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  • Departure Interviews Redefined

    Nathan Tesch & Michael Fridgen University of Minnesota Rochester

  •   About UMR

      Departure Interviews:   History

      Process

      Results

      Future Plans

      Questions   Questions we have for you

      Questions you have for us

  •   Programs based on economic development, such as engineering, education, and math, began being offered in 1966 as a satellite site of the U of M.

      In the early 1990’s, an educational coalition was formed with Rochester Community College and Winona State University- Rochester to form the University Center Rochester – 3 institutions, 2 systems, 1 campus.

      In 1998, Rochester was recognized by the legislature as a branch of the University of Minnesota Twin Cities campus. This designation allowed the Rochester site to develop its own leadership structure and to begin expanding its programs.

      In 2000, the University heightened efforts to grow both the programs and reach of the Rochester branch by adding a new Provost to lead the campus and increasing staff to accommodate this growth.

  •   The future “University of Minnesota Rochester” began to take form when, in January 2005, Governor Tim Pawlenty announced in his State of the State address that southeastern Minnesota was underserved by public higher education and a plan to initiate research into what was necessary to solve the problem.

      In 2006, the University of Minnesota Rochester was designated as a full and official coordinate campus of the University of Minnesota system.

      In fall of 2007, UMR staff moved into the new facilities at University Square in downtown Rochester and welcomed its new Chancellor, Dr. Lehmkuhle who was inaugurated in April 2008.

      Started Offering Programs   2008-Biomedical Informatics and Computational Biology (BICB) was added.   2009-Bachelor of Science in Health Sciences

      2011-Bachelor of Science in Health Professions

  •   Almost everything outside the classroom

      Cross-functional teams

      Almost everyone teaches

  •   Fall 2009   First term UMR admitted students into its own degree

    program 

      First term UMR had students decide not to return for the next term 

      Spring 2010 – current   Departure interviews continue each term

  •   1. Identify and Contact Students

      2. Conduct the Interviews

      3. Compile Results

  •   They are the primary contact for students

      At the position core is academic advising   Coaches advise 70-80 students   “see” every student at least every two weeks

      Coaches also spend time on second assignments   Such as teaching first and second year seminar courses;

    coordinate academic support resources such as Peer Assisted Learners (PAL); participate on many committees; support parent outreach efforts; support career resources

      Promotion track position

      Meet with faculty frequently

  •   Identify and Contact Students   1. Student coaches identify students who are not

    returning through their registration advising appointments; the students are entered in a Google spreadsheet.

      2. The interview coordinator uses the Google spreadsheet to invite students to participate in a departure interview.

      3. Students use Google appointments to schedule an interview.

      4. The interview coordinator emails three prompts for students to schedule an interview and also reminds students of their scheduled time.

  •   Conduct the Interview   1. Student arrives; the coordinator gives an


      Interview is anonymous

      Comments will be recorded and compiled in a report without names

      Student does not have to participate/provide feedback on all areas

      Plans for the feedback

  •   Conduct the Interview   2. Student uses an iPad to sort cards:

      This process guides the rest of the interview

      Provide quantifiable data

      The coordinator must define the areas

      Screen shot of iPad is taken to record data

  •   Conduct the Interview   3. Coordinator records comments while asking why the

    student placed cards in various places

      An attempt is made to use quotes as much as possible

  •   Conduct the Interview   4. The interview concludes with these direct questions:

      You meet someone on the street who asks you what is the one worst thing about UMR. You can only say one thing. How do you respond?

      You meet someone on the street who asks you what is the one best thing about UMR. You can only say one thing. How do you respond?

  •   Results from the quantitative card sorting are reflected on a chart.

      Results from the qualitative comment gathering are recorded on a document.

  •   Results are shared with the Chancellor’s Leadership Team.

      Validation of Success   JustAsk!   Student Coach Model

      Examples of change:   Furniture Choice

      Learning Labs   “Intro to College” courses

      Admissions Message

  •   Fall 2012   Attempted alternate online survey-based method

    instead of the card sorting activity

      Comments were not as numerous or complete

  •   Questions for you:   Is this sustainable as we grow?

      If not, what suggestions do you have?