university assessment committee annual report: ay 2020 · a. splitting ilo 4 into two separate...

University Assessment Committee

Annual Report: AY 2020

Contents:

2020 Report Summary ........................................................................................... 2

ILO Student Worker Assessment Summary ............................................................ 5

ILO Athletics Assessment Summary ....................................................................... 7

ILO Capstone Courses Assessment Summary ......................................................... 8

Cocurricular Assessment Summary ........................................................................ 9

Academic Services .............................................................................................. 9

Student Affairs ....................................................................................................13

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Due to COVID-19, Institutional Learning Outcome assessment data was delayed in spring 2020.

In consequence, this committee’s report was also delayed until the evaluations could be

completed.

University Assessment Committee

Annual Report 2019-2020

September, 2020

The University Assessment Committee met monthly in spring and summer 2020 (with the

exception of April, due to COVID-19).

Assessment evaluations completed by the Committee in spring 2020 (Addresses Strategic

Plan Strategy 1.1.6.):

ILO Assessment with Student Worker Evaluation Forms

ILO Assessment with Student Athlete Forms

ILO Assessment in Academics: capstone courses

Assessment in Co-Curricular Areas: Student Affairs and Academic Services

For the academic year 2020, the University Assessment Committee also achieved the following:

Creation and piloting of a new fillable form for Student Worker Evaluations, focused on

assessment of Institutional Learning Outcomes (ILOs). Piloted in the Library, the

Academic Success Center, and Business Operations.

Creation and piloting of a new fillable form for Student Athletes, focused on assessment

of Institutional Learning Outcomes (ILOs).

Deployment and subsequent data evaluation of two “Assessment Perception” surveys to

evaluate campus-wide understanding of, and attitudes toward, assessment on campus

(one survey to faculty and one survey to administrators and staff).

Addresses Strategic Plan Strategy 1.1.6.

Based on its evaluation of assessment data, the University Assessment Committee makes

the following recommendations:

I. Student Worker Assessments for ILOs:

a. Student Worker Evaluations (revised per committee feedback in 2020) should be

adopted for use to conduct ILO assessments in every department that employs

student workers in 2020-2021.

b. Each department employing student workers needs to set its own internal “target”

for achievement (e.g., 80% of students will be able to ….)

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c. A whole-campus target of 75% (“very good” or above) should be set for student

worker achievement on each ILO. The average of all ILO scores across campus

should reach this mark in 2021.

d. Business Operations and other professional office setting areas should consider: ,

i. Providing additional support resources (writing guides, websites, etc.) for

students who appear to have marginal skills in communication. (ILO 1)

ii. Providing “practice” scenario training for email and phone etiquette, etc.

iii. Providing a tool such as a flowchart to help guide students through a

logical decision-making process to determine prioritization of tasks.

iv. Continuing to include students in the planning and decision making

process.

e. Student Service areas should consider:

i. Setting its target criteria higher than 75% (“very good” or above) for

2020-2021 in the Academic Success Center, due to the nature of the work.

ii. Continuing orientations with training that focuses on achievement of the

four ILOs.

iii. Providing additional training and practice opportunities for improvement

of communication skill sets. (ILO 1)

iv. Using additional case study scenarios that build up problem solving skills

related to the job. (ILO 2)

v. Continuing to solicit students’ input about how to improve services. (ILO

4)

f. The University Assessment Committee should share its findings and

recommendations with:

vi. General Education Committee and its sub-committees

vii. Department Supervisors

viii. Deans

ix. Chairs

x. Student Affairs

xi. SMT (through Lynn Gillette, Provost)

Distribution of information will frame the document and data as “informative”

rather than requisite, and “available for use in departmental meetings or

discussions if appropriate.”

II. The athletic department is commended for its comprehensive assessment of ILOs, despite

the constraints imposed by COVID-19. That department is advised to:

a. Break down its ILO assessment data in 2020-2021 by grade level, program

enrollment, and scholarship status.

b. Comparison of those data elements should be used to evaluate student

achievement and performance by group, especially comparing senior data to

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underclassmen data to determine growth and development over time at the

University.

