internal or external training workshops (Track workshop attendance)
- Targets TBD (Post-workshop Questionnaire)
18-19
- All student educators who attend workshops will answer ≥90% of post-workshop questions correctly or demonstrate understanding through workshop reflection (End of workshop assessment)
- All student educators will demonstrate understanding and value of professional skills (Professional skills portfolio)
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15-16; 17-18
- 1. ≥80% of TA’s implement >1 teaching skill for effectiveness in a discussion section. (Discussion Section Observation)
- 2. ≥80% of Signature Course TA’s end-of-semester respondents demonstrate increased understanding of a fundamental teaching skill. (Comparison of Pre and Post-Semester Skill Tests)
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Student educators continue to apply teaching and/or professional skills throughout college and beyond
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- 3. Students’ mastery of course content will improve as a result of SLC services
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3a. Students report and demonstrate gains in understanding course content
16-17; 18-19
- ≥95% of survey respondents A/SA that they met objectives from Tutoring, Math Classes, SI and PLUS. Benchmarks will be set according to the Likert scale used in each survey (Survey gauging impact of content support in 16-17)
- There will be a positive correlation between attendance and class grades (Attendance-Grade Assessment from 15-16 data)
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Students continue to pass their subsequent courses in similar subject area
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- 4. Students will develop effective learning strategies as a result of SLC services
Peer Academic Coaching: one-to-one tutoring session led by peers, focusing on learning effective study skills.
Learning Specialist Appointments: one-to-one tutoring session led by professional staff, focusing on learning effective study skills. Mandatory for students on probation.
DSP Appointments/FIG Presentations: Learning specialists meet one-on-one with Discovery Scholars Students and also present in FIG meetings.
Workshops and Outreach: On-demand workshops/classes delivered for FIGs
and Mandatory study skills sessions during orientation.
U-Transform Workshop: one-hour workshop delivered to all incoming transfer and first-year students, emphasizing the transition to college learning.
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Tutoring Services, Supplemental Instruction (SI), and Peer-Led Undergraduate Studying (PLUS): (see above)
Number of learning support services offered
Number of students that attended learning support services
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4a. Students report using or intending to use new learning skills
15-16; 17-18
- 3. Benchmark TBD 15-16. (Immediate Post-Workshop Survey)
- Benchmark TBD 15-16. (Prolonged Post-Workshop Survey)
4b. Students report increased confidence in their ability to use new learning skills
15-16; 17-18
- 5. ≥90% of students report an increase in learning skills capability. (Comparison of Pre and Post Self-Rating Tests)
- ≥80% of students report increased confidence in their ability to use new learning skills. (Comparison of Pre and Post Self-Assessment of Public Speech Confidence Tests)
- Responses will indicate a favorable interaction with learning specialist and use of learning skills (DSP Annual Survey)
- Responses to the question “What was the most valuable part of Orientation?” will reference the U-Transform Workshop (New Student Services Annual survey)
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Students continue to use their effective learning strategies in subsequent courses.