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9/25/2014 11:43 AM
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9/25/2014 11:44 AM
Mary J. Liebe
DON'T do building construction or remodeling projects when school is in session, unless it's an emergency to protect the safety of all in the building!!! Summer seems like it would be a more logical time to get those projects done! I've had a ton of students make comments about the timing of the construction in our building! Does this have a negative impact on the students? I can't prove it, but I would say yes, especially the ISSO students that don't even know the language and then can't hear their teacher because of the construction noise!!!!! Horrible learning environment for these students....concentration is obliterated!!!!
9/25/2014 11:51 AM
I want to submit a grant proposal to bring minority students to the UWSP campus to take science courses in preparation of taking university level science courses. The students would be seniors and juniors who are contemplating coming to the university.
9/25/2014 12:01 PM
Support students and faculty participating in undergraduate research. This is a high-impact practice that boosts student retention, particularly among high achieving students who are often inclined to transfer to places with more opportunities, such as UW-Madison.
The opportunity to participate in thriving research programs is (or should be) a great recruiting tool for incoming students (particularly high-achieving students).
The side benefits to active research programs include:
-indirect costs from grants (that help with the University's bottom line)
-potential partnerships with community businesses that help achieve our Thriving Communities initiave and demonstrate to elected officials the tangible benefits of the University.
-increased prestige of the University, which allows us to recruit better prepared students who will be retained at a higher rate
9/25/2014 12:46 PM
My daughter goes to SPASH. I have realized that many SPASH students do not join UWSP. I think this can be improved. In one of the meetings, teacher was telling how retroactive credits from SPASH can be transferred to UW Madison. I suggested to the teacher that she should be showing how these credits can be transferred to UWSP. We should increase interaction between UWSP faculty and local high schools. This may help us in attracting a few more local students. I am completely unaware if there are any steps taken in this direction. Thanks.
9/25/2014 1:28 PM
After the registration period ends each semester, can the Registrar send a list to the advisors/departments of all current students who are NOT either registered for next semester or planning to graduate? This would enable the departments to follow up with would-be drop-outs or transfers, BEFORE the students leave.
9/25/2014 1:49 PM
If not already being done, an effort should be made to contact the Senior level students who left since last year, to determine why they left. I have done this with graduate students over the years. It is a shame to have gotten this far in a program, and then to have to leave.
There are some issues that cannot be helped - medical issues, financial issues, etc. Maybe there are some procedures, etc., that could be changed in a department, that might help!
9/25/2014 3:11 PM
1. Have covered bicycle racks near entrance of dorm buildings to protect bicycles and encourage "green idea."
2. Include gym membership fee into tuition for on-campus students only. For off campus students do not include it in tuition fee because off-campus students also have the option to get YMCA membership.
9/25/2014 3:25 PM
We need an easy way to alert students' advisors when there's a problem with a student (vs. the self-reporting method of MAP Works); my previous institution had something like this and it worked well:
On MyPoint's class lists, have an additional field next to each student's name titled "alert advisor to issue"
Clicking on the link next to the student's name would bring you to a web form with a number of pre-selected categories (excessive absences, missing assignments, poor participation, low grades, etc. as well as an empty fill-in box)
Submitting the form would send it to the student's advisor of record (while perhaps also CC'ing the student him or herself), thus allowing for a conversation as to how the student's performance could be improved
It seems to me like this would be a good way to track and alert the appropriate individuals to student issues that sometimes result in dropped classes, incompletes, or failing grades.
9/25/2014 3:59 PM
I have been thinking about the low enrollment situation for some time and have brought up the idea below to a few others in past semesters. Just throwing it out there one last time…
What I have noticed:
• I have noticed that a number of new students to UWSP left in the first 2 weeks of school, many of whom are just too homesick to stay.
• I have noticed that the technical colleges have “late start classes” that start two or more weeks after the semester has started.
• I have noticed that only one of the education majors who is new to UWSP and left by the end of week one talked to me prior or another advisor in our department about withdrawing. She was very homesick and interested in taking all online classes from home so she could stay enrolled. She and her mother were very concerned because they had all started almost 2 weeks prior to her leaving and she was not certain she could catch up.
• I have noticed that some students may drop or be suspended after fall grades are posted because they stayed in classes they did not excel in or enjoy because it was too late to add anything else, or because they felt it would be harder to catch up in a course they missed for 2 weeks.
• What if we strategically offered some online classes that did not start until the third week of school? We would have to be careful as to which courses these are and most likely offer more support for students in these classes.
• What if we saved seats in these classes for this special population of students?
• What if every student who came in to see an advisor or Enrollment Services about withdrawing from UWSP was offered a chance to stay enrolled at UWSP for the fall, but take their courses from home?
• What if each student who withdrew or did not reenroll received a phone call from someone in their major who had the specific task of talking to students about options that might involve them returning to UWSP in the future? For example, if a student withdraws because they are homesick, maybe they can start at a UW-College or Tech school in their area and return to UWSP in a year or two to complete their degree? We could work with them to ensure they are taking the appropriate courses and meeting benchmarks along the way, while they are attending a different school. The School of Education and College of Natural Resources already provides this service to prospective transfer students.