III. For ILO Assessment in capstone courses, the Committee recommends:

a. Splitting ILO 4 into two separate outcomes; specifically, separate the assessment of

(a) professional ethics, and (b) intercultural competence

b. Collaboration between the University Assessment Committee and the General

Education Committee for ILO assessment

c. Annual review by the Committee of ILO assessment data gathered in capstone

courses, at both the individual course level and at the aggregated whole-campus level

d. Annual review by the Committee of correlated course level grades with the ILO

assessment data reported in individual classes

e. Completion of capstone course ILO assessments pushed by (1) Chairs, (2) Deans, and

(3) the office of the Vice-Provost for Accreditation and Assessment through an

assessment email account.

IV. For assessment in cocurricular areas, the Committee recommends:

a. Cocurricular areas continue to assess with (1) unit-specific learning outcomes; (2)

data reporting in Nuventive™.

b. The Vice-Provost for Accreditation and Assessment should continue working with

cocurricular areas to train and educate the staff on weak areas, such as:

i. setting appropriate assessment targets/benchmarks,

ii. ensuring outcome statements are measurable and well-aligned with the

method of assessment, and

iii. including definitions of terms on pre- post-test instruments to ensure

students understand what is being asked.

V. Campus-Wide Surveys for “Assessment Perceptions” on campus

The Committee recommends that both administrative and academic departments:

a. continue developing and improving their assessment practices;

b. strengthen focus on making data-driven decisions in all areas, including

professional practices within the departments;

c. improve the Assessment webpage, and include two new elements there:

i. a “schedule” of assessment processes taking place across campus

ii. transparent posting of information relating the ways in which departments

are using assessment to make data-driven decisions.

d. Explore alternative software products to Nuventive™ that may address issues with

data entry and processing, ease of use

VI. Additional recommendation from the committee:

It is further recommended that the University Assessment Committee develop a program

through which it can give recognition to those who are engaging in highly effective

assessment.

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ILO Assessment 2020

All-Campus: Student Workers

All-campus

avg.

Excellent 46%

Very Good 31%

Good 9%

Marginal 14%

Unsatisfactory

NA

All-campus

avg.

Excellent 55%

Very Good 30%

Good 8%

Marginal 3%

NA 4%

ILO 2 - Use of Evidence

Students will identify the need for, gather, and accurately process the appropriate type, quality, and quantity

of evidence to answer a complex question or solve a complex problem.

ILO 1 - Formal Communication

Students will develop and clearly express complex ideas in written and oral presentations.

46%

31%

9%

14%

ILO 1 All-Campus Average

Excellent

Very Good

Good

Marginal

55%30%

8%

3%4%


Excellent

Very Good

Good

Marginal

NA

5

ILO Assessment 2020

All-Campus: Student Workers

All-campus

avg.

Excellent 29%

Very Good 43%

Good 18%

Marginal 1%

NA 9%

All-campus

avg.

Excellent 52%

Very Good 36%

Good 7%

Marginal 4%

Unsatisfactory 0.50%

NA 0.50%

ILO 3 - Analysis and Synthesis

Students will organize and synthesize evidence, ideas, or works of imagination to answer an open-ended

question, draw a conclusion, achieve a goal, or create a substantial work of art.

ILO 4 - Professional Responsibility

Students will demonstrate the ability to apply professional ethics and intercultural competence when

answering a question, solving a problem, or achieving a goal.

29%

43%

18%

1% 9%


Excellent

Very Good

Good

Marginal

NA

52%36%

7%

4%

0.50%0.50%


Excellent

Very Good

Good

Marginal

Unsatisfactory

NA

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ILO 4 Assessment

2019-2020

Athletics

HockeyBasketbal

l (mens)

Basketbal

l

(womens)

Golf

(mens)

Golf

(womens)

Tennis

(mens)

Tennis

(womens)

Track and

FieldVolleyball

3.4 3.6 3.2 2.9 3.6 3.2 3.6 3.3 3.3

Average Scores by Sport: Whole-Team Averages


Students will demonstrate the ability to apply professional ethics and intercultural competence

when answering a question, solving a problem, or achieving a goal.

