Progress Reports

Fall 2024: Launches: October 1, 2024. Deadline: October 11, 2024

What are Progress Reports?

  • Progress Reports provide faculty an opportunity to share how students are progressing through courses.  They celebrate student success & progress, as well as provide opportunities to connect students with resources to support their success.
  • Purpose: Progress Reports allow WCU to connect students with resources and breakdown barriers to success. Progress Reports proactively request feedback from faculty and strategic questions.
  • Process: Each semester instructors will receive an email request to submit Progress Reports on the courses they are teaching.
    • The email has a link to the Progress Report Feedback form. By clicking on this link, instructors will be sent directly to the Progress Report section in Navigate. No need to log in to Navigate first.
    • If instructors teach multiple courses and/or sections, each course will have its own progress report, and all will appear in the email.
  • Not all faculty will receive a request for progress reports. Feedback is being requested for
    • Student athletes, students on academic probation, and students designated as high care.

 

 

Why are they important?

>infographic with quotes

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

Student Feedback

  • I loved the one-on-one coaching that helped me stay on top of all my work and keep up with work.
  • They helped me by suggesting starting work about a week earlier instead of a couple of days.
  • It was honestly just nice to have a sounding board for the help I needed and to have someone have my back on things.
  • My coach was approachable and helpful.
  • I liked the 1 on 1 interaction and the convenience of the meetings.

 

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 Financial Aid & Billing/Payments: 

Case

Yes

Bursar and  Financial Aid

Ext. Prob

NA

ASA

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

infographic with launch stats

EAB Case Studies

Looking at the Big picture - Quntifying the impact of focused Early-Alert Interventions