Navigate Training

A defined set of permissions for individuals using Navigate (e.g., "Advisor" or "Instructor").

Times that staff set within Navigate to allow scheduling. This can be for Drop-ins, Appointments, or Campaigns.

Menu housing the primary coordination functions, such as communication, appointment scheduling, campaigns, and case management.

Specific area or major on campus for which an advisor would see students (not a physical location).

Differentiating student attributes captured in a school's SIS system (e.g., Veterans, Athletes, Greek life).

A relevant piece of information is attached to a student's profile in Navigate. Notes can be viewed by others.

Subjective information not captured in an SIS system (e.g., Students interested in taking GREs or MCATs).

Information is attached to a student's profile in Navigate. To-Dos can include attachments. Only the person who issued the To-Do and the student can view the To-Do.

A dynamic or static list of students that users can create and consistently access in the platform.

A search engine that allows users to enter thousands of search parameters to allow for the segmentation of the partner's student population.

Summary of the content discussed during a student interaction (i.e., advising or tutoring) and logged in to Navigate.

Also referred to as "Early Alerts;" enables a professor or instructor to indicate how a specific student is performing in class.

A mechanism for any user (not just a professor or instructor) to draw attention to a student who may potentially be a risk due to a variety of factors.

A coordinated request across users prompts action and follow-up on an alert, indicating a student is at risk. Often crosses department lines and includes areas such as Financial Aid, Counseling, etc.

Functionality for students to easily schedule appointments with support staff (e.g., advisors) from their smartphones.

Proactive outreach strategy with a specific goal in mind, such as "Reenroll students not yet registered for Fall"

Snapshots of real-time activity happening in the site by location, service, or staff member, designed for assessment and resource allocation.

A self-identification process that students complete when they first open the Navigate mobile app. This intake collects additional information (e.g., "I am working part-time") that would not be evident from the Student Information System (SIS), providing more ways to customize and target content for students.

Include comments on all alerts and referrals.

Comments are not visible to students but are visible to support offices.

Add when you want to give a compliment to a student. Write your comments as if you are talking directly to the student.

Add this alert if the student is engaged in your class, but quiz/test/assignment scores are low.

Add this alert if the student is not engaging in your course (low attendance, many missed assignments, not logging into D2L) and has not responded to instructor outreach.

Raise if none of the other alerts apply. Please add detailed comments.

Use to refer to other offices with more expertise in the issues that need to be addressed (Undergraduate and Graduate students).

The student would benefit from time management and study skills.

Raise this referral if you think the student would benefit from contact with the D-Cap office.

The student has expressed interest in transferring, withdrawing, or dropping below FT.

The student raised concerns about their transfer past and future credits.

The student expressed concerns about being able to pay for college or billing disputes.

Refer students to the Writing Center to improve their writing, outlining, research, and APA skills.

Referring students to OEA does not guarantee accommodations, but staff will investigate how they can help the student be more successful.

The student would benefit from services offered by WCU Counseling Services.

Refer students who have questions about internships, changing majors, what to do after graduation, etc.

Refer students who would benefit from interacting with library staff to better understand research techniques and APA.