Average ILO-4 assessment score for all athletic teams = 3.34

0

0.5

1

1.5

2

2.5

3

3.5

4

Hockey Basketball(mens)

Basketball(womens)

Golf (mens) Golf(womens)

Tennis(mens)

Tennis(womens)

Track andField

Volleyball

Avg. Scores by Sport: Whole-Team Averages

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ILO Campus-Wide Assessment Averages

2019-2020

Capstone Courses

Excellent (4) Very Good (3) Partial (2) Poor (1)

ILO 1 83% 11% 4.50% 1.50%

ILO 2 76% 21% 3%

ILO 3 73% 21% 4.50% 1.50%

ILO 4 85% 14% 1%

Institutional Learning Outcomes:ILO 1 - Formal Communication

Students will develop and clearly express complex ideas in written and oral presentations.

ILO 2 - Use of Evidence

Students will identify the need for, gather, and accurately process the appropriate type, quality, and

quantity of evidence to answer a complex question or solve a complex problem.

ILO 3 - Analysis and Synthesis

Students will organize and synthesize evidence, ideas, or works of imagination to answer an open-ended

question, draw a conclusion, achieve a goal, or create a substantial work of art.


Students will demonstrate the ability to apply professional ethics and intercultural competence when

answering a question, solving a problem, or achieving a goal.

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Excellent (4)

Very Good (3)

Partial (2)

Poor (1)

ILO Assesssment Averages - 2019-2020 Capstone Courses

ILO 4 ILO 3 ILO 2 ILO 1

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Assessment: Planning Unit Four Column

LSSU Planning Unit: Academic Affairs (Academic Services)Program Notes: Academic Affairs Operations includes areas such as Academic Success, Career Services, Grants & Contracts, Library, Academic Records, Regional Centers and IT-Technology Services. Individuals from these areas are represented on the Provost Council.Assessment Contact: Marc Boucher; (906)635-2404; [email protected] Statement: Library:The LSSU Library empowers the campus and community by providing quality personalized information and educational services and creates an active learning environment thatembraces the sifting and winnowing of ideas in order to provide for lifelong learning.

Outcomes Assessment Criteria &Procedures Assessment Results Use of Results

Goal Status: Active

Benchmark: 100% of tutoredstudents will raise their course gradeby at least one level.

Use of Result: To improve studentperformance after tutoring, in2020-2021 we will try to providesubject specific tutor training (i.e.one training for math, one forhistory, etc), and also develop atraining session for all tutorsfocused on how to provide qualitytutoring in an online format.

(05/12/2020)

Finding Reporting Year: 2019-2020Goal met: NoDue to COVID-19 restrictions, spring 2020 tutoring was allconducted online, resulting in a lower response rate to ourend-of-year assessment survey. Respondents for spring2020 - N = 1267% of tutees increased their course grade by 2 levels.8% of tutees increased their course grade by 1 level.17% of tutees maintained the same course grade.(05/12/2020)

Student survey

Assessment Year: AY19-20

Academic Success Center - academicimprovement - After utilizing tutoringservices, students will improve theircourse grade by at least one level.

Goal Status: Active

Benchmark: Each year, the numberof students served in the AcademicSuccess Center will increase by atleast 2%.

Use of Result: We fell short onthis goal, at least in part due tothe COVID-19 crisis, and movingall services online very quickly.While tutoring appointmentsmaintained for the most part,visits to the Math & WritingCenters were much lower.To improve attendance, we willtry in 2020-2021 to increase

Finding Reporting Year: 2019-2020Goal met: NoTotal # of students who used ASC services in Fall 2019 = 273Total # of students who used ASC services in Spring 2020 =146 (05/12/2020)

Tracking usage and number ofstudents served throughappointment scheduling software.


Academic Success Center - utilizationof services - Annually increasingnumbers of students will successfullyschedule and keep tutoringappointments.

