SLC Assessment Plan

1. 1.      SLC will monitor and adapt to UT students’ changing academic support needs

Track visitation trends: Identify student visitation trends and requests

Provide on demand services: Provide services based on student visitation trends and requests. Sanger will also expand, contract, or create new programs to meet student needs based on trends and student feedback

Program outreach: Communicate and advertise SLC services to UT community 

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

1a. Students who are representative of the university population use SLC services

15-16; 17-18

1. 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)
2. Baseline data regarding student trends will be determined in 15-16 (Survey faculty; Monitor student trends)
3. Student participants and student educators will reflect the demographic background and gender diversity of the general student population (Track student demographics)

Continued use of SLC services from representative university population

1. 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

Program development: Administer student educator survey and conduct focus groups to identify center-wide student educator performance standards and professional development processes

Facilitate and encourage student educators to attend internal and external workshops: SLC staff provide workshops based on availability of resources and encourage student educators to attend external training workshops (e.g., SEED workshops) so that they attain and are able to demonstrate professional skills

Signature Course TA Cohort Support: Teaches TA’s fundamental skills used to support student learning.

Number of student educators trained

Report of center-wide student educator professional skills, performance standards, assessment measures, curriculum and PD protocols 
 
Number of internal and external student educator workshops

Number of student educators that attended internal and external workshops

Number and type of Signature Course TA cohort support

2a. Student educators develop common professional skills

16-17

1. ≥25% of student educators will attend internal or external training workshops (Track workshop attendance)
2. Targets TBD (Post-workshop Questionnaire) 

18-19

1. All student educators who attend workshops will answer ≥90% of post-workshop questions correctly or demonstrate understanding through workshop reflection (End of workshop assessment)
2. All student educators will demonstrate understanding and value of professional skills (Professional skills portfolio) 

2b. Student educators report increased confidence in their ability to use fundamental teaching skills

15-16; 17-18

1. 1.      ≥80% of TA’s implement >1 teaching skill for effectiveness in a discussion section.  (Discussion Section Observation)
2. 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)

Student educators continue to apply teaching and/or professional skills throughout college and beyond  

1. 3.      Students’ mastery of course content will improve as a result of SLC services 

Tutoring Services: Appointment Tutoring: one-to-one course content support led by peers. Drop-In Tutoring: course content support led by peers for lower division Chemistry, Math, and Physics.

Math Classes: Mathematics Refresher Class: Helps students solidify prerequisite material at beginning of their calculus courses. Mathematics Review Class: Assists students in preparing for end-of-semester math exams.

Supplemental Instruction (SI): Weekly discussion sections led by graduate-level instructors that cover historically difficult large-format courses. Students master course content while strengthening learning and analytical skills.

Peer-Led Undergraduate Studying (PLUS): Class-specific, weekly study groups for historically difficult courses.

DSP Weekly Calculus Review: Weekly 1-hour meetings with Discovery Scholars Students enrolled in M408K or M408L.

Number of content support services offered

Number of students that attended content support services

3a. Students report and demonstrate gains in understanding course content

16-17; 18-19

1. ≥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)
2. There will be a positive correlation between attendance and class grades (Attendance-Grade Assessment from 15-16 data)  

Students continue to pass their subsequent courses in similar subject area

1. 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.

Public Speaking Center: Individual or group consultation services led by trained student speech educators for students working on communication assignments.

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

4a. Students report using or intending to use new learning skills

15-16; 17-18

1. 3.      Benchmark TBD 15-16. (Immediate Post-Workshop Survey)
2. 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

1. 5.      ≥90% of students report an increase in learning skills capability. (Comparison of Pre and Post Self-Rating Tests)
2. ≥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)
3. Responses will indicate a favorable interaction with learning specialist and use of learning skills (DSP Annual Survey)
4. Responses to the question “What was the most valuable part of Orientation?” will reference the U-Transform Workshop (New Student Services Annual survey)

Students continue to use their effective learning strategies in subsequent courses.