university of central florida planning for student success: the role of institutional effectiveness...
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University of Central Florida
Planning for Student Success: The Role of Institutional Effectiveness
Planning for Student Success: The Role of Institutional Effectiveness
Dr. Ron AtwellMs. Pam ReaDr. Mark Allen Poisel
© 2006 Krist, Atwell, & Poisel International Assessment and Retention ConferenceJune 8, 2007
2International Assessment and Retention Conference, June 8, 2007, 10:30 AM
AgendaAgenda
Introduction and Premises Development and Purpose of Bi Level Processes Overview of Institutional Effectiveness Process Identifying and developing:
Mission Operational Objectives Student Learning Outcomes
Direct and Indirect Measures Conclusion and Questions
Introduction and Premises Development and Purpose of Bi Level Processes Overview of Institutional Effectiveness Process Identifying and developing:
Mission Operational Objectives Student Learning Outcomes
Direct and Indirect Measures Conclusion and Questions
3International Assessment and Retention Conference, June 8, 2007, 10:30 AM
University of Central Florida Fast Facts
University of Central Florida Fast Facts
Established in 1963 (first classes in 1968), Metropolitan Research University
Grown from 1,948 to 46,848 students in 38 years 39,661 undergrads and 7,187 grads 12 colleges and 12 regional campus sites 89% of lower division and 67% of upper division students
are full-time
Fall 2006 FTICs Enrolled: 4,131; Transfers: 4,006 Summer 2006 FTICs Enrolled Fall 2006: 2,545 Average SAT Total: 1201; Average H.S. GPA: 3.7 Fall 2006 FT FTIC Retention Rate: 83%
Established in 1963 (first classes in 1968), Metropolitan Research University
Grown from 1,948 to 46,848 students in 38 years 39,661 undergrads and 7,187 grads 12 colleges and 12 regional campus sites 89% of lower division and 67% of upper division students
are full-time
Fall 2006 FTICs Enrolled: 4,131; Transfers: 4,006 Summer 2006 FTICs Enrolled Fall 2006: 2,545 Average SAT Total: 1201; Average H.S. GPA: 3.7 Fall 2006 FT FTIC Retention Rate: 83%
4International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Introduction and PremisesIntroduction and Premises Nichols’ assessment model (1995)
Assessment: formative: focus on continuous quality improvement summative: one time, evaluative
addresses academic and student support areas Tinto (1993); Pascarella & Terenzini (2005)
success = total college experience Upcraft and Schuh (1995)
Student: use and demand needs satisfaction campus environment and cultures outcomes
Institution: benchmarking nationally acceptable standards
Nichols’ assessment model (1995) Assessment:
formative: focus on continuous quality improvement summative: one time, evaluative
addresses academic and student support areas Tinto (1993); Pascarella & Terenzini (2005)
success = total college experience Upcraft and Schuh (1995)
Student: use and demand needs satisfaction campus environment and cultures outcomes
Institution: benchmarking nationally acceptable standards
5International Assessment and Retention Conference, June 8, 2007, 10:30 AM
CAS StandardsCAS StandardsCouncil for the Advancement of Standards
In Higher Education
“… purpose of developing and promulgating standards of professional practice to guide higher education practitioners and their institutions, especially in regard to work with college students.” (Terrence Strayhorn, 2006)
Identifies 16 domains of student learning and development. FALDOS focus on indirect evidence of student learning.
URL: http://www.cas.edu/
Council for the Advancement of StandardsIn Higher Education
“… purpose of developing and promulgating standards of professional practice to guide higher education practitioners and their institutions, especially in regard to work with college students.” (Terrence Strayhorn, 2006)
Identifies 16 domains of student learning and development. FALDOS focus on indirect evidence of student learning.
URL: http://www.cas.edu/
6International Assessment and Retention Conference, June 8, 2007, 10:30 AM
What is Assessment? What is Assessment?
Minute paper: On the top of a piece of paper, write the
components of good assessment.
On the bottom of the page, write what assessment should not include
Minute paper: On the top of a piece of paper, write the
components of good assessment.
