Campus Climate and Diversity
Division of Student Affairs
End of the Year Report
2013-14
University of Wisconsin – La Crosse
June 12, 2014
Compiled by Karmin Van Domelen for: 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 updated 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) – Amanda Goodenough,
Assistant Director
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.
End of the Year Report 2013-2014
Campus Climate & Diversity Office
Department Goals and Priorities
At the University of Wisconsin – La Crosse, Diversity and Inclusion are integral to the achievement of
excellence. It’s our belief that the incorporation of Diversity and Inclusion can enhance and promote
UW-L’s capacity to understand and articulate a global perspective that is inclusive of the intersections of
race, ethnicity, sexual orientation, ability and other significant aspects of individual and cultural identity.
Through the implementation of Inclusive Excellence initiatives, UW-L pledges to continue to commit
human and financial resources in support of an inclusive campus climate. By providing that support it is
our goal to attract and retain diverse students, faculty and staff and promote a dynamic living/learning
environment vital for academic excellence and global citizenship.
Staff
Barbara Stewart, Associate Dean
Karmin Van Domelen, University Services Associate 2
Programs
In February 2013 the Subdivision of Campus Climate & Diversity launched a survey designed to provide
information about positive and challenging aspects of the climate at UW-L. The survey provided an
opportunity for employees and students to describe their own experiences and observations as well as a
place to offer suggestions for change that might enhance the climate. In July of 2013 the Campus
Climate and Diversity Office coordinated an Inclusive Excellence Retreat to update the Chancellor and
his Administrative Leadership Team as well as Department Chairs and Directors on the initial key
findings. The data was used to identify strategies for addressing potential challenges to support
diversity and inclusion initiatives. Four campus open forums were offered to give employees and
students an opportunity to discuss the themes that emerged. In the fall of 2013 Barbara Stewart sent
out a request to campus asking for volunteers to join one of three work groups or committees (Inclusive
Excellence Strategic Planning, Inclusive Excellence Campus Climate Survey and Diversity Awards).
Approximately 140 employees and students responded to serve across the three work groups and
committees. A great deal of work was accomplished during the 2014 spring semester. The progress of
the Campus Climate Survey work group was presented to the Chancellor, the Administrative Leadership
Team, Department Chairs and Directors in May of 2014. In general, the sub groups reported on the
goals and tasks for the 2014-15 academic year.
Special Meetings, Events and Tasks Associated with the Campus Climate Survey (Facilitated by
Barbara Stewart, Associate Dean and Laurie Cooper-Stoll, Sociology faculty member and Principal
Investigator for the Campus Climate Survey)
July 24, 2013 -Inclusive Excellence Retreat: Guests included the Chancellor’s Leadership team, Deans,
Directors and Department Chairs. The agenda included the history and timeline of Inclusive Excellence
at UW-L and the initial Campus Climate Survey findings Fall 2013 - Four Open Forum Sessions on the
Campus Climate Survey Results for students and employees
August 29, 2013 – Presentation of Campus Climate Survey results at the CBA Luncheon
October 28, 2013 – Presentation to the Chancellors Leadership team regarding the next steps to address
the outcomes of the Campus Climate Survey
Fall 2013 - Four Open Forum Sessions on the Campus Climate Survey Results – open to students and
employees
November 6, 2013 Presentation to the Student Senate regarding results and next steps
Eight Inclusive Excellence Strategic Planning Committee Meetings - Fall 2013-Spring 2014
Four Campus Climate Survey Work Team meetings – Fall 2013-Spring 2014
Six Inclusive Excellence Diversity Awards Committee Meetings – Fall 2013-Spring 2014
May 7, 2014 – Presentation of the progress (goals and plans) of the Campus Climate Work Teams to the
Chancellors Leadership team, Deans, Directors, Department Chairs regarding
May, 2014 Development of Executive Summary
Special Events and Projects
August 7-8, 2014 - UW-L was the host site for the UW System Office of Inclusivity, Diversity, Equity and
Student Success (IDEASS) “Building Individual and Institutional Capacity for Inclusive Excellence
workshop. Barbara Stewart and Karmin Van Domelen assisted with scheduling facilities, technology,
catering, room set up and communication between offices.
Diversity Directory
Yang Cha Thao, Campus Climate Graduate Assistant created a brochure to showcase the offices,
departments and organizations that represent diversity at UW-L.
Diversity Dialogues – February 5, 2014
Approximately 475 persons attend the presentations offered on a variety of topics. The feedback was
very positive overall. Barbara Stewart and Karmin Van Domelen were responsible for creating and
distributing the call for proposals, scheduling facilities, communicating with presenters, scheduling
presentations, catering, and interpreting the evaluations.
Diversity & Inclusion Website
The D&I website was launched in December of 2013 and was one of the first to be moved to the new
UW-L website format. Work continues on this website as we evaluate the use and assistance it provides
to visitors on and off campus.
Inclusive Excellence Co- Sponsored Events
September 13-14, 2013 - Multicultural Leadership Camp Winnebago
October 11, 2013 – International Day of the Girl Film Screening
February 2014 – Sisters of Freedom Panel Display
February 5, 2014 – Diversity Dialogues
February 14, 2014 – Emily Watson Presentation on Disability Services, Procedures and Guidelines
March 27-29, 2014 – White Privilege Conference Support
March 31, 2014 – Oxfam Hunger Banquet – Diversity Organizations Coalition
April 8, 2014 – Murphy Library Children’s Literature Series, “Between Books and Culture”
April 14, 2014 – Support of SAPA speaker, Geri Jewell
Highlights
Diversity Awards
The application for the following awards were coordinated and submitted by Barbara Stewart, Will
Vanroosenbeek and Karmin Van Domelen
UW-La Crosse received the 2013 Higher Education Excellence in Diversity (HEED) award from INSIGHT
Into Diversity magazine, the oldest and largest diversity-focused publication in higher education.
As a recipient of the annual HEED Award — a national honor recognizing U.S. colleges and universities
that demonstrate an outstanding commitment to diversity and inclusion — UW-L was featured along
with 55 other recipients in INSIGHT Into Diversity magazine in the November 2013 issue.
Dr. Roger Haro, a faculty member in the Biology Department who also directs the university’s McNair
Scholars Program, received the 2014 UW System Board of Regents Diversity Award. The award — one of
only two given to individuals statewide recognizes institutional change agents who have had a
significant impact in promoting equity in educational outcomes for historically under-represented
student populations.
UW-L alumna Dorothy Her, received the 2013 Women of Color Award from the University of Wisconsin
System at the LGBT/Women’s Studies Conference at UW-Madison. Each of the 14 UW Campuses, UW
Colleges, UW Extension and UW System Administration nominated a faculty member, staff or student to
receive the award. She received a bachelor’s degree in communications with a minor in organizational
and professional studies in spring 2013. Her was active in several student organizations and in the
Student Senate. Dorothy is currently the Family Strengthening Advocate for the Hmong Mutual
Assistance Association where she advocates for and supports victims of domestic violence.
This year the Campus Climate and Diversity Subdivision made a deliberate attempt to include
more guest speakers during staff meetings which hopefully helped the Directors feel more
connected to what was happening on campus
Committees - Barbara Stewart
Affirmative Action/Human Resources/Campus Climate & Diversity
Anti-Bullying Task Force - Facilitated by Julia Johnson, Associate Dean, CLS at the request of the Provost
Campus Climate Council - Facilitator
Department Chairs Training Subgroup
Diversity and Inclusion Website Committee
Diversity Awards Committee
Enrollment Management Committee
IE Campus Climate Survey Work Groups – Facilitator
IE Strategic Planning Committee – Facilitator
Inclusive Excellence Initiatives
Service and Assistance Animal Policy Committee
Student Athletes of Color Focus Groups – Co facilitator
Students of Color Focus Groups – Athletics
Training Resources Group
Committees – Karmin Van Domelen
Campus Climate Council, Secretary
Diversity and Inclusion Website Committee
Diversity Awards Committee
Live Maroon
Moral Retreat
Organization for Campus Women, President Elect
Highlights
The Campus Climate and Diversity Subdivision has enjoyed another good year of programming,
events, training and professional development. This year a deliberate attempt was made to
include more guest speakers during staff meeting which hopefully helped the Directors feel
more connected to what was happening on campus.
Challenges
Although the Campus Climate & Diversity office is part of the Division of Student Affairs, the Associate
Dean often functions as a confidant for employees involved in disputes with co- workers or other
employees. Many times confusion arises because of the crossover of responsibilities between Campus
Climate, Human Resources and the Affirmative Action Office. A great deal of time is spent mediating
these issues and it’s evident that a clear procedure on who should intervene or assist in resolving the
disputes would be helpful in supporting everyone involved.
Another challenge relates to the ability to manage the Diversity and Inclusion efforts on campus. This
year, the Associate Dean for Campus Climate managed 3 separate campus committees related to
Diversity and Inclusion. While much progress was made due to dedicated faculty, staff and students
there is still a feeling that we do not have anyone single person in charge of Diversity and Inclusion at
UW-La Crosse. In the position of Associate Dean for Campus Climate and Diversity the office of Campus
Climate & Diversity will continue to advocate for the position of Vice Chancellor for Diversity and
Inclusion, a position that would report directly to the Chancellor and be a part of the Chancellor’s
Leadership Team.
The Chief Diversity Officer, in my opinion would be considered a boundary-spanning administrator who
would report directly to the Chancellor and perhaps the Provost. This individual would be considered
the most senior diversity administrator on campus. By incorporating the position of Chief Diversity
Officer into the Chancellor’s cabinet, the message would be sent that diversity and inclusion are highly
prioritized by senior leadership. There are many more elements regarding the efficacy of chief diversity
officer. They are too numerous for this report, however, there will be an additional report outlining
ways to incorporate this position on campus.
End of the Year Report 2013-2014
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
Amanda Goodenough - Campus Climate - Professional Staff, Promoted to Assistant Director
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
Brief Descriptions of Services, Programs, Services
Hate/Bias Response
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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. Moving forward, a
smaller subset of the Hate Response Team will be looking at how we can more
effectively respond to the variety of incidents we receive. For more information on
the Hate Response Team, please see their own specific end of year report.
•
Monitor and respond to hate/bias incidents that are reported
o
Utilizing the hate response protocol, the HRT functions to:
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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
Provide consistent updates on the state of hate at UW-L through monthly
campus messaging via social media and the Campus Connection, as well as
semesterly open forums
Cross Cultural Competency/Training
•
Awareness through Performance (ATP)
o
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
o
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Partners in Movement
o
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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
o
•
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.
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.
Liaison to Residence Life
o
Historically, Residence Life has provided significant programming opportunities to
those living in the residence halls. As the campus continues to pursue more effective
programming around diversity and inclusion, Campus Climate and Residence Life
have developed a strong relationship. Since the Spring of 2013, we have formalized
that relationship creating a liaison role for one of the staff in Campus Climate. This
year, the role expanded to include participation in Residence Life’s Inclusive
Excellence committee, student staff selection committee, as well as providing a
direct resource for in-hall diversity programming. We will continue to look for
increasing effective and efficient ways to collaborate in the future.
Recognition & Community Building
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Morale Retreat
o
•
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. We will be looking to improve
our programming aimed at employee support next year.
Civility Report (Positive)
o
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
o
o
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. This year, we developed an
assessment tool that can be used on a more consistent basis to assess Awareness
through Performance from both an audience member and performer perspective.
The new tool will help us provide:

a snapshot of the attitudes of UW-L students with respect to community and
inclusion issues as an effort to continue to examine the overall campus
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climate.
an opportunity for self- reflection about how diversity impacts one’s life and
to help identify solutions for addressing areas of inequity.
an accurate assessment of the impact of Awareness through Performance
regarding a variety of issues for both performers and audience members
a reliable starting point to help us continue and grow and shape the program
to meet campus community needs
•
HRT End of Year Report - Assessing the state of hate & bias
o
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 2013-14 academic year, the Hate Response Team received and reviewed 107
hate/bias incident reports for 94 distinct incidents. This is a significant increase
from the 2012-13 academic year when we received 66 hate/bias incident reports
for 59 distinct incidents. While 107 reports might appear alarming, 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 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 from our 2013 survey is currently being used to identify strategies for
addressing potential challenges and support positive diversity and inclusion
initiatives. Final recommendations will be available after August 1st, 2014.
