All Students Dimensions P1 and P2 Related Questions/Answers



All Students Dimensions Question/Answer Session

1/22/09

Below is a limited overview/outline of the question/answer session on Thursday.

Academic Advising- Jean Neibauer (Get copy of ACT presentation from Jean)

Identify Needs and Addressing Needs Indicator Group

How AA identifies needs?

▪ Start with the student and their experiences and academic background, and identify what their physical, social and emotional needs may be

▪ Use Student Development Theory to identify needs by hiring staff who are familiar and have experience in these areas.

▪ UNI Curriculum in a way determines their academic needs. We try to match the academic background with the student.

▪ Also use the ACT scores to determine placement and Core Curriculum from high school and how that fits into their background. National Curriculum Survey broke down core curriculum to determine core curriculum and ethic backgrounds.

▪ NACADA assessment motivated change to Intake Model. Areas determined with large advising needs were identified…Invited colleges with large loads to initially be part of the Intake Model.

▪ Academic Departments such as English, Math, etc determine the ACT scores for placement into their majors.

How AA addresses needs? uni.edu/advising

▪ Intake Model (See website for more information)

▪ Piloting Podcasts to inform students of various advising/academic needs and areas

▪ Orientation-Play a large part in preparing students for the transition academically to UNI

▪ Participation in campus events

ACT Advisories come from department based on their research for specific areas. That is where the Data comes from and personal experiences.

No special groups queries for needs identification. Feels that if this was in place it would help would help retain and maintain students, and help predict needs for classes.

Ensure that students experience the following…

Academic Support outside of the classroom….

▪ Various programs are in place to address academic support outside of the classroom

▪ Intake Newsletter Newsletter which inform departments participating various information on what is happening with their students

▪ Students are provided a Syllabus with expectations, resources, etc. (uni.edu/advising)

▪ Meet and Greets Group Meetings where expectations, resources, etc. are reviewed

▪ Pre Registration Meetings are held to do an overview of the registration process, degree audit and begin scheduling

▪ Various student newsletters with information on academic support topics and resources on campus

▪ Individual Appointments were much information, resources, etc. are exchanged with students.

▪ Peer Academic Advisors in Residence (PAIR Program)

Safety…

▪ Follow University Procedure as indicated by Public Safety

▪ Staff attend training provided by Public Safety and the Counseling Center at the beginning of the year

▪ If students are in need of care with physiological issues, common for staff to walk them over to the department.

Drake Martin: Department of Residence

▪ 90% of freshmen live on Campus

▪ 55% return to live on campus

Safety Issues and Program in DOR

I Protect Program

▪ Theme: Self, Stuff and Friends

▪ Programs: Door hangers with Safety Information, Accompanying in Night walks. Staff follows up, one example…Programs like this lead to follow up in RA/House Meetings Tips, to address those needs.

▪ Focus is on students taking ownership in their personal safety

Staff Training used to address these issues

▪ RA Trained in CPR, First Aid

▪ Training in crisis management (Police, Fire, etc.) provides education and response if need.

▪ Fire Safety training, education on how to react in those situation. Also in I Protect Program.

▪ Manuals on response management, crisis management etc. provided to staff

Ensure…Inclusive campus environment…

One aspect of the DOR mission is citizenship and scholarship and challenge to do things that are new/different experiences

Centrally, they expect of RLC to get students to participate in these types of experiences.

Immersion Topics

▪ Decided by collective wisdom of those living with the students

▪ RA/RLC living with ongoing focus groups…

▪ Universal needs from Student Development, and understanding.

▪ Specific needs based on the climate of campus, and needs based on the RLC doing rolling assessment

Examples of Immersion Topics

▪ Grades

▪ Race and Ethnicity

▪ Sexual Orientation

▪ Time

▪ Sleep

▪ Drinking

▪ Life management Skills

▪ Friendships

Inclusive Community Team focus on equipping student leaders on campus to be more culturally literate. Create programs to get people involved in these areas, respond or share information with each other.

Identify and Address Needs

See notes on Immersion Topics

How DOR address issues…RLC follow Residence Education Plan and execute based on the following:

▪ Needs of Residents

▪ Talents of Staff

▪ Resources on Campus

Needs are Identified by:

▪ NSSE

▪ EBI Information

▪ House Survey designed by each RLC includes Residence Education

▪ Use constant flow of relationships with students to get that information in forms of soft research as asking students what they need.

Academic Needs are also addressed by

▪ PAIR Program in collaboration with Academic Advising

Special Efforts for Special Populations

▪ If groups are together, such as ability, those areas are addressed by subpopulation, otherwise a focus on all students

▪ Subpopulations needs are addressed in programming and recruitment of staff.

▪ If subpopulation needs addressing is done, it is typically with cooperating areas.

▪ Safe Zone Training coordinator for GLBT

Mike Bobeldyke/Jessie (Student Activities)

Ensure an Environment….

Collaborate with New student Program, DOR and general programming, Welcome Week, NISG (Freshmen Connections) Greek Freshmen Recruitment

Involvement

Greek Recruitment on an off campus

Involvement Non Trad Organization for FY Non Trads

Identifying and Addressing Needs

General student population, collaborate with offices in specific areas such as multicultural education.

350 Orgs address needs based on their groups, only have direct advisement

Welcome Week-Use the surveys…

NSSE and Post orientation survey

Programming and special populations…CAB and Thursdaze, etc.

Student driven and how students self identify their needs, they would program to that

Safety…

FY students

New Member Orientation

Academic, Wellness, Alcohol, Facebook, Stalking, Individual Chapter Orientation

Work with Public Safety for Physical Safety

Phys. Safety-New Member Orientation

Student Leaders Mental Health Training-In Progress, more referral based.

EBI results that

Orientation- Jon and Kristen

Identifying/Addressing Needs

Identification of Needs

▪ Benchmarking from assessments

▪ Experience

▪ Data from NODA

▪ Uses national data in transition

▪ Specific to UNI, New Student Survey and Satisfaction from Orientation Survey

Themes of Orientation Needs (Biggest Areas students identify)

▪ Largest area is academic Advising.

▪ Peer Connections

▪ Ways to get involved

▪ Academic Support

Jumpstart-Subcommittee for Multicultural students (Gather Information from this group)

International Orientation- Admission/International Program (Gather Information from this group)

General Thoughts

▪ Feels that there is a lack of needs and identify the student needs…to be blunt we don’t have a system to identify the needs of FY students

▪ where can we look at the organization to gain an understanding of the needs of our populations. What can we do to create a way to curb this?

We don’t have a structure to identify academic under preparedness accept for remedial Math and English.

Ensuring…

Typically recommend underrepresented students…Trio students can be referred for Jumpstart

Orientation/Welcome Week Inclusiveness- bring International, Jumpstart, and General student body to come together for event

Safety…

Personal Safety- Orientation have a venue for introduction for issues, parents are used as a venue to address both physical and psychological safety issues.

Student Focused Team of administrators that addresses action plans for students who required an intense response and follow-up.

Thoughts from Jon…

▪ How do we coordinate a unified effort to identify/address needs for FY students?

▪ Retention Council…How do we process withdrawals, who coordinators to help us identify the needs of students?

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