• What if each of these students had a special advisor who contacted them on a regular basis to see how it was going and if they needed anything?
I realize this may not keep these students for the long hall, but it could certainly help us keep them for fall.
9/25/2014 4:22 PM
I admire all the work that went into the UW-SP web site. It is user friendly, very attractive and informative... yet... individual web-sites are frequented less and less. Do you have a counter on the web site to see how many hits it is getting per day?
My suggestion, social media. Have you visited the UW-SP face book page? Do your marketing agents have twitter or snap-chat? It is time to start communicating to the current enrollment and future enrollment NOW!
The current Facebook page is boring and lifeless. I see an assignment in some 400 level communications or marketing class in one or two lucky student's future!
9/25/2014 4:45 PM
Tony Romano attempted to use this box earlier today and suspects that it didn't work. I'm just checking to make sure that I can use it. If this suggestion goes through, could you see if you received Tony's? He was using his campus computer.
This is a great idea, by the way! I announced it at the COLS chairs meeting this afternoon.
9/25/2014 4:56 PM
Recruiting often appears punitive to faculty when increases in enrollment lead to increased class sizes and numbers of sections needing to be offered. It seems as if there is no return on their investment. Of course there is a return when you can keep the doors open and lights on, but this often goes unnoticed. Consider providing incentives to units (in particular, FTEs in Teaching Assistants, Post-docs, or Staff Lecturers) for those that excel in recruitment and retention. You know he numbers ($) better than I do, but consider the interest that might be generated if you were to provide a 0.5 FTE Teaching Assistant or 0.25 FTE Lecturer for every 25-student increase in enrollment that a unit attains. The commitment would have to be for more than 1 year to accommodate the bubble of students that would be moving through their 4-year degree.
9/25/2014 6:31 PM
We should be able to use our safe lock keys to get in the back doors of the dorms. As a female at night I like to be able to spend the least amount of time outside of the building, entering from any side would be incredulously convenient.
9/25/2014 8:25 PM
I was surprised to learn that the most significant retention losses were amongst our senior class. This loss would suggest that 1 in every 18 eligible seniors chose not to return for their senior year at UWSP! This along with the shocking loss of graduate students seems telling of a much different problem than the first-to-second year retention which has been the driving focus for many years.
To suggest ideas for informed retentions interventions, we clearly need a better understanding of why these students left. I assume a more descriptive analysis of the common characteristics shared by those seniors and graduate students who did leave will be conducted. Will this information be shared with the campus?
Other than the need for IR personnel to conduct the analyses, are there other obstacles to gathering the proper information needed for informed decision-making? I ask because we in Research & Sponsored Programs can be looking for grant opportunities to support whatever is needed.
9/25/2014 8:39 PM
Do more recruiting at SPASH. I have three kids. One graduated from SPASH and another is at SPASH now. I can't recall seeing any information coming home about UWSP over the years. Maybe offer tours of the campus to 10th or 11th graders with their parents. Maybe this is something that's being done already. If so, I don't think the information is reaching the parents.
My step-daughter went to UW-Madison her first year, then transferred here her second year. Here is what she had to say in an email she sent me when I asked her for suggestions: "eliminating some of the prerequisites like art....why should I be paying all this money to take a basic art class on how to do basic drawings or learn the history of theatre when I am entering a science field? I will never use it in the future and do not feel it is right to make students waste their time, energy or money on classes that do not pertain to their interests or majors. Like I said in the past, UW Madison does not have the absurd pre-req classes that UWSP requires, which is one of the reasons I may return to graduate from UW Madison and not here."
She was also very frustrated when she first started here. Registering for classes was a much bigger headache than when she went to UW-Madison. I realize Madison has more money to spend though too.
She did not like taking the lengthy survey either when she first started here. There were redundant questions. She was so angry that I thought she was going to drop out after being required to take that survey.
9/26/2014 8:10 AM
I would imagine that research would indicate that retention can be directly tied to the experience not only in the classroom, but involvement outside the classroom (data shows athletic participation is a good example). It may be beneficial to design a model that rewards and creates tangible incentives for involvement in student life and extracurricular academic activities.
This model could assign one or two time slots per month (or more) designated for these activities campus-wide. It could be a designated as an "involvement afternoon", for example. Those students who participate could be given registration priority to allow for designing class schedules around participation in athletics, club sports, academic clubs, tutoring services, or student organizations. We know that a tremendously stressful time during the year for students is class registration, at least is was for me, and alleviating some stress by allowing students priority registration with the reward of a broader higher education experience and involvement may help. Freshman orientation could consist of providing incoming students the opportunity to "sign-up" for a group to be involved with before they even step on campus. Those students would then immediately have new "friends" and a support structure outside of academics the minute they arrive, starting with a structured time for first year students upon their early arrival. I would imagine this could have a great impact on students acclimating to a new environment, becoming comfortable, and establishing structure in their lives.
9/26/2014 9:57 AM
The following is a link to a very short article summarizing a paper where a university used a one hour mentoring program for first generation college students. As part of Equity Scorecard, we had a focus group of a few different under-represented minorities. One common theme was that some students did not know how to “navigate the system” which was also echoed by first generation students. Perhaps this article/idea can be useful at some point.