Usage Rates/Attendance Rates/Enrollment
2013-14 Campus Climate Sponsored Programs/Trainings/Presentations
#
Program / Topic
Date
Target Audience
Approx. # of
Participants
1
Non-Binary Identities for Directors Meeting
7/16/13 Staff
10
3
ASI - Sticks & Stones
7/26/13 Students
24
2
4
5
Trans inclusive language at WTC
UU Fellowship - Microaggressions
JumpStart
7/17/13 Western Staff
7/28/13 Community
7/31/13 Students
25
55
14
6
Residence Life Pro Staff Training (Diversity)
8
7
9
10
15
16
30
8/22/13 Students
115
Department Chairs Workshop
Residence Life Behind Closed Doors
8/22/13 Staff
Residence Life Training - Partners
in Movement
8/23/13 Students
50
8/26/13 Students
115
8/26/13 Students
35
12 Office of International Education Orientation
14
Staff
Residence Life Student Staff Training
(Intentionally Inclusive Communities)
11 Fast Track
13
8/7/13
25
8/27/13 Students
100
Awareness through Performance – 1:30
9/2/13
800
Awareness through Performance – 3:30
9/2/13
Brown Bag Lunch Series -Intersectionality
and Multiple Identities
9/6/13
College of Business Administration - Campus
Climate survey and office training
17 UW-L 100 Sticks and Stones Presentation
18 Reuter Hall Staff Meeting Presentation
8/29/13 Staff
9/9/13
9/9/13
Campus
Community
Campus
Community
700
Students
27
Campus
Community
21
Students
11
19 UW-L 100 Sticks and Stones Presentation
9/10/13 Students
21 White Privilege Panel - WGS 230
9/12/13 Students
20 White Privilege Panel - WGS 230
22 UW-L 100 Sticks and Stones Presentation
23 UW-L State of Hate Open Forum
24 WGS 100 Presentation
25 WGS 100 Presentation
26 Multicultural Talking Circle
9/12/13 Students
9/17/13 Students
9/17/13
40
Campus
Community
9/19/13 Students
9/19/13 Students
9/19/13 Students
25
30
30
25
75
35
35
5
Campus
Community
27 ATP at Saint Mary’s University
9/19/13
29 UW-L 100 Sticks and Stones Presentation
9/23/13 Students
28 UW-L 100 Sticks and Stones Presentation
30 SAA 706 - CARE
31 White Hall Council Meeting - Hate/Bias
32 Angell Hall Council Meeting - Hate/Bias
33 UW-L 100 Sticks and Stones Presentation
34 Better Man Series: How to be a Better Drinker
35 Multicultural Talking Circle
36 UW-L 100 Sticks and Stones Presentation
37 UW-L 100 Sticks and Stones Presentation
38 Coate Hall Council - Hate/Bias Response
39 Laux Hall Council - Hate/Bias Response
40 Mental and Emotional Health class
41 UW-L 100 Sticks and Stones Presentation
42 Multicultural Talking Circle
43 Brown Bag Lunch Series - The 3 D’s
44 UW-L 100 Sticks and Stones Presentation
45 Sociology Class Presentation
46 Student Affairs Information Meeting
47 UW-L 100 Sticks and Stones Presentation
9/23/13 Students
9/24/13 Students
9/24/13 Students
9/24/13 Students
9/25/13 Students
9/25/13 Students
9/26/13 Students
25
25
15
30
25
25
40
4
9/30/13 Students
25
10/1/13 Students
25
10/1/13 Students
10/1/13 Students
10/2/13 Students
10/3/13 Students
10/3/13 Students
10/4/13
Campus
Community
10/7/13 Students
10/8/13 Students
10/8/13 Students
10/9/13 Students
48 UW-L 100 Sticks and Stones Presentation
10/10/13 Students
50 EFN 205 White Privilege Panel
10/10/13 Students
49 Multicultural Talking Circle
50
10/10/13 Students
25
25
35
25
6
25
25
25
35
25
25
5
30
51 UW-L 100 Sticks and Stones Presentation
10/14/13 Students
53 Reuter Hall Diversity Statement
10/15/13 Students
52 Awareness through Performance Encore
54 UW-L 100 ASI ATP Panel
55 Multicultural Talking Circle
56 WCPA Conference Presentation
57 Athlete Diversity Training - Eagles 101
58 Multicultural Talking Circle
59 ATP at Domestic Violence Taskforce
60 Sanford Hall Council - Hate/Bias Response
61 White Hall Floor Presentation
62 Multicultural Talking Circle
63 Brown Bag Lunch Series - Student Parents
64 Multicultural Talking Circle
65 ATP Open Mic Night
10/14/13
Campus
Community
10/17/13 Students
10/17/13 Students
10/17/13
Regional
Colleagues
72 Multicultural Talking Circle
5
10
70
10/29/13 Students
50
10/28/13 Students
10/31/13 Students
3
40
5
11/1/13
Campus
Community
16
11/7/13
Campus
Community
40
11/14/13 Sanford Hall
15
11/19/13 Staff
200
11/20/14 Students
15
11/7/13 Students
11/17/13
71 Laux -Leading with Multiple Identities
22
10/25/13 Community
10/24/13 Students
68 Partners in Movement
70 Gender Presentation
20
100
11/14/13 Students
69 Morale Retreat
300
10/24/13 Students
66 Multicultural Talking Circle
67 Sanford Hall Privilege Walk
25
Campus
Community
11/19/13 Students
11/21/13 Students
4
2
45
20
5
73 SAA 700 Presentation
11/21/13 Students
16
75 Multicultural Talking Circle
12/5/13 Students
4
74 Melt Away Ignorance Hall Program
76 Brown Bag Lunch Series: Sizeism
77 Sanford Hall: Inclusive Language
78 Leading through Discomfort: Coate Hall
79 Multicultural Talking Circle
80 Admissions: Microaggressions
11/21/13 Hutch Hall
12/6/13
Campus
Community
12/8/13 Students
12/10/13 Students
12/12/13 Students
1/9/14
Staff
81 Western Technical College - Microaggressions
1/14/14 Staff
83 Partners in Movement: Residence Life
1/23/14 Students
82 Onalaska School District Training
84 Partners in Movement: Residence Life
85 Partners in Movement: Residence Life
86
87
Awareness through Performance –4:00
Awareness through Performance –7:00
88 Multicultural Talking Circle
89 Diversity Dialogues
90 Multicultural Talking Circle
91 White Privilege Panel
92 White Privilege Panel
93 Brown Bag Lunch Series - Disability Issues
94 Broadening Horizons Panel - Bullying
1/20/14 Community
1/23/14 Students
1/21/14 Students
1/26/14 Campus
Community
1/26/14 Campus
Community
1/30/14 Students
25
40
15
15
3
15
30
60
10
25
30
400
200
3
2/5/14
Campus
Community
600
2/6/14
Students
40
Campus
Community
10
2/6/14
2/6/14
2/7/14
Students
Students
2/12/14 Students
5
40
30
95 WGS 100 Classroom Presentation
2/13/14 Students
30
97 Multicultural Talking Circle
2/13/14 Students
4
96 WGS 100 Classroom Presentation
98 Learn to Love Conference
99 Mental and Emotional Health Class
100 Multicultural Talking Circle
101 YWCA Teen LEAD
102 Meeting with Men’s Track Team
103 Viterbo Sociology Class - Race
104 White Privilege Panel
105 Multicultural Talking Circle
106 Google Calendar Presentation
107 UW-L State of Hate & Bias
108
Sanford Hall Leadership Institute: Inclusive
Leadership
109 Women and Leadership - WGS Class
110 Multicultural Talking Circle
111 ATP Open Mic Night
112 Inclusive Language: Hutch Hall Program
113 Brown Bag Lunch Series - Financial Wellness
114 Laux Hall Privilege Walk / Bead
115 Awareness through Performance Encore
116 Microaggressions Panel - ERS Class
2/13/14 Students
30
2/15/14 Students
40
2/20/14 Students
2
2/19/14 Students
2/26/14 HS Students
15
8
2/26/14 Students/Staff
70
2/27/14 Students
30
2/27/14 Students
2/27/14 Students
25
4
2/28/14 Staff
50
3/4/14
Students
12
Students
5
3/4/14
3/5/14
3/6/14
3/6/14
3/6/14
3/7/14
3/8/14
3/10/14
Campus
Community
Students
20
20
Campus
Community
50
Campus
Community
15
Students
Students
Campus
Community
3/11/14 Students
15
15
200
12
117 YWCA Teen LEAD
3/12/14 HS Students
119 Multicultural Talking Circle
3/13/14 Students
118 ESS 725 Presentation
120 Broadening Horizons - Hate/Bias Incidents
121 Communications & Race class 9:25 (SDM)
122 Communications & Race class 11:00 (SDM)
123 Multicultural Talking Circle
124 Athletics Follow-up
125 Hate/Bias Presentation for SOC class (LCS)
126 Multicultural Talking Circle
127 Brown Bag Lunch Series - Rape Culture
128 Partners in Movement
129 Leading through Multiple Identities
130 White Privilege Panel: Broadening Horizons
Graduate
Students
20
3/26/14 Students
20
3/27/14 Students
20
3/12/14
3/27/14 Students
3/27/14 Students
4/3/14
6
Students
4/4/14
Campus
Community
30
Students
5
4/6/14
4/3/14
4/9/14
Students
Students
Students and Staff
4/17/14 Staff
136 Multicultural Talking Circle
137 Trans* Issues Training: Residence Life
138 Multicultural Talking Circle
139 Brown Bag Lunch Series - Masculinity
3
4/3/14
133 Better Man Series: Better Lover (masculinity)
135 ATP Graduation
25
50
4/10/14 Students
134 Multicultural Talking Circle
2
3/28/14 Students
131 Multicultural Talking Circle
132 White Privilege Training: Residence Life
6
30
20
35
2
4/17/14 Staff
25
4/17/14 Students
5
30
4/22/14 Students
20
5/1/14
Staff
25
5/2/14
Campus
Community
20
4/24/14 Students
5/1/14
Students
4
4
140 ATP Orientation - Fall 2014 Troupe
5/6/14
Students
20
142 Upward Bound Microaggressions Training
6/19/14 Students and Staff
12
141 Multicultural Talking Circle
5/8/14
Students
5
Large Scale Projects
•
•
•
•
•
•
•
•
•
Diversity & Inclusion Timeline Project
Partners in Movement Mini-Conference
Inclusive Excellence Strategic Planning
Campus Climate Survey Results and Action Plan
Brown Bag Lunch Series
Residence Life Liaison
Campus Climate Council Meetings (monthly)
DOC Meetings (bi-weekly)
Hate Response Team
o 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 49 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 launched Spring 2014 and 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 201011, 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 (WCPA) in 2012. The
American College Personnel Association recognized Awareness through Performance as an award
winner from WCPA in 2013. 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 has been analyzed
and the results have been disseminated to the campus community. Generally speaking, the Campus
Climate survey indicated that employees and students continue to be marginalized on campus
based on their race/ethnicity, sexual orientation, gender identity and expression, ability, and
socioeconomic status. While the results mostly reflect what we see in hate/bias incident reports,
employees and students with disabilities is an area that came through on the survey and generally
does not receive a lot of hate/bias incident reports. The results are currently being used to make
recommendations to senior university leadership.
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:
•
•
•
•
•
•
Despite not adding additional staff, we were able to increase our trainings and
presentations by 24.5%.
The Hate Response Team undertook proactive initiatives and trainings which better
communicated its purpose and mission. As a result, we saw a significant increase in reports,
which we believe is an indication of our better outreach, not necessarily more hate and bias
on 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.
Partners in Movement, a program which examines systems of privilege in regards to race
and ethnicity, is quickly becoming institutionalized as a semesterly offering.
A strong partnership with our Office of Residence Life has yielded additional and more
intentional training opportunities, as well as collaboration on departmental and campus
initiatives.
The Campus Climate Survey results have spurred renewed energy and efforts in providing
the campus a blueprint in moving Inclusive Excellence forward. Three committees were
formed and recommendations will be forthcoming.
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.
•
•
Outreach about the role of the Hate Response Team and its protocols is challenging. We
need more effectively communicate this to the campus community.
Structural organizational change is oftentimes a roadblock in moving us forward, especially
when talking about inclusivity and accessibility. This area must be addressed as we move
toward to a new academic year.
End of the Year Report 2013-2014
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 the UW-La Crosse campus are
accessible. DRS assists students in obtaining reasonable accommodations at the university.
Staff
Director – Barbara Stewart
Office Manager/Testing Coordinator – Colleen Dixon
Advisor – Jennifer Bell
Advisor/Alternative Media Coordinator – Chris Coppess
Graduate Assistant – Samantha Rublee
Work Study – Katie Houle
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 UW-L students, faculty and the community.
Usage Rates/Attendance Rates/Enrollment
Program/Service
Advising
Students new to DRS
Veterans receiving DRS services
Temporary Disabilities
Graduates
(Summer, Fall , Spring)
Students testing at DRS
Instructors using DRS testing
Tests written at DRS
Alternative media
Smart Pen usage
Note taker services
Priority Registration
Sign Language Interpreting
# of Students
# of Faculty
323
108
16
20
54
210
# of
Volunteers
255
64
51
F 13 S 7
64
0
# of
Exams
2363
F 20 + S 9
Presentations Given/Coordinated by DRS Staff
For Students
DRS sponsored Webinar
(Autism)
Presentations
Campus Closeups, Freshman
Reg., Open House, meetings
with other offices to discuss
services
Technology Presentation
Alternate Admissions
For Faculty
For
Prospective
Students
Campus
wide
Off
Campus
1
1
2
1
1
3
11
1
11
Participated in Diversity Dialogues as mediators, La Crosse County Transition Conference, PostSecondary Transitions for Ho Chunk Students Conference, hosted students from Wisconsin School for
the Blind, presentation to Special Education class.
