Goals

Milestones

Performance Indicators

Progress/Results

Individuals Impacted

Provide educational and training through credit and non-credit bearing courses for undergraduates and those in practice in the US and globally

Strengthen the CLCE Major

9  new  CLCE  courses

Emphasis areas reviewed and refined

3 new assistant professor joint hires

Create Honors program

Deepen integration of service/engage learning

Establish field school for global community

CLCE 300, CLCE 350, CLCE 498, CLCE 490, and CLCE 499 created and will appear in the 2012-2013 catalog

Ongoing.  Initial changes submitted in time for 2012-2013 catalog

Castle brought on board; 3 joint hire requests submitted to CLAS

Honors sections created and populated for Fall 2012; in discussion with University Honors program

Ongoing and being reviewed as part of 1.A.2. above

Spring 2012 meetings to establish program in Vietnam

Students:

30 new declarations of major

5 seeking certificate

152 registered in classes

Faculty: 145

Community members: 360

Expand NIU’s capacity to provide services to the nonprofit sector, importantly including NGO’s and donors in the area

Strengthen NGOLD Practice Pillar and CLCE degree

Develop on-line course offerings

Identified course for conversion to online format

Foster inter-disciplinary research in support of the nonprofit sector and civil society

Strengthen NGOLD Research Pillar and CLCE degree

Research agenda and series of scholar/practitioner issue-oriented roundtables

Research agenda discussed and/or presented at conference of NGO scholars

Strengthen the CLCE undergraduate degree program through provision for further curriculum development, adequate teaching staff, pedagogical innovation through service learning and other forms of globally engaged learning, other forms of academic enrichment and enhanced cross-college collaboration within the university, university-community collaboration, and university international collaboration and resource development

Strengthen NGOLD Engagement Pillar and CLCE degree

Strengthen NGOLD Academic and Engagement Pillars

Respond to demand for tools and resources by developing a series of courses and tools available online

Support development of NGOLD-like curriculum in Indonesian universities leading to external support

Developed curriculum outline

N/A

Goals

Milestones

Performance Indicators

Progress/Results

Individuals Impacted

Goal A: Replace severely out-dated UWC/SSWC technologies as soon as possible and assign UWC/SSWC to a regular technology replacement cycle

Yearly increments

Increase satisfaction of technology integration in SSWC, as monitored through an end-of semester survey

Increase number of technology-related face-to-face sessions by 2% each year

Increase number of Skype sessions by 5% each year

7-year-old technology in the SSWC classroom has not yet been replaced. Projectors and many computers/ keyboards do not function. Overall impact has been negative on 15 First-Year Composition (FYC) instructors/ GAs and approximately 550 first-year students with classes in the SSWC. FYC training and electronic portfolio assessment have also been impacted. See Note 1 in “Plans.”

Since UWC's 7-year-old general-use computers do not support current MS Office software, we could not conduct face-to-face sessions in which students needed a computer to review their electronic documents (e.g., PowerPoints, websites, electronic portfolios).

Number of Skype sessions increased 138% in FY12 (302 in FY12, 127 in FY11) and number of Skype clients doubled (from 7 in FY11 to 14 in FY12)

UWC

Students: 2432 in 11389 sessions

Courses: 629 courses

Faculty: 23 in 1051 sessions

WAC

Faculty: 41

Grad Assistants: 14

Students: 308

Courses: 11

Goal B: Maintain and grow UWC staff to meet ongoing and steadily increasing demand for sessions that prepare NIU undergraduate students for academic and workplace expectations in writing proficiencies

Yearly increments

Reduce “turn-aways” by an additional 3% each year

Increase number of sessions by 3% each year

Increase support for faculty and student writers through in-class and UWC-hosted topic focused presentations by 3% each year

Establish in-class support for WP courses, particularly those taught by professors/instructors who take the “Designing a Writing-Enhanced Course” workshop, through a writing fellowship program

Per fiscal year, numerical and qualitative evaluation of sessions at the UWC will rank 80-85% satisfactory in overall performance

The UWC increased number of sessions by 6% in FY12 (11,389 in FY12, 10,716 in FY11). Although number of individual clients decreased (2,432 in FY12, 2,750 in FY11), the UWC increased average number of visits from 4.2 to 4.6 in FY12.