On the bottom of the page, write what assessment should not include
7International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Program Assessment Is Program Assessment Is formative: designed to collect information that can be
used for improvement ongoing
OR summative: takes a picture of where you are today
contributes to resource allocation infused into regular operations clear and understandable comprehensive
measures your primary functions or activities cost effective
time money
formative: designed to collect information that can be used for improvement ongoing
OR summative: takes a picture of where you are today
contributes to resource allocation infused into regular operations clear and understandable comprehensive
measures your primary functions or activities cost effective
time money
8International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Program Assessment Is NotProgram Assessment Is Not
used to evaluate individual staff or faculty used to evaluate individual students a solution
It is a fact-finding mission. a replacement for good management and
leadership an analysis of operations or processes
could indicate a need for this kind of analysis
something done by one person
used to evaluate individual staff or faculty used to evaluate individual students a solution
It is a fact-finding mission. a replacement for good management and
leadership an analysis of operations or processes
could indicate a need for this kind of analysis
something done by one person
9International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Issues in Effective Assessment Issues in Effective Assessment
High level administrative support
Mission driven
Resource allocation
Assessment support: SDES, OEAS, IR
Culture of assessment: motivation use of assessment results experience
High level administrative support
Mission driven
Resource allocation
Assessment support: SDES, OEAS, IR
Culture of assessment: motivation use of assessment results experience
10International Assessment and Retention Conference, June 8, 2007, 10:30 AM
UCF Annual Assessment ProcessUCF Annual Assessment Process All academic, administrative and student affairs areas
develop outcomes: operational/process and student learning outcomes
two measures for each outcome
each area has an assessment coordinator
Divisional Review Committees review Results (evidence collected) and Use of Results from previous cycle and Plans (outcomes and measures) for current cycle
Divisional Review Committee Chairs report assessment results to University Assessment Committee
All academic, administrative and student affairs areas develop outcomes: operational/process and student learning outcomes
two measures for each outcome
each area has an assessment coordinator
Divisional Review Committees review Results (evidence collected) and Use of Results from previous cycle and Plans (outcomes and measures) for current cycle
Divisional Review Committee Chairs report assessment results to University Assessment Committee
11International Assessment and Retention Conference, June 8, 2007, 10:30 AM
UCF Annual Assessment ProcessUCF Annual Assessment Process
Deans & V. Presidents
University Assessment Committee
Divisional Review Committee
Assessment Coordinators
Staff, Faculty
President
12International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Mission StatementMission Statement
Brief (75 words or less) and comprehensive It should make sense to someone who knows
little or nothing about your unit. It should rarely need revision and be able to
endure changes in leadership. It should lead to the development of goals,
outcomes or objectives and performance measures for those outcomes.
Brief (75 words or less) and comprehensive It should make sense to someone who knows
little or nothing about your unit. It should rarely need revision and be able to
endure changes in leadership. It should lead to the development of goals,
outcomes or objectives and performance measures for those outcomes.
13International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Mission StatementMission Statement
Who are we? Name of the office, department, unit
What do we do? Your unit’s primary purpose
What do they do to accomplish the purpose?
Your unit’s primary functions
For whom do we do it? The stakeholders or customers of your unit
Who are we? Name of the office, department, unit
What do we do? Your unit’s primary purpose
What do they do to accomplish the purpose?
Your unit’s primary functions
For whom do we do it? The stakeholders or customers of your unit
14International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Mission StructureMission Structure
“The mission of (your office name) is to (your primary purpose) by providing (your primary functions or activities) to (your stakeholders).” (You may add additional clarifying statements)
*NOTE: the order of the pieces of the mission statement may vary from the above structure
“The mission of (your office name) is to (your primary purpose) by providing (your primary functions or activities) to (your stakeholders).” (You may add additional clarifying statements)
*NOTE: the order of the pieces of the mission statement may vary from the above structure
15International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Mission Statement ExampleMission Statement Example
The Mission of the UCF Office of Residence Life is to is to provide quality housing facilities and related services that are reasonably priced, safe, comfortable, well-maintained and staffed by friendly, caring, and efficient people to undergraduate students. The department develops and promotes programs and staff interactions that are conducive to student learning, support the University’s academic mission, and encourage individual responsibility within a community setting.