Perception and satisfaction Information – Feedback/Evaluations/Summaries/Strategic
Planning
Qualtrics surveys were sent out in Spring 2013:
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 need 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 to be 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 completed their second year at UW-L
2013-2014 academic year – Results not received at this time
Four to Six year graduation Information
2009-2010
2010-2011
2011-2012
2012-2013
2013-2014
DRS students
39 students (Active + Inactive)
48 students (Active + Inactive)
62 students 31 Active students + 31 Inactive
21 (Fall grads) + 20 (Spring grads, not confirmed yet) = 41 Active students
17 (Fall Grads) + 37 (Spring Grads, not confirmed yet) = 54 Active students + 7 Inactive
Highlights:
A search and screen is currently taking place to hire an Assistant Director for the DRS office. This
director will be hired to supervise DRS staff, monitor the budget and spending, attend greater campus
meetings, educate and promote disability related issues on campus and in the community. DRS staff
attended the forum and also met with each candidate individually.
DRS has a good relationship with most instructors. Professors are calling about students of concern and
referring students to DRS and Counseling and 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 the office and testing center was given.
Testing space is at a premium during final exams. In the fall, DRS was able to request the use of space in
the basement level of the Library. For spring finals, DRS was able to request and negotiate the use of
the brand new faculty ICE rooms just a few doors down the hall from DRS. With a quiet room for
students to write and a separate room for testing proctors to sit and still be able to view the testing
room, we had a perfect alternate testing situation!
By creating an office space for the new Assistant Director and reconfiguring some of Upward Bound’s
space, we will be gaining the use of a room that can hold about 5 students thus providing additional
testing space.
The DRS website has been a work in a progress this past year with an overhaul of the system.
Information has been paired down to what is truly important to prospective and current students and
faculty and staff.
We addressed the ongoing issue of accommodating temporary mobility issues by researching and
purchasing mobility equipment in the form of a folding wheelchair with optional leg extensions and an
all-terrain knee rover. Liability issues were resolved and the first loan of the knee rover took place in
April/May.
DRS advisors feel they have a great relationship and have collaborated regularly with the offices of
Student Life, Counseling & Testing, Student Support Services, Admissions, Residence Life, etc.
concerning student affairs in an effective and efficient manner.
Challenges:
DRS is challenged to find enough testing space for all students that require accommodations during peak
times. During fall final exams, a Library room for 6 students to test in was used repeatedly during finals
week. During the spring final exams the ICE room (Room 153) was used for up to 10 students testing at
one time. The space was requested and used during 8 of the University’s 24 time slots that students
were testing at DRS. The Library was used for an additional time slot as the ICE room was not available.
As indicated by last year’s Faculty Survey, instructors want students to disclose that they have a
disability within the first week or two of classes. Continued education is needed to help instructors
understand that not all students will disclosed their disability for every class and that students are being
diagnosed all year long and many 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 is 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 must continue to look at mobility issues on campus, particularly for students with temporary
mobility issues due to surgery or injury. DRS will want to make students aware of our loan program and
the availability of a wheelchair and a knee rover. There are still more conversations that need to
happen to ensure that students are able to attend their classes. We would like to see what other
campuses do in these situations.
Campus Climate & Diversity Division of Student Affairs
End of the Year Report 2013-2014
Department Name: 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
Monica Yang, Pre College Outreach Specialist
Chelsea Ophime, Site Supervisor Pre College Programs CLC partnership
Shundel Spivey, Site Supervisor Pre College Programs
Ms. Connie Vanderhyden, ASI Program Director
Mr. Richard Sims, Financial Retention Specialist
Ms. Jenna O’Brien, Retention Coordinator
Ms. Carrie Bero, Graduate Assistant
Ms. Carmen Boortz, University Associate/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 mentoring
• Student Organizations – Meeting Schedules
OMSS Fall 2013 student enrollment:
UW-LaCrosse 2013
Grad
Specia
l
Master
s
Clinical
Doctorat
e
1
0
1
1
1
10
11
2
6
8
0
2
0
0
0
44
133
17
85
38
35
143
16
82
58
79
276
33
167
96
1
2
2
2
0
70
49 34 44
2
25
14 19
8
183
6
7
6
http://www.uwsa.edu/opar/ssb/single_year_hc_all_alt.ht
m
0
8
0
1
6
90
1
122
7
212
45
3
413
457
870
Soph
.
Fr
Race/Ethnicity
African American
Hispanic/Latino
American Indian
SE Asian American
Other Asian American
21
85
8
47
26
12
67
8
30
15
Jr
Sr.
17
39
5
33
16
17
61
7
43
23
Hawaiian/Pacific
Islander
Two or More Races
Mal
e
Femal
e
Tota
l
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
OMSS Fall 2011 student enrollment:
UW-LaCrosse 2011
Fr
Race/Ethnicity
African American
Hispanic/Latino
American Indian
SE Asian American
14
61
9
57
Soph.
19
50
7
37
Jr
18
45
7
31
Sr.
17
51
10
47
0
1
1
0
0
0
1
3
9
12
0
8
14
0
7
50
Grad
Special
0
2
1
0
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
Clinical
Masters Doctorate Male
5
14
2
6
0
0
0
2
49
101
19
88
Female Total
27
129
20
101
76
230
39
189
Other Asian American
Hawaiian/Pacific
Islander
Two or More Races
23
12
17
33
0
13
0
41
62
103
2
47
213
1
37
163
2
26
146
0
27
185
0
1
4
0
9
49
1
1
4
4
63
365
2
91
432
6
154
797
http://www.uwsa.edu/opar/ssb/single_year_hc_all_alt.htm
Pre College Programs
OMSS Pre-College is going into the second year of our biennium DPI grant. We were awarded $71,000
per year for two years--2013-2015. 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 received 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 two additional grants amounted to: $12,931 for 2013-14.
Our services remain consistent. We provide: 1) Weekly academic assistance for over 200 local precollege
students through the Mentoring and Readiness for College and tutoring and enrichment sessions at
seven different sites, 2) Twice a week language arts sessions at local libraries for approximately 60 local
elementary and middle school students during June and July, and 3) Week-long residential MathScience/Leadership camps for approximately 90 middle and high school students from local
communities and around the state. Please see attached table below for the breakdown of 2011-14
participants.
PRECOLLEGE STUDENT PARTICIPANTS (2011-2014)
20122011-2012 2013
2013-2014
S.E. ASIANS/HMONG
K-5
18
23
15
6-8
49
64
58
H.S.
43
17
25
TOTAL
110
104
98
K-5
34
29
48
6-8
6
8
13
BLUEWING/HOCHUNK-TOMAH
H.S.
0
2
26
TOTAL
40
39
87
K-5
18
15
17
6-8
4
7
5
H.S.
5
4
1
TOTAL
27
28
23
AFRICAN AMERICAN
MULTICULTURAL-HOLMEN
6-8
44
32
26
H.S.
18
32
20
TOTAL
62
64
46
K-5
31
30
43
6-8
12
6
7
H.S.
0
0
5
TOTAL
43
36
55
K-5
26
36
18
6-8
16
9
15
TOTAL
42
45
33
K-5
56
45
63
6-8
33
21
19
H.S.
10
1
HISPANIC-NORWALK
HISPANIC-SPARTA
SUMMER READING/SMART
99
67
82
6-8
33
26
59
H.S.
37
45
38
TOTAL
70
71
97
TOTAL
MISSISSIPPI RIV ADV (97/98-PRESENT)
WINTER CAMP (7-12 GR)
6-8
1
H.S.
18
TOTAL
19
TOTALS
K-5
183
178
204
6-8
198
173
202
H.S.
131
101
95
512
452
501
GRAND TOTALS
COLLEGE STUDENT TUTOR PARTICIPANTS
20122011-2012 2013 2013-2014
MISSISSIPPI RIV ADV
Minority Tutors
9
10
10
Non-Minority Tutors
2
1
2
11
11
12
14
7
12
TOTAL
SUMMER READING/SMART
Minority Tutors
Non-Minority Tutors
11
7
7
25
14
19
45
70
48
204
236
149
TOTALS
249
306
197
GRAND TOTAL**
285
331
228
TOTAL
MARC
Minority Tutors
Non-Minority Tutors
**duplicated part. across programs and years
UW-La Crosse undergraduate students continue to participate in all three Pre-College Programs. We
recruited, trained and supervised roughly 150 university students in 2013-2014; and employed about 50
students through work-study and student help positions. Our student employees, overwhelmingly from
multicultural backgrounds, earned over $80,000 as a result of their employment with OMSS Pre-College
Programs.
Breakdown of Tutoring Staff
Year
Semester *CS (WS & SH)
Volunteers Total
2008-2009
Spring
27
78
2009-2010
Fall
27
78
2009-2010
Spring
35
83
2010-2011
Fall
34
110
2010-2011
Spring
31
111
2011-2012
Fall
34
110
2011-2012
Spring
31
111
2013-2014
Fall
27
108
2013-2014
Spring
37
87
*CS – Community Service; SH – Student Help; WS – Work-Study
105
105
118
144
142
144
142
135
124
Retention Services
The Academic Retention Programs are the primary responsibilities of the Retention Specialist, (Jenna
O’Brien) but other staff assisted as needed, to include: Thomas, Antoiwana, Richard, Connie and Carrie.
The Retention specialist was responsible for taking the lead contacting the Eagle Alert students and
assisting with the academic concerns. The Retention Specialist was responsible for collaborating with
Fast Track, McNair Scholars advisory committee, Multicultural Student Visit Days, Parent’s Weekend,
spring Garden Party, 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.
“As shown below, the overall retention rate from Fall 2012 to Fall 2013 for FTFT students was 86.3
percent. Retention results from a complex set of factors, driven in large part by the academic
performance in high school by the students who are part of the cohort. None of the retention rates that
we post here have been shown to be causal; rather, we intend for all these elements to be considered a
starting point of discussion.”
https://sites.google.com/a/uwlax.edu/office-of-institutional-research/?pli=1
•
Eagle Alert: The 2013-2014 roll out of the Eagle Alert warning system impacted the number of
students who received feedback, as the reception by faculty and staff wasn’t completely
positive. Tracking and reporting in our office was unable to be consistent this year, due to the
report function in WINGS not being available until the spring semester. During the fall semester,
the process was done by hand, with each staff member taking a certain number of students and
checking their profile for any Eagle Alert notifications. Although we would have liked this to be
weekly, the process was time consuming and we were unable to be as prompt as we would have
liked. Spring semester was a different story. With the reporting tool in WINGS fully functional,
the responsibility shifted to the Retention Specialist (RS) and reports were run on a daily basis.
This allowed for us to contact our students in real time via email, offer them assistance,
schedule meetings, and connect with professors much quicker than in the fall.
In response to some of the negative remarks about the Eagle Alert program, combined with the
low number of feedback we received in the fall, OMSS decided to return to the process of
emailing reminders out to faculty as we did when the process was called GPR. Spring semester
we sent email reminders after the provost sent out her email, and we also sent emails of
gratitude to those faculty members who took the time to give feedback. We had 186 reports
between February 21 through March 17 and we received another 58 reports between March 18
and April 21. This is almost 3 weeks after the last day to drop courses.
Moving forward, some critical questions posed by the campus community are going to need to
be addressed:
1. What can we do to get faculty and staff more involved in the reporting process? Is it lack
of knowledge/education? Is it the inability to devote time to the Eagle Alert system,
since much of the grade communication is done in D2L and some feel this process is
double work? Either way, we need to find out how we can increase the number of users
providing feedback.
2. Will it be best for OMSS to go back to the original GPR report, in terms of feedback
responses?
3. Should we change the name “Eagle Alert,” as it seems to evoke a lot of negative
connotation
4. Who is responsible for the Eagle Alerts that go out pertaining to non-multicultural
students?
5. Jenna and I will be meeting with Fred Pierce in August to discuss Eagle Alert.
Below you will find a breakdown of both or fall and spring semester feedback, as well as a short
comparison to our former process (GPR) in those same semesters. As previously stated, the data
is slightly difficult to compare due to the vastly different processes in both fall and spring
reporting/tracking.
