Campus Climate and Diversity
Division of Student Affairs
End of Year Report
2012-13
UNIVERSITY OF WISCONSIN-LA CROSSE
June 28, 2013
Compiled by: Barbara Stewart – Associate Dean, Campus Climate and Diversity
Division of Student Affairs
Introduction
In the fall 2008, the decision was made by campus administration to bring 6 diversity offices
under one umbrella called Campus Climate and Diversity (CC and D). The subdivision of CC
and D is located in the Division of Student Affairs. The Directors and Program Coordinators of
these offices report directly to the Associate Dean for Campus Climate and Diversity. The CC
and D Directors and Coordinators created a mission statement and preliminary goals for the
subdivision. Those mission statement and goals continue to discussed and assessed.
Campus Climate and Diversity Subdivision
Mission Statement
The Campus Climate & Diversity subdivision will foster an inclusive, collaborative,
communicative approach toward awareness, support and creative partnerships surrounding issues
of human diversity. The subdivision will help to create a community culture of inclusive
excellence that celebrates differences and empowers a value of lifelong learning.
The Campus Climate and Diversity subdivision (Organization Chart, Appendix A) consists of
the following offices:






Campus Climate (Research and Resource Center for Campus Climate)
Disability Resource Services – Barbara Stewart, Interim Director
Multicultural Student Services – Antoiwana Williams - Director
Pride Center/LGBT Services – Will Van Roosenbeek – Director
Student Support Services – Mary Coady , Director
Upward Bound – Kate Oganowski, Director
The Directors and Program Coordinators of these offices meet weekly to discuss and program
diversity issues, programs and initiatives. While understanding and encouraging the
collaboration of the offices in CC and D it is imperative to recognize and celebrate the unique
contribution that each office makes to the Division of Student Affairs, the Campus and to the
greater La Crosse community.
This year the Campus Climate and Diversity subdivision worked well together to advocate for
students, understand policies and procedures to a greater degree and collaborate to support and
assist with another great year of programming.
Campus Climate and Diversity was involved in the following:






Diversity Dialogues – 2012 – over 900 students, faculty and staff in attendance
Piloting the IDP – Performance Evaluation Forms and met with Madeline Holzem to
discuss issues/concerns related to supervision and leadership.
Welcome Paula Knudson to a meeting to discuss the direction of the division and issues
related to Diversity and Inclusion
Assisted with the launch of the Diversity and Inclusion Website in spring 2013
OMSS and Pride Center hosted strategic planning workshops on behalf of their offices.
Assisted with roll out of the “I am UW-L” theme, banners and tee-shirts.

Campus Climate and Diversity co-sponsored over 20 events and speakers during the
academic year.
The following document includes reports from each office in Campus Climate and Diversity. A
new format which includes information on first to second year retention and 6 year graduation
rates was piloted for this report.
Research and Resource Center for Campus Climate
Department Mission or Goals or Priorities
Formed in 2005 as a project of Plan 2008, the Research & Resource Center for Campus Climate envisions
a campus environment where the individual and collective are committed to welcoming, including, and
engaging the experiences and perspectives of all. Through fostering dialogue, respect, critical thinking,
personal growth, and social action, we believe in the power of awareness, the strength of understanding,
and the potential of bridging cultures across difference. To that end, our mission is to facilitate, sustain
and advance an organizational culture and climate that supports principles of social justice, equity,
inclusion and community.
With the Campus Climate Council (CCC) and the Diversity Organizations Coalition (DOC) as steering
committees for the office, Campus Climate’s mission is built upon four main pillars: Hate Response,
Cross Cultural Training, Recognition & Community Building, Assessment & Research.
Staff
Barbara Stewart, Associate Dean, Campus Climate Diversity
Karmin Van Domlen – Administrative Assistant
Amanda Goodenough, Campus Climate - Professional Staff
Matt Evensen, Campus Climate - Professional Staff
Will Van Roosenbeek, Pride Center/Campus Climate
Angela Birrittella, Graduate Assistant - Campus Climate
Yang Cha Thao, Graduate Assistant - Campus Climate
Kayla Piper, Graduate Assistant - (shared with Western Technical College)
Brief Descriptions of Services, Programs, Services
Hate/Bias Response
●
Advocacy for victims and/or targets
○
The Hate Response Team exists to combat the many forms of hate/bias and all
manifestations of prejudice and intolerance through consistent assessment of the campus
climate, proactive educational efforts for all, and comprehensive response and counsel to
the individual and collective impacted by hate/bias. The Hate Response Team supports
reporter(s) and oversees the response process while keeping the victim/target’s 3
immediate needs at the forefront: the need to feel safe, the need to be heard and the need
to know what happens next.
●
Monitor and respond to hate/bias incidents that are reported
○
Utilizing the hate response protocol, the HRT functions to:
●
Collect and respond to information on any and all incidents of hate/bias and intolerance
●
Provide immediate support for those impacted by hate/bias and intolerance
●
Create a safe space for all voices to be heard
●
Assist targets/victims in connecting with support services
●
Facilitate proactive and ongoing, educational training about the impact of hate/bias
●
Raise awareness and empower bystanders to promote a culture of civility and respect
●
Inform administration and recommend best practices in terms of policy and action, based
on trends and findings
Cross Cultural Competency/Training
●
Awareness through Performance (ATP)
○
Awareness through Performance (ATP) is a program that promotes greater consciousness
around social justice, diversity, and climate issues on the UW-L campus and beyond.
Using the stage as their forum, the ATP troupe creatively challenges systems of privilege
and oppression and strives to plant seeds of social responsibility, inspire critical thought,
and spark a campus-wide conversation.
●
Diversity/Inclusion Training
○
The Research and Resource Center for Campus Climate strives to facilitate, sustain and
advance an organizational culture and climate that supports principles of social justice,
equity, inclusion and community. One of the many ways we aim to accomplish this is by
providing training and development opportunities to the campus community. These
opportunities include: micro-aggressions, diversity 101, working with difficult people,
the language of inclusion, white privilege 101, and many more. These trainings are often
modified specifically for departmental and organizational need.
●
Partners in Movement
○
This experiential mini-conference, shaped by the principles of anti-racism, is designed for
students who acknowledge systems of white privilege and oppression and desire to
further explore their personal and collective responsibility within a racialized society. The
mini-conference begins with Allyhood Foundations, an interactive conversation
promoting increased awareness and knowledge around racism, white privilege and
allyhood. Subsequently, participants will exercise deep listening, practice empathy,
engage in self-reflection, and identify skills necessary for becoming more effective
Partners in Movement.
●
UW-L 100 Presentation
○
Since Fall 2011, Campus Climate has been a required presentation for all UW-L 100
classes. Sticks & Stones: The Manifestation of Hate is an interactive presentation on
hate and bias incidents is designed around three concepts: education, exploration and
empowerment. Students learn how to define and identify a hate incident versus a hate
crime; students explore the impact, attraction and escalation of hate; and ultimately,
students will understand how they can join the movement towards creating a hate free
campus climate by reporting hate incidents and taking a stand against everyday bigotry.
Recognition & Community Building
●
Morale Retreat
○
The Morale Retreat focuses on granting all UW-L employees an escape from the stress
and pressures of daily tasks by providing a social event filled with snacks, relaxation, fun,
and positive energy. Our aim is to make sure employees feel valued and to provide a
space to build our UW-L community.
●
Civility Report (Positive)
○
In a continued effort to enrich the campus climate here at UW-L, we want to provide a
confidential forum for you to share your experiences with civil or uncivil behavior. The
purpose of this form is to monitor occurrences of civil and uncivil acts and respond
appropriately, provide an outlet for people to recognize acts of kindness, and use the data
collected to grow as a campus community.
Assessment & Research
○
Continuing to assess the impact of Awareness through Performance Assessment of ATP
is critical as it is a significant initiative out of the Campus Climate office. Assessments
have occurred sporadically on performers and audience members alike. The research
consistently points out that there is a significant correlation between students who
attended and participated in ATP and their understanding and respect for cultural
diversity. We are working to develop an assessment tool that can be used on a more
consistent basis to assess Awareness through Performance.
●
HRT End of Year Report - Assessing the state of hate & bias
○
Through the online Hate/Bias Incident Report, the Hate Response Team seeks to collect
information on any and all incidents of hate, bias and discrimination motivated by a
person’s actual or perceived identity, which could include race, religion, ethnic
background, sexual orientation, gender, gender identity, gender expression, disability,
nationality, veteran status or political or religious affiliation. All hate/bias incident reports
are immediately received by the Hate Response Team, and then documented and
reviewed on a regular basis. In addition, the Hate Response Team compiles all
information over the course of each academic year into an end of year report to
disseminate throughout the campus. The information gathered within the report also
shapes educational trainings and programs geared towards the prevention and anticipation
of future hate and bias incidents. During the 2012‐13 academic year, the Hate Response
Team received and reviewed 66 hate/bias incident reports for 59 distinct incidents. While
66 reports might appear alarming to some, the Hate Response Team believes that
hate/bias is very common on all campuses and this number is only reflective of a fraction
of all occurrences. Therefore, out of necessity, responsibility and support, the UW‐L
Hate Response Team and Hate/Bias Incident Report exist to serve as an outlet for those
impacted by hate and bias. The Hate Response Team believes that higher numbers of
educated and informed people around issues of hate/bias results in higher reporting rates,
and ultimately make the UW‐L campus a safer place.
●
Assessment of the climate at UW-L through the use of the Campus Climate Survey
○
Every 4-5 years, UW-L conducts a university-wide survey in order to assess the current
climate on our campus. This past spring (2013) saw the third assessment of our campus
through the Campus Climate Survey. This is a critical initiative, one that we as a
university embrace and support, because this survey gives UW-L community members an
opportunity to describe their own personal experiences/observations, and an outlet to
offer suggestions for change that might enhance the climate. The data is used to identify
strategies for addressing potential challenges and support positive diversity and inclusion
initiatives.