The UWC increased number of individual courses served by 6.5% (629 courses in FY12, 591 in FY11). Number of faculty who taught those courses also increased by 8% (611 in FY12, 568 in FY11)

NOTE: Current usage numbers only reflect Summer/ Fall/ Spring for FY12. Numbers will increase when Intersession sessions are added. Because funding was not granted until January, after the UWC spring hiring was completed and the training had begun, we were not able to staff to the full funding limit. We are using some funds to staff Intersession, during which the UWC consultants are working on projects to enhance UWC operation and conducting a limited number of sessions.

The UWC turned away 303 individuals, 46% decrease from 561 turned away in FY11.

The UWC gave 102 in-class and/or organization presentations in FY12, only 1 more than in FY11. However, there was a 1.3% increase in topic-focused presentations, several of which were for professors who had taken the “Designing a Writing-Enhanced Course” workshop.

We are establishing the evaluation system in FY13 (see Note 2 in Plan section).

Goal C: Continue UWC project to provide undergraduate students in Foreign Language classes with support for writing proficiency in target languages

Yearly increments and benchmark

2012, increase sessions to support students writing for writing-proficiency courses in Spanish by 3% to establish program

2012 UWC/FLL collaboration was only minimally successful.  We were only able to find/hire one consultant for Fall 2011 and two for Spring 2012. Number of sessions dropped from 101 in FY11 to 67 in FY12, a 33% decrease. Based on the sharp decrease, we would like to end the UWC/FLL program and ask that the funds be applied to the new initiative described under Note 3 in Plan section.

Goal D: Continue to increase participation in WAC workshops to help faculty design more “writing proficiency” courses in general education and the major

Sustain annual participation of 20-25 faculty

85% satisfaction of workshop participants

25 faculty participated in 2012 “Writing-Enhanced Course” workshop (3 on waiting list)

14 faculty participated in 2012 “Write-Publish More” workshop; writing circles continue for faculty who complete workshop

85% satisfaction met and exceeded, as reported by evaluations from Office of Faculty Development and Instructional Design

Goal E: Establish an upper-division writing requirement to define benchmarks for student learning outcomes

No Goal E milestone set for 2012

With support of Dean  of CLAS,  convened ad hoc committee from 6 colleges to discuss upper-level writing requirement

No Goal E performance indicator set for 2012

As per advice from meeting with ad hoc committee, conducted survey to gauge current number of courses that require 3,000-3,500 word writing requirement

134 (11%) instructional faculty responded to the survey, representing 364 courses.

200 courses (55%) require 3,000-15,000 words

106 courses (29%) require 1,000-2,900 words

21 courses (6%) require less than 1,000 words

37 courses (10%) require no writing

Goal F: Establish Writing Proficiency courses across the disciplines to demonstrate implementation of upper-division writing requirement

Fall 2011, redesigned ENGL 250 syllabus and assignments to develop its role as a Gen Ed writing-proficiency course

Fall 2011, ENGL 629 trained 14 GAs to teach ENGL 250

Spring 2012, piloted 4 sections of ENGL 250 with redesigned syllabus

May 2012, assessed from 4 sections of ENGL 250

2012, 75% student portfolios from pilot sections of ENGL 250 meet expectations

99 students completed 4 sections of ENGL 250.

Portfolio assessment results: 82% met or exceeded expected scores of above 2.0 out of a 4-point scale on adapted VALUES rubric. Evaluators, however, agree that rubric needs further adaptation.

Goal G: Continue to increase faculty participants in WAC workshop who contribute student writing samples to Assessment Services’ University Writing Project (UWP)

Sustain annual participation of 15-20 faculty

WAC and Assessment Services receive completed submission of participating faculty’s follow-up materials and student writing samples

5 faculty from 2011 “Writing-Enhanced Course” workshop followed up, submitting materials to WAC and writing samples for UWP assessment

209 students in NURS, HIST, KNPE, POLS, and ETR impacted (number taken from the faculty’s course enrollments)