Eagle Alert Break Down
Fall Semester 2013
Total Number of Students:
• 875 total students; 819 undergraduates, 56 graduates
• 513 students in the Fall Eagle Alert report that met the criteria (first year or new transfer
students, any student with a GPA below a 2.5)
• 40 of the 513 were listed as Ineligible/Readmitted in Spring 2013
Total Number of Students Who Received Feedback:
• 178 out of 513; meaning 34.6% of our students received feedback
• Only 12 of the 40 Ineligible/Readmitted students, or 30%, received some kind of
feedback in Fall 2013
• 167 of the 473 "regular" students (not including
Ineligible/Readmitted) received feedback; so around 35%
Total number of students who received purely positive feedback - meaning only positive notes
had been written. Nothing in this count was included if there was a positive and a negative
comment in the note (for example: Student has had perfect attendance, but failed their first
exam - or - Student is doing well, but has missed 3 classes):
•
•
54 students out of the 178 total students received completely positive feedback, with no
follow up needed; 30%
Leaving around 124 students with a mix of positive and negative, or completely negative
feedback; 70%
Total number of students who received more than one feedback alert - meaning more than
one professor left them some type of feedback:
•
•
•
24 students out of the 178 total students - received feedback from two or more
professors; 13%
20 out of the 178 total students - received feedback from two different professors; 11%
4 out of the 178 total students - received feedback from three different professors; 2%
Breakdown of classes: Important to note, that there are more classes than total number of
students who received feedback, because some students received feedback from 2 or more of
their professors:
•
•
Classes with the highest response rate - CST 110, BIO 203, WGS 230, PSY 100
CST 110 had 29 responses, and 17 of those were positive (58.6%). Leaving 12 negative
responses (41.3%)
Fall semester feedback by class:
ACT 222
1
CST 350
ANT 101 2
CST 391
ANT 102 3
CST 413
ANT 399 2
CST 498
ARC 100
4
ECE 212
BIO 103
3
ECO 110
BIO 105
7
ECO 120
BIO 203
11
EFN 205
BIO 210
1
ENG 050
BIO 307
1
ENG 110
BIO 306
1
ENG 202
BIO 315
2
ENG 203
CHM 100 3
ENG 206
CST 110
29
ENG 305
CST 190
5
ENG 363
CST 260
1
ENV 201
1
1
2
1
1
5
1
1
1
7
2
1
1
2
1
1
ERS 100
ERS 220
ESC 101
HIS 101
HIS 107
HP 106
IS 220
MIC 100
MTH 145
MTH 150
MTH 151
MUS 110
PHY 103
PHY 104
PSY 100
PSY 212
7
5
2
7
1
3
1
7
7
5
1
1
1
1
8
3
PSY 241
PSY 282
PSY 451
SOC 200
SOC 225
SPA 201
SPA 202
THA 201
UWL 100
WGS 100
WGS 230
WGS 320
2
1
2
2
3
2
2
1
4
3
9
2
Eagle Alert Break Down
Spring Semester 2014:
These numbers are unable to be compared to Fall, because we were not able to get a full count of
students in the Eagle Alert pool from IT; as this semester we utilized the newly working reporting tool
and all students were not accounted for. We have since resolved this issue and should see the different
in the fall reporting.
Total Number of Students:
•
•
•
875 total students; 819 undergraduates, 56 graduates for Spring 2014
We had 67 students who were on the ineligible/probation list from Fall 2013
We could not get a count of the total number of students who were on the Eagle Alert
criteria query from IT; hence no percentages for this semester
Total Number of Students Who Received Feedback:
•
•
•
•
We received a total of 254 reports
9 of the 254 reports were from advisors (0.03%)
36 out of the 67 students who were on the Fall 2013 Ineligible/Probation list received
feedback (53%)
33 out of 65 students who were on the Spring 2014 Ineligible/Probation list also
received feedback (50.7%)
Total number of students who received purely positive feedback - meaning only positive notes
were written. Nothing in this count was included if there was a positive and a negative
comment in the note (for example: Student has had perfect attendance, but failed their first
exam - or - Student is doing well, but has missed 3 classes):
•
•
•
102 reports out of the 254 received positive feedback, “No concerns at this point in the
semester;” (40%)
86 reports received out of the 254 included “At risk of D/F;” (33%)
137 students out of the 254 received commentary from their professor, meaning they
added additional notes to the feedback and did not rely on solely the automated
selections; (53.9%)
Total number of students who received more than one feedback alert - meaning more than
one professor left them some type of feedback:
•
•
•
•
44 students total received feedback from multiple professors
33 students out of the 254 - received feedback from two professors; (13%)
7 students out of the 254 - received feedback from three professors; (2%)
4 students out of the 254 – received feedback from four professors (1%)
Breakdown of classes: Important to note, that there are more classes than total number of
students who received feedback, because some students received feedback from 2 or more of
their professors:
•
•
Classes with the highest response rate - CST 110, ECO 110, BIO 103, PSY 100
CST 110 had 29 responses, and 23 of those were positive (79%). Leaving 6 negative
responses (20%)
Spring semester feedback by class:
Advisor
9
CST 110
ACC 222
1
CST 190
ANT 101
6
CST 230
ANT 202
1
CST 260
ANT 350
2
CST 271
ANT 399
1
CST 301
ART 302
1
CST 337
BIO 103
10
CST 350
BIO 105
1
CST 355
BIO 203
3
CST 450
BIO 306
4
CST 499
BIO 307
2
CT 100
BIO 312
3
ECO 110
BIO 313
1
ECO 120
BIO 315
1
EFN 205
BIO 424
1
ENG 110
BUS 230
3
ENG 200
CHM 104 8
ENG 202
CHM 325 2
ENG 203
CLI 120
1
ENG 305
29
6
3
2
1
2
1
1
3
1
1
1
16
7
1
6
5
1
1
1
ENV 201
FRE 101
FRE 202
FRE 403
HIS 300
HP 106
HPR 105
IS 220
IS 411
MIC 100
MIC 230
MTH 051
MTH 135
MTH 136
MTH 145
MTH 151
MTH 175
MUS 236
MUS 238
PHL 100
3
1
1
2
1
5
2
3
3
5
2
7
1
1
5
2
2
1
1
1
PHL 101
PHL 200
PHY 103
PHY 125
PSY 100
PSY 212
PSY 241
PSY 434
PSY 451
SAH 105
SOC 110
SOC 212
SOC 216
SOC 225
THA 130
WGS 100
WGS 230
WGS 330
5
1
7
2
10
3
1
3
3
1
1
2
1
5
1
3
1
1
The Grade Progress Report (GPR) was for multicultural students that were first-year, transfer, probation,
or below a 2.5 GPA.
*More responses from the OMSS GPR process: spring 2013 responses from faculty: 1182 (below)
compared to spring 2014 responses from faculty 254(above).
GPR Summary 2012-2013
Fall 2012 GPR results
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
the number of withdraws from university
the number of courses passed
# of courses dropped
Spring 2013 GPR results
Totals
1,943
1,495
49
75
85
5
169
47
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
the number of withdraws from university
the number of courses passed
# of courses dropped
1,797
1,182
49
62
27
2
222
Inclusive Excellence Scholarship
The 2013-2014 academic provided 18 students with the opportunity to be IE Scholars. Each returning
scholar acted as a mentor to a first year scholar, and due to the number of the group we were able to
match them 1:1. Going off of the previous year’s focus groups, we were able to make some adjustments
to the program’s offerings this year, which included mentors in the choice of their mentee pairing, the
addition of a community service program, and funding for Strengths Quest. Students were to meet one
on one monthly, and all participants were asked to meet with their program advisor at least once a
month; although many chose bi-weekly appointments.
Throughout the year, students were able to choose events to fulfill their requirements, attend both
mentor and advisor led events, and were asked to submit write-ups about their experiences as a
reflection tool. The IE program also added a peer mentoring training program for newly hired mentors,
after speaking with current mentors regarding their desire for some formal training. During the spring
semester, the incoming 2014-2015 peer mentors attended 2 workshops with the ASI mentors, in a
program that was created by the OMSS Graduate Assistant, Carrie Bero. It was received with glowing
reviews by those who attended.
Focus groups at the end of the year revealed quite a few things about the program that needed to be
adjusted. Specifically, students felt the requirements for the IE program were hard to track and needed
to be made clearer, they informed us of their belief that the scholarship should cover the entire cost of
the residence hall since it is so res life focused, and they would like more group team building between
one another. Some highlights from the group expressed a gratitude for being able to receive the
scholarship, and have a chance to experience living on campus, even if only for a year. They loved the
new community service component that was added this year, and felt that it should be an integral part
of the program moving forward. We had students attend various conferences as a part of the IE
program, with students highlighting the White Privilege Conference as “transforming,” and those who
attended the Greener Living Conference describing it as “eye-opening;” no doubt both prompted new
ways of thinking for our students.
We did lose four students throughout the year; one first year students decided to not be in the program
in the fall, another first year student was removed for lack of participation and commitment, a mentor
was removed for poor grade performance, and another mentor was removed because he accepted an
27
open position as a spring RA. We only had one student on probation this year. Please see below for
detailed information about the student’s performance.
Moving forward, there are some new changes that are being implemented for the incoming 2014-2015
cohort. To alleviate the lack of group connectedness due to everyone’s schedules, all first year students
will be living in Angel Hall. This will allow the students to connect in their own time within the residence
hall, and establish a stronger bond. The cohort has been made smaller to allow for all students to meet
with both program advisors, and allow for students to receive the full coverage cost of the residence
hall. A D2L site will be established as a way to easily inform students of events on campus, upcoming
requirements, and allow them to submit monthly reflections online.
Peer Tutoring:
During the spring semester, Richard made changes that required all tutors to meet during the semester
to provide updates on their tutees. This allowed Richard the opportunity to build relationships with
these students and assure students were obtaining the support they needed.
Spring 2014
Out of 50 courses tutored (27 tutors and 35 tutees)
Passed: 25 courses (50%)
Failed: 10 courses (20%)
Incompletes: 1 course (2%)
Medical withdraw: 2 courses (4%)
Withdrawals/Drops: 11 courses (22%)
Fall 2013
Out of 60 courses tutored (33 tutors and 50 tutees)
Passed: 37 courses (62%)
Failed: 14 courses (23%)
Incompletes: 2 courses (3%)
Withdrawals/Drops: 5 courses (8%)
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%)
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%)
Spring 2011
Out of 30 courses tutored (22 tutors and 25 tutees)
Passed: 21 courses (70%)
Failed: 5 courses (16.6%)
Withdrawals/Drops: 4courses (13%)
Fall 2010
Out of 30 courses tutored (19 tutors and 21 tutees)
Passed: 19 courses (63%)
Failed: 6 courses (20%)
Withdrawals/Drops: 5courses (16.6%)
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 Financial Retention Specialist provided approximately 380 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 continue to send letters home
to remind students’ to file their FAFSAs by UW-L’s priority date and apply for scholarships.
During the fall semester we had 182 students that we worked with to help resolve outstanding balances.
Some of the issues were due to not completing the FAFSA, SAP appeals, and failure to complete the
verification process. In the spring, we assisted 104 students with resolving outstanding balance issues.
The financial retention specialist contacted students via e-mail, telephone to assist them with finding
the necessary resources to help them fund their education. Additionally, during the spring semester the
Maroon to Gray fund was created to help students who exhausted all their funding eligibility. This grant
was only awarded to students who had a balance of two hundred dollars or more and was created to be
a retention grant for all students. At this time there is no word on if this program will continue in the fall
or if it was onetime funding.
* I'd like to see comparison data - historical trends on financial services if available.
None available- started tracking this year
ASI
The Academic Success Institute (ASI) was held at the University of Wisconsin-La Crosse from June 24,
2013 –August 2, 2013. This past summer 24 students participated in the program: 9 males and 15
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 2013 began with an orientation program from Friday evening, June 21nd, through Sunday evening,
June 23rd. 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, Cheyenne Todd, Will Vargas and Chong Yang as a non-residential math
tutor.
The Academic Success Institute offered the following classes last summer: ENG 050/ENG 110 (coinstructed by Paul Heckman and Dr. Ryan Friesen), MTH workshop (Dr. Abdulaziz Elfessi), Pol 101 (Dr.
Ray Block Jr.), 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 continue to offer ASI students UWL 100 in the fall and EFN 205 during spring semester to keep the
cohort together in the same discussion group instructed by the ASI director. Keeping the ASI students
together in a course each semester has proven to be very beneficial for everyone concerned. The
students appreciate the experience of being in a class with a familiar, diverse group. They are very open
with one another and interested in the material. This is very beneficial because it allows the program
director to stay more connected academically. Students’ are more aware of OMSS events and services
and many participate regularly in our office programs and events.
ASI First and Second Year Retention
ASI
First Year
Second Year
2011
100%
76%
2012
100%
81%
2013
96%
92%
*First year retention-100% and Second year retention-81%
Grace in IR used Student Tracker enrollment data on all of the 136 UWL ASI students who were in the
program during the summers from 1999 through 2006.
The results came back to show that one of the students had a block on the release of his/her
information and two of the students were not found by Student Tracker.
The two students who were not found by student tracker spent no more than 2 terms at UWL and had
GPAs of less than 1.0.
The following percentages are based on the remaining 133 students that Student Tracker was able to
locate.
39.0% graduated from UW-La Crosse.
19.6% completed a program at an institution that was not UWL. This includes bachelor degrees,
associate degrees, certificates, etc.
2.3% continue to be actively enrolled at UW-La Crosse.
27.8% transferred from UW-La Crosse to another institution but did not complete any program.
11.3% left UW-La Crosse without earning a degree or transferring to another institution.
