Provide Quality Reading Support/Instruction For SHSU Students
The Reading Center will perform tasks to enhance student learning and provide a quality learning environment which supports the student-centered mission of SHSU.
Objective
GA Tutor Competence
Graduate Assistants who are hired as tutors and trainged by the Reading Center will demonstrate understanding and proficiency in application of correct reading strategies.
Indicator
GA Tutor Training Assessment
During training the GAs produce a checklist of notes while watching 10 reading instruction DVDs, (list). The trainee's notes and checklist are reviewed and assessed by the director or the literacy specialist re. written reflection of educational strategies. The assessment of the notes also includes an assessment of their comprehension through discussion.
Criterion
100% Positive Competence Assessment
100% of the GA tutors who are hired and trained by the RC will attain a "competent" rating when their undertanding of reading strategies is assessed in the training assessment process.
Finding
GA Training
Two GAs completed all assignerd tasks to work as Reading Center tutors.
Action
GA Training
GA training was completed successfully.
Objective
Increase Reading Center Impact Across Campus For Non-Developmental Students
The Reading Center provides outreach services by visiting classes in various academic disciplines to make textbook reading strategy presentations. Also, the Reading Center has become safe learning environment that invites student use.
Indicator
Invited Reading Strategy Presentations In Faculty Courses
( Number of invitations and bredth of invitations across disciplined.)Professors and instructors of primarily freshmen and sophomore classes in various academic disciplines invite the Reading Center Coordinator or the Literacy Specialist to discuss research-based textbook reading strategies with their students.
Criterion
Reading Center Coordinator Will Be Invited To Speak To 60 Classes Concerning Academic Reading
Through hard work and planning, the goal of Reading Center personnel is to make presentations to 61 classes, which is 10% increase frome the 2007-2008 academic year.
Finding
Coordinator Or Literacy Specialist Was Invited To Present In 80 Classes
Personnel from the Reading Center were invited to speak to 19 more than the 61 projected. The total number of students enrolled in the 80 classes was 3712, which infers that student learning was occurring. It cannot be measured, but it has practical significance because many students do want to read more proficiently.
Indicator
Center For Support In Academic Reading And A Quality Study Environment
This indicator will be changed from 2007-2008 calculation of number of students using the Reading Center to the total visits to the Reading Center. It was determined in the 2007-2008 academic year that many students scheduled repeated appointments because they wanted to be successful in their intensive reading classes. Many students visited the Reading Center on a regular basis because it became their safe haven for reading and study.
Criterion
There Will Be 5150 Visits To The Reading Center
The 5150 visit estimate is equal to the number of visits to the Reading Center in 2007-2008.
Finding
There Were 5052 Visits To The Reading Center
The number of visits in 2008-2009 decreased by 98 to 5052. Reading strategy presentations to more students in more classes may be a positive indicator for the small decline in visits in 2008-2009. Also, the developmental reading classes were significantly smaller in Spring 2009. The decline in class size is an indicator that more students were successful in developmental reading in Fall 2008. Also, it may indicate that more midyear enrollees are exempt from developmental reading by intensive reading course grades, TAKS scores, or placement test scores.
Action
Invited Presentations
Because of planning, emails, and professor interaction, personnel from the Reading Center were able to refresh students understanding of, or expose them to, quality textbook reading strategies. The presentations also gave a face to the Reading Center which has the potential to empower students to ask for help when reading problems arise.
Action
Increase Visibility Of Reading Center
The Reading Center Newsletter has been created to promote activities and patron participation. The newsletter will be published twice during the fall and spring semesters and one time in the summer. The first edition, pilot test, was emailed through Academic Affairs on April 1, 2009. The first official edition will be emailed on August 3, 2009.
Objective
Pair One Developmental Reading Class With An Intensive Reading Class--HIS 163
We will pair a history class and one developmental reading class to immerse students in an intensive reading class using the reading and study strategies they are learning.
Indicator
Students Complete RDG 031 And His 163
A random group of 13 students who enrolled in this pilot program will complete both courses. Using Texas Success Initiative guidelines for RDG 031 and university grading standards for HIS 163, students must complete all course requirements and make a "C" or better in RDG 031 and a "D" or better in in HIS 163.
Criterion
Evaluate Student Outcomes In RDG 031 And HIS 163
Student success evaluated on the final grade in both classes.
Finding
Student Success In Paired Courses Evaluated
There were 13 participants in the pilot program. Of the 13 students, two withdrew from the university. One student made a "D" in HIS 163, but was unsuccessful in RDG 031. Another unsuccessful student made a "C" in HIS 163, but seldom came to class and finished only a small portion of the work required for RDG 031. Four students made a "C" in HIS 163 and were successful in RDG 031. Four students made a "B" in HIS 163 and an "A" or "B" in RDG 031. One student made an "A" in both classes. The students' grades at the end of the Fall 2008 semester indicated that the findings of the research on paired classes is a positive indicator in student learning and success.
