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
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 2011 and Spring 2012 semesters, approximately 900 students were surveyed at the conclusion of individual writing center sessions. 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. 97% of students surveyed indicated that the Writing Center improved their confidence levels with writing. 2. 93% of students felt that their writing was either "getting much better" or "getting better" as a result of using the Writing Center.
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 2011-2012 school year, the Writing Center staff will determine if students are meeting the learning goals of: 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 83% Of Students Met One Or More Learning Objectives
Based upon tutor observation, 58% of student writers were observed to meet the learning objective: "the writer identified and self-corrected errors."
Based upon tutor observation, 34% of student writers were observed to meet the learning objective: The writer selected and used appropriate resources."
Based upon tutor observation, 70% of student wrters were observed to meet the learning objective: "The writer was able to articulate a plan for the next step in the writing process."
Collectively, 83% (6242/7489) 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 to meet our set learning objectives, with 2011-2012 data showing marked increases from 2010-2011. The previous goal of having 75% of students meeting one or more goals was attained; therefore, for 2012-2013, we will set the goal at 85%. We did not meet our previous goal of having 45% of students meet the goal of being able to choose appropriate resources, which gives us direction for future tutor training.
Indicator
Post-workshop Questionnaire
Students who are present during in-class workshops given by Writing Center staff will complete a short questionnaire to measure if they have mastered the learning objectives for the presentation. If attending a general writing presentation, students should be able to identify the steps in the writing process and indicate how the Writing Center may be able to assist with the process. If attending a citation workshop, students should be able to identify the main reasons for source attribution. If attending a grammar workshop, students should be able to self-identify one of their high frequency errors and how to correct it.
Criterion
Mastery Of Learning Objective
At least 85% of respondents will have mastered the learning objectives for the specific presentation.
Finding
Approximately 65% Of Student Attendees At Workshops Mastered Learning Objectives
Five question questionnaires were administered to students in three separate classroom presentations covering the topic of plagiarism. The key learning objectives for these presentations were for students to be able to define plagiarism, remember the root word for plagiarism, and list three types of plagiarism. Of 88 students, 68 students were able to answer all five questions correctly.
No other class-length workshops were available.
Action
Revise Workshop Assessment And Monitor Faculty Perceptions Of Effectiveness
The newly added assessment instrument (post-activity questionnaire) used in student workshops will be implemented more often in Fall 2012 and Spring 2013, with additional surveys being developed as new workshop topics are requested. We will also develop an online survey to be distributed to faculty whose students are using the writing center to gather data on faculty perceptions of effectiveness. Our new data collection system, to be implemented Summer 2012, will automatically generate student emails to solicit feedback on each session conducted.
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 increase the number of courses served from two colleges, the College of Criminal Justice and the College of Business by 10% from 2010-11.
KPI
Departmental And College Use Database
Students who have brought a class assignment for tutoring indicate the class on the tutor session report and in the writing center tracking database. At least 85% will indicate the class for which they need tutoring. Resulting data will be analyzed to determine patterns for those who do complete and those who do not complete.
Result
Approximately 7500 Individual Sessions Completed
The Writing Center conducted 7489 sessions during the 2011-2012 academic year. Of these, students in 7230 of these sessions chose to indicate which course they were working on. From this data, we are able to accurately track Writing Center usage across the university.
KPI
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.We will increase our number of Business and Criminal Justice students by 10%.
Result
Increased Student Usage For College Of Criminal Justice Students
Students who indicated that they were working on assignments for courses in the College of Criminal justice totaled 339 for the 2011-2012 academic year, an increase of 10% over the 2010-2011 total (307). This meets our stated objective.
Students who indicated that they were working on assignments for courses in the College of Business totaled 670 for the 2011-2012 academic year, a decrease of approximately 3%. This does not meet our stated objective.
KPI
Online Tutoring Services
The WCTR will implement online tutoring to serve off-campus students.We will have the online tutoring in place by January 18, 2012. Adjustments may need to be made as implementation is accomplished.
Result
Online Tutoring Services Implemented Successfully
Piloted in 2010-2011, our online tutoring services expanded in 2011-2012, with tutors conducting 142 online tutoring sessions. This is a 218% increase in our online tutoring session from the previous year.
KPI
University Center Services
The WCTR will provide services at the University Center. Completion of student and tutor forms will indicate learning comparable to clients on the main campus.
Result
Expanded Services At University Center
The Writing Center expanded available tutoring hours at the University Center and conducted 198 sessions in Fall 2011 and Spring 2012. Student and tutor forms were integrated with forms from our main-campus sessions, with data on student learning and student satisfaction comparable to our main-campus sessions.
Action
Implement New Data Collection System
The Writing Center will work with Instructional Technology to implement a new data collection system that interfaces with Banner. With this new system, we will have a more comprehensvie view of student use and student demographics. It will also allow for immediate student feedback after each writing center visit.
Action
Increase Writing Center Presence In College Of Business
Attempts at increasing student usage from the College of Criminal Justice were successful; to increase student usage from the College of Business, the Writing Center staff will email all professors from the College of Business, offer the opportunity for in-class demonstrations and workshops, and ask for feedback on how the Writing Center can support student learning in the College of Business.