*Data provided by Institutional Research
ASI 1999 through 2006
Data
Transferred after UWL or last
Count of ID
term at UWL
Number
Count of ID
Number2
1
0.75%
1
0.75%
2
1.50%
Graduated from
still at UWL in 2013
Y
Grand Total
1
2
1
1
1
1
1
1
1
1
78
3
37
133
0.75%
1.50%
0.75%
0.75%
0.75%
0.75%
0.75%
0.75%
0.75%
0.75%
58.65%
2.26%
27.82%
100.00%
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, 2013, 13 ASI
students consistently attended the extra session. The results were: 10 passing, 1 W, and 2 F.
Next fall we will continue to coordinate everything 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
For 2014 – 2015, OMSS will have 6 brand new advisors that were selected by ALANA, BSU, IOPA and
NASA to join our team of Multicultural Student Organizations.at UW-L. Student leaders utilized a
selection format that former students from the mid-1990’s devised to nominate, interview, and select
an advisor(s). This process resulted with two current OMSS staff members and two others who have
had a prior connection to OMSS, our staff, and how operations might work. Because of this turnover in
advisors, a special Advisor Workshop in late August transitioning new MSO advisors and updating
existing MSO advisors will take place.
ALANA – Miranda Panzer, International Education (Rejoining ALANA where Miranda serve advisor in
grad school)
ALANA - Christina Haynes, Women’s Gender & Sexuality Studies (new)
BSU – Richard Sims, Financial Coordinator in Multicultural Student Services (new)
IOPA – Jenna O’Brien, Retention Specialist in Multicultural Student Services (new)
NASA – Diana Moran Thundercloud, Women’s Gender & Sexuality Studies
NASA – Andy Thundercloud, Ho-Chunk Elder with A Special Request to Become an Agent of University to
Advise NASA
The total attendance numbers of OMSS programs and involvement opportunities is included below to the best of
our knowledge. Breakdowns are also by organization.
2013 – 2014 Office of Multicultural Student Services – 4475 TOTAL PROGRAM ATTENDANCE
Program
ALANA – Asian, Latina,
African and Native Women
Welcome Back Cookout
19-Sep-13
2
Phenomenal Women’s Program & Dinner
“The Color of Beauty” (Film Screening)
6-Nov-13
26-Mar-13
87
67
Relaxation Night
BLASO Dance Bash
HIV AIDS Day FREE Testing
Winter Extravaganza
Sonnie Herford Introduction & Reception
Reflections of Ebony
Ebony Leadership Weekend
8-Mar-13
26-Oct-13
2-Dec-13
6–Dec-13
7–Feb-14
8-Feb-14
21-Feb-14
53
57
30
30
17
176
7
UW-L Talent Show Competition & Dance Bash
23-Nov-13
247
3-Mar-14
4-Mar-14
81
52
13-14-Oct-13
30
18-19-Oct-14
9-Nov-13
16-Nov-13
11-Jan14
14-Feb-14
22-Feb-14
8-Mar-14
8-Mar-14
26-Apr-14
6
6
244
3-May-14
29
26-Sep-13
94
25-27-Apr-14
13
Day of the Dead
31-Oct-13
147
Dinner & Grupo Candela Performance
LASO Leadership Weekend
Indigenous People’s Day “Two “Spirits” (Film
Screening) facilitated by Thomas Eades
8-Mar-14
3-May-14
229
16
14-Oct-13
67
BSU & LASO
BSU – Black Student Unity
ASO - Asian Student
Organization
Multicultural Day Event
“Hibakusha” (Film Screening)
HOPE - Hmong Organization
Hmong New Year (Skit/Cultural Tours)
Promoting Education
Human Rights Conference
Taste of Tojroob Conference
Bridging the Gap Conference
Volleyball Tournament
IOPA – Intercultural
Organization Promoting
Education
LASO – Latin American
student organization
NASA – Native American
Student Association
Valentine’s Dance
Adaptive Leadership Conference
From Hmong to Hmong America Conference
Cultural Core Conference
Hmong Culture Night
Wisconsin Hmong College Coalition Talent
Show & Leadership Development Conference
Belonging Nowhere, Belonging Everywhere
Panel
IOPA Leadership Weekend
Event Date
Attendance
Totals
Organization
213
297
3
5
19
321
Rethinking Thanksgiving Program & Dinner w/
Al Gedicks Keynote
WIEA Conference
Three Rivers Intertribal Pow Wow
EOY & Transitional Cookout
SFT – Students for a Free
Tibet
Al WeiWei “ Never Sorry”
(Film Screening)
History of Tibet Gallery & keynote by Tsepa
Bayul
Grassroots Organizing Workshop facilitated
by Tsepa Bayul
21-Nov-13
197
11-12-Apr14
26-27-Apr14
26-Apr14
11
475
15
6-Feb-14
35
27-28 Feb-14
75
28-Feb-14
21
Perception and satisfaction Information – Feedback or Evaluations Summaries:
Precollege Program Evaluation
Definitely Somewhat
Yes
1. Do you feel this program was a good experience?
89 (82%)
19 (18%)
No
0
No
Answer
0
2. Do you feel that participation in this program increased
your desire to attend college?
62 (57%)
37 (34%)
9 (9%)
0
3. Did this program help you to understand why you need
to earn good grades?
81 (75%)
21 (19%)
6 (6%)
0
4. Do you feel this program will help you to be more
successful in school?
81 (75%)
23 (21%)
4 (4%)
0
5. Did this program give you more ideas about careers?
41 (38%)
54 (50%)
13 (12%)
0
6. Do you feel that attending precollege programs on other
campus would help you in selecting a college?
59 (55%)
42 (39%)
7 (6%)
0
7. Are you interested in participating in other precollege
programs?
54 (50%)
45 (42%)
8 (7%)
1 (1%)
8. Would you recommend this program to a friend?
84 (78%)
22 (20%)
2 (2%)
0
Total Student Participants: 163
Number of DPI/GEAR UP eligible students: 106
Total Number of Evaluations Completed: 108
Number of DPI eligible students who completed evaluations: 106
Testimonials
“The tutoring program was productive and fun.”
“It is a great program to join, because the tutors are very nice. They also help you finish your homework
and they help you when you need help. People also supple good food for you, so you won’t be hungry. It
is a wonderful program.”
Quantitative and Qualitative Feedback from ASI evaluation survey (students)
The ASI evaluation survey gives the participants an opportunity to answer questions about each course,
professor, and staff member, the ASI director, and the program in general. Each section has questions
which students answer with numbers 1-5, 5 being the most favorable answer.
Following is a summary of what the average (or mean) was for answers from most sections:
POL 101
4.17-4.96
RDG 105
3.58-4.50
MTH
3.65-4.83
ENG 050
4.0-4.78
ENG 110
4.0-4.78
ASI Classes (general)
4.46-4.67
Student staff
4.58-4.83
Director
4.83-4.96
Study sessions
3.88-4.21
Program overall
4.0-4.75
Following are responses to the question: How was this program most helpful?
1. Helped me learn more about myself and who I really am.
2. It was an eye opener for the real college life and all the hard work that needs to be put into
being successful.
3. It helped me to make connections with other incoming freshmen and upper classmen who knew
what they were talking about.
4. It helped boost my confidence in meeting new friends and helped me learn that everyone is
different.
5. It helped prepare me for what’s going to be in store for the fall.
23 out of 24 students responded positively, yes, to the following question: Would you recommend this
program? Why or why not?
1. Yes! This is a great experience. You meet tons of people, start long lasting friendships, and get to
know what college is like before you even come here for freshman year. I loved it.
2. Yes, I believe this program’s purpose was fulfilled by preparing us for the fall.
3. Yes, it’s a good program for everyone.
4. Yes, I would definitely recommend this program because it is so helpful and not all universities
give out this chance and not all upcoming students get to explore the school like ASI students
do.
Highlights:
White Privilege Highlights
“Attending the White Privilege Conference was a truly amazing experience that solidified my desire to
not only continue my work with multicultural students, but focusing on access to quality public
education and paths to college outside of the University. I have since decided to pursue my doctorate in
the future.”
Precollege Highlights:
1) The Precollege team took initial steps to redirect the focus of MARC back to that of an academic,
“precollege” one by implementing a new enrichment structure and incorporating more
educational activities/supplemental materials during tutoring
2) Getting to know the multicultural students on campus and earning their trust
3) Connecting with precollege students during programming and in the greater community
ASI Highlights
“I am very excited about this new addition to the ASI program and it was a complete pleasure to
collaborate with Carrie on the project. She took it on with enthusiasm and confidence. The training for
the mentors went smoothly and I believe the program will flow into fall semester under my guidance
but in the hands of our new graduate assistant.”
Leadership Highlights
1) “Working closely with ASO, SFT, BSU and NASA all at the same time during the Spring semester.
I was able to get to know many students and they became more familiar with me on a personal
level.”
2) “I really enjoyed driving the students to conferences and other outings.”
3) “Sonnie Herford coming to share his historical role in civil rights and it all stemming from the
fact that our students met him during the Freedom Ride to the South.”
4) “Seeing the art pieces created by the Human Diversity Student Organizations completed and
now inside Cartwright Center waiting to be displayed.”
5) “For the first time, ASO was able to have judges from the radio stations which can lead to more
publicity in the future.”
2013-2014 ANNUAL REPORT
A. Program Mission Statement, Program Definitions, Program Responsibilities
Pride Center Mission Statement:
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)
B. Program Membership/Unit Staffing
Willem Van Roosenbeek – Senior Student Services Coordinator
Tou Yang – Graduate Assistant
The Pride Center is staffed by one full time staff person, one part time graduate student (Assistantship)
and three undergraduates (Peer Educator). Willem Van Roosenbeek is the current director of the Pride
Center. T.C. Yang, first year graduate student in the Student Affairs Administration program, was the
Pride Center’s Graduate Assistant. Angela Birrittella, second year graduate student in the Student
Affairs Administration program, did a practicum in the Pride Center fall semester. The peer educators
are Chris Lynum, Lilah Myhre, and Ruthann Aitch.
C. Publications/Brochures
The Pride Center does produce one brochure about the Center. We also produced business cards with a
“Pronouns – A How To Guide” re-printed with permission from our peers at UW-Milwaukee. We do
purchase some safe sex brochures and a Safe Space stickers which are given to people who attend and
go through Ally Training. I hope to change those to window clings in the near future.
D. 2013-2014 Learning Outcomes and Assessments
The Pride Center will implement pre and post-tests in the EFN classrooms to assess the following
learning outcome:
1) As a result of interaction with Pride Center and its programs, students will become more aware
of issues that face Lesbian, Gay, Bisexual, Transgender, Intersex, Queer, Questioning, Asexual
and Ally (LGBTIQQAA) people as evidenced by the statements they make when we gather
feedback.
a. In order to assess whether or not the programs we provide are meeting the intended
learning outcomes and helping support the mission of the Pride Center, there are some
formal and informal means of assessment. After nearly every panel/training, we ask the
people who participated to go around and share one thing they learned or appreciated
about the panel or training that they just attended. During these times, we are able to
mentally assess the parts of the program that had the most impact on students and if
the learning objectives we set out to accomplish were actually evident. Some formal
surveys have been administered in the past and are suggested for the future. The
formal surveys are sometimes time-consuming and not always appropriate for each
panel or training.
b. Verbal feedback included such comments as, “I didn’t know what all of the letters
meant until this panel”, “It was eye-opening to hear your experiences”, “I grew up in a
small town and have never had contact with someone from the LGBT community before
this”, “I did not know all of these terms until attending Ally Training”, “I had no idea
people had such a problem with transgender individuals”, “I didn’t know you shouldn’t
use _________ term because it offends people”, etc.
2) The Pride Center will also evaluate the following learning outcome: We did evaluate the learning
outcome for Pride Center Staff members. We did not get to Rainbow Unity or Transform.
a. As a result of interactions with Rainbow Unity and the Pride Center and its programs,
students in the LGBTIQQAA community will develop a comfort with their identity as
assessed by personal and group conversations with students.
1. We did assess the Pride Center Staff. The results are below.
a. Critical Thinking Skills
1. “I think this is a big part of knowing how to educate people
and creating trainings that will be the most useful to the
most people. This job definitely improved these skills for
me.” LM
2. “I would say it has maintained my critical thinking skills.” CL
b. Understanding, valuing, and embracing human differences?
3. “I think this is a pretty basic part of the job. It is central to
everything we do and I feel like I am always continuing to
learn and improve in this area.” LM
4. Working with a diversity of people always improved in
understanding, valuing, and embracing the differences we
all have. CL
c. Leadership Skills
5. “Working in the Pride Center helped me to find my voice
and take on a leadership role in being a part of the
movement towards inclusivity on our campus.” LM
6. “I think these skills were improved because I played a more
active role in leadership when doing panels, ally training,
and just being in the Pride Center when people needed
me.” CL
d. Understanding of being an active citizen in the local and global
communities?
