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.
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.
Result
Over 8100 Tutoring Sessions Conducted In 2013-2014
In Fall 2013 and Spring 2014, the Sam Houston Writing Center conducted 8104 individual tutoring sessions.
In Fall 2013, the Writing Center conducted 4484 individual tutoring sessions, serving students in 207 courses across the university. Breakdown of sessions by college results follow: Arts and Sciences: 43 courses, 345 sessions Business: 13 courses, 109 session Criminal Justice: 23 courses, 202 sessions Education: 47 courses, 222 sessions Humanities and Social Sciences: 76 courses, 3103 sessions Other (Honors, UNIV, Comps, Personal work) 503 students
For Spring 2014, the Writing Center conducted 3617 sessions, serving students in 179 courses across the university. Breakdown of sessions by college reults follow: Arts and Sciences: 50 courses, 458 sessions Business: 22 courses, 186 sessions Criminal Justice: 20 courses, 237 sessions Education: 46 courses, 338 students Humanities and Social Sciences: 58 courses, 2206 sessions Other (Honors, UNIV, Personal work): 161 sessions
KPI
Increase Use In College Of Business
The WCTR will seek to increase the numbers of students and faculty from the College of Business using the WCTR services.We will increase our number of Business students by 10%.
Result
Decreased Use By College Of Business Students
Comparing 2012-2013 College of Business sessions with 2013-2014, the numbers of sessions of College of Business students fell from 343 to 295. This number shows a continued decline of COB students in the past three years despite targeted emails to COB faculty.
KPI
Online Tutoring Services
The WCTR will increase the number of online tutoring sessions from the 2012-2013 academic year by 25%.
Result
Increase In Online Tutoring Sessions
The number of online tutoring sessions increased from 202 in 2012-2013 to 331 in 2013-2014, representing a 64% increase.
KPI
Woodlands Center Services
The WCTR will provide services at the Woodlands Center. Completion of student and tutor forms will indicate learning comparable to clients on the main campus. Goal for 2012-2013 is to show steady usage as compared to 2012-2013.
Result
Increased Tutoring At The Woodlands Center
The number of tutoring sessions at TWC increased from 131 in 2012-2013 to 173 in 2013-2014, an increase of 32 percent.
KPI
Support Students In Nursing Program
The Sam Houston Writing Center will serve students in the nursing program, with a goal of conducting 500 sessions in 2013-2014.
Result
169 Sessions For Students In Nursing Program
The Writing Center conducted 169 sessions for students identified as in Nursing Program classes. Although far short of our goal of 500, a goal for 2014-2015 of 250 is more reasonable for the number of students admitted to the Nursing Program.
Action
Focus On Expansion Of WCTR Services
The Writing Center will continue to focus on serving students from the College of Business; however, instead of relying on emails to faculy, we will instead market our services directly to students.
The Writing Center will continue to track the number of consultations and requests for services at our main campus location, the Woodlands Center, and our online Writing Center. With the creation of the Academic Success Center at The Woodlands Center, we are able to offer many more hours of availability for writing tutoring.
We will also set a new goal of conducting at least 250 sessions with students in the nursing program by serving nursing students on the main campus and at the Woodlands Center . We are working closely with the nursing administration and faculty to design programs and train our tutors in ways that will help their students.
Goal
Knowledge And Skills
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 Writing Center consultations has improved their confidence as writers, and 95% will indicate that Writing Center consultations has improved their skills as writers.
Finding
WCTR Tutorials Perceived To Be Beneficial
At the end of the Fall 2013 semester, approximately 200 students were surveyed at the conclsuion 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. Approximately 90% of students surveyed indicated that the Writing Ceter improved their confidence levels. 2. Approximately 95% of students felt that their writing was either "getting much better" or "getting better" as a result of Writing Center services.
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
Approximately90% Of Students Met One Or More Learning Objectives
Based on tutor observation, approximately 64% of student writers were observed to meet the learning objective: "the writer identified and self-corrected errors."
Based upon tutor observation, approximately 60% of student writers were observed to meet the learning objective: "the writer selected and used appropriate resources."
Based upon tutor observation, approximately 66% 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, approximately 90% 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 2013-2014 showing overall increases and significant increases in "the writer was able to articule a plan for the next step in the writing process." The stated goal was for 87% of students to meet one or more learning objectives; this goal was met, as was the goal of haing 65% of students able to articulate the next step in the writing process. However, the goal of having 65% of students able to select appropriate resources was not met.
Action
Focus On Learning Objective Of "selecting And Using Appropriate Resources"
According to the results, the learning outcome of "the writer selected and used appropriate resources" was observed less frequently than the other learning objectives. The goal for 2014-2015 will be for 65 percent of all writers to select and use appropriate resources. To this end, we will devote increased tutor training to strategies designed to familiarize writers with various resources. Additionally, the WCTR administrators will provide drop-in observations to ensure that tutors are working toward this goal in the session.