07/17/2020 Generated by Nuventive Improve Page 1 of 4

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promotion of the ASC on bothsocial media and the LSSU studentapp.To improve attendance, we willtry in 2020-2021 to strengthen ourpartnership with Campus Life andincrease our presence in otherareas on campus. (05/12/2020)

Goal Status: Active

Use of Result: In 2020-21, theseresults will be used to supportfurther expansion of additionaltraining opportunities toprofessors in order to improvetheir understanding of studentaccommodations and inclusivity.Providing faculty training atevents like New FacultyOrientations, the Center forEngaged Teaching and Learning(CETAL), and the Early CareerFaculty Learning Community, willensure that faculty are informedenough about accessibility needsand options to respondappropriately when students self-advocate for their ownaccommodation needs.(05/21/2020)

Finding Reporting Year: 2019-2020Goal met: YesWhile a majority of students reported "Strongly agree" withthe statement that "My instructors understood myaccommodations," 21% reported only "Agree."

(06/09/2020)

100% of students working with theAccessibility Services Office willdemonstrate self-advocacy toexplain and obtain theaccommodations needed in theirclasses.Procedures:Students will present theiraccommodation letters to theirfaculty instructors, and personallyset up acceptable and appropriateaccommodation procedures withthose faculty members.A students' self-reporting survey willbe used to assess this outcome withLikert-scale rating of the followingstatement: “My instructorsunderstood my accommodations.”


Accessibility Services - Self-Advocacy- Students will be able to self-advocate for their accommodationneeds.

Goal Status: ActiveBenchmark: 200+ students annually

Use of Result: To increase thenumber of students who activatea College Central Network accountin the 2020-2021 academic year,Career Services will hold weeklydrop-in workshops, in person orvirtually as Covid-19 conditionsallow, to assist students with theprocess. (05/06/2020)

Finding Reporting Year: 2019-2020Goal met: Yes244 students and 17 alumni have activated and used theirCollege Central Network account during the 2019-2020academic year. (05/06/2020)

At least 200 students annually willaccess and use resources throughtheir College Central Networkaccount.


Career Services - using resources -Students will access and use onlinecareer services resources to conductsuccessful job and internshipsearches.


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Goal Status: ActiveBenchmark: 100% of studentsrequesting assistance.

Use of Result: To increase thenumber of students who submitappropriately formatted resumesin the 2020-2021 academic year,Career Services will hold 2 weeklydrop-in, or virtual as Covid-19conditions allow, resume, coverletter and portfolio writingworkshops around campus.(05/06/2020)

Finding Reporting Year: 2019-2020Goal met: Yes52 students submitted resumes and cover letters to theCareer Services Coordinator for review during the 2019-2020 academic year. (05/06/2020)

Creation of professional, employer-ready documents, such as one ormore of the following: resume,cover letter, portfolio.


Career Services - employmentdocuments - Students requestingresume, cover letter and portfolioassistance will produce professional,employer-ready documents.

Goal Status: Active

Benchmark: 100% of studentsscheduling appointments withTesting Services will successfullymake and complete their TestingServices appointments withoutrunning over into class time.

Use of Result: To improve theexperience for students, we willtry in 2020-2021 to make theregistration process morestraightforward and clearer tounderstand with a more userfriendly experience. this shouldfurther reduce the number ofstudents whose testingappointments ran over into classtime. (05/06/2020)

Finding Reporting Year: 2019-2020Goal met: No610 students made testing appointments in Academic Year2019-20.Only 24 of those 610 students were later were classified asno shows for a class.96% of the 610 students successfully made and completedtheir Testing Services appointments without running overinto class time.

Total number of testing appointments for these 610students: 1,716 appointments for Academic Year 2019-20.(05/06/2020)

Quantitative data collected fromscheduled appointments

Institutional Learning: ILO4 -Professional Responsibility -Students will demonstrate the abilityto apply professional ethics andintercultural competence whenanswering a question, solving aproblem, or achieving a goal.Assessment Year: AY19-20

Testing Services - After utilizingTesting Services, students will be ableto make and keep appointmentseffectively as well as manage theirschedule in order to ensureappointments don't run over intoscheduled class time.