The Mission of the UCF Office of Residence Life is to is to provide quality housing facilities and related services that are reasonably priced, safe, comfortable, well-maintained and staffed by friendly, caring, and efficient people to undergraduate students. The department develops and promotes programs and staff interactions that are conducive to student learning, support the University’s academic mission, and encourage individual responsibility within a community setting.
Office Name
Primary Purpose Stakeholders
PrimaryFunctions
16International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Defining Operational Objectives and Student Learning Outcomes
Defining Operational Objectives and Student Learning Outcomes
Objective or outcome A specific, measurable statement that describes desired
performance Operational objective: a type of objective that addresses
operational or procedural tasks, such as satisfaction Student learning outcome: a type of outcome that
describes the intended learning outcomes that students should meet as a result of program(s) or service(s)
More precise, specific, and measurable than a goal Can be more than one outcome related to each goal An operational objective or student learning outcome can
support more than one goal
Objective or outcome A specific, measurable statement that describes desired
performance Operational objective: a type of objective that addresses
operational or procedural tasks, such as satisfaction Student learning outcome: a type of outcome that
describes the intended learning outcomes that students should meet as a result of program(s) or service(s)
More precise, specific, and measurable than a goal Can be more than one outcome related to each goal An operational objective or student learning outcome can
support more than one goal
17International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Writing Objectives or Outcomes:Think SMARTWriting Objectives or Outcomes:Think SMART
Specific clear and definite terms describing the abilities, knowledge,
values, attitudes, and performance
Measurable it is feasible to get the data; data are accurate and reliable; it
can be assessed in more than one way
Aggressive and Attainable the outcome has the potential to improve the program or unit
Results-oriented describe what standards are expected from students or aspect
of the functional area being assessed
Time-bound describe a specified time period for accomplishing the
outcome
Specific clear and definite terms describing the abilities, knowledge,
values, attitudes, and performance
Measurable it is feasible to get the data; data are accurate and reliable; it
can be assessed in more than one way
Aggressive and Attainable the outcome has the potential to improve the program or unit
Results-oriented describe what standards are expected from students or aspect
of the functional area being assessed
Time-bound describe a specified time period for accomplishing the
outcome
From: Drucker, 1954
18International Assessment and Retention Conference, June 8, 2007, 10:30 AM
DevelopingOperational ObjectivesDevelopingOperational Objectives
Registrar
Objective: Transcripts will be processed more efficiently in 2006-2007 compared to 2005-2006.
Registrar
Objective: Transcripts will be processed more efficiently in 2006-2007 compared to 2005-2006.
19International Assessment and Retention Conference, June 8, 2007, 10:30 AM
DevelopingOperational ObjectivesDevelopingOperational Objectives
Student Disability Services
Objective: Students with disabilities approved for testing accommodations and faculty who sent tests to SDS for proctoring will indicate a 85% satisfaction with the testing accommodations procedures.
Student Disability Services
Objective: Students with disabilities approved for testing accommodations and faculty who sent tests to SDS for proctoring will indicate a 85% satisfaction with the testing accommodations procedures.
20International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Program/Operational Objectives:Rate the Examples
Program/Operational Objectives:Rate the Examples
Orientation Services will increase efficiency of on-line registration for transfer students.
The English B.A. program will hire qualified faculty to develop the American literature track.
Financial Aid processing function will reduce the time required to process refunds to students.
Students will be satisfied with the response of advisors to e-mail.
The Student Union will provide high quality services. To increase the number of workshops we provide.
Orientation Services will increase efficiency of on-line registration for transfer students.
The English B.A. program will hire qualified faculty to develop the American literature track.
Financial Aid processing function will reduce the time required to process refunds to students.
Students will be satisfied with the response of advisors to e-mail.
The Student Union will provide high quality services. To increase the number of workshops we provide.
21International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Developing Student Learning OutcomesDeveloping Student Learning Outcomes
Student Activities
Objective: Students will demonstrate competencies in effective leadership.