Usage Rates/Attendance Rates/Enrollment
2012-13 Campus Climate Sponsored Programs/Trainings/Presentations
Approx. # of
#
Program / Topic
Date
Target Audience
Participants
1
ASI Training (Hate/Bias)
7/27/12
Students
15
2
Jump Start (Hate/Bias)
7/31/12
Students
30
3
Residence Life Pro Staff Training (Diversity)
8/14/12
Staff
15
4
Residence Life RAs & Execs
(Microaggressions)
8/24/12
Students
150
5
Behind Closed Doors
8/24/12
Students
150
6
FastTrack (Diversity & Inclusion)
8/27/12
Students
40
7
OIE New Student Orientation (Hate/Bias)
8/28/12
Students
150
8
LiveMaroon - Chancellor’s Picnic
8/29/12
Campus Community
500
9
CBA (White Privilege)
8/30/12
Faculty
45
10
REC Sports (Microaggressions)
8/30/12
Students
75
11
Awareness through Performance – 4:30
9/2/12
Campus Community
500
12
Awareness through Performance – 6:30
9/2/12
Campus Community
400
13
Food for Thought Film Series: LGBT
9/7/12
Campus Community
25
14
ATP performance at Suicide Prevention
Summit
9/13/12
Community
100
15
Upstander Training for Student Athletes
9/16/12
Students & Coaches
550
16
Elise Denlinger’s class 1 (White
Privilege/Hate)
9/20/12
Students
30
17
Elise Denlinger’s class 2 (White
Privilege/Hate)
9/20/12
Students
30
18
UW-L 100 – VanRoosenbeek/Thoune
(Hate/Bias)
9/24/12
Students
26
19
UW-L 100 – Stertz/Filtz (Hate/Bias)
9/24/12
Students
24
20
UW-L 100 – Higgins/Wellik/Knutson
(Hate/Bias)
9/24/12
Students
25
21
UW-L 100 – Evensen/Arney (Hate/Bias)
9/25/12
Students
25
22
UW-L 100 – Harmon/Sleznikow (Hate/Bias)
9/26/12
Students
25
23
UW-L 100 – Dziekan/Buelow/Talpe
(Hate/Bias)
9/26/12
Students
28
24
M. Petit - Working with Difficult People
9/26/12
Students
30
25
UW-L 100 – Koepke/Eschenbaum (Hate/Bias)
10/1/12
Students
25
26
UW-L 100 – Bertrand/Moeller (Hate/Bias)
10/1/12
Students
26
27
UW-L 100 – Stine/Hartzheim (Hate/Bias)
10/2/12
Students
25
28
UW-L 100 – Oganowski/Petersen (Hate/Bias)
10/3/12
Students
27
29
John Kovari’s class (Affirmative Action)
10/3/12
Students
25
30
Connie Vanderhyden EFN class (Hate/Bias)
10/4/12
Students
30
31
Food for Thought Film Series: Empathy
10/5/12
Campus Community
25
32
UW-L 100 – Vanderhyden/Williams (Micros.)
10/8/12
Students
26
33
LiveMaroon Event
10/9/12
Campus Community
50
34
UW-L 100 – Leahy/Huisman (Hate/Bias)
10/9/12
Students
25
35
Continuing Education - Microaggressions
10/10/12
Staff
10
36
UW-L 100 – Lang/Barlow (Hate/Bias)
10/10/12
Students
25
37
Connie Vanderhyden EFN class (White
Privilege)
10/11/12
Students
30
38
Hutch Hall (Melt Away Ignorance)
10/11/12
Students
40
39
Awareness through Performance (Encore)
10/15/12
Campus Community
300
40
Peer Education (Hate Response)
10/16/11
Students
10
41
Connie Vanderhyden EFN class (Racism)
10/18/12
Students
30
42
UW-L 100 – Burkhardt/Manrique (Hate/Bias)
10/22/12
Students
27
43
Reuter Hall (Crayon Melting/Language)
10/23/12
Students
15
44
Broadening Horizons (Inclusive Language)
10/24/12
Students
25
45
Sanford Hall DA Training (Inclusive
Language)
10/24/12
Students
12
46
ATP - Domestic Violence Banquet
10/25/12
Greater Community
50
47
UW-L 100 – Jacinsky/Schuyler (Hate/Bias)
10/29/12
Students
25
48
ATP Open Mic: Full Disclosure
10/31/12
Campus Community
75
49
Food for Thought Film Series: Human Rights
11/2/12
Campus Community
24
50
8th Semi-Annual Morale Retreat
11/6/12
Employees
185
51
ACT 31 Conference (White Privilege 101)
11/9/12
HS Students
30
52
Coate Hall (Inclusive Language)
11/14/12
Students
35
53
WTC Presentation (Inclusive Classroom
Climate)
11/16/13
Faculty/Staff
30
54
Anti-Bullying Seminar
11/26/12
Campus Community
100
55
White Hall Privilege Walk
12/5/12
Students
10
56
Food for Thought Film Series: Disability
12/7/12
Campus Community
25
57
Prezi Training
1/10/13
Employees
15
58
iPad Productivity Apps 101
1/15/12
Employees
10
59
Admissions Training (Microaggressions)
1/17/13
Employees
10
60
Onalaska High School (Microaggressions)
1/21/13
HS Teachers &
Admin
30
61
Onalaska High School (Achievement Gap)
1/21/13
HS Teachers &
Admin
30
62
Onalaska High School (Privilege)
1/21/13
HS Teachers &
Admin
30
63
Awareness through Performance – PU VII 4pm
1/27/12
Campus Community
350
64
Awareness through Performance – PU VII 7pm
1/27/12
Campus Community
350
65
Food for Thought Film Series: White Privilege
2/1/13
Campus Community
25
66
Prezi Training
2/1/13
Campus Community
30
67
Gender Issues Panel
2/4/13
Students
30
68
Diversity Dialogues
2/6/13
Campus Community
700
69
Karaoke for a Cause
2/8/13
Campus Community
100
70
LiveMaroon Event
2/14/13
Campus Community
40
71
Elise Denlinger Class (Privilege/Hate) 1:30
2/14/12
Students
30
72
Elise Denlinger Class (Privilege/Hate) 2:15
2/14/12
Students
30
73
DOC’s Boxes and Walls
Campus &
Community
200
74
M. Petit - Working with Difficult People
2/20/12
Students
35
75
Rainbow Unity (Microaggressions)
2/26/13
Students
25
76
YWCA Teen LEAD (Diversity, White
Privilege)
2/27/13
HS Students
12
77
Desert Flower Film & Discussion
3/1/13
Students
10
78
Food for Thought Film Series: Transphobia
3/1/13
Campus Community
25
79
Awareness through Performance – PU VII
Encore Encore
3/4/13
Campus Community
350
80
Peer Education (Hate Response)
3/5/13
Students
12
81
Partners in Movement Mini-Conference
3/9/13
Students
30
82
Onalaska High School (Racism)
3/13/13
HS Students
30
83
YWCA Teen LEAD (Diversity, White
Privilege)
3/13/13
HS Students
10
84
Connie Vanderhyden EFN class (White
Privilege)
3/14/13
Students
30
85
ATP @ UW-L Student Development
Conference
3/23/13
Greater Community
150
86
Audrey Elegbede WP Class (Microaggressions)
3/25/13
Students
15
87
Financial Aid (Microaggressions)
3/26/13
Staff
8
88
Financial Aid (Microaggressions)
4/2/13
Staff
6
89
WGS Class Panel: Male Feminists
4/3/13
Students
35
90
ATP Open Mic: Full Disclosure
4/3/13
Campus Community
75
2/18-2/19
91
Food for Thought Film Series: Sexuality
4/5/13
Campus Community
20
92
9th Semi-Annual Morale Retreat
4/17/13
Employees
100
93
La Crosse County (Microaggressions)
4/18/13
Greater Community
40
94
YWCA Bridges (Diversity, White Privilege)
4/23/13
HS Students
8
95
La Crosse County (Microaggressions)
4/24/13
Greater Community
40
96
La Crosse County (Microaggressions)
4/25/13
Greater Community
40
97
Prezi Training
4/30/13
Campus Community
25
98
Residence Life Orientation
5/1/13
Students
65
99
LiveMaroon Ice Cream Social
5/2/13
Campus Community
60
100 ATP Graduation
5/2/13
Students
15
101 Food for Thought Film Series: Student Loans
5/3/13
Campus Community
20
102 Fall 2013 ATP Orientation
5/9/12
Students
25
103 ATP Cookout
5/10/13
Students
15
104 Department Chairs Pilot
5/10/13
Faculty
10
105 ATP San Diego (Immigration)
5/22-5/29 Students, Staff
17
106 ATP @ Freshmen Orientation
6/10/13
Incoming Freshmen
280
107 LiveMaroon Event
6/11/13
Campus Community
150
108 ATP @ Freshmen Orientation
6/12/13
Incoming Freshmen
280
109 ATP @ Freshmen Orientation
6/14/13
Incoming Freshmen
280
110 ATP @ Freshmen Orientation
6/17/13
Incoming Freshmen
280
111 ATP @ Freshmen Orientation
6/19/13
Incoming Freshmen
280
112 ATP @ Freshmen Orientation
6/21/13
Incoming Freshmen
280
113 ATP @ Freshmen Orientation
6/24/13
Incoming Freshmen
300
114 UW Eau Claire - Campus Climate Survey
6/25/13
Staff
12
Large Scale Projects
● ATP San Diego Immigration Immersion Experience
○ Weekly advisor meetings, weekly all-group meetings
● ATP Biweekly Meetings
● ATP Board of Regents Video
● Collaboration with Gunderson Lutheran on Anti-Bullying website
● Diversity & Inclusion Timeline Project
● Partners in Movement Mini-Conference
● Campus Climate Survey
● Campus Climate Council Meetings (monthly)
● DOC Meetings (bi-weekly)
● Hate Response Team
○ Bi-weekly meetings, End of Year Report
Perception and satisfaction Information – Feedback or Evaluations Summaries and
Strategic Planning
Feedback on ATP
To date, the Campus Climate office has offered 41 ATP performances with internal and external
(community) requests for many more opportunities. Over 2,000 students, faculty and staff attend ATP
each year. Research completed on the impact of ATP on students’ sensitivity to cultural issues, indicated
that there was a correlation between those students who attended ATP and their understanding and respect
for cultural diversity (Hayes, 2008). In 2009, Dr. Carmen Wilson, a UW-L professor and administrator,
conducted research on ATP performers which indicated that all performers showed a significant increase
in sensitivity towards the issues of race and ability. A new evaluation is currently being developed to
assess the effectiveness of ATP on performers and audience members alike. All in all, the research on
ATP clearly indicates that there is a positive impact not only on the audience, but on the performers as
well.