9/26/2014 10:17 AM
Do we promote the “Return to Wisconsin” tuition discount to out of state alumni?
is it possible to expand and promote the Freshman Interest Group (FIG) program within Residential Living to increase and accommodate demand? (Possibly add groups to include additional interests (student extra-curricular interests and organizations, clubs, fraternities, sororities, and majors, non-declared majors, students from similar geographic regions, i.e. students from the same out of state areas, other similarities or commonalities.
Is it feasible to allow students to retain their UWSP email account after exiting? Students who “stop out” for a time could remain connected to the university. Retention efforts could easily reach out via campus email to students who could possibly re-enter the university. Also, the Foundation could contact UWSP alumni after graduation with newsletters and other communications. (Possibly include the cupola motif as part of the communication branding?) UW-Oshkosh allows post-attendance access to campus email accounts and they automatically change the email address to include "alumni" status in the name field. Their website is
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Do Residential Living, Accounts Receivable Office, Enrollment Service Center, Financial Aid Office, and possibly other offices have a cross check procedure to notify all relevant parties of both on-campus and off-campus student withdrawals for possible follow-up with Retention Office?
9/26/2014 12:22 PM
This is more of an informative email, rather than a suggestion, but our office (ORSP) thought it would be beneficial to inform the 'suggestion box committee' of an important opportunity to support the retention and graduation of UWSP students. Currently, a team of multiple campus collaborators is crafting a Dept of Ed. TRIO Student Support Services grant application. The SSS program would serve a cohort of 120 students who are either low income, first generation or a student with a disability in a STEM major. The purpose of the program is to offer these students with extensive academic and other support services in order to improve persistence and graduation of student participants. This is a fantastic opportunity to truly support campus retention efforts as the grant is a continuous, five-year funding stream of $220,000, annually. As a suggestion, this grant requires some significant institutional commitment in terms of committed dollars to match some of the federal funding. It's important to consider seriously opportunities to spend a little in order to gain a lot, in order to support retention efforts. In addition, it's equally important to have open lines of communication regarding big campus retention initiatives, so that ORSP and economic development staff can seek out the vast amounts of state and federal funding available to institutions of higher learning that support these efforts. Often, ORSP staff need to be out in front of a grant funding opportunity a full year before an application is submitted. Therefore, the timely communication about campus initiatives will benefit new retention efforts. Thanks for listening!
9/26/2014 3:35 PM
Give students an opportunity to rate their "advising experience" after their advising session.
9/29/2014 8:42 AM
*Smaller class sizes for incoming freshmen in their GEP required courses so
that instructors can apply a personal touch to working with them.
*An overhaul of CCC classrooms in terms of replacing the 1960s era desks thatare ugly and uncomfortable for tall or wide students and often break--that'd be a good start to making freshman feel more at home on the campus; also making a space for them to study in CCC would be a plus;
* Dorm life issues affected some of my English 150 students from returning
to the campus this fall. Some students with mental health issues found it
impossible to study in a chaotic environment as well as students who just
want a quiet environment.
* All the MAP Works efforts are probably well intended, but if classes are at
sizes where students don't feel comfortable responding or feel their
instructors don't have the time or ability to help them due to the impersonal
size of the course, there is an impact. I've taught for 24 years in four unis,
and do think there are many wonderful instructors here at UWSP. However,
many of us in writing classes in particular feel we can't do our jobs adequately with class
sizes that exceed our ability to relate to students in a personal way. My 202
classes are capped at 23 and having even 5 fewer students in class would me to provide a much more interactive environment for them. All the technology
in the world can't replace the human touch especially in a brick and mortar
campus setting. Let's focus on our strengths-one is the personal element we can provide.
All for now.
Patricia Gott, English Department
10/3/2014 12:05 PM
This is in response to the request for ideas to improve enrollment and retention.
My idea is to give each incoming freshman a "ticket". The ticket is a series of questions about the campus and about the community. Each freshman who completes a certain percentage of the questions correctly is eligible to receive a Pointer t-shirt or a Pointer mug souvenir, something of interest or value to a student.
Only the students who answered the percentage correctly proceed to the sophomore year ticket. Each correctly answered ticket would be eligible to receive another Pointer souvenir, a hoodie or something of that value.
Those who answered correctly move on to junior year, with new questions on the ticket; correctly answered with reward to be more valuable than the last year.
Finally, the pool of students smaller every year, a senior who completes the ticket with most or all of the answers correct can be eligible to receive a tuition refund of $200 or $500 or what is deemed appropriate.
The questions on the ticket are intended to inform the student about the campus community and the surrounding city community. For instance: in which campus building is the Foucault pendulum located? What is the name of the Mayor of Stevens Point? When was the University founded? Who wore a red vest on campus?
The ticket could be an online questionaire.
OK! that's my idea. thanks for letting me tell you!
Department of Theatre and Dance
10/3/2014 4:33 PM
I am in need of a tuition appeal form. Please email one to the following address.
5/9/2016 6:07 PM
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