Zane Shewalter, Grade Performance Status
Rebecca Dames & Teresa Carlson, Library Services: A Boom in Popularity
Kathleen Carpenter & Sarah Scholfield, America Reads: Making a Difference One Child at a Time
Wendy Wallace, Financial Literacy
Student Learning Outcomes in Campus Recreation Services
Amy Laxton, Erik Jaeke, and Campus Recreation Services Staff
Campus Recreation Services
Our poster will employ data gathered by the Enrollment Management and Student Affairs (EMSA) Student Learning Outcomes survey. This survey was delivered to 9,902 sophomores, juniors, and seniors enrolled at the Flagstaff campus, and focused on participation in EMSA activities and the learning that occurred through these experiences.
Student Learning Outcomes in Club and Intramural Sports
Rhonda Powers and Erik Jaeke
Campus Recreation Services
Our poster will employ data gathered by the Enrollment Management and Student Affairs (EMSA) Student Learning Outcomes survey. This survey was delivered to 9,902 sophomores, juniors, and seniors enrolled at the Flagstaff campus, and focused on participation in EMSA activities and the learning that occurred through these experiences.
Disability Resources – Looking at the Student Learning Outcome Survey Results from a Different Perspective
Disability Resources Staff
Disability Resources
This data compares students who are registered with Disability Resources (DR) to students who are not registered with DR on a number of scales relating to perceived student academic success and life skills. The data obtained suggest a small population of students with disabilities is discontented with how NAU has prepared them academically and socially. Future research goals would be defining the variables that affect these student responses and discovering the reason for student dissatisfaction.
What are NAU Students Learning Outside of the Classroom? Results of the Student Learning Outcomes Survey
Jared Hopkins and Sarah Bickel
Enrollment Management and Student Affairs Assessment
The Student Learning Outcomes (SLO) survey is administered annually to sophomores, juniors, and seniors. The survey gathers information about participation in extra-curricular programs and activities and is used to assess student learning outcomes. Results for overall learning outside the classroom for the prior three years are discussed.
If They Understand, Will They Care? Assessing Students’ Knowledge, Abilities, and Dispositions Toward the Environment
Angela B. Moline and Erik A. Nielsen
School of Earth Sciences and Environmental Sustainability
To determine changes in knowledge, abilities, and dispositions of students in an introductory environmental science course, we used pre- and post-testing with the New Environmental Paradigm scale, questions about knowledge acquisition, and competency self-assessment. We hypothesized that an increased understanding of complex environmental issues will lead to positive changes across all three metrics.
Fronske Health Center
Paul Bibeau
Fronske Health Center
Results of two recently administered surveys: Fronske Health Center's contribution to students’ ability to manage their health and wellness, and the Patient Satisfaction survey.
Promoting a Culture of Assessment
Tina Adams, Kristen Bullard, Theresa Carlson, Heidi Fogelberg, Amy Hughes, Kevin Ketchner, and Kathee Rose
Cline Library Academic Program Librarians
Building on our assessment work from the previous year, we incorporated a variety of assessment tools into course support activities in order to develop a continuous assessment cycle. This process has enabled us to monitor and adapt our approaches in an effort to support our program learning outcomes.
Life after NAU: Job, Graduate School, Family
Eva Putzova
PAIR
A summary of results from a job placement survey administered to alumni who graduated in the 2009-2010 academic year. Information about students’ starting salaries, job titles, and type of employers will be included.
Reflective Review: A Student's Participation in the Process of Improving a University Program
Brittany Santoro, B.A. and Cindy Doyen, M.S.
Communication Sciences and Disorders
This poster presents the Reflective Review form utilized by the Communication Sciences and Disorders department. Students provide feedback regarding their performance during their clinical rotation, identifying areas in which they felt sufficiently prepared, not sufficiently prepared, and their overall level of preparedness for the clinical rotation.
Teaching Early Computing Skills – A Self-Efficacy Study
Dr. James Dean Palmer, Joseph Flieger, and Dr. Gypsy Denzine
Computer Science
The Computer Science department seeks to improve student learning for freshmen through the use of JavaGrinder, a highly interactive web-based training and practice system that augments traditional curricula with exercises that emphasize the engaging interdisciplinary nature of computer science. The success of the system is measured using in class self-efficacy questionnaires.
The NAU Counseling Center: What Can We Do For Your student?
Megan Gavin
Counseling Center
This poster will provide an overview of the Counseling Center's services and client usage data. In addition, important results from the fall 2010 Client Evaluation and the winter 2010-2011 Enrollment Management and Student Affairs Student Learning Outcomes survey will be shared. Recommendations and take-home points based upon these data sources will be provided.
