Developing & Implementing A Web-Based Early Alert System
Early intervention is critical to campus retention efforts. Early alert systems offer institutions systematic approaches to identifying and intervening with students exhibiting at-risk behaviors before the behaviors reach the acute stage. Many of these systems rely on a common format for student referral to a central receiving point. Systems at larger institutions use web-based technology to allow for a scalable approach to at-risk intervention. This presentation describes the development, implementation, and assessment of a web-based, fully integrated early alert referral system at a large, public university in the Southwest.
There are three sections to this webinar. First, we will review the development of the system from a conceptual perspective. This section includes how administrative, faculty, and student service input guided development. The second section details the technical aspects of system design, presented from the end-user perspective. We will emphasize the integration of the system into the campus student information system and conclude with a thorough description of the first terms experience implementing the system, including aggregated descriptive data for those using the system, the students referred, and the follow-up to the referrals. There will be ample opportunity for discussion of all aspects of the early alert project.
- Engage in an audience-centered webinar that will explore the development of an early alert system
- Review the role early intervention plays in an overall student retention program
- Discuss the importance of faculty engagement at the design and testing stage of an early alert system
- Examine the essentials of integrating the early alert system with the student information system
- Consider training issues for faculty and student services staff
- Identify issues central to assessing the student retention outcomes the system supports
- Develop an awareness of the various applications of an early alert system
- Trace the growth and usage patterns through three years of system use
- Examine possible reservations about or challenges involved in the development and implementation of an early alert system
- Respond critically to the sessions content and consider a possible action plan and timeline for developing a system at their home campus
- 2-year & 4-year institutions
- Academic Affairs/Instruction
- Student Services/Affairs
- Faculty (full and part-time)
- Retention Specialist
- First Year Experience Coordinators
"Colleges and universities face multiple challenges as they develop support programs to enhance student retention. The literature is quite clear that early intervention is critical. A scalable, robust early alert system is the essential tool for an effective early intervention program."
Dale Tampke is Associate Vice President for University Advancement at Texas Woman's University. Dale has held a variety of administrative positions including Assistant Provost for Student Academic Services at Loyola University Chicago, Dean of Undergraduate Studies at the University of North Texas, and Assistant Provost for Undergraduate Retention at Ohio University. In addition to his administrative work at Loyola, Dale has served as Clinical Professor of Education, teaching in the Higher Education area at Loyola. He has also held faculty appointments as Research Associate Professor of Counseling and Higher Education at the University of North Texas and Assistant Professor of Higher Education (affiliate) at Ohio University.
Dale presents frequently on student retention issues at conferences such as the National Symposium on Student Retention, the National Conference on the First Year Experience, ACUHO-I, and NASPA. His professional activities include service on the Advisory Board of the National Resource Center for the First Year Experience and Students in Transition, as well as involvement in the American Association of Colleges and Universities (AAC&U), the Consortium for Student Retention and Data Exchange (CSRDE), National Academic Advising Association (NACADA), and the National Association of Student Personnel Administrators (NASPA). He serves on the editorial boards of the Journal of the First Year Experience and Students in Transition, the Journal of College and University Student Housing, and the Journal of Student Affairs Research and Practice.
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Cost-Effective: No travel required. Online Training is an innovative way to provide your entire faculty and staff with a variety of professional development opportunities for one low price! The more you train the more you save, as the registration fee is per institution, not per person.
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In-Service Training: Plan an in-service around a live webinar or schedule a day and time to show the recording in a lecture hall or large conference room and invite faculty and staff to brainstorm and discuss implications for your institution.
Online Faculty and Staff Learning Communities: Distribute the recording to faculty and staff so they can watch anytime, anywhere.
Staff Recognition: Develop a program around the webinar with monthly themes and recognize the staff members that implement the best idea related to the theme.
Team-Building: Utilize these trainings to develop cross-functional and cross-discipline teams to foster collegiality.
New Employee Training: Include the online training as part of your new employee training program to ensure consistency.
Implementation and Follow-Up: Use the guide and evaluation materials provided by Innovative Educators to plan, implement, and track your progress.