To help all clients become better writers and to develop more confidence in their writing abilities.
Objective
Increase Client Knowledge Of Writing Principles And Skills
The WCTR will provide services that facilitate the growth and confidence of all levels of writers by promoting techniques of effective writing and teaching basic writing skills. The WCTR will maintain and enhance the quality of SHSU's composition program and developmental writing program.
Indicator
Student Attainment Of Key Learning Objectives
Based upon tutor observations, records will be kept indicating which learning objectives students displayed in the session.
Criterion
Student Learning
Tutors indicate on each session write up whether or not they observed students meeting one or more of three student learning objectives. For the 2010-2011 school year, the Writing Center staff decided that three desirable learning objectives for students to meet during a tutoring system are: 1. Being able to identify and self-correct errors 2. Being able to choose appropriate sources (i.e. style manuals, handouts, databases, writing handbooks). 3. Being able to articulate a plan for the next steps in the writing process.
Finding
Approximately 67% Of Students Met One Or More Learning Objectives
Based upon tutor observation, 46% of student writers were observed to meet the learning objective: "The writer identified and self-corrected errors."
Based upon tutor observation, 20% of student writers were observed to meet the learning objective: "The writer selected and used appropriate resources."
Based upon tutor observation, 50% of student writers were observed to meet the learning objective: "The writer was able to articulate a plan for the next step in the writing process."
Collectively, 67% (5299/7876) of all students receiving one-on-one tutoring sessions were observed to meet one or more of the learning objectives.
These results demonstrate that students working with writing center tutors are observed meeting our learning objectives, but that some learning objectives are met more frequently than others. The learning objective "the student will be able to select and use appropriate resources" is met less frequently than the others, and tutors can and should be trained to assist writers with meeting this goal. A goal for next year will be to have at least 75% of students meeting one or more goals, with each goal being met at least 45% of the time.
Indicator
Client Survey Of Learned Skills
A survey of clients' perceptions of the skills they have learned by using the Writing Center's services.
Criterion
Client Learning
A representative sample of clients will complete a writing center evaluation form each semester to indicate student learning of writing skills and principles. Of the clients surveyed, 90% will indicate that they can apply principles learned in the tutoring session, and that the tutoring session has improved their writing skills.
Finding
WCTR Tutorials Deemed Beneficial
At the end of the Fall 2010 semester, approximately 500 students were surveyed at the conclusion of individual writing center sessions. Survey questions were designed to gather information on basic satisfaction of services, student perceptions of learning outcomes, students' satisfaction with individual tutors, etc. For the purpose of this indicator, we looked at student responses to the following questions, which speak to students' perception of learning: 1. I left the session with a plan for my writing. 2. I can apply the principles learned in this session to future writing situations. 3. I can now identify and correct my writing errors more easily. 4. The Writing Center has helped me improve my writing skills.
Students were given the opportunity to respond "strongly agree," "agree," "neutral," "disagree," or "strongly disagree." Our goal was for 90% of students to respond with "strongly agree" or "agree."
The following results were recorded: 1. 97.7% of students marked "strongly agree" or "agree" to "I left the session with a plan for my writing." 2. 97.9% of students marked "strongly agree" or "agree" to "I can apply the principles learned in this session to future writing situations." 3. 94.3% of students marked "strongly agree" or "agree" to "I can now identify and correct my writing errors more easily." 4. 93.8% of students marked "strongly agree" or "agree" to "The Writing Center has helped me improve my writing skills."
These results show that we exceeded our goal of having 90% of respondents believe that tutorials help them identify and correct their own errors, apply principles to future writing assignments, and improve their writing skills.
A different survey was administered to 350 students at the end of the Spring 2011 semester. Survey items pertaining to students’ perceptions of learning were: 1. The Writing Center helps me gain confidence as a writer. 2. What effect is the Writing Center having on your writing abilities?
The following results were recorded: 1. 96.7% of students surveyed indicated that the WCTR improved their confidence levels with writing. 2. 94.3% of students felt that their writing was either “getting much better” or “getting better” as a result of using the WCTR.
Indicator
Satisfaction Survey Of Writing Center Clients
Writing Center clients will be asked to evaluate the effectiveness of the tutorial process.
Criterion
Client Survey
The Writing Center will survey a representative sample of clients each semester. 90% of surveyed clients will be satisfied with the services offered.