Goal Status: Active

Use of Result: Based on theassessment results, we willcontinue our instructionalmethods for covering researchmaterial selection and ethical useof information (though alwayslook for ways to improve), andthat we need to work on spendingmore time and more effectivelycover appropriate citation formatand layout. (06/17/2020)

Finding Reporting Year: 2019-2020Goal met: YesPer assessment survey, all 11 faculty respondees indicatedthat the library instruction sessions met the learning needsof their students: 10 of the 11 perceived their studentsperformed higher regarding appropriate selection ofresearch materials; 10 of the 11 perceived their studentsperformed higher regarding ethical use of information; 7 ofthe 11 indicated their students performed higher regardingappropriate citation format and layout. (06/17/2020)

Strategic - Student Learning - Asurvey will be developed anddistributed to all faculty thatparticipated in the library'sinformation literacy instructionprogram. Using the finalproject/paper, faculty will gaugestudent's attainment of proficiencyin the identified skills.


Goal Type: Student Learning

Information Literacy Instruction -Students will demonstrate thefollowing information literacy skills:appropriate citation style format andlayout; locating relevant researchsources; and ethical use ofinformation.

Start Date: 07/01/2018


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Budget Request: 0

Use of Result: Survey results willbe collected the final week ofclasses, analyzed the followingweek and reference librarians willreview the data to address gaps instudent learning. Revisions to thecurriculum will be made toaddress these gaps in thefollowing semester. (08/13/2018)

Finding Reporting Year: 2018-2019Goal met: NoWill be implemented in FY 19 and every following semester.(12/14/2018)


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Assessment: Planning Unit Four Column

LSSU Planning Unit: Student Affairs - Campus Life, Housing, Health & Counselling


Goal Status: Active

Benchmark: 80% or respondents willbe able to accurately repeat all ofthe information or instructions theyreceived about antibiotic use.20% of respondents will be able torepeat most of the information orinstructions they received aboutantibiotic use.

Use of Result: Although we didreach our target we want to makesure our students all have anunderstanding of the use ofantibiotics and more importantlywhen not to use them. Next yearwe will utilize the questionnaire tofurther educate our students onthe dangers of over use ofantibiotics. (04/30/2020)

Finding Reporting Year: 2019-2020Goal met: Yes50 students responded to questionnaire. 42 answered hadperfect understanding of knowledge and 8 answered withadequate general understanding of appropriate use ofantibiotics. (04/30/2020)

Post-medical appointmentquestionnaire


Health Services - AntibioticAwareness - Students will be able toexplain the appropriate use ofantibiotics, and when antibioticsshould not be used.

Goal Status: Active

Post visit surveys will be provided tostudents; surveys will include datacollection specifically about how thecounselling session(s) impacted theiracademic performance, if at all.

Benchmark: 80% of counseledstudents will report improvement intheir academic performance afterapplying interventionsrecommended through counselling.

Use of Result: In 2020-2021, wecan:1) try to increase the number ofstudents who take the post-visitsurvey;2) try to improve the surveyinstrument by adding a checklistunder the academic performancequestion that identifies anyspecific strategies the studentswere able to apply to improvetheir academic performance.

Finding Reporting Year: 2019-2020Goal met: NoStudents who participated in individual therapy were askedto voluntarily complete an anonymous survey to report ontheir experience. Those who responded indicated asfollows:71.4% reported that "addressing my personal concerns incounseling" had either a strong positive impact or agenerally positive impact on their academic performance.(06/30/2020)

In a self-report post-visit survey,students will report the level ofimpact counselling had on theiracademic performance.

Assessment Year: AY18-19, AY19-20

Counselling Services - Improveacademic performance throughcounselling interventions - Studentswill report counselling visits as ahaving a positive impact on theiracademic performance.


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3) assess and report results on thetwo other post-visit surveyquestions (After participating incounseling, I have better insightand self-awareness about mypersonal concerns; and Afterparticipating in counseling, I ambetter prepared to address mypersonal concerns independently).(06/30/2020)

Goal Status: Active

Benchmark: 100% of attendees willbe able to explain QPR suicideprevention strategies at mediumlevel or above in the Post-Testsurvey.