Action
RDG 031 And HIS 163 Will Be Paired Again In Fall 2009
Because of the success rate in the paired classes, they will be offered together again in Fall 2009. The success of the students indicates that learning is more meaningful if strategies are learned and applied at simultaneously.
Goal
Provide Quality Support Services For Other Campus Programs
The Reading Center will support all academic programs at SHSU to enhance student learning and growth.
Objective
Texas Teacher Certification Test Review
Teacher candidates who want to be better prepared or those who require remediation visit the Reading Center to complete computerized tutorials or a face-to-face review session. Teacher certification tests for review in the Reading Center are: (a) EC-4 Generalist, (b) ESL Supplement, (c) EC-12 Special Education, (d) PPR EC-4, (e) PPR 4-8, (f) PPR 8-12. and (g) PPR EC-12.
Indicator
Computerized Tutorial Program
Each computerized program has been designed for individual, self-paced study by the student.
Criterion
Self-Paced Review For 25 Teacher Candidates
Students review domains and competencies, vocabulary, and test taking hints at their won discretion. The criterion for success is set by the student.
Finding
Teacher Certification Review
There are no data on successful completion of computerized tutorials because students work individually unless they ask for help from Reading Center personnel. Students may be looking at one particular item on the review or they may work through a computerized tutorial once or several times.
Indicator
Face-to-Face Review Session
Students may schedule a review session with the Reading Center Coordinator to review for one of the seven teacher certification tests.
Criterion
Reading Center Coordinator Conducts Two Hour Review Session Requested By 25 Students.
Students complete a two hour face-to-face teacher certification test review session.
Finding
Student Success On Teacher Certification Tests
95% of students who completed a two-hour certification test review passed the test for which they reviewed.
Action
Computerized And Face-to-face Review Sessions Should Continue
Accessibility to self-paced computerized tutorials helps students become more responsible for their own learning, growth, and development. Face-to-face review sessions should continue because of the high success rate of students taking the tests.
Goal
New Technology To Enhance Student Learning
Try to be good.
Objective
Developmental Reading Students Will Improve Reading Strategies Through The Use Of Technology
Keeping abreast of new technologies that have been proven to enhance student learning has been a continuing goal for the Reading Center. Second Life is a multi user virtual environment where avatars (3-D representations of oneself)can socialize, collaborate and engage in constructivist learning. By utilizing this technology, developmental reading students will learn in ways that align with thier existing social networking skills.
Indicator
Second Life Reading Activity
Bearkat Island in Second Life, a Virtual World, on the World Wide Web for cognitive and affective learning, and social awareness about learning.
Criterion
Increase In Reading Achievement
Students who engage in Second Life will learn the necessary concepts and skills to effectively and successfully read a variety of texts through communication and collaboration. Reading achievment will be measured through quantitative means (i.e., test scores, assignment scores).
Finding
Developmental Reading Students Used Second Life To Enhance Reading Achievement
During this academic year, students' test scores and assignments scores rose by 5%. In addition to this quantitative data, a qualitative survey yielded positive responses on the effectiveness of Second Life as a learning platform was also perceived among developmental reading students.
Action
Use Of Second Life For Reading Achievement Among Developmental Reading Students
Second Life will continue to be utilized as a supplemental tool to enhance developmental reading student learning.
Objective
Reading Center Newsletter
The newsletter will inform faculty and staff at Sam Houston State University on the Reading Center's ongoing services, and enhancements to the overall program. This information will allow faculty and staff to encourage SHSU students to utilize our services toward the goal of reading improvement in college-level coursework.
Indicator
Electronically Distribute A Quarterly Issue Of The Reading Center Newsletter
An electronic version of the newsletter will be distributed to faculty and staff on a quarterly basis. New Reading Center staff, graduate assistants, developments, enhancements, services etc. will be featured in the newsletter.
Criterion
Increased Classroom Presentation Visits
There will be increases in the amount of exposure developed from the Reading Center newsletter among faculty and staff, therefore the amount of requested Reading Center presentations increased.
Finding
Increase In Classroom Presentations
The number of classroom presentations increased from (LY)-61 to (YTD)-80 presentations. This infers that professors who invite Reading Center personnel to speak on reading strategies in their classrooms, in turn, encourage and support student learning.
Action
Newsletter
The Reading Center newsletter was successful in attaining the goal of promoting the Reading Center, therefore serving as program which continues to support student learning.