Finding
98% Of Students Surveyed Satisfied With WCTR Services
At the end of the Fall 2010 semester, approximately 500 students were surveyed at the conclusion of individual writing center sessions. Survey questions were designed to gather information on basic satisfaction of services, student perceptions of learning outcomes, students' satisfaction with individual tutors, etc. For the purpose of this indicator, we looked at student responses to the following questions, which speak to students' overall satisfaction of tutoring services:
1. The Writing Center and its staff provided a productive learning environment (strongly agree, agree, neutral, disagree, strongly disagree); 2. My expectations for the session were: exceeded, met, not met. 3. I would recommend the tutor I worked with to other students (yes, no).
The results indicate that 1. 98.8% of students surveyed indicated "strongly agree" or "agree" with "The Writing Center and its staff provided a productive learning environment." 2. 99.5% of students surveyed indicated that their expectations for the session were "exceeded" or "met." 3. 99.3% of students surveyed indicated that they would recommend their tutor to other students.
A similar survey was administered to 350 students at the end of the Spring 2011 semester. The results of Questions 2 and 3 above are: (Question 1 was omitted from the spring survey)
1. 98.9% of students' surveys indicated that their expectations for the session were “exceeded” or “met.” 2. 98.5% of students surveyed indicated that they would recommend their tutor to other students.
This finding confirms that students are generally satisfied with the services the Writing Center provides.
Action
Refine Assessment Instruments To Determine Student Learning Outcomes
The Writing Center will measure Student Learning Outcomes of students who use its services through improved record keeping and a new program for data collection.. The Writing Center director, with the assistance of IR, will refine current assessment tools and implement additional assessments for Student Learning. Our new data collection and reporting system, to be implemented Summer 2011, should provide us new opportunities for assessment of student learning.
Action
Monitor Student/Faculty Perceptions Of Effectiveness
The revised student satisfaction survey provided the Writing Center with valuable information regarding student satisfaction and perceived learning outcomes. This survey will be kept as a performance outcome indicator, and we will design a similar survey to be distributed to faculty each semester. Our new data collection and reporting system, to be implemented Summer 2011, should provide us new opportunities for seeking feedback from faculty.
Goal
Provide Quality Writing Support And Instruction
To assist students, staff, faculty, and community members with written and oral work.
Objective
Increase Writing Center Impact
The WCTR will serve as a resource for the university and the community beyond the university through the Writing Center's website, presentations and workshops, and interactions with local community organizations and school districts.
The WCTR will collaborate with other departments and programs, such as Writing in the Disciplines (WID) and the English Language Institute (ELI), in an effort to be part of a comprehensive writing program for all SHSU students.
The WCTR will increase the number of courses served from two colleges, the College of Criminal Justice and the College of Business by 10% from 2009-2010.
Indicator
Client Use
Each client logs into a writing center tracking database linked to the university database and also completes a tutor session form.
Criterion
Client Use
The writing center tracking database will show population demographics of writing center use. For a writing center which serves the entire university community, a 10% use is standard according to the Writing Center Research Project. The SHSU Writing Center aims to serve 16% of the total student population through one-on-one tutoring and classroom presentations.
Finding
Writing Center Serves 9-22% Of SHSU Population Each Semester
By combining the numbers of students served in individual sessions with the numbers of students reached through orientations and presentations, the Writing Center served 3820 students in Fall 2010. This number represents approximately 22% of the SHSU population. The calculations for Spring 2010 indicate that the WCTR served 2314 students through both individual sessions and orientations/presentations, or approximately 14% of the SHSU student population. These percentages may be slightly inflated, as some students who attend presentations and orientations also come in for individual sessions; since we do not track SAM ID numbers for whole classrooms, we do not know how many.
The total number of individual tutoring sessions for AY 2010-2011 and the numbers of students served has remained stable for two years. The Writing Center is scheduled at well over 85% capacity during the fall and spring semester, indicating that we will only see dramatic increases in volume if we are able to add more tutors or more hours to the schedule. This will not happen without increases in funding.
The criterion of reaching 16% of SHSU students through one-on-one tutoring sessions and/or classroom orientations and presentations was met.
Indicator
Departmental And College Use
Students who have brought a class assignment for tutoring indicate the class on the tutor session report and in the writing center tracking database.