Use of Result: Implement the preand post testing at every training.In addition to testing Nursingstudents, we will also conduct thissame assessment for RA staff andprofessional staff trainings.(06/30/2020)

Finding Reporting Year: 2019-2020Goal met: YesPost-Test Survey results by questions:> Warning signs of suicide - 100% of training attendeescould identify and report at high level.> How to ask someone about suicide - 92%% of trainingattendees could identify and report; 8% at medium level.> Persuading someone to get help - 75%% of trainingattendees could identify and report; 25% at medium level.> How to get help for someone - 79%% of trainingattendees could identify and report; 21% at medium level.> Information about local resources for help with suicide -63%% of training attendees could identify and report; 38%at medium level.> Please rate your level of understanding about suicide andsuicide prevention - 96%% of training attendees couldidentify and report; 4% at medium level. (06/30/2020)

Pre- and Post-Test survey of trainingattendees.


Counselling Services - Developsuicide prevention skills through QPRtraining. - After completing QPRTraining (Question-Persuade-Refer),Nursing students will be able toexplain and implement QPR suicideprevention strategies.

Goal Status: Active

Data collection.

Use of Result: As the ResidentSuccess Coaching program in thedorms was still new in 2019-2020,the focus was on developing aprocess through which the RSCswere to appropriately interactwith students to support themacademically.Data collection and RSC team

Finding Reporting Year: 2019-2020Goal met: YesOsborn Hall academic interactions (by RSC assignedsections): Small side- 54 interactions Large side first floor- 60 interactions Large side second floor- 86 interactions large side third floor- 72 interactions

Fall 2019 and Spring 2020 DataCollection: academic interactionsbetween RSCs and students willeffect improved academicperformance for students. .


Goal Type: Operational Goal, notrelated to student learning

Housing - Foster Student AcademicSuccess - Students will improveacademically through ResidentSuccess Coaching program in thedorms.


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discussions identified best-practices and determined nextyear's goals.For 2020-2021, specific learningoutcomes will be identified, andRSCs will track studentinteractions to report the level atwhich students achieve thoselearning outcomes. (06/26/2020)

The Village academic interactions:Total RSC/student interactions = 205 individual students.99 students in area 1; 106 students in area 2. (06/26/2020)

Goal Status: Active

Related Documents:IPASS_Spring 2020 Impact Report.pdf

Use of Result: Decrease thenumber of no-shows forscheduled meetings by at least10% in 2020-2021 by reaching outto faculty and staff for help ingetting students to IPASSmeetings.

While this goal is important, theIPASS Coordinator has alsodeveloped a deeper, morethrough strategic plan for theIPASS program, which includes thefollowing action plans for 2020-2021, as outlined in the attachedIPASS_Spring 2020 ImpactReport::Collect and analyze meeting data.Expand the reach of the EarlyAlert System, both to studentsand their faculty/advisers.Send out emails to students whengrades show a need forimprovement.Reach out to faculty and staff tolet them know about studentconcerns.Reach out to faculty and staff toreceive help getting students to

Finding Reporting Year: 2019-2020Goal met: NoThe IPASS Coordinator conducted 231 meetings withstudents in the 2020 spring semester. 351 meetings werescheduled, with 120 no-shows. (06/25/2020)

100% of students self-referred orfaculty/staff-referred to IPASS willmeet with the IPASS Coordinatorand set up an academicimprovement action plan.

IPASS - Academically strugglingstudents will be able to set up andfollow an academic improvementaction plan that includes one or moreof the following: (a) 1-on-1 supportmeetings in IPASS; (b) 1-on-1faculty/advisor meetings; (c)completion of skills training (note-taking, study skills, timemanagement, etc.); (d) utilization ofacademic tutoring support services;(e) utilization of campus supportservices (Counselling Center, HealthCenter, Accessibility Services, etc.); (f)utilize Resident Commuter SuccessCoaching (study sessions, workshops,group support, etc.).


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IPASS Meetings.Reach out to Residence Life staffto get assistance getting studentsto IPASS meetings.Supervise Commuter SuccessCoaches to expand suuport tostruggling students.Oversee and develop supportactivities in the StudentEngagement Center (SEC).(06/25/2020)

Goal Status: Active

Benchmark: 100% of participatingstudents will report an increasedsense of belonging andconnectedness to peers at LSSU.