Multicultural Student Center Programming
Kristina Rodriguez and Valeria Chase
Multicultural Student Center
This poster will present findings from the 2010-2011 Enrollment Management and Student Affairs Student Learning Outcomes survey as they relate to programming offered by the Multicultural Student Center (MSC). Specifically, selected survey results for respondents who participated in Heritage/History Month events will be compared to those who did not participate in such activities. This poster will also include recommendations on how the Multicultural Student Center can enhance the learning outcomes of their events.
2011 LEADS Center Survey Results and Recommendations
Christine Brunson and Roberto Cruz-Esparza
Multicultural Student Center
Located in the University Union, the Leadership, Engagement, Achievement, Diversity, and Service (LEADS) Center combines three departments to bring together the best in advising, mentoring, and cultural celebrations. This presentation highlights the results of a recent survey that provided students the opportunity to share feedback about our in-office services and will be used to provide direction of these services in the future.
2010 STAR Program Evaluation and Recommendations
Traci Harvey and Jamie S. Patton
Multicultural Student Center
The Successful Transition and Academic Readiness (STAR) program is a summer bridge program for freshman students who are from historically underrepresented populations, first generation, or Pell Grant eligible. This presentation highlights the 2010 evaluation results, which covered all aspects of STAR, including registration, personnel, academics, and activities, as well as departmental recommendations for improvements.
Learning Community Satisfaction Survey: Lessons Learned
Cori Cusker, Sue Belatti, and Rachel Reese
Residence Life
During the fall 2010 semester, a satisfaction survey was administered to freshmen students living in residential Learning Communities (LC). Our poster will highlight some of the main messages received from our LC students in the areas of programming, involvement, and student and staff/faculty support.
A Look at the Academic Environment of Residence Halls Taken from the 2011 Quality of Life Survey
Joshua Heck
Residence Life
One of the key goals of Residence Life at NAU is to assess needs and address facility improvements within the residence halls to support environments conducive to academic success. This poster will examine student responses from the 2011 Quality of Life Survey, specifically regarding the academic environment of residence halls, e.g. My hall is quiet enough to study, My hall is an academically supportive environment, etc. The poster will show the percentage of students, by hall, who agree and strongly agree with each of these statements.
Efficacy of Permanent Working Groups in Introductory Courses
Lauren Griffith, Cameron Griffith, and James Peden
Anthropology
We believe group work scaffolds student learning and makes teaching large classes more manageable for instructors. Our research tests the efficacy of using permanent working groups versus ad hoc groups in large introductory sections of anthropology courses. Our means of assessment include pre/post survey design as well as comparing attendance and test scores.
NAUTeach Program
Kristin Andersen and Sharon Cardenas
Center for Science Teaching and Learning
The NAUTeach program provides teacher certification coursework and support for all College of Engineering, Forestry, and Natural Sciences students seeking secondary teacher certification. National Council for Accreditation of Teacher Education Specialized Professional Association data for this program will be presented along with other program data.
Assessment of the Sino-American 1-2-1 Dual Degree Program
Thomas Joseph Destefano, PhD; Susan Longerbeam, PhD; and Danielle Richards, MEd, MA, NCC
College of Education – Educational Psychology
The Sino-American Dual Degree Program is one of the largest consortiums for educational exchange between China and the United States. Data collection for the evaluation of the program began in June, 2009 and proceeded through March, 2010. The International College Student Experience Scale (ICSES) and survey data were utilized and analyzed. Results and program recommendations are discussed.
Grade Performance Status
Zane Shewalter
ePlanning
Assessing Grade Performance Status (GPS) usage measures and system overview: What types of GPS comments are most used? How does usage change over time? How has GPS impacted students so far? Results based on GPS system queries and student/instructor surveys; helping us to further evaluate and optimize the program.
Three to One and One to Three: Two Responses to Resource Constraints
Krista Rodin and Joe S. Anderson
Humanities and University Assessment Committee (UAC); College of Business and Chair, UAC
Under the current constrained resource environment, the Office of Academic Assessment and UAC revised the one-year assessment cycle into a three-year cycle. Concurrently, three majors were consolidated into one by Humanities, Art History, and Religious Studies. These initiatives together demonstrate variety of responses to "doing more with less" in assessment and program design.
Profiles of Student Life Contacts
Office of Student Life Staff
Office of Student Life
The Office of Student Life poster will display several different assessment efforts reflecting various ways the staff interacts with constituents through programs and services. Information about contacts associated with the childcare voucher program, parent and family services, student events, student organization membership, the student conduct process, classes missed letters, and institutional excuses will be provided.
Dining Services: Student Satisfaction and Retention
Casey Fisher
Dining Services
Dining Services’ assessment includes multi-year retention studies and satisfaction surveys. This poster will display important findings and ideas how about to apply these findings to our work.