Further feedback on the program includes many awards. Awareness through Performance was selected
by RHAC for the “Best All Campus Educational Program of the Year” in 2006-07 and 2010-11, and,
most recently, “Outstanding Diversity Program” in 2011-12. Additionally, ATP has won awards at the
state level including the 2009 “Program Achievement Diversity Award” from the State of Wisconsin’s
Council on Affirmative Action and Office of State Employment Relations, and “Best Diversity Program”
from the Wisconsin College Personnel Association. We believe these awards speak highly of the quality
and impact of ATP, one of the many quality programs offered by the Campus Climate office.
Program Evaluation Information
Feedback from the Campus Climate survey regarding the Campus Climate office is being analyzed.
This information will be included in next year’s report.
Campus Climate is still deciding how to pursue retention information with regard to the various
populations of students it serves .
Highlights for this year include:
●
●
●
●
●
The addition of two graduate assistants to Campus Climate has given the staff an opportunity to
broaden our training offerings and give our graduate students a unique programming experience.
The opportunity to take ATP students and advisors to San Diego to and be immersed in the issues
related to immigration and international border control proved to be a beneficial experience.
Providing diversity training to La Crosse County employees and also making several
presentations in the La Crosse, Onalaska and West Salem school districts was a great way to
make connections with the greater community.
Launching a successful Campus Climate Survey was a big undertaking, but went very smoothly
due to such excellent collaboration across campus.
Building the Diversity & Inclusion Timeline has been a great resource for campus, and truly
points to all of the strides the campus has made regarding diversity and inclusion efforts.
Challenges for this year include:
●
●
●
It is always challenging to be asked to provide more and more trainings and presentations for
classes, departments and other units on campus with only two full time (100%) employees.
The Campus Climate gathering space typically (and naturally) attracts many of the ATP students,
which is great, but the staff would like to explore some creative ways to create an open and
inviting space to all students.
There never seems to be an easy way to help students navigate potentially hostile classroom
climates.
Disability Resource Services
Department Mission or Goals or Priorities: Provide equal educational opportunities for all
students. Students who have disabilities are offered a variety of services to ensure that both facilities and
programs on our campus are accessible. DRS assists students in obtaining reasonable accommodations at
the university.
Staff:
Interim Director, Barbara Stewart
Office Manager/Testing Coordinator, Colleen Dixon
Advisor, Jennifer Bell
Advisor/Alternative Media Coordinator, Chris Coppess
Graduate Assistant, Shannon Ketcham
Student Help, Nichole Zenz & Aaron Walker
Brief Description of Services & Programs
●
●
●
●
Advising students and developing individualized Accommodation Plans. Problem solving with
students and instructors.
Providing students a place for extended testing time in a distraction reduced environment.
Scheduling testing reservations, requesting exams from instructors, collecting, copying, storing
exams, administering and proctoring exams, collecting completed exams, and arranging for exam
pick up.
Preparing textbooks and exams to be used with alternative media by scanning and burning CD’s
to be used with text reading software.
●
●
●
Maintaining Smart Pen inventory and loaning out pens to students for note taking purposes.
Training students on how to use the Smart Pen.
Setting up volunteer note takers as per DRS student requests. Copying/scanning notes.
Presentations on disabilities and/or DRS services to schools, UW-L students and faculty
Usage Rates/Attendance Rates/Enrollment
Program/Service
# of Students
Advising
322
Students New to DRS
129
Veterans receiving DRS
services
22
Temporary Disabilities
10
Students testing at DRS
187
# of Faculty
Instructors using DRS testing
# of
Volunteers
242
Tests written at DRS
2020
Sign Language Interpreting
0
Alternative media
62
Smart Pen usage
35
Note taker services
F 16 + S 15
Priority Registration
54
F 23 + S 20
Presentations Given/Coordinated by DRS Staff
For Students
DRS sponsored Webinar
For Faculty
For
Prospective
Students
1
Westby High School
In-class Pres.
1
1
Campus
Res. Life, Campus Close-ups,
SAA Candidates, Open House,
Deans, C& T, Freshman Reg.
Alternate Admissions
# of
Exams
6
3
11
11
Perception and Satisfaction Information – Feedback/Evaluations/Summaries/Strategic
Planning
Developed Qualtrics surveys:
DRS Student Survey – sent out to DRS students.
Faculty Survey – sent out to all faculty
Smart Pen Survey – sent out to all DRS students using a Smart Pen
Alternative Media Survey – sent out to all DRS students using alternative media.
Results indicated that students were happy with their accommodations most of the time and only on
occasion had trouble with their instructor following through with the accommodations.
Most faculty and staff are satisfied with the DRS testing services.
Faculty indicated that students needed to be more forthcoming in letting them know about their need for
accommodations and should give them more notice, especially when it comes to taking tests at DRS.
Instructors would like to learn more about the accommodations that are available to students that qualify
for services.
Instructors would like assistance in creating accessible content to post on D2L.
Students are responding well to Smart Pen training and are finding the pen a valuable tool.
First Year to Second Year Retention Information
2011- 2012 academic year – 62 UW-L freshman enrolled and registered with DRS
2012-2013 academic year - 56 of the 62 freshmen using DRS services went on to complete their second
year at UW-L
Four to Six year graduation Information
2009-2010 39 students (Active + Inactive)
2010-2011 48 students (Active + Inactive)
2011-2012 62 students
31 Active students + 31 Inactive
2012-2013 21 (Fall grads) + 20 (Spring grads, not confirmed yet) = 41 Active students
Highlights:
DRS has a good relationship with most instructors. Professors are referring students to DRS and
Counseling & Testing when they feel that the students need help.
DRS hosted an Open House that was well attended by faculty and staff. Alternative Media and adaptive
technology were demonstrated and a tour of office and testing center was given.
DRS advisors feel they collaborated with Angie Lee and the Office of Student Life concerning student
affairs on a regular basis in an effective and efficient manner. (Both Advisors feel that Angie has been
wonderful to work with.)
Challenges:
One of the biggest challenges is finding enough testing space for all students that require accommodations
during peak days. A Library room for 6 students to test in was used during finals week. We should try
to work out some sort of plan with the new Library Director as the need for space will likely continue.
As indicated by the Faculty Survey, instructors want students to disclose that they have a disability within
the first week or two of classes. More education is needed to help instructors understand that not all
students will disclose their disability for every class and students are being diagnosed all year long and
may not realize they have a disability until they are diagnosed later in the semester.
We must find an effective way to educate faculty with respect to DRS services and how to make all text
accessible to students that require alternative media. Content on D2L or podcasts that are not captioned
could cause accessibility issues. We need to pose this question to IT, “How accessible is our campus online presence?”
It is often a challenge to get volunteer note takers quickly when they are requested. Some students never
have anyone volunteer to take notes for them. An incentive such as Priority Registration would be a good
motivator.
DRS does not offer services to accommodate students that have temporary mobility issues due to leg
injuries and surgeries. Currently there is nothing in the way of transportation to assist them in getting to
their classes. It is very discouraging to have to turn them away at DRS and have nothing to offer in the
way of help. We would like to see what other campuses do in these situations.
Office of Multicultural Student Services
Department Mission or Goals: The Office of Multicultural Student Services promotes excellence in
student learning and personal/social development for UW-L multicultural students who are U.S. citizens
or refugees. In particular, OMSS provides support services and information to recruit, retain and
graduate students of African American, American Indian, Hispanic/Latino(a), Asian American, bi-racial
or multi-ethnic descent.
The office provides leadership opportunities and advocacy to support cultural diversity and to help
prepare all UW-L students to interact in a diverse world. In addition, the office provides access to
multicultural resources and offers opportunities for the campus and broader community to collaborate
and participate in diversity experiences. OMSS models inclusive excellence and supports collaborative
efforts that promote human understanding, shared values, and respect for individual differences.
Staff:
Antoiwana Williams, Director
Mr. Thomas Harris, Assistant Director/Student Leadership Programs
Dr. Ned Reese, Coordinator – OMSS Pre College Programs
TC Yang, Interim Pre College Outreach Specialist
Staff Continued:
Shundel Spivey, Interim Site Supervisor Pre College Programs
Ms. Connie Vanderhyden, ASI Program Director
Mr. Guy Wolf, Financial and Academic Retention Specialist through October 1, 2013
Ms. Abby Novak, Interim Financial Retention Coordinator
Mr. Rogelio Encizo, Jr., Interim Retention Coordinator
Ms. Carmen Boortz ,University Assistant/Office Manager
Brief Description of Areas of Service and Outreach:








Academic and financial aid retention
Academic Success Institute (summer bridge program)
Advising & Tutoring
Cultural, educational, and social programming
Leadership development
Personal guidance, support, and advocacy for students
Pre-college programs and tutoring
Student Organizations – Meeting Schedules
OMSS Fall 2012 student enrollment:
The University of Wisconsin System: UW-La Crosse Fall 2012
Doctrate-Prof.
Freshmen Soph. Junior. Senior. UG Total GR Spec Masters
Practice Male Female Total
Race/Ethnicity
African American
Hispanic/Latino
American Indian
SE Asian American
Other Asian American
Hawaiian/ Pacific Islander
Two or More Races
19
76
8
45
22
1
71
242
18
53
4
38
18
3
43
177
11 19
42 59
3
9
38 45
14 26
1
2
39 30
148 190
67
230
24
166
80
7
183
757
0
1
1
0
0
0
1
3
9
12
0
8
14
0
7
50
0 50
2 119
1 14
1 90
0 44
0 5
1 77
5 399
32
138
13
88
56
2
119
448
82
257
27
178
100
7
196
847
Pre College Programs
The Precollege Programs, sponsored by the Office of Multicultural Student Services, is committed to
supporting ethnic communities and low-income families in the La Crosse area and around the state. The
mission of our programs is to engage and celebrate the histories, traditions and current circumstances of
low-income and ethnic individuals, families and communities while assisting youth to be successful
within their schools and their lives.
The partnerships that emerge from these collaborations are diverse and dynamic; and often result in
positive cross-aged, inter-cultural relationships and learning communities that equally benefit
participating youth and the college students who serve as tutors/mentors.
The OMSS Pre College Programs consisted of four programs on Monday through Thursday. Programs
were held in the late afternoon or early evening.
OMSS Pre-College sustained its strong momentum with the award of yet one more biennium DPI grant.
We have been tentatively awarded $71,000 per year for two years--2013-2015—contingent on the state
legislative budget deliberations. An additional GEAR UP grant of $10,000 per year through the DPI
program brings our anticipated annual DPI-grant awards for 2013-14 and 2014-15 to $81,000 per year.