Use of Result: To ensure morestudents achieve this outcomeand (1) increase their sense ofbelonging at LSSU, and (2)increase sense of connectednesswith peers, we will add thefollowing in 2020-2021:- Seek more student input on waysto expand Intramural Sports toencourage different populationsof students to participate.- Create two divisions withinIntramural Sports (Contact Sportsand Non-Contact Sports) to alloweveryone to have the opportunityto connect and compete withother university members throughhealthy competition.- Continue using the self-assessment surveys to monitorstudents' achievement for theoutcome. (05/11/2020)

Finding Reporting Year: 2019-2020Goal met: NoStudents reported increased sense of belonging:40% Strongly Agree38% Agree17% Somewhat Agree2% Somewhat Disagree0% Disagree2% Strongly disagree

Students reported increased sense of connectedness withpeers:48% Strongly Agree29% Agree21% Somewhat Agree2% Strongly disagree (05/06/2020)

Self-reporting survey responses

Strategic Plan Outcome(s)addressed: C1. We cultivate anenvironment of inclusion where allmembers treat others with dignityand respect.Assessment Year: AY19-20

Intramural Sports-Belonging andConnectedness - Studentsparticipating in intramural sports willdevelop a sense of belonging andconnectedness with peers at LSSU.

Benchmark: 100% of participatingstudents will report an increase of

Use of Result: To increase studentachievement of this outcome, in2020-2021 we will create a Code

Finding Reporting Year: 2019-2020Goal met: NoSelf-reported increase of appreciation for equity, diversity,

Self-reporting survey responsesIntramural Sports-Diversity andInclusion - Students participating inintramural sports will develop a


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Goal Status: Active

appreciation for equity, diversity,and inclusiveness.

of Conduct that every player mustsign before they can participate inany intramural sport to ensurethat our intramural sportscommunity is respectful, valuedwelcoming to everyone. Inaddition, we will seek studentinput and work to reshapeofferings and expand beyondoffering only traditionalintramural sports; this should helpensure we are creating aninclusive environment for moremembers in our universitycommunity. (05/11/2020)

and inclusiveness.26% Strongly Agree26% Agree38% Somewhat Agree2.5% Disagree2.5% Strongly Disagree (05/06/2020)


greater appreciation for equity,diversity, and inclusiveness.

Goal Status: Active

Benchmark: Use of Native AmericanCenter by students, staff, faculty,and community will be increased by2% per academic year.Related Documents:NA Center - Pre-Post AssessmentSample Questions.docx

Use of Result: Based on usageresults and to obtain higherresults in 2019-2020, in fall 2019we will offer additional culturallearning opportunities for campusand community members, toinclude sacred medicines, culturaletiquette correct ways ofcommunication, culturalsensitivity training. Throughout2019-2020, we will also createmore resources/opportunities forstudents to target and assiststudents in improving educationalexperiences on campus, includingexpansion of resource offerings,internship solicitation, andincrease knowledge of financialaid resources.Lastly, we will advertise toincrease usage by using socialmedia to communicate inclusionand welcome to campus and

Finding Reporting Year: 2019-2020Goal met: YesIn fall 2019, the number of students using the NativeAmerican Center in the after-hours period were 25, up from19 in the previous fall semester.Increase number of students, faculty, staff, alumni, andcommunity members’ usage of the Native American Center.From Fall, 2018 to Fall, 2019 the usage of the NativeAmerican Center decreased slightly from 224 to 221. Therewas a decrease in enrollment as well from 195 in Fall, 2018to 177 in Fall, 2019, in Native American enrolled students.(05/12/2020)

Strategic - Activity or Event - Use ofNative American Center by students,staff, faculty, and community forvarious activities and events will beincreased by 2% per academic year.

Usage will be measured by access listsign-in sheets and registration atevents/activities.Strategic Plan Outcome(s)

addressed: C1. We cultivate anenvironment of inclusion where allmembers treat others with dignityand respect.Assessment Year: AY19-20


Native American Center- Inclusion -Students, faculty, staff, andcommunity will develop a sense ofbelonging and connectedness at theNative American Center.


