Use Your EARS Spring 2012
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This document discusses UNT's Early Alert Response System (EARS) which aims to increase student success and persistence through early intervention for students in distress. It notes that EARS submissions have increased significantly from 64 in 2008 to 538 in 2011. Common reasons for alerts are academic and personal issues. The importance of intervening early, typically within the first 4-6 weeks of a semester, is emphasized. The document outlines the EARS workflow where alerts are routed to appropriate offices and responders attempt to contact students. It also provides examples of positive ways to respond to students in distress and advise seeking counseling.
Use Your EARS Spring 2012
- 1. Use Your EARS! Helping Students in Distress
- 2. EARS: Early Alert Response System EARS v.1 introduced Fall 2008 EARS v.2 introduced Spring 2012 Fall 2008: 64 Early Alerts submitted Fall 2011: 538 Early Alerts submitted Goal:Increase student success and persistence through early intervention.
- 3. Top Reasons for Early Alerts…
- 4. The Importance of Early Intervention
- 6. Academic Issues Alerts can be placed on students at any time, but we’ve found that we can do the most good during the first 4-6 weeks of the semester.
- 8. EARS: Workin’ the System
- 9. To submit or respond to an Early Alert… Log into EIS and search for “Early Alert Homepage” Click on “Student Early Alert” Add a new Alert or Search for existing Alerts by EMPL ID or Student Name.
- 10. Documenting Early Alerts Each contact attempt is documented in the “Alert Actions” box. For each contact attempt, an Action is selected from the drop-down menu. Alert Notes should be added for each student contact.
- 11. In one “EAR” and out the other… 1. Alerts are immediately (and automatically!) routed to appropriate offices. 2. Automatic confirmation email sent to initiator (instructor). 3. Worklist email created and sent through staff portal. SMMC Learning Center CARE Team Toulouse Advisors START Office
- 12. Responding to an Alert What we have found: Reaching the student: Mobile number listed in EIS UNT and Personal email Minimum of 3 contact attempts Follow-up Ongoing EARS and FERPA training required for responders!
- 13. Working with Distressed Students How to be a “positive” enabler
- 14. Situation #1 You have contacted a student about her attendance issues in PSCI 1040. You have gently reminded her that attendance counts as part of her final grade and asked if there is anything she thinks she needs to be more successful in this class. She repeatedly minimizes the issue saying, “It’s really no big deal.” How do you respond? Possible response: “I understand you don’t think it’s a big deal, but I want you to know that I think it’s a big deal and I’d like to help you. Missing class can have several negative effects such as…”
- 15. Situation #2 A student you advise wants to repeatedly “vent” to you about his personal problems, but doesn’t want to seek more appropriate help. When you bring up going to a counselor, he responds with, “I can’t talk with anyone else, you’re the only one that I trust. Tell me what to do.” How do you respond? Possible response: “I’m glad you trust me. I want to help. That’s why I’m advising you to talk with a counselor to help you figure out what to do. Why don’t we call and make an appointment?” Scenarios / responses are taken from The American University Counseling Center website.
- 16. Thank You! Questions about EARS? Contact Kimberly Osada or Laura Flanders at 940- 565-4403 All dogs shown are available for adoption at Operation Kindness: www.operationkindness.org