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2003-2004 Institutional Effectiveness Plans

Office of Counseling and Testing

Account Number:  2-54000, 2-54005, 2-54006, 2-54010, 2-54015, 2-54020

Related College Strategic Goal & Objective

Objective (Please number each objective and provide a detailed description)

Measurable Outcome Directly Related to the Objective

Expected Cost (Budget: Adequate or Increase $______)

Steps for Assessing Outcomes for each Objective

I, 4

1.  Determine the feasibility of interventions used with ‘at-risk’ students. (Gwen Patterson and Festus Imasuen)

1.  Development of ‘at-risk’ intervention strategies to be completed by June 30, 2004.


1.       Survey other TBR institutions to determine what ‘at-risk’ interventions are currently in place.

2.       Conduct an analysis of existing information on the First Alert program.


I, 4

2.  Develop a tracking system in order to determine the number of students participating in Challenge Testing. (Emily Short & Tom Miller)

1.  Organize a database in order to store information concerning the number of students that challenge initial placement each semester.  To be completed by June 30, 2004.


1.       Set up a database.

2.       Develop a tracking system through the database of those students participating in challenge testing using the Challenge Test Authorization Form.

3.       Analyze the data.

I, 4

3.  Develop a comprehensive testing plan. (Emily Short & Tom Miller)

1.  Establish a baseline for Testing Center usage.  To be completed by June 30, 2004.


1.       Develop a database which assists in tracking the usage of the Testing Center.

2.       Use database information to determine operational costs.

I, 4

4.  Conduct faculty workshop(s) to explain results of midterm deficiency calls report. (Emily Short in cooperation with Jane McGuire)

1.  Prepare a list of identified proven intervention methods for students receiving midterm deficiencies.  To be completed by June 30, 2004.


1.       Develop a comprehensive list of courses where students have indicated an inability to comprehend the subject matter as the reason for receiving the midterm deficiency.

2.       Compare faculty intervention methods used among those students who received a passing grade as opposed to those who were not successful in the courses where a midterm deficiency was given.

3.       Identify intervention methods (both faculty and other support services) that are utilized with those students ultimately receiving a passing grade.

4.       Develop additional retention intervention methods to encourage students to remain enrolled after receiving a midterm deficiency.

5.       Evaluate the workshops.


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