Student Activities
Objective: Students will demonstrate competencies in effective leadership.
22International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Developing Student Learning Outcomes Developing Student Learning Outcomes
Student Disability Services
Outcome: Students will demonstrate an increased understanding of SDS test accommodation procedures for timely test request submissions.
Student Disability Services
Outcome: Students will demonstrate an increased understanding of SDS test accommodation procedures for timely test request submissions.
23International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Student Learning Outcomes:Rate the Examples
Student Learning Outcomes:Rate the Examples
Students will understand how to get around campus.
Student Scholars will earn a rating of at least satisfactory on their tutoring interaction skills. A rubric will be used to rate their responses to hypothetical situations.
Students will successfully navigate the on-line registration process.
After completing SLS 1520, students will show an increase in their ability to use technological resources to conduct research.
Students will understand how to get around campus.
Student Scholars will earn a rating of at least satisfactory on their tutoring interaction skills. A rubric will be used to rate their responses to hypothetical situations.
Students will successfully navigate the on-line registration process.
After completing SLS 1520, students will show an increase in their ability to use technological resources to conduct research.
24International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Objective or Outcome Assessment MeasuresObjective or Outcome Assessment Measures
direct measures: direct measurement or observation of something For student learning outcomes, it is the direct
examination or observation of student knowledge, skills, attitudes or behaviors to provide evidence of learning outcomes.
indirect measures: perception of efficiencies (e.g., timeliness); perceived extent or value of learning experiences
direct measures: direct measurement or observation of something For student learning outcomes, it is the direct
examination or observation of student knowledge, skills, attitudes or behaviors to provide evidence of learning outcomes.
indirect measures: perception of efficiencies (e.g., timeliness); perceived extent or value of learning experiences
25International Assessment and Retention Conference, June 8, 2007, 10:30 AM
MATURE: Measuring Objectives and OutcomesMATURE: Measuring Objectives and Outcomes
Matches directly related to the outcome it is trying to measure
Appropriate methods uses appropriate direct and indirect measures
Targets indicates desired level of performance
Useful measures help identify what to improve
Reliable based on tested, known methods
Effective and Efficient characterize the outcome concisely
Matches directly related to the outcome it is trying to measure
Appropriate methods uses appropriate direct and indirect measures
Targets indicates desired level of performance
Useful measures help identify what to improve
Reliable based on tested, known methods
Effective and Efficient characterize the outcome concisely
26International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Assessment Measures for Operational OutcomesAssessment Measures for Operational Outcomes
direct measures staff time cost materials equipment other resources cost per unit output reliability accuracy courtesy competence reduction in errors audit, external evaluator
direct measures staff time cost materials equipment other resources cost per unit output reliability accuracy courtesy competence reduction in errors audit, external evaluator
indirect measures written surveys and
questionnaires: stakeholder perception
students administration and staff faculty
interviews focus groups
indirect measures written surveys and
questionnaires: stakeholder perception
students administration and staff faculty
interviews focus groups
27International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Assessment Measures for Student Learning OutcomesAssessment Measures for Student Learning Outcomes
direct measures pre-, post-test locally developed exams embedded questions external judge oral exams portfolios (with rubrics) behavioral observations simulations project evaluations performance appraisals minute papers
direct measures pre-, post-test locally developed exams embedded questions external judge oral exams portfolios (with rubrics) behavioral observations simulations project evaluations performance appraisals minute papers
indirect measures written surveys and
questionnaires: student perception alumni perception employer perception of
program exit and other interviews focus groups student records
indirect measures written surveys and
questionnaires: student perception alumni perception employer perception of
program exit and other interviews focus groups student records
28International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Linking Operational Objectives and MeasuresLinking Operational Objectives and Measures
Registrar
Objective: Transcripts will be processed more efficiently in 2006-2007 compared to 2005-2006.
Measure 1: There will be a decrease in the number of days for processing transcripts in 2006-2007 from 5.8 in 2005-2006.Measure 2: At least 80% of college contacts responding to the annual Registrar Survey will rate transcript processing “good” or “very good.” (2005-2006 survey results: 65%).