During the past several years we have also earned amended grant awards from DPI as well as Community
Learning Center (CLC) funds from the DPI 21st Century After-School grant programs at the Norwalk
Ontario Wilton School District and the Sparta School District. The sum total of these three additional
grants amounted to: $29,807.53 for 2012-13. The following statistics indicate the participation for 20082013 each semester:
PRECOLLEGE STUDENT PARTICIPANTS (2008-2013)
S.E. ASIANS/HMONG
K-5
6-8
H.S.
TOTAL
BLUEWING/HOCHUNK-TOMAH
K-5
6-8
H.S.
TOTAL
AFRICAN AMERICAN
K-5
6-8
H.S.
TOTAL
MULTICULTURAL-HOLMEN
K-5
6-8
H.S.
TOTAL
HISPANIC-NORWALK
K-5
6-8
H.S.
TOTAL
HISPANIC-SPARTA
K-5
6-8
TOTAL
SUMMER READING/SMART
K-5
6-8
20102011
20112012
20122013
2008-09
2009-10
5
37
42
84
13
42
34
89
15
43
34
92
18
49
43
110
23
64
17
104
22
21
5
48
23
14
3
40
29
11
3
43
34
6
0
40
29
8
2
39
12
9
9
30
14
7
13
34
20
5
10
35
18
4
5
27
15
7
4
28
33
24
57
35
34
69
39
22
71
44
18
62
32
32
64
32
11
5
48
30
2
0
32
33
15
1
49
31
12
0
43
30
6
0
36
25
0
25
26
16
42
36
9
45
50
26
56
33
45
21
48
14
45
18
H.S.
TOTAL
MISSISSIPPI RIV ADV (2008PRESENT)
6-8
H.S.
TOTAL
4
66
1
64
7
83
10
99
1
67
31
49
80
42
38
80
45
35
80
33
37
70
26
45
71
WINTER CAMP (7-12 GR)
6-8
H.S.
TOTAL
1
18
19
TOTALS
K-5
6-8
H.S.
119
156
138
125
160
123
172
184
112
183
198
131
178
173
101
GRAND TOTALS
413
408
468
512
452
2008-09
2009-10
6
4
10
7
3
10
72
89
161
76
95
171
COLLEGE STUDENT TUTOR
PARTICIPANTS
MISSISSIPPI RIV ADV (97/98PRESENT)/WINTER CAMP
Minority Tutors
Non-Minority Tutors
TOTAL
TOTALS
Minority Tutors
Non-Minority Tutors
GRAND TOTAL**
**duplicated part. across programs and
years
20102011
20112012
10
2
12
275
20122013
9
2
11
10
1
11
315
70
236
306
Retention Services
The Academic Retention Programs are the primary responsibilities of the Retention Specialist, but other
staff assisted as needed, to include: Thomas, Antoiwana, Guy, Connie and Abby. The Retention
specialist was responsible for taking the lead contacting the ineligible students and assisting with the
academic concerns. The Retention Specialist was responsible for collaborating with Fast Track, Knitting
group, Resident Assistant focus group, McNair Scholars, FYRE, Office satisfaction focus groups, and the
Inclusive Excellence Scholarship program. We also continued to work on fine-tuning the GPR process,
and as a result, we are currently collaborating with Academic Affairs to pilot a campus wide initiative this
fall. While this approach has caused the staff team to work more closely together to address retention
issues, it continues to increase our contact with professors and instructional staff across campus.
The Grade Progress Report (GPR) is for multicultural students that are first-year,
transfer, probation, or below a 2.5 GPA.
GPR Summary 2012-2013
Fall 2012 GPR results
Totals
Total # of GPR Surveys sent (on behalf of Students)
Total # of GPR replies returned by faculty (same professor could have responded multiple times)
Out of the 1,495 forms returned:
Total # Courses Tracked:
(Subject only)
Total # GPR forms indicated that the student was in academic jeopardy.
the Number of grades were F’s
85
the number of withdraws from university
5
the number of courses passed
169
# of courses dropped
Spring 2013 GPR results
Totals
Total # of GPR Surveys sent (on behalf of Students)
Total # of GPR replies returned by faculty (same professor could have responded multiple times)
Out of the 1,145 forms returned:
Total # Courses Tracked:
(Subject only)
Total # GPR forms indicated that the student was in academic jeopardy.
the Number of grades were F’s
27
the number of withdraws from university
2
the number of courses passed
222
# of courses dropped
Below is a brief summary of the Inclusive Excellence Scholars this past Academic year 2012-2013:
First
Name
Last
Name
Nicole
Michael
Scott
Abrams
Ampomah
Barrera
Aric
Cartagena
Richelle
Jessica
Madalyn
Villavanh
Flackey
Gonzalez
Johns
Kapkeo
Mathieu
LaVigne
Vincent
Lo
Ryder
Rosilynn
Sunita
Mack
Morris
Nandihalli
Niedorow
ski
Pope
Katharine
Kyle
Participation
Spring Semester
Only
Both Semesters
Both Semesters
Fall Semester
Only
Spring Semester
Only
Both Semesters
Both Semesters
Both Semesters
Spring Semester
Only
Fall Semester
Only
Fall Semester
Only
Both Semesters
Both Semesters
Spring Semester
Only
Both Semesters
Fall
GPA
3.17
3.23
3.50
2.00
Spring GPA
Highlights
3.53
3.37 RA Fall 2013
3.06 New LASO Secretary
TRANSFERR
ED
3.28
2.35
3.42
2.20
3.40
3.60 Major Academic Improvement
2.61
2.50
3.40
3.37 RA Fall 2013
0.44
INELIGIBLE
1.09
3.00
3.36
2.50
3.11
2.78 New IOPA President
2.92
2.00
3.37
2.13
1,943
1,495
49
75
47
1,797
1,182
49
62
27
Alexis
Smith
Both Semesters
3.37
Lareina
Jasmine
Krystle
Taing
Tatum
Thomas
3.58
1.70
2.93
Song
Jason
Kia
Pahoua
Vue
Yang
Yang
Yang
Both Semesters
Both Semesters
Both Semesters
Fall Semester
Only
Both Semesters
Both Semesters
Both Semesters
1.84
2.66
3.43
2.41
Program Mentor/BSU Events
3.85 Coordinator
Program Mentor/New ALANA
3.37 President
2.20
2.64
TRANSFERR
ED
3.15 Program Mentor
3.21 Program Mentor
3.33
Peer Tutoring:
Spring 2013
Out of 50 courses tutored (27 tutors and 53 tutees)
Passed: 28 courses (56%)
Failed: 7 courses (14%)
Withdrawals/Drops: 11 courses (22%)
Fall 2012
Out of 45 courses tutored (21 tutors and 41 tutees)
Passed: 35 courses (77%)
Failed: 4 courses (8%)
Withdrawals/Drops: 7 courses (15%)
Spring 2012
Out of 63 courses tutored (39 tutors and 48 tutees)
Passed: 46 courses (73%)
Failed: 11 courses (17.4%)
Withdrawals/Drops: 8 courses (12.6%)
Fall 2011
Out of 55 courses tutored (34 tutors and 40 tutees)
Passed: 41 courses (74%)
Failed: 10 courses (18%)
Withdrawals/Drops: 4courses (7%)
Financial Retention Services
Students continue to use the financial retention services. It is due in part to the increased awareness of
such services and also because of the difficult time students are having paying for college as well the
partnership with Financial Aid and the Financial Literacy program.
The Interim Financial Retention Specialist provided approximately 140 students with one-on-one
guidance covering questions about Financial Aid, student loans, graduate school finances, scholarships,
taxes, and filing the FAFSA. These numbers are intertwined with the services provided to Lawton Grant
Recipients. This year the Financial Retention Specialist reached out to all multicultural students to
communicate services we provide regarding financial guidance. We also sent letter home to remind
students’ to file their FAFSAs by the priority date and apply for scholarships. We also sponsored 5
FAFSA Workshops and 2 Scholarship Workshops. In addition, the financial retention specialist helped
sponsor and coordinate the fall and spring “Price is Right” game night which brought in 95 students in
Fall 2012 and 204 students in Spring 2013 (these numbers include all the Money Smart week activities at
UW-La Crosse). The academic outcome for all the services provided was to help students become more
financially literate, to persist, and graduate from college and avoid loan default after graduation.
ASI
The Academic Success Institute (ASI) was held at the University of Wisconsin-La Crosse from June 22,
2012 –August 3, 2012. This summer fourteen students participated in the program: 9 males and 5 females.
All students lived in Eagle Hall during the program. In addition, three undergraduate staff members and
one graduated student staff member resided in the hall with the students.
ASI 2012 began with an orientation program from Friday evening, June 22nd, through Sunday evening,
June 24th. Students were introduced to the residence hall staff and regulations, took their ENG placement
exam, and received a lot of information about the weeks to come. In addition, the staff led many team
building activities and the students bonded as a group right from the beginning. The staff members were
Shaundel Spivey, Leticia Mendoza, Crystal Rosado and Julius Starlin.
The Academic Success Institute offered the following classes this summer: ENG 050/ENG 110 (coinstructed by Paul Heckman and Dr. Ryan Friesen), MTH workshop (Dr. Abdulaziz), SAH 105(Dr.
Darby Oldenburg), and RDG 105 (Charlene Holler). Each faculty member was assigned a group of ASI
students as advisees and met with them individually at least once during the program.
We were granted permission by the Dean of CLS and Dr. Greg Walsko to have the entire ASI students
take EFN 205 during spring semester and to keep the cohort together in the same discussion group
instructed by the ASI director. This will be the next step in the on-going effort to take advantage of the
connections the ASI students develop with one another, the ASI director, and OMSS.
The EFN 205 evaluations indicated the ASI students were glad to be in another course together that
covered such important topics. They realized that they felt comfortable expressing their opinions and they
wouldn’t have done so if they were the only multicultural students in the same course.