America Reads – Making a Difference One Child at a Time
Kathleen Carpenter and Sarah Scholfield
America Reads
America Reads employs Federal Work Study eligible, Northern Arizona University undergraduate students. The fundamental purpose of this program is to complement and expand existing successful literacy efforts to help children increase their skills and achievement levels. The data used in this poster presentation was collected from spring 2010 through fall 2010, and is collected from America Reads site teachers to assess the program’s impact, strengths, and areas for further development and improvement. Tutors were evaluated on attitude, openness to feedback, judgment, dependability, professionalism, cooperation, initiative, potential, and leadership qualities. The data is used to improve the program, to better prepare America Reads tutors, and to meet the changing needs of the various Flagstaff school sites and after school programs. We are in our fifth year of program management.
Financial Literacy
Wendy Wallace
Educational Support Services – Student Support Services
The Student Support Services (SSS) program provides academic, financial, career, and personal support for students who are low-income, first generation, or have a documented disability. For two years, the SSS program has been utilizing a hybrid in-person and online workshop to provide financial literacy education for participants. This poster will present learning outcomes related to course participation, knowledge about money, budgeting, misuse of credit cards, credit card payments, and student loan debt.
Assessing the Scope, Role, and Impact of the New Directions in Diversity Symposium
Sara Alemán, David Camacho, and Linda Shadiow
Office of the President, Ethnic Studies, Faculty Development Program
The purpose of the symposium series is to engage diverse faculty in an interdisciplinary forum that will ultimately have an impact on the inclusive teaching and scholarly work pursued by faculty. Following each session participants were provided with a link to anonymous online evaluations to enable analysis of participation, satisfaction, learning, application, and systemic impact.
What is the Impact of Faculty Learning from and with Colleagues? An Assessment of the Faculty Development Program, 2009-2010
Ed Cahall and Linda Shadiow
Faculty Development Program
Participants in Faculty Development Program resource sessions were provided with a link to anonymous online evaluations. A brief year-end survey was also sent to all participants in the 2009-10 resource sessions to further assess the systemic impact of the year’s programs.
Native American Ambassador and Peer Mentors Program
Catherine Talakte, Daisy Purdy, and Bryan Whish
Native American Student Services and Undergraduate Admissions
A review of the Native American Ambassador and Peer Mentors program which includes information on recruitment, retention of both mentors and mentees, and survey results from participants of the program.
How Are Our Students Doing? Using High School Core GPA to Evaluate NAU Performance
Margot Saltonstall
EMSA Assessment
Programs aimed at providing students academic support often cite retention rates as evidence that they are working. Other measures, including progress toward degree, credit hour accumulation, course grades, cumulative GPA, etc. can be used to demonstrate the success of students in these programs. This poster provides a quick and easy way to evaluate whether students who participate in academic support programs are earning GPAs that we would expect based on their high school performance.
STAR Student Retention: Program Level Retention Assessment through Regression Analysis
Michael Merica, Margot Saltonstall, and Jamie Patton
Enrollment Management and Student Affairs Assessment and Multicultural Student Center
The Successful Transition and Academic Readiness (STAR) programs serves ethnic minority, first generation, and low income students. In order to assess the effectiveness of STAR in terms of student retention and academic performance, we conducted several logistic regression analyses that considered the eligibility criteria of STAR students as well as academic ability, psycho-social factors, and other variables that previous studies have shown to have an effect on these measures of student success.
Participation in Student Support Services and Academic Outcomes
Jared Hopkins, Wendy Wallace, and Margot Saltonstall
Enrollment Management and Student Affairs Assessment and Educational Support Services – Student Support Services
The Student Support Services (SSS) program provides academic, financial, career, and personal support for low-income and first generation students and students with disabilities. After controlling for traditional demographic and academic predictors of student success, participating in SSS was associated with higher GPA, retention, and earned credit hours among first-time, full-time freshmen.
Library Services – A Boom in Popularity!
Rebecca Dames and Theresa Carlson
Cline Library
Cline Library has many services offered to students, faculty, and staff. The library is piloting late-night hours and offers study rooms and study carrels, laptops (both Mac and PC), chat, media rooms, scanners, desktop PCs, and printing. We will show the increased usage of these services at Cline Library over the past year.
FAFSA Frenzy!
Office of Student Financial Aid Staff
Office of Student Financial Aid
A comparison of the quantities of financial aid applications received over time, and an assessment of the numbers and types of need based students over time.
The Student Learning Centers – An Overview
Melissa Welker and Evin Deschamps
Student Learning Centers
The Student Learning Centers assist students in various ways, including peer tutoring, Supplemental Instruction, and the Peer Jacks Mentoring program. An overview of recent service usage and outcomes will be provided. Historical data will also be used to highlight growth in our programs.