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community. (05/12/2020)

Goal Status: Active

Use of Result: To further improvethe cultural knowledge of sacredmedicines, etiquette, andcommunication of local tribes andFirst Nations across campus, theNative American Center willinitiate class discussions in healthand culture-related campuscourses. Through these in-classdiscussions, more students andstaff participants on our campuswill increase their ability toappropriately utilize culturalknowledge on sacred medicineswith proper etiquette and ways ofcommunication. (05/12/2020)

Finding Reporting Year: 2019-2020Goal met: YesIn the pre-assessment of 20 students, 95% of students werenot aware of sacred medicines and how they are used, orappropriate cultural ways, etiquette, and communicationwith the local Native American tribes and First Nations. Inthe post-assessment, this knowledge and ability increasedfor 100% of participants. (05/12/2020)

Strategic - Activity or Event -Interactive ProfessionalDevelopment sessions with studentsand faculty will be offered. A pre-and post-assessment will measureknowledge changes of NativeAmerican medicines, culturaletiquette, and appropriatecommunications with various tribalpopulations about their health.



Native American Center - CulturalAwareness - Through ProfessionalDevelopment events at the NativeAmerican Center, community healthnursing students and faculty will, withappropriate etiquette andcommunication skills, be able toutilize the sacred medicines of thelocal Sault Ste. Marie Tribe ofChippewa Indians with members ofthe Native American and First Nationscommunities.

Goal Status: Active

Use of Result: The 'N' responserate for the pre- and post-surveyswas very low, for two reasons:1) events attendance in Springsemester was low in earlyscheduled events, and non-existent for late semester eventswhen attendance would normallybe higher as students prepared forthe end of semester finals, etc. (due to the COVID-19 responserestrictions).2) Many students did not have theapp through which the surveyswere conducted, so we will pushduring orientation, Laker Week,

Finding Reporting Year: 2019-2020Goal met: YesStudent survey respondents reported from the followingtwo events:1. Take Down Test Anxiety event - 100% of respondentsreported that they acquired practical test anxiety reducingskills.2. Roses and Resumes - 100% of respondents reported thatthey had improved their resume by the end of this event.(06/26/2020)

Spring 2020 Event Pre- and Post-surveys. 100% of attending studentswill report that they acquired betterskills or created an end-product asdirected at the event.


Student Engagement Center (SEC) -Students attending events in the SECwill acquire practical skills to apply inthe event-targeted topic area.


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and the first three weeks ofclasses to make sure that studentsdownload and start using it duringthe first few weeks of school.(06/26/2020)

Benchmark: 100% of studentsattending Campus Life Events in theStudent Engagement Center (SEC)will acquire practical skills to apply inthe event-targeted topic area.

Use of Result: The events that hadspecific end-products and practiceactivities were easier to assessthan those that relied on post-event verbally reported results. Inspring 2020, all SEC events willutilize an easily downloadable appto pre- and post-survey students.This will enable us to betterdetermine if the event learningoutcome was achieved, and atwhat level. (06/26/2020)

Finding Reporting Year: 2019-2020Goal met: NoAnything is Popsicle Event - time management workshop:Post-event verbally reported results indicated overallacquisition by students of better time managementstrategies.Career Fair Crash Course: Post-event verbally reportedresults indicated overall acquisition by students of effectivejob seeking strategies.DIY Exfoliants Event: 100% of students attending thisstress-reduction event produced personalized lip scrubs andface scrubs with "calming" natural ingredients.Dietary Wellness Workshop: 100% of students attendingthis healthy eating awareness event practiced makinghealthy microwave meals and were able to verbally repeat /explain the importance of eating well and how to do thatsuccessfully on a tight budget.Easy Peesy Eggs and Cheesy Event: 100% of studentsattending this healthy eating awareness event practicedmaking healthy, protein-packed breakfast wraps and quickhealthy lunches, and were able to verbally repeat / explainthe importance of eating well and how to do thatsuccessfully on a tight budget.

(06/26/2020)

Fall 2019 Campus Life Events


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