7. “I think that this is a part of my life outside of this job, but it
has helped me to have a way to do activist work that is
important to me.” LM
8. “Improved/maintained.” CL
E. 2013-2014 Goals, Objectives and Accomplishments
A. 2013-2014 Goals and Objectives
• Integrate learning outcomes in more activities and events of the Pride Center - We did for
the Pride Center staff this spring. I would like to include the Pride Center staff again next
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
year. I would like to add the Rainbow Unity Executive team next year.
Further publicize the friendly faculty and staff list to both staff and students – This is
something we will be always working on.
Continue to acquire resources with an emphasis on variety and new categories added. We
are constantly looking for new resources.
Continue to reach out and collaborate with other groups and organizations on campus –
This past year the Pride Center worked with CAB, Women’s Gender and Sexuality Studies,
OMSS, Campus Climate & Diversity, DRS and SAPA.
Increase visibility of the Pride Center across campus through co-sponsorships and reaching
out to other offices with programs – See above response.
Continue to build relationships with area high schools through programming and annual
diversity days. This past year we attended Onalaska High Schools Diversity Day and Viroqua
Diversity Day.
Work with campus leaders to continue to develop long-term goals for the Pride Center – We
have met with faculty, staff and students this past fall. We now will meet with the students
and determine our next set of goals.
Participate in the MBLGTACC regional conference and other statewide conferences when
the opportunities arise, as well as take advantage of conference opportunities that come to
the area. Get students to present at these conferences.
o We took 19 students to the OUT for Work Conference in Chicago, IL
o We also took 30 students to the MBLGTACC conference in St. Louis, MO
Update job descriptions, publicity guidelines, and evaluation sheets every semester
o Publicity guideline, evaluation sheets for staff and program planning documents
were created and updated
Implement a training session at the beginning of each academic year to go over Peer
Educators responsibilities and expectations
o Angela worked on this in fall. We did not follow through in spring.
Do more formalized staff trainings with other offices on campus as resources – We will keep
this on the list for 2014-2015
Implement a mid-semester reflection/evaluation for peer educators, in addition to the endof-the-semester reflection
o This was done and was used with each employee
Create and implement a more formalized evaluation for the Graduate Assistant, mid and
end- semester – Completed this and would suggest this be done every year.
Implement a training session in the fall for Rainbow Unity Executive members
o This was done by the RU executives and the graduate student.
Allow Rainbow Unity Executive members more responsibilities with co-sponsored events
and programs –RU executives did do a great deal of outreach.
Continue to ask students about what they would like to see in Rainbow Unity
o This was done twice this year by the RU Executive team
Provide at least one educational opportunity a semester for student in Rainbow Unity
o Several were done each semester
Collaborate with a community resource for students (peer educators and/or RU members)
to participate in service learning – we did not do this.
Continue to work toward inclusive excellence – All of what we do in the Pride Center
supports Inclusive Excellence
F. 2013-2014 Highlights/Points of Pride/Photos
Highlights/Points of Pride/Photos
We collaborated with Career Services and sent 8 students to the OUT for Work Conference in
Chicago again this year.
30 students went to the Midwest BLGTA College Conference in St. Louis, MO. This is the largest
delegation UW-L has sent thus far. This was a collaborative experience with the Office of Residence
Life!
Several of our students also attended the White Privilege Conference in Madison, WI and the
University’s LeaderShape Institute.
The 2014 Drag Show had more than 500 people in attendance. Student’s raised $1,300 in tips for
the AIDS Resource Center Wisconsin and $155.00 for Transform. We also made over $3,000 in ticket
sales!
2014 was the first year the Sara Sullivan LGBTQ Study Abroad Scholarship was given out. This year’s
recipient is Jessica Furrer. Nic Johnson received the Eagle Pride Scholarship for a returning student and
Kaitlyn Rago, for incoming first year student.
G. Inclusive Excellence/Diversity Initiatives
I believe that all that we do in the Pride Center is focused on diversity and fits within Inclusive
Excellence. In the Pride Center, our staff members have a positive impact on educating campus
about inclusive practices. We are working hard to make the connections for students, faculty and
staff with multiple identities through our programs, guest speakers, resources, etc. There are
several workshops/ trainings we have done for campus members to promote learning how to
become a better advocate and ally for multiple areas of diversity and social justice, not just LGBT
issues. The Pride Center has been a part of the Inclusive Excellence initiatives for the University of
Wisconsin and University of Wisconsin System. On campus, we are a strong participant in the
Diversity Dialogues, Boxes and Walls, etc. The Pride Center is an active participant in the University
of Wisconsin system Inclusive Excellence initiative towards LGBT issues. All events are created with
inclusive excellence in mind.
H. Policy Changes, Issues and Recommendations
We did not have any policy changes in 13-14. Next year Will plans to work in the Pride Center 4 days
a week and Campus Climate 1 day a week as he did this year. It will continue to be our hope that
one day we will be able to track LGBTIQQAA students and provide services similar to OMSS. We
believe that day will be in the near future.
Graduate Assistant Recommendations:
• For the new Graduate Assistant I would recommend the following:
o In accordance to a supervision style, it is important to start off strong and diligent as a
supervisor having trainings, one on ones, staff meetings, evaluations, etc. then you can
ease up on your style once you have a solid management direction selected.
o Each Peer Educator has the responsibility of developing one program per semester, be
persistent with them to get the planning and implementation of their program done
early, so they do not wait till the last minute to start them.
o There were several Diversity Organizations that would hold events on the same day,
recommend that events are reserved and planned far in advanced. Make sure to make
use of the following publicity methods:
 Marquee
 Posters in all Academic Buildings and Residence Halls
 Campus Connection
 Pepsi Banner in Cartwright
 Send an advertisement of the event in a horizontal PowerPoint format to Larry
Sleznikow to advertise the event on Centennial TV screens
 My Orgs
 The UW-L Campus Calendar
 Facebook
 Chalking
 Tabling outside of Port O’Call and/or Clock Tower
 Put posters on easel
 Facebook Event
 Have the Director of the Pride Center (Will) email faculty and staff on campus
o
Post your work schedule or time you will be in the office on your door, try to keep a set
schedule if you can and ensure the peer educators do the same.
o
Attendance by student staff to meetings are important must stress this importance to
them, and they must notify you if they cannot make it ahead of time.
There has been an increase in numbers of students who have come to volunteer at the Pride Center.
Staff should continue to think of insightful and meaningful projects they can do increase
involvement.
Director Recommendations:
•
•
•
The demand for the Pride Center Services, programs, and trainings continue to stay steady.
Will has also been asked to be part of the Campus Climate office and their programs and
trainings as well. As a one-person full time office he finds my time being pulled in many
directions. This is very difficult when he has a graduate assistant that is new to LGBTQ+
people. Unfortunately, the grad student suffers. He also needs to be assured that the
graduate student is capable of working and leading the 3 Peer Educators (undergrad staff.)
Will would like to look into the possibility of hiring an assistant director. Together we could
oversee the office and the staff. This would allow Will to do the university-focused demands
without sacrificing the services or the staff.
It would make sense for Will and some of the Trans* Task Force Members to go to
offices/departments or committees that will be responsible for the different tasks assigned
in the report. They can meet with the folks involved answer questions and or help
determine short and long-term goals.
I. Changes in Responsibilities, Services and Programs
Our peer educators this year include Christopher Lynum, Lilah Myhre, and Ruthann Aitch. All are
returning peer educators. Both Lilah Myhre and Christopher Lynum graduated this spring 2014. We
have interviewed and made offers to two very strong candidates for the upcoming year. Each
student will continue to work 15 hours a week.
Our graduate assistant for this year was T.C. Yang. He was a first year graduate student from the
Student Affairs Administration program. Prior to coming to graduate school, he worked over in
Office of Multicultural Student Services as the Interim Outreach Specialist. He worked 20 hours a
week. Sadly, he will be leaving us for the McNair Office for the upcoming year!
In addition to our graduate assistant, Angela Birrittella, a second year graduate student who has a
graduate assistantship in Campus Climate, also interned during the fall 2013 semester. She worked
10 hours a week.
This year we had hoped to migrate our Pride Center website to the new format. All the peer
educators and the graduate assistant was going to help with this process however ITS was extremely
busy. Maren Walz is going to assist the Pride Center this summer. One of her staff will move
everything over to the new format, which will allow Will the chance to work on it this summer. Will
has hired a Work Study student to work on weekly updates to the web for the year.
Will remains one of the DOC Advisors for the 2014-2015 school year. This will allow him the
opportunity to work with some of the organizations that will be moving to the new center in 2016.
This includes CAB, Multicultural Organizations and Fraternity and Sorority Community. The groups
that are not part of the DOC include Involvement and Leadership Center and the Racquet. Will can
work with the other advisors to begin some discussions.
J. Workload and Outcome Measure
The numbers along the right side are a quick and easy way to see how many people were impacted by
the Pride Center’s work.
Summer
10-Jun
12-Jun-13
14-Jun-13
17-Jun-13
19-Jun-13
19-Jun-13
Freshman Registration
Freshman Registration
Freshman Registration
Freshman Registration
Freshman Registration
Panel for WTC Criminal Justice Students (Sparta)
6
0
6
0
0
35
21-Jun-13
24-Jun-13
7/28/2013
8/15/2013
8/19/2013
8/23/2013
8/26/2013
8/26/2013
8/27/2013
Fall
9/5/2013
9/6/2013
6-Sep-13
18-Sep-13
19-Sep-13
24-Sep-13
25-Sep-13
9/27-29/2013
1-Oct-13
7-Oct-13
Freshman Registration
Freshman Registration
UU Fellowship Training
Meeting with new Hall Director
Gender Training for Reuter Hall Staff
Behind Closed Doors - ORL
RA Training
Gender Training for Reuter Hall Staff Part 2
International Education - Training
0
5
50
1
15
125
22
15
60
1x1 meeting with RU student
1x1 meeting with RU student
Meeting with C&T new staff
State of Hate Forum
Talked with Ryan McKelley about a Men's Group
Ally Training
Queer Cinema
OUT for Work Conference
Ally Training - CAB
I <3 Female Orgasm
1
1
6
90
1
30
2
9
35
650
340
Summer Total
10-Oct-13
10/11/2013
10/14/2013
10/15/2013
10/15/2013
10/16/2013
10/16/2013
10/17/2013
10/17/2013
10/18/2013
10/19/2013
10/21/2013
10/21/2013
10/22/2013
10/23/2013
10/24/2013
10/24/2013
10/24/2013
10/25/2013
10/25/2013
10/29/2013
10/29/2013
10/30/2013
10/30/2013
10/30/2013
10/30/2013
10/31/2013
11/1/2013
11/1/2013
11/1/2013
11/8/2013
11/8/2013
11/13/2013
11/14/2013
11/15/2013
11/15/2013
11/17/2013
Clock tower
National Coming Out Day Rally and March for Social
Justice
Two Spirits Film and Guest speaker Co-sponsored with
NASA
Stat of the State: LGBTQ Issues in the State of Wisconsin
RU & Katie Belanger
Fag Bug at the Clock tower
Showing of Fag Bug Nation and Discussion
Gender and Pronouns training with Counseling &
Testing Staff
1x1 meeting with a student who was referred to C&T
P.B. Poorman Award Ceremony M.C. Women's Gender
& Sexuality and LGBTQ Studies Conference
Trans* Workshop Women's Gender & Sexuality and
LGBTQ Studies Conference
Ally Training
1x1 with student looking into student affairs
Privilege Workshop
Ally Social
Meeting with SAA Students
Eagles 101 Athlete Diversity Training
Campus Close-Up
Campus Close-Up
Trans* Task Force
Interview EFN 205
Interview CST
Interview CST
Interview CST
Queer Cinema
Volunteers for CST
Ally Training - LIC
Ally Training - SAA
Trans* Task Force
Meeting with student - support
Ally Training with IOPA
Campus Close-Up
Talk to possible ally about attending the Midwest BLGTA
College Conference
Ally Training
Trans* Task Force
Skype Discussion with Agnes Scott College @ Trans*
Inclusion Efforts
June Kjome Social Justice Conference
200
50
50
25
30
100
25
8
1
50
30
12
1
35
18
3
100
2
5
7
1
1
1
1
20
3
10
8
9
1
15
5
1
12
7
15
180
11/17/2013
11/18/2013
11/19/2013
11/20/2013
11/20/2013
11/20/2013
12/2/2013
12/2/2013
12/5/2013
12/6/2013
12/9/2013
12/11/2013
12/11/2013
12/18/2013
12/19/2013
12/2013
SPRING
1/8/2014
1/9/2014
1/10/2014
1/13/2014
1/13/2014
1/14/2014
1/15/2014
1/17/2014
1/20/2014
1/23/2014
1/23/2014
1/23/2014
1/24/2014
1/28/2014
1/28/2014
1/31/2014
2/7-9/14
Community Key Note June Kjome
TDOR Film
TDOR Training
Trans Training with University Communication
TDOR Vigil
TDOR Open Mic
World AIDS Day balloon release
HIV/Aids Testing (tested and volunteers)
Emails between student and I looking for academic help
Interview with English 112 student
Met with Options student worker about writing for their
blog
Met with Coate Hall RA about Sex Week
Met with another student regarding a speech on the
Hallmark card
Emails between staff, myself and student about paying
pill
Evaluation Ryan Clark - Alum
Several emails between myself, a student and a faculty
member. Student was failing and contacted me on
study day
210
15
40
11
35
25
30
50
1
1
1
Meeting with a student referred by C&T
Met with two students (one referred by faculty member
- she is struggling with coming out and her religion)
Admissions Training - Campus Climate & Gender 101
Met with a graduate student who is dealing with
multiple issues including their sexual orientation
Replied to Pride Institute counselor looking for support
and LGBT Friendly AA for a client
Western University Diversity Days Training (Ally - 2
sessions)
Support and outreach to current students and staff
impacted by an alums attempted suicide
Graduate Interview for Assistantship
Graduate Interview for Assistantship
ORL Executive Training - Ally
ORL Executive Training - Ally
ORL RA/DM Training - Ally
Graduate Interview for Assistantship
Recommendation form for student to work at camp
New student welcome and showed her around
Meet with a student who was in crisis. Helped him
change his schedule and set up meetings for support.