ASI First and Second Year Retention
ASI
First Year
Second Year
2007
100%
78%
2008
100%
86%
2009
100%
83%
2010
100%
80%
2011
100%
76%
2012
100%
81%
*First year retention-100% and Second year retention-81%
Bio 105 Supplemental Course
Every fall semester we have collaborated with BIO professor, Faye Ellis, to offer a weekly supplemental
discussion class for ASI and other multicultural students enrolled in BIO 105. Fall semester, 2012, five
ASI students consistently attended the extra session: Pahoua Yang, Madalyn Johns, Paul Moua, Gaokhia
Yang, and Shiyalyn Schumacher. Pahoua dropped the course but all others passed. Next fall we have
everything coordinated already so that the ASI students are registered for the same lecture section. They
are also registered for a lab, taught by Faye Ellis, on Tuesday and the supplemental class is scheduled for
Thursday during that same time period.
Evaluation: Faye Ellis provides an evaluation form that students filled out, indicating they were very
happy with the supplemental course and consistently felt that it contributed to their success in the course.
Student Leadership
The total attendance numbers of OMSS programs and involvement opportunities is included below to the best of
our knowledge. Breakdowns are also by organization. (Updated 6/12/2013)
2012 – 2013 Office of Multicultural Student Services – 4382 TOTAL PROGRAM ATTENDANCE
Organization
Program
ALANA – Asian, Latina,
Welcome Back
African and Native
Cookout
Women
Phenomenal
Women’s Program
& Dinner
Miss
Representation
(Film Screening)
Cultural Runway
Show
BSU – Black Student
AIDS Day Testing
Unity
Reflections of
Ebony
EOY Cookout
BSU & LASO
ASO - Asian Student
Organization
BLASO Dance
Bash
UW-L Talent Show
Competition &
Dance Bash
May Lee Yang’s
Theatrical
Performance
“Confessions of a
Lazy Hmong
Woman”
Healing the
Wounds Within
Midwest Asian
American Student
Union Conference
Event
Date
Attendance
Totals
19-Sep-12
24
1-Nov-12
72
28-Feb-13
37
8-Mar-13
151
1-Dec-12
Unknown
24-Feb-13
318
12-May-13
25
26-Oct-12
46
29-Sep-12
238
18-Oct-12
147
10-Oct-12
10
4-Apr-13
11
HOPE - Hmong
Organization Promoting
Education
IOPA – Intercultural
Organization Promoting
Education
Hmong New Year
(Skit/Cultural
Tours)
Valentine’s Dance
Volleyball
Tournament
Traditional &
Modern Arts: The
Eyes & Ears of the
Hmong
Hmong Culture
Night
Wisconsin Hmong
College Coalition
Talent Show &
Leadership
Development
Conference
Golden Dragon
Acrobatics (
Supporting CAB)
Bakery in the
Afternoon
Guess Who (Movie
Screening)
IOPA Leadership
Weekend
LASO – Latin American
student organization
NASA – Native
American Student
Association
SFT – Students for a
Free Tibet
30 Days (film
screening)
Fiesta, Dinner &
Grupo Candela
Performance w/
Salsa Dancing
LASO Leadership
Weekend
NASA Social
Great Dakota
Gathering
Conference
Indigenous
People’s Day
Keynote by Dr. Al
Gedicks
Rethinking
Thanksgiving
Program & Dinner
Three Rivers
Intertribal Pow
Wow
Social Justice
Community
October
13-14,
2012
2-Feb-13
March 1718, 2013
41
262
158
2-Mar-13
21
27-Apr-13
101
4-May-13
28
19-Nov-12
8
13-Mar-13
47
5-Apr-13
14
May 4-5,
2013
14
30-Oct-12
64
2-Mar-13
257
April 1921, 2013
16
12-Sep-12
13
15-Sep-12
9
8-Oct-12
57
15-Nov-12
82
May 11-12,
2013
275
13-Nov-12
20
Murder in the
Snow (Film
Screening)
Tibet Burning
(Film) Keynote by
Jigme Ugen
Dahli Lama
Presentation Panel
Centralized Events by
the Office of
Multicultural Student
Services
MSO Advisor’s
Meeting
Welcome Back
Cookout Gathering
OMSS 101 Session
Welcome Back
Dance
Nuts & Bolts
Workshop for
MSO Officers &
Advisors
Multicultural
Leadership
Development
Weekend
Men of Color
Sharing, Caring &
Giving
OMSS Staff
Retreat
All MSO Mtg. for
Officers &
Advisors
Two Scholarship
Workshops
Two FAFSA
Workshops
American
Multicultural
Student Leadership
Conference
National White
Privilege
Conference
Transitional Mtg.
for Presidents &
Vice Presidents
Celebration of
Accomplishments
Knitting Tuesdays
25-Sep-12
124
6-Mar-13
98
15-May-13
5
30-Aug-12
14
12-Sep-12
196
12-Sep-12
17
15-Sep-12
96
21-Sep-12
48
October 67, 2012
68
18-Nov-12
38
24-Jan-13
7
29-Jan-13
44
February
12 & 14,
2013
Feb. 14 &
Mar. 1,
2013
March 8-9,
2013
April 1013, 2013
6
9
31
4
28-Apr-13
32
1-May-13
118
Spring
60
2013
Partnerships &
Collaborations by the
Office of Multicultural
Student Services
Boxes & Walls
(All but one MSO
participated)
Keeping the
Concepts of White
Privilege,
Intersections of
Privilege, Equity,
Access and Social
Justice on the
Radar (A Faculty,
Staff &
Community Leader
Session by Jane
Fernandez)
White Privilege &
Power in the Deaf
Community (A
Keynote by Jane
Fernandez)
Student
Development
Conference:
Recruiting &
Retaining
Underrepresented
Future Teachers
UW-System Board
of Regents Mtg.
(Amanda Decora &
Tenzin Kunor)
Target Stores
Recruitment of
Multicultural
Employees
Former Intern
Panel of
Multicultural
Student Leaders
Career
Opportunities by
Aerotek &
TekSystems
Etiquette Dinner
18-Feb-13
167
25-Feb-13
84
25-Feb-13
268
22-Mar-13
11
April 4-5,
2013
2
10-Oct-12
13
6-Feb-13
12
11-Feb-13
12
16-Feb-13
20
Perception and satisfaction Information – Feedback or Evaluations Summaries and
Strategic Planning:
In spring of this semester, we held focus group pertain to student satisfaction of the office. Below, please
find the central themes.
Great location: Close to other services, Academic Advising, Career services, counseling
The lounge is one of the best features:
The computers are HUGE for students and PRINTING
Obviously students were thought of when OMSS office was built
Can maybe try and change conversation of students sometimes>>lots of rumors sometimes when people
are trying to study, make it hard to concentrate on school work
Programming changes:
Find a new form of getting info out to students>>Not everyone checks emails
Making events specifically just for freshman and sophomores, as well as juniors and seniors
More career planning advise, future planning
Leadership is main focus:
OMSS helps create future leaders
AMSLC is a great thing for anyone that attends as well as other leadership conferences
Leadership always pertains to Orgs, change this
Higher GPA Requirements for activities like Senate>>>helps students find balance
Front Desk Workers:
Are friendly and most are actively involved in OMSS
Some are leaders of Orgs, makes them well known to other students
Always say hello or hi.
Office staff:
Open door environment
Feel welcomed and open if students have any problems or concerned
Abby was the girl form of guy
OMSS helps out a lot financially, students love this
Office Changes:
Tutoring wish more OMSS students would tutor other OMSS students
List of available tutors before the semester starts (Chem, Bio, Physics, Sciences, and Stats)
MORE things like the Knitting group>>great way to interact with OMSS staff and relax
More information about Study Abroad
University of Wisconsin System- New Freshmen Entering Full Time—Excluding UW Colleges
UW-La Crosse Retention, Graduation, and Transfer by Ethnicity= Student of Color
Year of Enrollment as of February 27, 2012\
YEARS OF ENROLLMENT
Student of Color
Fall
2011
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
Cum. Trans. % at Diff. UW
Fall
2010
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
1
2
3
4
5
6
142
.
.
.
.
.
100.00%
.
.
.
.
.
0
.
.
.
.
.
0.00%
.
.
.
.
.
142
.
.
.
.
.
100.00%
.
.
.
.
.
0
.
.
.
.
.
0.00%
.
.
.
.
.
0
.
.
.
.
.
0.00%
.
.
.
.
.
149
121
.
.
.
.
100.00%
81.20%
.
.
.
.
0
0
.
.
.
.
0.00%
0.00%
.
.
.
.
149
129
.
.
.
.
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
Cum. Trans. % at Diff. UW
Fall
2009
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
Cum. Trans. % at Diff. UW
Fall
2008
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
Cum. Trans. % at Diff. UW
Fall
2007
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
Cum. Trans. % at Diff. UW
Fall
2006
Enrolled at Same UW
Enrl. % at Same UW
Bachelors at Same UW
Cum. Bach. % at Same UW
Enrolled at Any UW
Enrl. % at Any UW
Bachelors at Any UW
Cum. Bach. % at Any UW
Transferred to Different UW
100.00%
86.60%
.
.
.
.
0
0
.
.
.
.
0.00%
0.00%
.
.
.
.
2
5
.
.
.
.
1.30%
4.70%
.
.
.
.
155
127
107
.
.
100.00%
81.90%
69.00%
.
.
.
0
0
0
.
.
.
0.00%
0.00%
0.00%
.
.
.
155
139
124
.
.
.
100.00%
89.70%
80.00%
.
.
.
0
0
0
.
.
.
0.00%
0.00%
0.00%
.
.
.
3
12
7
.
.
.
1.90%
9.70%
14.20%
.
.
.
133
102
88
78
.
.
100.00%
76.70%
66.20%
58.60%
.
.
0
0
0
0
.
.
0.00%
0.00%
0.00%
0.00%
.
.
133
112
104
97
.
.
100.00%
84.20%
78.20%
72.90%
.
.
0
0
0
0
.
.
0.00%
0.00%
0.00%
0.00%
.
.
1
12
5
2
.
.
0.80%
9.80%
13.50%
15.00%
.
.
124
103
90
80
57
.
100.00%
83.10%
72.60%
64.50%
46.00%
.
0
0
0
21
0
.
0.00%
0.00%
0.00%
16.90%
16.90%
.
124
106
97
91
66
.
100.00%
85.50%
78.20%
73.40%
53.20%
.
0
0
0
22
0
.
0.00%
0.00%
0.00%
17.70%
17.70%
.
0
4
6
2
1
.
0.00%
3.20%
8.10%
9.70%
10.50%
.