Criterion
Departmental And College Use
The Writing Center should serve students from a variety of courses in all departments. We aim to serve students from 200 different courses each semester.
Finding
The Writing Center Served Students From 436 Courses In 2010-2011
The WCTR served students from 215 separate courses in Fall 2010 (up from 205 in Fall 2009) and 221 courses in Spring 2011 (up from 197 in Spring 2010), totaling 436 courses for the academic year, which is surpassed the goal we set of 200 courses per semester.
For the academic year, the WCTR served courses from every department on campus. The majority of these courses are W courses in the College of Humanities and Social Sciences, followed by Education, Arts and Sciences, Criminal Justice and Business. The WCTR also conducted 329 sessions from ELI courses, which is a dramatic increase over 2009-2010 (183 sessions).
Indicator
Orientations And Presentations To W-Classes
Records of all WCTR orientations and presentations are kept each year.
Criterion
Orientations And Presentations To W-Classes
The WCTR will conduct 100 orientations and in-class presentations per academic year, reaching over 2000 students.
Finding
The WCTR Conducted 63 Orientations And Presentations
The WCTR also conducted 40 orientations and presentations during Fall 2010, reaching approximately 1400 students. The WCTR conducted 23 orientations and presentations during Spring 2011, reaching approximately 805 students. This did not meet our goal of conducting 100 orientations and presentations, but did meet our goal of reaching 2000 students.
Indicator
Increase Use In College Of Business And College Of Criminal Justice
The WCTR will seek to increase the numbers of students and faculty from the College of Business and College of Criminal Justice using the WCTR services.
Criterion
The WCTR Will Serve Students From Colleges Of Business And Criminal Justice
We aim to increase the numbers of students and faculty served by the WCTR from the Colleges of Business and Criminal Justice.
Finding
Increased Service To College Of Business; Decreased Usage By CJ
The number of courses in the College of Business served in the Fall 10 semester was 33; we conducted 351 tutorials with students from the College of Business. The numbers of courses represented in the Spring 2011 semester was 29, with 346 tutorials conducted. This is a dramatic increase from the 09-10 AY.
WCTR use by Criminal Justice students dropped dramatically from Spring 2010 to Spring 2011. In Spring 2010, the WCTR saw 278 students from 24 courses. In Spring 2011, the WCTR helped only 118 students from 31 courses. Therefore, while the number of courses represented increased, the number of students served fell.
Indicator
Online Tutoring Services
The WCTR will implement online tutoring to serve off-campus students.
Criterion
Online Tutoring Services
The Writing Center will pilot an online tutoring program for off-campus students using Skype.
Finding
The WCTR Conducted 65 Online Tutorials
The Writing Center piloted an online tutoring program for off campus students using Skype. The program was in place in late Fall 2010, and we’ve conducted approximately 65 Skype sessions since that time, falling short of our goal of conducting 100 sessions.
Indicator
University Center Services
The WCTR will provide services at the University Center.
Criterion
Tutoring At The University Center
The WCTR will have a tutor available for approximately 15 hours a week at the University Center.
Finding
WCTR Services Offered At University Center
The WCTR tutor at the University Center was welcomed by staff and students, and remained busy for most of the academic year. The tutor at the University Center conducted 170 tutoring sessions this year.
Action
Increase WCTR Presence In W-Courses
The Writing Center will continue to work with the Writing in the Disciplines initiative to increase Writing Center visibility and presence in writing intensive courses. One immediate action will be the construction of a joint webpage for both the Writing Center and the Writing in the Disciplines initiative. The director of the Writing in the Disciplines initiative and the Writing Center director will also collaborate on beginning-of-semester newsletters that will be distributed to all department chairs and W-course faculty.
Action
Expand Program For Synchronous Online Tutoring
The Writing Center piloted synchronous online tutoring starting Fall 2010. The director At present, the program is only available to students who are not on campus for classes and will replace our current asynchronous online tutoring, which in very time/labor intensive. Online tutoring should enable us to serve many more online and University Center students. A goal for next year will be to conduct at least 50 synchronous online tutoring sessions per semester.
Action
Expand Tutoring Program At University Center
The Writing Center will expand tutoring available at the University Center as long as such tutors are available. Because of limited resources, we must use tutors who live near the University Center as our TUC tutors. We expect to offer 15 hours a week at the University Center for the Fall 2011 semester.