Registrar
Objective: Transcripts will be processed more efficiently in 2006-2007 compared to 2005-2006.
Measure 1: There will be a decrease in the number of days for processing transcripts in 2006-2007 from 5.8 in 2005-2006.Measure 2: At least 80% of college contacts responding to the annual Registrar Survey will rate transcript processing “good” or “very good.” (2005-2006 survey results: 65%).
29International Assessment and Retention Conference, June 8, 2007, 10:30 AM
DevelopingOperational ObjectivesDevelopingOperational Objectives
Student Disability ServicesObjective: Students with disabilities approved for testing accommodations and faculty who sent tests to SDS for proctoring will indicate 85% satisfaction with the testing accommodations procedures.
Measure 1: During Spring 2007 Semester, 85% of enrolled students with testing accommodations will 'agree' or 'strongly agree' that they are satisfied with the SDS testing accommodation procedures.
Measure 2: During Spring 2007 Semester, 85% of faculty who send test to be proctored in SDS for students with disabilities will indicate that they 'agree' or 'strongly agree' with the SDS testing accommodation procedures.
Student Disability ServicesObjective: Students with disabilities approved for testing accommodations and faculty who sent tests to SDS for proctoring will indicate 85% satisfaction with the testing accommodations procedures.
Measure 1: During Spring 2007 Semester, 85% of enrolled students with testing accommodations will 'agree' or 'strongly agree' that they are satisfied with the SDS testing accommodation procedures.
Measure 2: During Spring 2007 Semester, 85% of faculty who send test to be proctored in SDS for students with disabilities will indicate that they 'agree' or 'strongly agree' with the SDS testing accommodation procedures.
30International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Measures for Operational Objectives:Rate the Examples
Measures for Operational Objectives:Rate the Examples
80% of students responding to the survey in the Fall will say they are satisfied.
Records kept through the Fall semester of time of request and time of response will show that all requests are responded to within 48 hours.
90% or more of student customers answering the survey in the Spring and Summer terms will agree or strongly agree that they are satisfied with the services of the Cashier’s office.
Students who participate in athletics in 2006-2007 will be retained at a higher rate than those who do not.
Advisors in the Student Success Center will respond in a timely manner.
80% of students responding to the survey in the Fall will say they are satisfied.
Records kept through the Fall semester of time of request and time of response will show that all requests are responded to within 48 hours.
90% or more of student customers answering the survey in the Spring and Summer terms will agree or strongly agree that they are satisfied with the services of the Cashier’s office.
Students who participate in athletics in 2006-2007 will be retained at a higher rate than those who do not.
Advisors in the Student Success Center will respond in a timely manner.
31International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Linking Student Learning Outcomes and MeasuresLinking Student Learning Outcomes and Measures
Student ActivitiesObjective: Students will develop competencies for effective leadership.
Measure 1: Students who participate in leadership development activities inn Spring 2007 will score at least satisfactory on the Leadership Observation rubric completed by coordinators of targeted student activities who have been trained in the use of the rubric.
Measure 2: In 2006-2007 students who participate in leadership programs will improve at least 15% from pre-test to post-test on the test of leadership competencies.
Student ActivitiesObjective: Students will develop competencies for effective leadership.
Measure 1: Students who participate in leadership development activities inn Spring 2007 will score at least satisfactory on the Leadership Observation rubric completed by coordinators of targeted student activities who have been trained in the use of the rubric.
Measure 2: In 2006-2007 students who participate in leadership programs will improve at least 15% from pre-test to post-test on the test of leadership competencies.
32International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Linking Learning Outcomes and MeasuresLinking Learning Outcomes and Measures
Student Disability Services
Outcome: Students will demonstrate an increased understanding of SDS test accommodation procedures for timely test request submissions.
Measure 1: During the Fall 2007 and Spring 2008 semesters 85% of the students will submit their test requests at least four business days prior to their test dates.
Measure 2: Late test request data from Fall 2007 and Spring 2008 will indicate a 5% decrease from the late test request data from Fall 2006 and Spring 2007 semesters.