122
104
84
73
46
22
100.00%
85.20%
68.90%
59.80%
37.70%
18.00%
0
0
0
20
25
0
0.00%
0.00%
0.00%
16.40%
36.90%
36.90%
122
109
95
85
54
24
100.00%
89.30%
77.90%
69.70%
44.30%
19.70%
0
0
1
21
33
0
0.00%
0.00%
0.80%
18.00%
45.10%
45.10%
1
7
6
1
1
1
Highlights:
ASI Highlights
“EFN 205: I do enjoy teaching and am very glad to be an instructor for this excellent course. Fall
semester was very time consuming and intense, as it was my first time teaching EFN 205. Amanda
Goodenough advised me throughout the semester and that was very helpful. I felt much more confident
during spring semester and enjoyed having my ASI students together in the course. It is challenging to
find the time to respond to the students’ weekly journals and other assignments but it is worth it in the
end.”
“I really enjoyed working with my ASI faculty and staff last summer despite some of the interesting
interpersonal dilemmas the staff encountered with one another. I am very glad to have Shaundel working
with me again this summer and do feel he is a trustworthy assistant to the director at this point!”
Precollege Highlights
“I believe that OMSS Pre-College is in excellent position to continue to meet and excel in its mission to
“…encourage our youth to forge a hopeful and peaceful tomorrow…” and thereby serve as a pipeline to
Upward Bound and college for local youth and their families.”
Financial Retention Highlights
“I think one significant highlight was organizing our Lawton Grant program since it was recognized by
UW System for its financial literacy component. Another highlight was the increase in outreach of
financial literacy programming and just seeing students' appreciation for the new financial knowledge
after individuals meetings or workshops.”
Challenges
ASI Challenges- Do not post on website
“I find that I have less enthusiasm and energy for advising LASO than in previous years. I did enjoy
sharing the responsibilities with Ro over the past 2 years but due to the situation at the end of this
semester, I am left with a sad and uncomfortable feeling about the whole situation. I believe it is time to
let this responsibility go, if we are able to enlist the leadership of one of our new staff members. I would
be happy to co-advise for the fall semester in order to help make a smooth transition. I plan to re-double
my energy for the ASI students – current and former – and help develop a mentoring program with
Carrie. Without the LASO and peer tutoring responsibilities, I should have more time and energy for this
initiative and other retention efforts for ASI students.”
“There were more students than usual from the ASI 2013 group that did not succeed at UWL this past
year. It has been challenging to try to advise and support individuals that do not have the necessary
motivation to become disciplined and focused students. I found it challenging all year to work with
several of these students and I feel disappointed in their situations at this point. I am thinking primarily of
Isaac Balsiger, Tong Vang, Grant Griffin, Vincent Lo (although I am encouraged now that he plans to
return in the fall), and Sonny Xiong.”
Precollege- Do not post to website
“We do face challenges, however. Primary, in my mind are the following: 1) OMSS Pre-College
currently enjoys only limited program funding—mostly from DPI—so grant writing and seeking other
financial collaboration/support are essential to continuing our current programs or increasing our
programming; 2) in order to justify our continued existence on campus and document our successes over
the years, it is important that we systematically assess/evaluate our programs and provide documentation
through research-oriented surveys/assessments of our participants (both pre-college and college students),
and finally, 3) if OMSS Pre-College, and indeed OMSS as an office, is to do more than survive--rather to
thrive--we need a much more skilled, professional and engaged classified presence in this office. Almost
no innovation has occurred in this area over the past four years—indeed, the amount of time required of
me, my outreach specialist, the director and student workers to perform administrative duties and “clean
up” or undo missteps and numerous outright errors by our current office manager, in just the pre-college
area, has increased greatly! Since I have been here in the office for 25 + years, I know what is possible.”
Financial Retention:
“I think one challenge was getting students to attend our workshops: career-related, FAFSA, and
Scholarship workshops. In addition, motivating students to provide feedback about our office was
challenging as well. It would be great if we could do more to get more individuals utilizing the great
resources OMSS provides for students.”
Pride Center
Department Mission or Goals
The Pride Center shall foster a safe environment for LGBTIQQAA students, faculty, and staff, educate
the campus and community on issues and advocate for student success and inclusivity. (Draft Fall 2012)
Staff:
Will Van Roosenbeek, Director, Full time
Angela Birrittella and Tarra Bourgeois, Graduate Assistants
Sarah Schmidt, Ruthann Aitch and Sawyer Johnson, Peer Educators
Brief Descriptions of Services, Programs, Services
Goals:

To empower LGBTIQQAA students, faculty, staff, and their family members by providing
resources and conducting outreach.

To provide educational programs on LGBTIQQAA issues, homophobia, heterosexism,
cissexism, transphobia, gender identity and expression.

To offer a safe space for the LGBTIQQAA community and their family members.
The Pride Center is the LGBTIQQAA office on campus for faculty, staff and students. We provide the
campus with speakers, programs, trainings, panels and movies directly related to LGBTIQQAA issues.
We provide support, advocacy, and leadership to faculty, staff and students.
The Pride Center offers a variety of resources, attempting to provide you with anything you would want
to know about LGBTIQQA issues. We operate our own small library of fiction and non-fiction books,
movies that can be checked out, and subscribe to many LGBTIQQAA themed magazines and
newspapers.
Safe Space Mission: The Safe Space is open to anyone looking for a place to rest, study, meet, or just be.
Located in the Pride Center we have an area designated as a safe space. Students use this space to study,
watch movies, hang out, and eat lunch. This is also a space to come, hang out and chat with the Pride
Center Staff.
Usage Rates/Attendance Rates/Enrollment
Event
Number(s)
FALL
11-Jun
13-Jun-12
15-Jun-12
18-Jun-12
20-Jun-12
22-Jun-12
23-Jun-12
25-Jun-13
15-Aug-12
14-Aug-12
24-Aug-12
1-Aug-12
29-Aug-12
29-Aug-12
25-Aug-12
27-Aug-12
11-Sep-12
11-Sep-12
9/11/2012
9/16/2012
9/18/2012
9/18/2012
9/20/2012
9/28/2012
10/3/2012
10/5/2012
10/10/2012
10/11/2012
10/11/2012
10/12/2012
10/15/2012
10/19/2012
10/19/2012
10/20/2012
10/20/2012
10/22/2012
10/22/2012
10/24/2012
10/24/2012
10/25/2012
10/26/2012
Freshman Registration
Freshman Registration
Freshman Registration
Freshman Registration
Freshman Registration
Panel for WTC Criminial Justice Students (Sparta)
Freshman Registration
Freshman Registration
Western Technical College RA Training
Meeting with Viterbo RA's to prep for fall conference
Behind Closed Doors - ORL Training
Assisting a UW-L Staff member with LGBTQ family issues
RA Fair
Hall Executive Training-ORL
La Crosse Pride
Assisting a UW-L Staff member with LGBTQ family issues
Assisting a WTC Staff member with transgender student issues
Welcome Social
First RU meeting
Emailed a WTC Student that is transgender (support)
Involvement Fest
The Naked I: Wide Open
Ally Training 1
Out for Work Conference in Chicago
Criminal Queers
Emailed with a young person who is transgender (support)
Hate and Bias in the LGBTQ Community - WGSS Men, Women & Violence
NCOD Clock Tower
NCOD Reception
Transgender Students Training for WTC Counseling Staff
Ally Training 2
Pride Center Strategic Planning Event
Campus Close-up
Rally and March for Equality
LGBT Center's GALA Event
Privilege Workshop
Met with a UW-L Student struggling with gender identity issues
Queer Cinema: Wish Me Away
TRANSFORM
Campus Close-up
Campus Close-up
0
0
0
0
0
35
0
6
7
3
60
1
180
20
50
1
1
115
50
1
2600
125
13
10
50
1
21
87
35
10
5
15
6
80
8
9
1
20
10
1
1
11/1/2012
11/5/2012
11/5/2012
11/7/2012
11/7/2012
11/7/2012
11/9/2012
11/9/2012
11/10/2012
11/10/2012
Sexual Orientation and Gender training for the student athlete class
Fatima Arain spoke in the Adolescent Psychology Class
Fatima Arain lecture onTransgender and Queer Homeless Youth
Interviewed by CST student for speech on LGBT Bullying
Helped a parent of a perspective student who is LGBT
Was asked by UW-System to be a contact for a future LGBT student
Campus Close-up
Individual meeting with an incoming freshman and his family
WAICU Conference Workshop
WAICU Conference at Viterbo University Keynote
Communicated on-line with a student who is worried about transgender
partner
Met with a UW-L Student struggling with the stresses of life
Ally Training
Western Technical College Training - Inclusion in the classroom
TDOR Vigil
Trans* Panel
Bullying Panel
Interview with communications student
Queer Cinema: Genderf*kation
World AIDS Day Vigil
HIV Testing
Rainbow Graduation
Letters of recommendation
150
30
55
1
1
1
4
4
11
150
11/10/2012
11/13/2012
11/15/2012
11/16/2012
11/20/2012
11/20/2012
11/26/2012
11/27/2012
11/28/2012
12/3/2012
12/3/2012
12/4/2012
12/2012
SPRING
1/24/2013 OMSS Strategic Planning
1
1
13
20
20
20
85
1
18
20
30
30
6
2/11/2013
2/14/2013
2/15/2013
February
2/18/2013
2/21/2013
2/27/2013
2/27/2013
3/6/2013
3/7/2013
3/7/2013
3/7/2013
3/7/2013
1
1
0
3
2
1
7
10
15
6
30
35
20
3/13/2013
3/15/2013
3/27/2013
3/27/2013
Met with possible faculty member during interview
Met with Athletics Staff about transgender athlete
Campus Close Up
Met with three SAA grads regarding possible internships
Met with SAA students for Diversity class
Met with Viterbo Student - gender identity
Quee Cinema: AIDS in Black America
Met with Viterbo's GSA to teach them how to do panels!!!
