Navigate

 

Why are they important?

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Faculty and Staff Quotes

• Working with the alert system and getting feedback from faculty is critically helpful for students. I think getting feedback is especially beneficial to our first year, first-gen, and transfer students, who may not be aware of all the resources on campus available to them to be successful. Through Success Coaching we can assist students who engage with our office, it gives us an opportunity to connect students with resources that can help them turn things around if they are struggling academically or personally. - Rita Patel Eng, Success Coaching - Student Success Coordinator

• Early Alert was a great way to get connected with students who may have fallen behind in the beginning of the semester. In the Fall especially, this allowed us to meet with first-year students who were unfamiliar with D2L and taking responsibility for their due dates, AND with returning students who needed some help getting back on track after a long break. Since we were able to start working together right in the beginning, we were able to make a schedule to help students communicate with their professors, make-up assignments they missed, and plan ahead so they did not fall behind or get overwhelmed again. I think it helped these students become more successful in the rest of the semester, as they felt more prepared with what was coming up and what they needed to do. - Sarah Smith, Success Coach FA21-SP23
• Alerts help us support the whole student. Student matters rarely happen in a vacuum—spotty attendance, low scores, and lack of preparation for courses can be linked to financial problems, food insecurity, family life, mental and physical health challenges, or personal concerns. The more information we have about a student’s performance or presentation, the better chance we have to understand the bigger picture about how to best support the student’s needs. The sooner, the better.  Faculty and staff who work closely with students are best positioned to know when students need assistance; while they might not know how to address these concerns, alerts help ensure  we’re connecting this information with those who know how to help. – Tabetha Adkins, Interim Vice President of Student Affairs
• Laurie and I are teaching an undergraduate course on race, class, and gender again this fall. We have found the Navigate Progress Reports to be a welcome resource in helping not only connect students in our course who might need additional assistance with resources, but we are very excited about the opportunity to provide kudos to students who we think are doing well. These progress reports make us feel like we are not alone in supporting our students both in- and outside the classroom. - Jeff Osgood, Interim Provost and Senior Vice President, Professor of Public Administration

Student Feedback

 

What happens when I submit an alert/case/referral/kudos?

• Navigate gives the university visibility into the resources that might best support students in their academic success. ​
• Our goals are to improve student engagement with support from the cases opened in Navigate. 
• Comments are encouraged on alerts, referrals, and kudos to help support offices support the student. Students do not see comments.
• When a case is open two steps occur:
  • In most instances students receive an automated email. Email language is intentionally positive by celebrating their success (in the case of kudos), or encouraging students to connect with resources. The email communications are meant to cultivate a help-seeking culture among students. 
  • Cases/referrals are routed to support staff on campus who can connect with students to offer interventions and supports. To see where each case goes and who responds check out the table below.
• WCU has set the following expectations for the staff responding to cases:
  • Expectations on the timeline of reaching out to students​
  • Using multiple modes of student outreach including text, email, phone calls, etc. ​
• A point of escalation to faculty & staff who have relationships with the students to help connect students with services. ​

Review the table below to see the reason for an alert or referral and who is responsible for responding.

Feedback Type	Alert/Case	Email	Auto-assigned to	Student category exceptions to auto-assign	Monitor but not receive case	Escalation
No/Low Attendance	Case	Yes	Academic Support & Advocacy (ASA)	COMPASS,  Athletes, ASP,  Ext. Probation	Faculty	Coordinated Care
Academic Concern: (missing assignments/low scores)	Alert	Yes	Academic Support & Advocacy (ASA)	COMPASS, Athletes, ASP,  Ext. Probation via weekly report	Faculty	Coordinated Care
Alert: Other	Case	No	Academic Support & Advocacy (ASA)	Ext. Probation	Faculty	Coordinated Care
Referral: Success Coaching	Case	No	Success Coaching Team (Dominique Bennet)		Faculty	Coordinated Care
Referral: Financial Aid, Billing, and Payment*	Case	Yes	Bursar & Financial Aid	Ext. Probation	NA	ASA
Referral: Student Enrollment Concern	Case	No	Academic Support & Advocacy (ASA)	COMPASS, Athletes, Ext. Probation	Faculty	Coordinated Care
Referral: Counseling*	Alert	Yes	Student receives informational email	NA	NA	NA
Referral to Career Development Center:	Case	Yes	Career Development Center	NA	NA	NA
Referral to Library & Research Resources:	Alert	Yes	Student receives informational email	NA	Faculty	NA
Referral: Office of Educational Accessibility (OEA)*	Alert	Yes	Office of Educational Assistance	NA	NA	NA
Referral: Tutoring	Alert	Yes	Tutoring	NA	Faculty	NA
Referral: Writing Tutoring Center:	Case	Yes	Writing Tutoring	NA	Writing Center Team, Advocates, and Faculty
Referral: Autism Services*	Case	Yes	DCAP	NA	NA	NA

*Indicates that these alerts/cases are sensitive and are not visible on the student profile to users. It is only visible to the teams in those offices.

What success looks like

WCU Fall 2022 Pilot

EAB Case Studies