Student Disability Services
Outcome: Students will demonstrate an increased understanding of SDS test accommodation procedures for timely test request submissions.
Measure 1: During the Fall 2007 and Spring 2008 semesters 85% of the students will submit their test requests at least four business days prior to their test dates.
Measure 2: Late test request data from Fall 2007 and Spring 2008 will indicate a 5% decrease from the late test request data from Fall 2006 and Spring 2007 semesters.
33International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Measures for Student Learning Outcomes: Rate the ExamplesMeasures for Student Learning Outcomes: Rate the Examples
An increased number of students will participate in the events planned for 05-06 compared with 04-05.
Students who complete the 05-06 Advising workshop will score at least 80% on the quiz about majors.
At least 85% of students surveyed will agree or strongly agree that membership in a Greek organization helped them adapt to college successfully.
Students who participate in academic organizations will be retained at a higher rate than those who do not.
Following training, RA’s will demonstrate effective counseling skills in mock student interviews. They will be scored using a rubric.
An increased number of students will participate in the events planned for 05-06 compared with 04-05.
Students who complete the 05-06 Advising workshop will score at least 80% on the quiz about majors.
At least 85% of students surveyed will agree or strongly agree that membership in a Greek organization helped them adapt to college successfully.
Students who participate in academic organizations will be retained at a higher rate than those who do not.
Following training, RA’s will demonstrate effective counseling skills in mock student interviews. They will be scored using a rubric.
34International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Closing the LoopClosing the Loop
Determine evidenceneeded
Operational or LearningOutcomes
SMART
2+ DirectMeasures
MATURE
What is next?Report ResultsWho, what, when?
CHANGEProceduresResourcesOutcomes Measures
Collect data
35International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Organizations to Assure Quality of ProcessOrganizations to Assure Quality of Process
Institutional Effectiveness Committees • University Assessment Committee
Provides overall guidance and leadership for the university assessment effort
SACS compliance certification response
Divisional Review Committees Conduct reviews of previous cycle results Conduct reviews of current and future cycle plans report to UAC
Institutional Effectiveness Committees • University Assessment Committee
Provides overall guidance and leadership for the university assessment effort
SACS compliance certification response
Divisional Review Committees Conduct reviews of previous cycle results Conduct reviews of current and future cycle plans report to UAC
36International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Organizations to Support Quality of ProcessOrganizations to Support Quality of Process
Support offices Operational Excellence and Assessment Support
assessment process training: DRC, coordinators survey, data analysis, & interpretation support website support, templates
Faculty Center for Teaching and Learning assessment training with OEAS department and team sessions
Institutional Research provide data
SDES Assessment and Planning Office assessment processes guidance survey, data collection and analysis support (some with
OEAS)
Support offices Operational Excellence and Assessment Support
assessment process training: DRC, coordinators survey, data analysis, & interpretation support website support, templates
Faculty Center for Teaching and Learning assessment training with OEAS department and team sessions
Institutional Research provide data
SDES Assessment and Planning Office assessment processes guidance survey, data collection and analysis support (some with
OEAS)
37International Assessment and Retention Conference, June 8, 2007, 10:30 AM
QUESTIONS QUESTIONS
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38International Assessment and Retention Conference, June 8, 2007, 10:30 AM
Continue the ConversationContinue the Conversation
Dr. Ron Atwell, DirectorAssessment and Planning Student Development and Enrollment [email protected]
Ms. Pam Rea, Assistant DirectorStudent Disability ServicesStudent Development and Enrollment [email protected]
Dr. Mark Allen Poisel, Associate Vice PresidentAcademic Development and RetentionStudent Development and Enrollment [email protected]
Dr. Ron Atwell, DirectorAssessment and Planning Student Development and Enrollment [email protected]
Ms. Pam Rea, Assistant DirectorStudent Disability ServicesStudent Development and Enrollment [email protected]
Dr. Mark Allen Poisel, Associate Vice PresidentAcademic Development and RetentionStudent Development and Enrollment [email protected]