UW-Oshkosh Presentation on UW System Transgender Health Coverage
Kyle Trans Myhre Writers Workshop
Kyle Trans Myhre Spoken Word Perfromance
Kyle Trans Myhre Class room
Kyle and ATP meeting
Took RU students to Winona to talk about spring programming (Winona
State and St. Mary's )
Met with Alverno Nursing Student and was interviewed for her Senior
Paper
Ally Training
Queer Cinema: Zach Wahls
9
20
1
8
5
3/30/2013
4/3/2013
4/4/2013
4/5/2013
4/6/2013
4/11/2013
4/15/2013
4/18/2013
4/20/2013
4/24/2013
4/24/2013
4/25/2013
4/26/2013
4/29/2013
4/30/2013
4/2013
5/1/2013
5/4/2013
5/11/2013
TOTAL
Met with a recent alumni
Ally Training
Mediation Session
Options in Reproductive Care Training
UW-Oshkosh campus visit
Foundations of Recreation Class
Zach Wahls
La Crosse County Human Services Training
Annual Drag Show: Candy Land
La Crosse County Human Services Training
Queer Cinema: (A)Sexual
La Crosse County Human Services Training
Campus Close Up
Ally Training
Rainbow Graduation
Letter of Recommendations
UW System Inclusivity Initiative phone call
Pride Prom
HIV Instititue Training in Milwaukee
Book and video check out
1
7
5
30
8
25
200
30
700
30
7
30
5
12
30
1
15
50
1
84
5755
Rainbow Unity/Pride Center Panels
FALL
EFN
EFN
EFN
EFN
EFN
EFN
EFN
EFN
EFN
HED
PSY
UWL
UWL
WGSS
WGSS
WGSS
WGSS
WGSS
WGSS
WGSS
WGSS
WGSS
205
205
205
205
205
205
205
205
205
Human Sexuality
Of Woman
Student Athlete Class
100
100
100
100
100
100
100
100
100
Upper Level
Upper Level
Transgender Class Panel
36
36
38
36
36
36
36
34
36
45
45
150
35
40
40
40
44
40
38
40
35
30
30
20
SPRING
COM
COM
WGSS
WGSS
PSY
HED
WGSS
WGSS
WGSS
WGSS
TR
EFN
EFN
EFN
EFN
EFN
EFN
EFN
EFN
PE
3/6/2013
3/7/2013
WGSS
WGSS
4/17/2013
Onlaska High School K-12 Teacher Panel
Gender communications Class -1
Gender communications Class -2
100 (JVD)
100 (JVD)
Human Sexuality
Human Sexualtiy
100 (CH)
100 (CH)
100 (ED)
100 (ED)
205 Green
205 Green
205 Green
205 Ali
205 Weiland
205 Van Roosenbeek
205 Goodenough
205 Vandenhyden
Upper Level P. E. Class
Laux Hall Sex Week
Angell Hall Sex Week
White Hall Sex Week
Hutch Hall Sex week
Onalaska High School Health Panel
Onalaska High School Health Panels (x2)
100 (MK)
100 (MK)
Eagle Maroon Sex Week
Wentz Sex Week
TOTAL
2/6/2013
February
2013
3/6/2013
4/19/2013
TOTAL
Requests that we have declined
Speaking engagement at Marion College
Asked to speak to a UU Church in Illinois about Transgender issues
Said no to speaking engagement at UW-Oshkosh - I will deliver it via Skype
Had to turn down an opportunity to co-facilitate a Transgender Training for
University of Minnesota Schools
30
35
30
40
40
45
45
30
35
37
39
45
35
35
35
35
35
38
37
35
20
25
25
25
50
25
25
30
30
25
25
2037
1
1
1
1
4
Perception and satisfaction Information – Feedback or Evaluations Summaries and
Strategic Planning
In fall we completed our first Strategic Plan for the Pride Center. We had 7 faculty/staff members
and 5 students (both undergraduate and graduate students) attend. Madeline Holzem was the
facilitator and I was there assist, take notes and observe the process. This group was able to address
the following:
SWOT Analysis – Strengths, Weaknesses, Opportunities, Threats
Appreciative Inquiry – focuses on increasing what an organization does well
Values
1. Individually list what you think are important values for the Pride Center.
2. Share with your tablemates and have a discussion to agree on a top 10.
3. Identify a spokesperson and have each table share their list.
Roles of the Center
Table 1 – What are the Pride Center’s unique contributions to campus? What would
NOT happen if the Pride Center was gone?
Table 2 – What do you want students, faculty and staff to know about the Pride Center?
Table 3 – What difference or change do you want the Pride Center to make on campus?
Table 4 – What would you like the Pride Center’s legacy to be? How do you want alumni
to remember the work of the Pride Center?
**** CAS standards****
Each table needs to write their responses on large pieces of paper. Each table will share
with the large group.
Vision
1. Individually reflect: It is 2015, what does the Pride Center look like? Feel like?
Sound like? Etc. Use the work that we have already done to help guide you.
2. At your table, share your reflections and come up with a group vision. Write it on a
large sheet of paper.
3. Share your group visions with the larger group.
Mission
We will continue this strategic planning with focus groups in fall 2013 and will use the information we
gain from the Campus Climate Survey.
First Year to Second Year Retention Information
At this time we do not allow students to self-identify their gender identities or sexual orientations
therefore we do not have data on students.
Four to Six year graduation Information
At this time we do not allow students to self-identify their gender identities or sexual orientations
therefore we do not have data on students.
Highlights
Partnered with Career Services to send 8 students to the OUT for Work Conference in Chicago, IL.
Twenty students went to the Midwest BLGBTA College Conference in Lansing, MI which is five
more than the previous year.
The 2013 Drag Show was a great success! We had around 700 people attend the event. In addition,
we raised a little more than $1,300 in tips for brand new Sara Sullivan LGBTQ Study Abroad
Scholarship. At this time over $2,100 has been raised for the scholarship!
We began the Dr. Sara Sullivan LGBTQ Scholarship for students who will study abroad.
Gender-neutral housing became a reality in Reuter Hall for the 2013-2014 school year.
Rob Waara was this year’s recipient of the LGBT scholarship fund for $1,000. Another $500
scholarship was to an incoming freshman.
Challenges
The issues we faced were usual ones. Too much to do and not enough staff to get it all done. With some
of Will’s time over in Campus Climate it does take away his ability to be on site for support, or crisis
management and to staff the space when student staff is unavailable. I believe this caused an issue which
lead to a few faculty/staff not encouraging their students to go down to the Pride Center. I believe we
dealt with this issue. We also struggled once Abby Novak left for the interim position in OMSS. This
leads to my recommendations. I would suggest for 2013-2014 that Will is in the Pride Center 4 days a
week and Campus Climate 1 day a week I would also recommend that we begin discussing the possibility
of hiring a full time Assistant Director. It is my hope that one day we will be able to track
LGBTIQQAA students and provide services similar to OMSS. I believe that day will be in the near
future.
This year we have seen a number of students with mental health issues. It is important for the Pride
Center staff to continue to work with Counseling and Testing, Student Life, and other resources on
campus to assist these students back to a healthier life.
Student Support Services
Department Mission or Goals or Priorities
MISSION STATEMENT
The mission of Student Support Services is to provide academic, career, personal and financial
support services to 350 students who are low income, first generation and/or individuals with
disabilities. These services will be designed to enhance academic skills, increase retention and
graduation rates, facilitate entrance into graduate and professional programs and foster an
institutional climate supportive of student success.
Staff:
Mary Coady, Director
Tom Link, Advisor
Lynette Lo, Advisor
Aaron Koepke, Advisor
Nicholas Jaskusz, Math Specialist
Barb Chandler, Office Manager
Brief Descriptions of Services, Programs, Services
The Student Support Services (SSS) office provides an explanation of requirements for program
eligibility, orientation to the program, advising and tutoring services. In addition, SSS sponsors
workshops often in collaboration with student organizations and make referrals to other campus
resources.
ACADEMIC, CAREER, PERSONAL AND FINANCIAL ADVISING
Assistance in course selection to fulfill general education, core, major/minor, and graduation requirements
Assistance in selection of a career
Assistance in adjusting to college life
TUTORING – Individual and small group tutoring
Mathematics -- MTH 050/051 and 100/200 level courses
English – ENG 050 and 100/200 level courses
-- Reading, Writing, Speech, Study Skills
Science – BIO, CHM and PHY courses
CLASSES
Non-credit preparation for Math 145
WORKSHOPS & REFERRALS TO OTHER CAMPUS RESOURCES
Workshops are offered throughout the year on a variety of topics including Applying for
Scholarships, How to Complete the FAFSA and Studying Abroad.
Usage Rates/Attendance Rates/Enrollment
Program/Service
Advising
Tutoring
Workshops
Pell Supplement Grant
# of Contacts
1,123
1, 618
45
27
Hours
1,205
2,043
7 workshops
Total $
$35,000
Perception and satisfaction Information – Feedback or Evaluations Summaries and
Strategic Planning
SSS sends out student evaluations through a Qualtric survey at the end of each semester to all students
participating in the program. Overall the results of the surveys have been very positive. They have
reinforced that we are on the right track in assisting students. In addition, SSS sends out an exit survey,
which is also through Qualtric. This is sent when a student graduates, transfers or withdraws from UW-L.
The results received from this survey have given us a variety of ideas on how to improve our services, as
well as confirm that SSS has made an impact in students’ lives. Here are some of the comments that we
received this spring.



SSS helped ensure that my path to graduation was a success. It provided fantastic math resources
that helped me earn great grades. The Scholarship workshop also helped me improve my
candidacy for scholarly awards. – Kory Wilkinson
As the first child in my family to come to college and with my family members living far away,
SSS answered the questions I had about college and eased my concerns about the whole
experience. – Mai Neng Yang
As a freshman, I thoroughly enjoyed having an advisor who I could talk about my classes with.
Discussing how my classes were currently going and planning my future schedule was extremely
helpful. The availability of tutors also enhanced my educational experience. Many of the
workshops I attended, such as studying abroad and applying for scholarships, were also very
helpful. – Julie Acker
First Year to Second Year Retention Information
SSS had a retention rate of 88% compared to the University’s rate 86%. This is significant since the
population served in SSS has many more academic challenges compared to the general university
population.
Four to Six year graduation Information
The six year graduation rate for SSS participants was 50%.
Highlights:
There were several highlights in SSS during the 2012-13 academic year. We continued to provide
comprehensive services to the 350 participants of the program. These services included advising,
tutoring, and workshops on a number of different topics. Based on these comprehensive services SSS
was awarded by the student organization - Students Advocating Potential Ability (SAPA), the Most
Accessible Office on Campus Award.
Other highlights include the requests for in house peer tutoring in math, English and science in the
evenings. Based on these requests, SSS hired an additional 8 tutors for a total of 15 tutors to work with
students. We project that this need will steadily increase in the coming year, so we will be adding
additional tutors in each of these areas. Through the student evaluations students are telling us that they
benefit from a smaller more personal environment compared to other tutoring locations on campus
including the Learning Center. It is not as hectic and fast paced in SSS. The tutors tend to have the time
to spend with each student and the students don’t feel so hurried when requesting assistance.