Attending the MBLGTACC with 19 RU students and 12
1
2
TOTAL
SPRING 2013
20
1
1077
TOTAL
FALL 2013
1
1
3
2635
1
3
2
25
5
1
1
36
7
24
1
1
1
1
32
2/12/2014
2/12/2014
2/13/2014
2/15/2014
2/18/2014
2/20/2014
2/21/2014
2/26/2014
3/5/2014
3/5/2014
3/6/2014
3/10/2014
3/11/2012
3/11/2014
3/12/2014
3/26/2014
3/27/2014
4/4/2014
4/7/2014
4/10/2014
4/14/2014
4/15/2014
4/25/2014
4/30/2014
5/1/2014
5/1/2014
5/10/2014
5/13/2014
5/14/2014
ORL students
ORL Bullying Panel
Met with Athletics staff to look at Trans* Task Force
recommendations
Met with graduate student to discuss internship for fall
2014
Residence Life Conference (Hate)
Met with WGSS Student to establish volunteer hours
Met with WGSS Student to establish volunteer hours
Campus Close-Up
Queer Cinema
Interview for high school student - trans*
Ally Training
Phone Conference for Social Work Training
Written interview for student's
Namoli Brennett Concert
Working with community member
Interview potential graduate students
Queer Cinema
Meeting with ORL staff AH about future MBLGTACC
collaborations
12th Annual Drag Show
Ally Training
Meeting with Modern Languages Faculty to help make
curriculum more inclusive
Geri Jewell
Myth busters Program
Campus Close-Up
Queer Cinema: Toilet Training
Tans* training Residence Life
Rainbow Graduation
Pride Prom
Meeting with an alum
Meeting with hall director regarding Transform
60
1
1
17
1
1
4
12
2
4
2
2
40
1
3
11
2
560
7
1
50
30
2
5
25
35
35
1
1
Grand
3712
TOTAL
3712
Rainbow Unity/Pride Center Meetings, Panels &
Trainings
FALL
7/16/2013
14-Aug-13
PGP Presentation to Dean of Student's staff
Chancellor's Cabinet PGP Presentation
12
10
9/2/2013
9/3/2013
9/5/2013
9/6/2013
9/10/2013
9/12/2013
9/17/2013
9/19/2013
9/20/2013
9/20/2013
9/24/2013
9/26/2013
10/1/2013
10/1/2013
10/1/2013
10/1/2013
10/1/2013
10/3/2013
10/8/2013
10/10/2013
10/15/2013
10/17/2013
10/18/2013
10/22/2013
10/22/2013
10/24/2013
10/29/2013
10/31/2013
11/5/2013
11/7/2013
11/12/2013
11/12/2013
11/12/2013
11/12/2013
11/12/2013
11/13/2013
11/13/2013
11/14/2013
11/14/2013
11/14/2013
11/14/2013
11/15/2013
Letter of recommendation Zerr H. (Alum)
RU Executive dinner
1x1 with a student who was grieving the loss of a
boyfriend
Met with the new Post Docs and new staff member in
Counseling & Testing
RU Meeting
Transform
RU Meeting
Transform
WGSS 230
WGSS 230
RU Meeting
Transform
WGSS Panel - Haynes
WGSS Panel - Haynes
WGSS Panel - Denlinger
WGSS Panel - Denlinger
RU Meeting
Transform
RU Meeting
Transform
RU Meeting
Transform
Intercultural Communication class panel (Auesha
Patnaik)
PE Class Amy T. Panel
RU Meeting
Transform
RU Meeting
Transform
RU Meeting
Transform
EFN Panel - DG
EFN Panel - DG
EFN Panel - DG
UW-L 100 (Matt)
RU Meeting
EFN Panel - LW
TR Class - Lisa
Transform
EFN 205 - CV
EFN 205 - AG
EFN 205 - WV
EFN 205 - MJ-S
1
6
1
7
45
8
30
10
30
30
35
12
41
41
38
40
40
8
35
5
30
7
35
35
30
5
35
5
30
5
36
36
36
30
35
36
41
6
36
36
36
36
11/15/2013
11/18/2013
11/19/2013
11/20/2013
11/21/2013
11/21/2013
11/22/2013
11/26/2013
11/26/2013
11/26/2013
12/3/2013
12/3/2013
12/5/2013
12/5/2013
12/12/2013
SPRING
2/4/2014
2/6/2014
2/11/2014
2/12/2014
2/12/2014
2/13/2014
2/13/2014
2/13/2014
2/17/2014
2/18/2014
2/20/2014
2/25/2014
2/27/2014
2/27/2014
2/27/2014
3/2/2014
3/3/2014
3/3/2014
3/4/2014
3/4/2014
3/4/2014
3/5/2014
3/6/2014
3/9/2014
3/10/2014
3/11/2014
3/11/2014
3/12/2014
3/13/2014
EFN 205 - ED-B
TR Class (Grads) - Lisa
RU Meeting
Ally Training - WTC Diversity Committee
Sanford Sex Panel
Transform
Spoke with PA class
RU Meeting
WGS Women's Diversity - MK
WGS Women's Diversity - MK
RU Meeting
Sexual Health and Promotion (Caravella)
Transform
Viterbo Panel
Transform
36
22
30
20
30
7
28
8
31
31
35
47
9
35
8
RU
Transform
RU
WGS 230
WGS 230
Transform
Onalaska High School - Diversity Day Panels
Sex Week panel
Interview for Academic Advising Newsletter
RU
Transform
RU - AP's presentation on gender
WGS100 (CH)
WGS 100 (CH)
Transform
OWL Ally Training UCC
Multicultural Day
Psychology 305
WGSS 100 (ED)
WGSS 100 (ED)
RU - Adult panel
Broadening Horizons - LGBTQ Panel
Transform
Reuter Hall Sex Week Panel
RTH 493
RTH 493
RU
Eagle Hall Sex Week Panel
Transform
40
5
60
35
35
8
70
20
1
35
8
35
35
35
12
15
60
47
35
35
35
20
10
5
25
36
36
10
8
Fall
1479
26 Panels
Spring
1915
27 Panels
3/25/2014
3/27/2014
4/1/2014
4/3/2014
4/8/2014
4/9/2014
4/9/2014
4/9/2014
4/10/2014
4/14//14
4/15/2014
4/15/2014
4/15/2014
4/15/2014
4/16/2014
4/16/2014
4/16/2014
4/17/2014
4/17/2014
4/17/2014
4/22/2014
4/22/2014
4/22/2014
4/24/2014
4/24/2014
4/29/2014
4/31/14
5/6/14
5/5/15
GRAND TOTAL
RU
Transform
RU
Transform
RU
Keynote UW-Madison Graduate Social Work Conference
Breakout session 1- UW-Madison Graduate Social Work
Conference
Breakout session 2- UW-Madison Graduate Social Work
Conference
Transform
EFN - Graduate level class
EFN 205 - Lynn
EFN - Beth
EFN - Beth
RU
EFN 205 - Shuma
EFN 205 - Lynn
EFN 205 - Shuma
EFN 205 - Connie
EFN 205 - Will
Transform
WGSS - Women's Diversity - Mahruq
WGSS - Women's Diversity - Mahruq
RU
Viroqua Area Diversity Day
Transform
RU
Transform
RU
35
10
33
8
35
200
100
100
10
30
36
36
36
38
36
36
36
36
36
12
41
41
30
25
12
25
9
15
7
3394
Requests that we have declined
3/19/2014
West Salem Diversity Day Event (3 sessions)
TOTAL
60
60
GRAND TOTAL
K. Budget and Resource Summary
7106
The Pride Center budget was overspent by $1,727.57. The bulk of this was additional dollars spent for
our student employees ($1,683.46) this was approved by Dr. Ringgenberg. At the time of submission of
this report we had not concluded the budget year which makes this category a bit challenging to provide
accurate data.
Catergory
Student
Employment:
UC 160 hrs. X $7.75
(Lilah Myhre)
UC 320 hrs. X $7.50
(Chris Lynum)
UC 160 hrs X $7.50
( Ruthann Aitch )
UC (Sawyer
Johnson)
Work Study
Medicare/Social
Security
Allocated Amount
Student
Employment
Printing:
Document Services
(Digicopy)
Toner
Budgeted
July
Aug
$3,100.00
Sep.
Oct.
Nov.
$519.26
$29.06 $306.12
$3,000.00
$298.13
Feb.
March
$116.25
$474.69
$- 0
$3,000.00
$110.63
$- 0
$315.01
$- 0
$13.13
$84.38
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$1.00
$6.46
$- 0
$- 0
May
Remaining
$306.12
$(288.89)
$450.01
$568.13
$170.63
$(142.58)
$480.03
$- 0
$480.01 $543.75 $309.38
$- 0
$- 0
$- 0
April
$228.81
$420.01 $380.63 $264.38
$215.63
$558.76
$223.13
$(75.05)
$- 0
$- 0
$- 0
$- 0
$- 0
$429.38
$- 0
$- 0
$- 0
$- 0
$148.70
$97.80
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(7.46)
$42.90
$- 0
$48.75
$65.00
$45.00
$- 0
$1,024.35
$- 0
$- 0
$- 0
$370.59
$- 0
$- 0
$(570.59)
$6.59
$- 0
$15.35
$- 0
$- 0
$- 0
$178.06
$- 0
$- 0
$1.19
$68.60
$9.89
$9,100.00
$2,000.00
$- 0
$60.00
$100.00
$- 0
Cartwright
Copying/Graphics
Supplies/Misc.:
$200.00
$- 0
$- 0
$- 0
General Postage
$35.00
$5.28
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$41.95
$70.35
$- 0
Conference Support
PC Staff
Jan
$468.88 $466.95 $472.75
$119.50
$- 0
Office Supplies
Dec.
$700.00
AV/CC Staff Costs
$- 0
Drag Show
$- 0
$- 0
$- 0
$511.55
$- 0
$- 0
$445.50 $149.00
$- 0
$300.00
$- 0
$- 0
$- 0
$- 0
$- 0
$1,092.
13
$- 0
$14.17
$- 0
$- 0
$(49.96)
$37.62
$- 0
$- 0
$- 0
$- 0
$(802.05)
$- 0
$- 0
$- 0
$- 0
$- 0
$(392.13)
$- 0
$448.01
$(448.01)
$- 0
$140.58
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(156.57)
$- 0
$111.45
$- 0
$- 0
$- 0
Pins/Buttons/Sticker
s
Keys/Locks
$- 0
$30.95
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
Parking for
Performers
Speakers/Entertaine
rs/Films/Books
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$3,500.00
$- 0
$- 0
$- 0
$230.00
$- 0
$88.30
$43.76
$1,291.69
$1,561.2
5
$185.00
$- 0
$- 0
$400.00
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$100.00
Chartwells:
Rainbow
Graduation
Ceremonies (2)
Welcome Social
Food for
Speakers/Entertaine
rs
Transgender Day of
Rememberance
Coming Out Day
Celebration
$400.00
$- 0
$- 0
$- 0
$800.00
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(783.50)
$8.00
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$92.00
$100.00
$- 0
$- 0
$- 0
$1,583.
50
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$68.50
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(68.50)
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
Ally Appreciation
Social
Fair Wisconsin
Reception
Valentine's Day
$- 0
$- 0
$- 0
$- 0
$- 0
$87.57
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(87.57)
$- 0
$- 0
$- 0
$- 0
$- 0
$75.00
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$(75.00)
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$318.75
$- 0
$- 0
$- 0
$(318.75)
Co-sponsored
Speaker
Capital Items:
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$68.00
$68.00
$(596.50)
Gay? Fine by me Tshirts
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$757.94
$- 0
$247.00
$- 0
$- 0
$757.94
$- 0
$145.50
$- 0
$- 0
$(1,119.07)
Total
Total Budgeted
Amount
Reimbursement for
shirts
Reimbursement for
Travel
Reimbursement for
speakers/events
remaining
$16,935.0
0
$- 0
$50.00
$50.00
$- 0
$- 0
$- 0
$- 0
$- 0
$100.00
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$- 0
$200.00
L. 2014-2015 Learning Outcomes
The Pride Center will evaluate the following learning outcome:
1) As a result of interactions with Rainbow Unity, Transform and the Pride Center and its programs,
students in the LGBTIQQAA+ community will develop a comfort with their identity as assessed
by personal and group conversations with students.