Action
Develop Assessment For In-class Workshops
The WCTR director will develop short assessments to be completed by students in workshops or presentations.
Goal
Professional And Personal Development
To provide opportunities for continued development of staff through in-house training. To encourage participation in regional, national, and international conferences. To provide opportunities for continued development of writers through workshops and readings.
Objective
Train And Support Tutors
The Writing Center will train and support its undergraduate and graduate student tutors by encouraging professional development and frequent assessment of their roles as tutors and writers.
Indicator
Tutor Training
Outline of initial tutor training and continued in-house training.
Criterion
Tutor Training
The Writing Center will keep its tutor training program certified by the College Reading and Learning Association by providing the required topics and hours of training.
Finding
The WCTR Is CRLA Certified Through 2014
The Sam Houston Writing Center has been certified by the College Reading and Learning Association.
Indicator
Client Survey Of Tutor Skills
Client perception of tutor's skills.
Criterion
Client Perception Of Tutor Skills
A representative sample of clients will complete a writing center evaluation form each semester to indicate that their tutor had appropriate skills. Of the clients surveyed, 90% will indicate that the tutor they worked with treated them in a professional manner, asked about their concerns, addressed their concerns in the session, and gave clear explanations.
Finding
98-100% Of Students Favorably Perceive Tutors' Skills
At the end of the Fall 2010 semester, approximately 500 students were surveyed upon the conclusion of a tutoring session. Survey questions were designed to indicate general satisfaction with WCTR services, individual tutor skills, perceptions of student learning outcomes, etc. For the purposes of this criterion, we examined the following questions to determine client perception of tutor skills:
1. I was treated in a professional and courteous manner. 2. My tutor asked what my concerns were. 3. My tutor addressed my concerns. 4. My tutor gave me clear explanations.
Students surveyed could respond to these questions by indicating "strongly agree," "agree," "neutral," "disagree," or "strongly disagree."
After calculating the responses, we learned that
1. 100% of students indicated "strongly agree" or "agree" to the statement "I was treated in a professional and courteous manner." 2. 98.8% of students indicated "strongly agree" or "agree" to the statement "My tutor asked what my concerns were." 3. 98.9% of students indicated "strongly agree" or "agree" to the statement "My tutor addressed my concerns." 4. 98.6% of students indicated "strongly agree" or "agree" to the statement "My tutor gave clear explanations."
A similar survey administered to approximately 400 students at the end of the Spring 2011 semester yielded the following results:
1. For the question, “The tutor addressed my specific concerns,” 98.9% of students rated the tutor “exceptional” or “good”. 2. For the question, “The tutor offered useful suggestions for improving my writing,” 98.7% of students rated the tutor “exceptional” or “good”. 3. For the question, “The tutor provided clear feedback,” 98.7% of students rated the tutor “exceptional” or “good.”
These responses show that students have a clear confidence in the tutors with whom they work.
Indicator
Identify Conference Participation
An accounting of the number of conferences attended and papers presented at regional, national, and international conferences
Criterion
Conference Participation
At least 60% of tutors will present research at professional conferences and will attend other conference presentations.
Finding
Conference Participation Met Expectations
During the 2010-2011 academic year, 11 (of an eligible 20) tutors attended and presented at regional Writing Center conferences.
Action
Improve Tutor Training
The Writing Center will build and perfect its tutor training workshops and ongoing training. Some additions to our training program will include, but will be not limited to: bi-monthly study/reading groups for tutoring to meet and discuss current articles on Writing Center research and practices and a mentoring program between experienced and novice tutors.
Since the Writing Center is certified by the International Tutor Certification Program through the College Reading and Learning Association, the director of the Writing Center will offer to collaborate on tutor training with other Student Success Centers, such as the Reading Center and the Math Center. While some training must be discipline specific, much of the Writing Center's tutor training would be valuable for tutors in all disciplines. By combining efforts, we will be able to help smaller centers on campus and also expand our training program.
Additionally, a pre- and post-test evaluation will be given to tutors during the initial training workshop.
Action
Increase Research And Publication Output
Based on our findings, the Writing Center tutors consistently meets the criterion of presenting at conferences. To increase the role of research in the WCTR, tutors will be encouraged to research Writing Center-related topics and publish their findings. A realistic expectation for 2011-2012 will be for 3 tutors to publish papers in journals, newsletters, or conference papers.