Act: Part 9
The initial implementation of the micro-change for CARE was met with equal parts success and learning. Three priority areas for expansion became evident in the initial implementation: need for software, deeper understanding of student non-engagement in CARE efforts, and training of referring parties. Like the initial phase, these improvements are both technical and adaptive and should be addressed in tandem. Unlike the initial phase, the expansion plan will require a full calendar year for implementation. Each of these areas will be addressed in the proposed expansion plan.
Software
In partnership with Information Technology Systems (ITS), I will explore software platforms and engage in Request for Proposal (RFP). The president has identified a funding source for the project and granted approval to begin this process. The initial phase helped the CARE Team see the value of data in informing our work and we will use these learnings to inform our selection of a product. We know a robust communication tool is essential for us to continue to improve confidence in CARE Team work. We have a clearer understanding of which student-related data helps us shape their story and guide them best. And we learned that we need to develop the technological competencies of team members to maximize the benefits of any software platform.
Non-engaged Students
For reasons we do not yet understand, some students resist our help, so we want to deepen our knowledge of this phenomenon. Each team member will be asked to conduct research in order to deepen our understanding of the problem. The following topics will be divided by the team: barriers to seeking help, student resilience, pre-college characteristics and their role in retention, fight or flight responses to hardship. These topics have been selected based on examination of the touchpoints and conversations held with the 9 non-engaged students from the initial implementation. We will also engage in a student survey to help us understand student awareness and perception of CARE and/or campus resources.
Training of Referring Parties
In our initial survey, faculty and staff reported a lack of understanding about how to identify students in distress. Additionally, CARE Team members have observed that some faculty refer a student to CARE without attempting to engage the student first. We were not able to address this problem in our initial implementation. The CARE Team has identified a current honors student who is exploring training programs for faculty in her honors capstone project and we have agreed to supervise her project. She will investigate existing training programs aimed to help faculty identify signs of mental illness and to develop skills to triage and assist. The student will develop the training model for the CARE Team and will work with us to implement it as part of her study. We are excited about having a student involved in this process.
In our initial survey, faculty and staff reported a lack of understanding about how to identify students in distress. Additionally, CARE Team members have observed that some faculty refer a student to CARE without attempting to engage the student first. We were not able to address this problem in our initial implementation. The CARE Team has identified a current honors student who is exploring training programs for faculty in her honors capstone project and we have agreed to supervise her project. She will investigate existing training programs aimed to help faculty identify signs of mental illness and to develop skills to triage and assist. The student will develop the training model for the CARE Team and will work with us to implement it as part of her study. We are excited about having a student involved in this process.
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