2) As a result of the outreach to LGBTIQQA+ faculty and staff by the Pride Center Director and
Pride Center campus programming the LGBTIQQA+ faculty and staff will share their experiences
positive or negative as well as their needs and suggestions for the campuses inclusive excellence
plan as assessed by the Campus Climate Survey and focus groups.
M. 2014-2015 Goals and Objectives
•
•
•
•
•
•
•
•
Integrate learning outcomes with the Pride Center Peer Educators, Rainbow Unity and
Transform Executives
Further publicize the friendly faculty and staff list to both staff and students
Continue to acquire resources with an emphasis on underrepresented groups within the
LGBTIQA+ Community
Continue to reach out and collaborate with other groups and organizations on campus
Increase visibility of the Pride Center across campus through collaboration and cosponsorships
Work with Pride Center staff, Rainbow Unity and Transform executives to develop long-term
goals for the Pride Center
Continue to participate in the MBLGTACC regional conference and other statewide
conferences when the opportunities arise, as well as take advantage of conference
opportunities that come to the area. Get students to present at these conferences.
Update job descriptions, publicity guidelines, and evaluation sheets every semester
$350.00
•
•
•
Continue to create a training session in the fall for Pride Center Staff, Rainbow Unity and
Transform Executive members
Continue to work toward inclusive excellence
To keep the focus on the report from the Trans* Task Force.
End of the Year Report 2013-2014
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
Michele Nauman, Advisor
Lynette Lo, Advisor
Caitlin Hansen, Math Specialist
Barb Chandler, Office Manager
Advisor position currently open.
Brief Descriptions of Services, Programs, Services
ORIENTATION TO SSS PROGRAM, REQUIREMENTS AND OTHER UNIVERSITY SERVICES
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, Communications, Study Skills
Science – BIO, CHM and PHY courses
CLASSES
Non-credit preparation for Math 145
WORKSHOPS
Workshops are offered throughout the year on a variety of topics including Secrets of a
Successful Student, Career Success, Scholarship Information, Study Abroad, Finding Summer
Jobs & Internships and Nuts & Bolts of Graduate School.
REFERRALS TO CAMPUS RESOURCES
Useage Rates/Attendance Rates/Enrollment
Program/Service
Advising
Tutoring
Workshops
# of Contacts
876
1, 097
95
Pell Supplement Grant
39
Hours
1,100
1,316
10
workshops
Total $
$35,000
* Separate Chart for Student Organization Events and Activities
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.
Here are some of the comments included in this year’s surveys:
I find my SSS advisor to be way more helpful and interested in me than my academic advisor.
My success at school has been largely due to SSS.
SSS provides a welcoming atmosphere from the moment I walk in.
First Year to Second Year Retention Information – SSS had a retention rate of 85% compared to the
University’s Student of Color rate 83.7%. This is significant since the population served in SSS has many
academic challenges.
Four to Six year graduation Information - The six year graduation rate for SSS participants was 61%
compared to the University’s Student of Color rate of 53.2.
Highlights:
New Staff
Student Support Services had many highlights during the 2013-14 academic year. We started out the
year with two new staff people. Michele Nauman was hired as the new academic advisor, replacing
Aaron Koepke and Caitlin Hansen was hired as the new math specialist, replacing Nick Jakusz. Since we
needed to hit the ground running in the fall, I brought in Scott Dickmeyer from Communications to talk
with us about team building. I believe this was an excellent opportunity for us to begin to get to know
one another and solidify the SSS team.
As I have stated in my IDP both new staff members have been wonderful additions to the office. They
are enthusiastic and have brought much energy and great ideas to the SSS team. Michele began the
year immediately connecting with her 104 students, which increased by 24 when Tom retired in January.
She has met with them several times throughout the year and based on her excellent evaluations was
successful in assisting them in succeeding. Michele also began the year by writing an advising manual
for the office. She gathered all the forms that are used for advising and began outlining our advising
process in SSS. This is a work in progress, so this project will be continued in the coming year. Michele
has developed into our “form person”. She has designed a number of forms to assist us in advising. The
forms provide us information on advising at a glance, so that we are not spending time searching in the
UW-L Handbook. She assisted in developing a number of workshops that SSS sponsored throughout the
year, which allowed us to connect with other offices including Career Services, UW-L Foundation, It
Makes Cents and International Education. Michele also began developing a student leadership council.
This council made up of 8 SSS participants will gain leadership experience throughout the coming year
by working together to develop workshops, provide SSS orientations and facilitate other events outlined
by Michele and me. Finally, Michele represented SSS on a number of committees including McNair
Advisory Council and Diversity Awards Committee, as well as attended Wisconsin Academic Advising
Association (WACADA) in Madison.
Caitlin also had a very productive year. As a young staff member in her first professional position, I felt
it was important for Caitlin to work very closely with as many UW-L professionals as possible. This
would allow her to formulate her own professional style and hopefully learn proper professional
protocol. She met frequently with the SSS staff and I also assigned her the DRS staff meetings to attend
after Tom retired. Caitlin connected very well with both staffs and based on her high student
evaluations did well tutoring students in math. She also trained and supervised the math peer tutors. In
addition, Caitlin developed a number of workshops – primarily working with It Makes Sense to provide
students information on budgeting and financing, as well as finding summer jobs and internships. Caitlin
also participated on the Pell Supplemental Grant Committee within SSS and attended the Council for
Opportunity in Education’s (COE) Policy Seminar in Washington D.C. in March. At the end of fall
semester the SSS staff began working with Caitlin in the area of advisor training. Caitlin’s contract was
increased to 100% second semester, so that she could assist in providing academic advising due to
Tom’s retirement. I assigned 23 students to her, which based on student evaluations she did very well
assisting.
New transitions
Caitlin is an excellent example of a quality upcoming professional. Tom Link on the other spectrum is an
example of a seasoned professional, who continued to provide quality work until his last day at UW-L.
After 15 years, Tom retired in January. He spent the fall semester providing excellent academic advising
to his students, as well as providing support and assistance in training the new SSS personnel. In
addition, he was diligent in training the new SAPA advisors, so the SAPA students would have an easier
transition when he left.
Contributions of continuing staff
In addition to completing their own job responsibilities Barb and Lynette also took on additional duties
of Tom’s to assist during spring semester. In addition to managing the office, Barb hired the SSS tutors
for the spring semester. Upon receiving a tutor request Barb would find and hire a tutor for our
students. She completed 31 requests for the semester. Barb also assisted in the training of the student
assistants in the front office, as well as the math, science and English peer tutors.
Lynette was assigned an additional 7 students to advise during the spring semester. She also assisted in
the training of the new staff members. Lynette also developed a workshop with Aaron Koepke called
Secrets of a Successful Student, which was presented during the first semester. She also gathered a
panel of present and former SSS and UW-L students who have had opportunities to student abroad.
They talked to the group about their traveling experiences.
The majority of the fall semester I spent assisting the new staff in their transition into their new
positions in SSS. I also completed the SSS Annual Performance Report, which is quite time consuming. In
addition, I had a student caseload of 55 with an additional 20 of Tom’s students in the spring.
Other highlights
To connect on a deeper level with the SSS participants the staff planned several social activities with
students, which were very successful. Some of these included snowshoeing in Hixon Forest, a
Stressbuster and Walking Taco luncheons, which were socials during the fall and spring finals week. This
allowed students and staff to meet, have food and play games to celebrate the end of the semesters.
In addition, SSS again gave out $35,000 in supplemental Pell grants to 39 SSS participants. These awards
averaged between $600 and $ 1,200 per student.
Finally several SSS students had the opportunity to attend the SSS/McNair Graduate School Workshop in
Wisconsin Dells in September. This workshop facilitated by Donald Asher was well received and very
informative for the students.
Challenges:
For all the changes that took place this semester in SSS, I believe we had very few challenges to
overcome.
We began the year with a 5.23% decrease in the budget approved by the Department of Education. Due
to the decrease we did not hire an English Specialist for the year, but hired student peer tutors to
provide tutoring in English. We have yet to receive the new budget approval for the upcoming year, but
it is my understanding that this 5.23% will be returned to the budget for 2014-15.
Recruiting was an area we did not do enough of this year. In the past the staff has attended student
organization meetings, classes, and other campus events to recruit students for the program. Due to
the additional responsibilities of each of the staff, we needed to limit outside activities so we could focus
on these additional responsibilities. Finally, due to Tom’s retirement his students were reassigned to
the other advisors in the office. On a temporary basis I felt this was workable; however, I believe to give
students better access to SSS it is important that we hire another advisor in the upcoming year. I felt at
time we were all stretched too thin. Hiring another advisor will alleviate this problem.
Upward Bound
End of the Year Report 2013-2014
Department Mission or Goals or Priorities:
GOALS:
•
•
•
•
•
•
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:
•
•
•
•
•
•
Staff:
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)
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.
• Kate Oganowski – Director
• Paul Krause – Assistant Director
• Lisa Yang – Advisor
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 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. 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
UW-Stevens Point college visit
UW-Greenbay college visit
Financial Literacy program
Next Steps for college success
Practice ACT
Finals tutoring
Senior FAFSA workshop
Career Day
UW-Madison college visit
Viterbo University college visit
Community Service
UWL “day in the life” college
visit
End of the year potluck
Summer session
Cyberbound
Target
Audience
Seniors
All
10th & 11th
9th 10th & 11th
All
All
9th,10th & 11th
All
Seniors
All
10th & 11th
9th 10th & 11th
All
10th & 11th
# eligible for
event
18
78
48
59
85
85
78
90
18
90
44
64
90
44
All
90
9th,10th & 11th 68
All
90
# attending
15
49
23
33
53
47
70
26
17
51
28
6
42
6
Percentage
turnout
83%
63%
*48%
*56%
60%
55%
95%
*29%
94%
57%
64%
*9%
47%
*13%
51
46
87
57%
68%
97%
The * indicates 50% are voluntary because they don’t receive a stipend for attending
Perception and satisfaction Information – Feedback or Evaluations Summaries and Strategic Planning
First Year to Second Year Retention Information
Data Title
UB students attending UWL
2 year retention rate
94%
UB students attending any PS
institution (including UWL)
91%
Four to Six year graduation Information
Data Title
UB students attending UWL
4 year graduation rate
6 year graduation rate
52% (28% transferred out)
65%
UB students attending any PS
institution (including UWL)
40%
76%
Highlights
During 2013-14, UB sponsored six (6) Saturday Events, four (4) workshops in addition to our 24
weeks of four tutoring sessions. Four 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.
The fall of 2013 brought big changes to the Upward Bound program at UW-L. Due to Federal
Sequestration, the budget was cut by 3.4% - amounting to just over $21,000. It also brought
the departure of 27 year staff member – Cathy Van Maren to retirement. With these two
events happening at the same time, the position vacated was not filled in order to account for
the cut funds. Instead, 2 graduate assistants were brought on to help with student advising and
tutoring site supervision. We were also permitted by the Department of Education to lower our
service number from 95 to 90. We moved into the 2013-2014 academic year with one director,
one assistant director, one adviser, two graduate assistants, and three student workers.
Finally, with the end of the 2013-14 academic year, 18 active UB seniors graduated from high
school with all but one having college plans in place for the fall. Six of the nine inactive seniors
are all on track to begin post-secondary institutions in the fall as well. Seven graduates, now
Bridge students, will join 43 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 sequester cut of $20,000 lead to
creative staffing for the year – but that allowed for programming and services to remain strong
14 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 needs. As another cost saving measure, UB continues to use and develop
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, going forward with
the employment of two part time graduate assistants to contribute to advising and tutor
supervision. The duties previously the responsibility of Student Services Coordinator Cathy Van
Maren have been divided among the three remaining full time staff of Kate (Oganowski)
Noelke, Paul Krause and Lisa Yang.
Barbara Stewart
Campus Climate &
Diversity Subdivision
Associate Dean
Karmin Van
Domelen
2013-14
Campus Climate
Disability
Resource Services
LGBTQA Services
Multicultural
Student Services
Amanda
Goodenough
Assistant
Director
Matthew
Evensen
Jennifer Bell
Chris Coppess
Willem Van Roosenbeek,
Director, LGBTQA Services
shared time with U Centers
Colleen Dixon
Willem Vanroosenbeek
Director
Antoiwana Williams
Director
Carmen Boortz
Thomas Harris
Assistant Director
Monica Yang
Richard Sims
Student Support
Services
Constance
Vanderhyden
Jenna O’Brien
Mary Coady
Director
Barb Chandler
Michele Nauman
Upward Bound
Caitlin Hansen
Thomas Link
Lynette Lo
Kathryn Oganowski
Director
Paul Krause
Open Position
Lisa Yang
Open Position