Workshops offered through SSS have always been well received. The topics are relevant to the needs of
the participants. They include study abroad, study skills, money management, and test anxiety. Even
though several of these workshops have been offered in the past, they are still well received and attended.
GEAR UP TRIO Scholarship - Eight of our participants received $2,224 for the year. Several of these
students will be receiving this scholarship for a total of 5 years. Award is based on enrollment in a TRIO
program, academic need and referral by their TRIO advisor.
Pell Supplemental Grant – $35,000 was given to 27 SSS participants during the 2012-13 academic year.
Each received an award ranging from $800-$1875. These awards were based on academic need and
referrals from their SSS advisor.
Challenges:
SSS had few challenges during this academic year. The goals and objectives were met and SSS
completed and will receive all 15 of the Prior Experience Points for the Annual Performance Report for
the Department of Education. This year’s Annual Performance Report won’t be completed until the fall
of 2013. For more information on Prior Experience Points contact Mary Coady, Director.
Budgetary SSS continues to be stable. However, due to the sequestration in the coming year, SSS will
have a decrease of 5.23% in the budget. We will be able to retain staff, however, adjustments will have to
be made to travel and supplies and services.
Schedule adjustments were made to a couple of staff’s work schedules. This adjustment, even though it
would appear to be simple, was a challenge for the office. At times, others had to pick up additional
duties and responsibilities, which regularly caused some anxiety. In the future, I will review these
requests more closely and investigate the possibility of other options. For instance, hire additional staff if
needed.
For the last several years I have used Access software for data collection and Excel software for filing
reports to the Department of Education. The time has come to make the transfer to Blumen. It will be less
time consuming and more efficient.
Upward Bound
Department Mission or Goals or Priorities:
GOALS:
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To provide college preparatory instruction and assistance in the college admissions processes for
low-income, first-generation students who may otherwise not have the wherewithal to pursue a
postsecondary education.
To ensure that the students enrolled in Upward Bound improve in their academics, both at their
respective high schools and in their program instruction.
To ensure that our students are exposed to a variety of developmental activities that will help
them grow in their leadership, decision making, communication, and citizenship skills.
To ensure that all Upward Bound students graduate from high school.
To ensure that program graduates enroll in a postsecondary institution and that their preparation
in Upward Bound will assist them in persevering in their studies until they graduate.
To ensure that program graduates complete a postsecondary degree in less than 6 years.
OBJECTIVES:
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Academic Performance--Grade Point Average (GPA) - 85% of participants served during the
project year will have a cumulative GPA of 2.5 or better on a four-point scale at the end of the
school year.
Academic Performance on Standardized Test - 77% of UB seniors served during the project
year, will have achieved at the proficient level on state assessments in reading/language arts and
math.
Secondary School Retention and Graduation - 96% of project participants served during the
project year will continue in school for the next academic year, at the next grade level, or will
have graduated from secondary school with a regular secondary school diploma.
Secondary School Graduation (rigorous secondary school program of study) - 75% of all
current and prior year UB participants, who at the time of entrance into the project had and
expected high school graduation date in the school year, will complete a rigorous secondary
school program of study and graduate in that school year with a regular secondary school
diploma.
Postsecondary Enrollment - 74% of all current and prior UB participants, who at the time of
entrance into the project had an expected high school graduation date in the school year, will
enroll in a program of postsecondary education by the fall term immediately following high
school graduation or will have received notification, by the fall term immediately following high
school, from an institution of higher education, of acceptance but deferred enrollment until the
next academic semester (e.g. spring semester)
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Postsecondary Completion - 57% of participants who enrolled in a program of postsecondary
education, by the fall term immediately following high school graduation or by the next academic
term (e.g., spring term) as a result of acceptance by deferred enrollment, will attain either an
associate’s or bachelor’s degree within six years following graduation from high school.
Staff:
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Kate Oganowski ,Director
Paul Krause , Assistant Director
Lisa Yang , Advisor
Cathy Van Maren, Student Services Coordinator
Brief Descriptions of Services, Programs
Services offered through Upward Bound are divided into various “target groups” based on a student’s
grade level and academic performance. The target groups are: All Upward Bound participants, new
participants (less than one academic year), 10th and 11th grade students, and the 12th grade students.
All Upward Bound participants are expected to attend:
Weekly tutoring sessions: when academic development skills are taught in addition to assistance with
homework completion, test preparation and advising.
Monthly Saturday events: these events vary in focus but are each intended to help students prepare for
college attendance in different ways. Career Day, Major Day, community service, financial literacy, and
many others are all dedicated to exposing participants to various aspects of becoming an educated
professional.
Monthly advising sessions: each participant is expected to attend a 20 minute monthly advising session
during their school day, with Upward Bound staff.
Cyberbound: All participants are required to participate in the monthly discussion thread/assignment on
the UB D2L classroom site, Cyberbound.
10th and 11th grade participants are expected to attend:
College visits: Upward Bound includes 6-10 college visit options each year. Some visits are scheduled
for the same day and students must choose with school they would prefer to see. Due to budget
constraints freshman are not eligible for this opportunity, and seniors will have already applied to school.
ACT, PLAN and PSAT preparation sessions: Most 10th and 11th grade students attending our service
high schools will take all of these tests during 10th and 11th grade. UB staff members coordinate and
facilitate practice and preparation sessions to improve student scores.
Senior participants are expected to attend:
Senior Seminar: a part of the summer session, this course is designed to prepare rising seniors for all the
things they will need to be ready for during their final year of high school. Such things as college and
scholarship applications, financial aid, choosing a school, finishing classes, and much more.
College application workshop: Held on September 15, all seniors are expected to attend and submit at
least three college applications during the workshop.
FAFSA workshop: All students and their parents are expected to attend this session to complete the Free
Application for Federal Student Aid.
Optional events for all participants:
Cultural opportunities: throughout the year students are invited to participate in opportunities to attend
plays, speakers, presentations, organizational meetings, and many other things held in the La Crosse
community.
Upward Bound reunions: During the winter break and during August Upward Bound holds gatherings
for current and past members to gather, reunite and catch up. Usually during some sort of activity, these
sessions are a great way for current members to see how far they can go – or mistakes to avoid – by
talking with people who have been where they are.
Useage Rates/Attendance Rates/Enrollment
Program/Service
Senior College App workshop*
Welcome back event 9/8
UW-Eau Claire college visit
RCTC/WSU college visit
Financial Literacy program
10/20*
Mirror has 2 faces play
Next Steps for college success
11/10*
Practice ACT*
Finals tutoring
Senior FAFSA workshop*
Career Day 2/23*
UW-Madison college visit
Viterbo University college visit
Community Service
UWL “day in the life” college
Target
Audience
Seniors
All
10th & 11th
10th & 11th
All
# eligible for
event
20
66
44
44
73
# attending
19
39
26
22
38
Percentage
turnout
95%
59%
59%
50%
52%
All
All
60
75
14
45
23%
60%
9th,10th & 11th
All
Seniors
All
10th & 11th
10th & 11th
All
10th & 11th
79
60
20
81
44
44
76
44
74
26
18
43
28
6
38
12
94%
43%
90%
53%
64%
14%
50%
27%
visit
End of the year potluck 5/10
Summer session
Cyberbound
All
9th,10th & 11th
All
86
66
86
51
54
84
59%
82%
98%
First Year to Second Year Retention Information
Data Title
UB students attending UWL
2 year retention rate
77%
UB students attending any PS
institution (including UWL)
90%
Four to Six year graduation Information
Data Title
UB students attending UWL
4 year graduation rate
6 year graduation rate
32% (36% transferred out)
55%
UB students attending any PS
institution (including UWL)
30%
71%
Highlights
During 2012-13, UB sponsored six (7) Saturday Events, three (3) workshops in addition to our 22 weekly
tutoring sessions. Five Saturday events were hosted on campus, one on the Viterbo campus, and the other
was in the La Crosse community. UW-L student tutors participated in all Saturday events, interacting
with our high school student participants and providing direction and support.
On September 1, 2012, Kate Oganowski began as the official director of the program, after serving in an
interim basis for one year. Continued leadership allowed for the staff the settle into established routines
and develop talents in areas previously lacking.
Finally, with the end of the 2012-13 academic year, 19 active UB seniors graduated from high school
with all having college plans in place for the fall. The five inactive seniors are all on track to begin postsecondary institutions in the fall as well. Seven graduates, now Bridge students, will join 46 other high
school students as part of our summer program, and begin their college careers by taking 1 summer
college class at UW-L, a seminar course taught by UB staff, and working with the summer program.
Challenges
UB continues to struggle with budgetary constraints. The new grant funding remained the same while the
number of students served was to increase by 10. 12 students were served for a probationary period
throughout the year, but not retained in the program after failing to meet performance standards. To meet
budgetary challenges, UB was supported extremely well by Student Life and Campus Climate to meet
equipment, professional development, and staffing salary needs. As another cost saving measure, UB
introduced Cyberbound – an online D2L course to interact with students more often without taking on the
expense of staff and travel.
As UB prepares for the upcoming summer session and next academic year, it is with the impending loss
of Cathy Van Maren – Student Services Coordinator since 1986 – and the preparation for her retirement.
Due to the sequester implemented by Congress, the program is preparing for a 5.23% cut in the budget.
This will amount to just over $20,000. Various staffing possibilities are being discussed to absorb this
loss in funding, but maintain services to students.
Appendix A – Next Page
Barbara Stewart
Campus Climate &
Diversity Subdivision
Associate Dean
Karmin Van
Domelen
Ao
Campus Climate
Disability
Resource Services
LGBTQA Services
Multicultural
Student Services
2012-13
Amanda
Goodenough
Matthew
Evensen
Jennifer Bell
Chris Coppess
Willem Van Roosenbeek
shared time with U Centers
Colleen Dixon
Willem Vanroosenbeek
Director
Antoiwana Williams
Director
Carmen Boortz
Thomas Harris
Assistant Director
Rogelio Encizo
Student Support
Services
Edward Reese
Constance
Vanderhyden
Guy Wolf
Mary Coady
Director
Barb Chandler
Nicholas Jakusz
Upward Bound
Aaron Koepke
Thomas Link
Lynette Lo
Kathryn Oganowski
Director
Paul Krause
Cathy Vanmaren
Lisa Yang