Yellow Bike Highlights
Matt Tantau, Patti Redman, Sky Anderson, and Andrew Bourget
Enrollment Management and Student Affairs
The Yellow Bike program is in its 3rd year of operation. This poster describes the check-out rates of bikes year over year, as well as the association of the program with the Student Learning Outcomes survey.
Elevating the Digital Experience at NAU
Jessica Lawless, Trey McCallie, Pam Ramos, Rachel Olson, and Sandra Kowalski
University Marketing
The presence of high-quality content on university websites has been demonstrated to be critical for success in several strategic areas, including student recruitment and retention, increased operational efficiencies, and ensuring accessibility for people with disabilities. In this context, the university wanted to understand how its website shaped perceptions among key audiences, including prospective and current students, parents, employees, alumni, and other influencers. The university commissioned a number of research projects related to the quality and consistency of its digital content for key audiences. Research findings were used to inform the strategic goals and direction of the EDEN initiative, Elevating the Digital Experience at NAU.
NAU Premed and Pre-Law Students
Rebecca Malone-Little Owl
Gateway Student Success Center
We are tracking NAU students who self-identify as premed or pre-law majors. By using national application databases, we are able to determine how many NAU students were accepted into either professional program. Based on the information gathered we were able to compare it to the national rate.
Advising Contacts and Retention of Probation Students
Ian Wischmeier
Gateway Student Success Center
We were interested in gathering information on probation-student retention and the number of advising contacts they received in a given term. We found information supporting the importance of student contact with advisors.
CCC2NAU
Ryan Wessel and Robin Long
Gateway Student Success Center
CCC2NAU, an innovative bridge program between Coconino Community College and Northern Arizona University, continues to see growth in participants. Preliminary results indicate that students who transitioned to the university are maintaining a 3.08 GPA, and the retention rate is 96% based on cohorts enrolled at NAU since spring 2009.
Effective Advisor Training
Lela Montfort
Gateway Student Success Center
Using two years of training research, as well as student feedback, a three tiered comprehensive developmental training program was established for all new and continuing advisors at the Gateway Student Success Center.
Early Enrollment Participation – Correlation to Timely Student Enrollment
Helen Hemmer
Gateway Student Success Center
Does a student’s attendance at Early Enrollment Advising (EEA) correlate to the timeliness of his or her enrollment for the following term? Results indicate students who attend EEA are more likely to enroll on their assigned enrollment date or within 1-10 days as compared to students who did not attend EEA.
One-Year Retention and Priority Enrollment Participation
Helen Hemmer
Gateway Student Success Center
We looked at 2009-2010 undergraduate admits and compared who used Priority Enrollment to who did not for their first semester (fall 2009) enrollment, and which of these students were retained and enrolled into their sophomore year (fall 2010).
First Time Full Time Freshman Retention Based on Attendance at Advising Session during Orientation
Tamara Harrison
Gateway Student Success Center
Were first time full time freshman students who attended the advising session during Orientation retained at a higher rate to the following fall term over those who did not attend? Results showed a higher rate of retention for students who attended advising at Orientation.
Career Services Utilization
Stephenie Jerome
Gateway Student Success Center
We used varied sources to discern what career services students were aware of and utilizing across campus. The results demonstrated a need for further investigation and will be used to inform a more in-depth, university-wide career services inquiry. General Program Data That Quantifies Level of Student Service Todd Firth and Jamie Hade Gateway Student Success Center
The Gateway Student Success Center assessed student contacts and use of services. We continually monitor data to determine the impact on our ability to provide quality service. The descriptive data supports planning for staff resources, program planning, and program utilization.
Finish in Four Student Group Participation: 2008 Cohort Versus 2009 Cohort Ian Wischmeier Gateway Student Success CenterWe were interested in gathering information on the number of students who signed up for the highly structured, contract based Finish in Four Program compared to the less rigid Finish in Four Philosophy. Our results led to further support of the less rigid Finish in Four Philosophy.
Parking Services Takes on Biking on Campus
Erin Stam & Joshua Heck
Parking & Shuttle Services
Parking & Shuttle Services strives to provide alternate transportation options as a means to reducing the campus carbon footprint and reducing personal vehicles on campus roads so that shuttle services can travel more efficiently. Most recently we began providing free bike registration. From the data we can see a large number of students who have brought a bike, but have not taken the time to register as they were either unaware or haven’t gotten around to it.
Peer Jack Mentoring
Joey Ruiz
Educational Support Programs
The focus will be on the overall success of the Peer Mentoring Program in its initial year.
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