One of the challenges at the K1-2 level is how we are getting them identified to impact the skills they will need in higher ed. The numbers a small compared to the majority of the population. We need to look at where intervention would be very impactful.
Disability information. it is all but absent, especially in the pre-enrollment stages. Some opportunity for teasing out data post recruitment and post-enrollment. The big transformation is how we make Iowa a destination program for students with disabilities.
How to market Iowa and following privacy laws. The transition from idea to accommodations.
There is no identifier in the data, but it is in the university's marketing. Same for students with visible or invisible disabilities. Welcoming and services and some programs are dedicated to this.
Disability - what are our marketing messages? This is what we have to promote. Legally, what data can we keep if we have helped a student by communicating to them about what we have?
Look to the new General Counsel to discuss outreach.
This is a clear area to make positive inroads for suggestions.
Do we work to see website information, translate pages into languages, and make them accessible for all groups? Work with TM to develop what we need to ask for here.
Do we partner with ISSS to find out what needs to be translated?
How do we make sure the policy of colors on digital media is enforced?
Post enrollment interviews, surveys, and student narratives. Does SDS track any information to build a narrative? Believe we can just ask for this info?
Can we intervene with a subset of students to impact their attendance to reduce melt? There has been a good amount of effort on this. This is a normal process, and this may not be as large of an area for this group right now.
In STEMM, every top university is going after these students, and they are throwing money at these students. Unless we have the resources, as these students need the additional monies, we won’t make an impact. These students need to know why STEMM is important. But it will be difficult because this is a money issue. It is a preparation issue in high school to have STEMM Backgrounds.
First-gen students also melt at a higher rate than college students. Double edge sword because money may or may not be an issue but understanding how to navigate the college process. We need to focus on the melt here and have a timeline of how we are working with these students. There is a variety of factors that fall into this domain. these students are the ones we can help and support through the stages.
Anytime we can get a student on campus to interact with f/s/s, the numbers go up to get them to enroll and stay. Can we increase the programs we had to get them here in STEMM?
Some programs are established. There is no centralized repository for these programs. How can we communicate these better?
Meet a couple more times in the next two months.
Come up with a set of slides of proposals and align it with the strategic plan.
Look for feedback from the advisory team
We need to take the names out of these notes and make them available on the website and slack
Then we will build strategies of what we can do next and how they tie into the plan.
Let’s meet in late September with the slides and then be ready for October.
In the next meeting, can we come up with concrete suggestions of action items that need to happen, have a time of thinking comprehensively, and does the idea cover everything we want it to cover? Taking intentional time to do both of these. We don’t want it to remain nebulous. Shoot for a meeting before the third week of September.
Solidify strategies and methods of implementation.