QUESTION: StudentsD1

We have a tutoring lab for beginning accounting students.  Faculty let students know about this service in their classes.

Two kinds of support services are regularly used. Faculty who become aware that a student needs support services refer the student.  Often they are given the option of earning extra points or credit for availing themselves of support from the Writing Center. A student who is performing very inconsistently may be asked to meet with the professor outside of class to consider what the sources of difficulty may be.  He or she may be referred to Student Support Services, or DSS for consultation. 

Students in Art History courses are directed to remedial and support services when they demonstrate through in course assessments such as exams and paper writing that they are not performing at a university level in written expression.

Each term students see an Aviation Advisor who helps track their progress and recommend any needed services.  Additionally, student classroom and flight lab progress is monitored on an ongoing basis through FAA regulations and procedures.  Students who are not progressing must attend a board meeting with Aviation and flight school personnel and determine what courses of action, including remedial, counseling, or other services might be needed.

Faculty advisors guide students to remedial and support services when they determine it to be the best course of action after discussions with the student.  Students who discuss with instructors issues related to performance that can be addressed through remedial or support services are advised by the faculty to the appropriate resource.

In the past, the department requires students to take  four courses and a writing placement test before admission to the major.  Students are referred to the writing center in all courses and as a result of the test scores.  In our most recent curriculum revision, we have reduced the number of courses to two, but continue to require GPA minimums and the writing test.  

January, 2008
As noted earlier, the department believes that advising is a major component of the success of the program.  To that end, pre-major and major students are required to be advised every term.  As part of this advising process, pre-major students develop a graduation plan and have progress toward meeting the entry requirements reviewed each term.  Students who are not making significant progress can then be advised in a proactive manner.  This includes directing them to the Math and English Centers as necessary.  

The DOE recognizes that certain students may have special educational needs. Efforts are made by the DOE to deal with these students. The DOE makes available academic support services including study skills and individual tutoring. Several DOE faculty have been designated as faculty mentors to help minority students succeed at CWU. DOE advisors help students select career paths and refer them to the CWU Financial Aid Office to obtain information concerning scholarships. 

Students whose test scores do not meet eligibility requirements for English 101 (Composition) are directed to English 100T.  Students in general education courses and in majors courses are familiarized with the Writing Center and are referred to the Writing Center when papers indicate more need for individual attention.  All course syllabi include standard statements informing students about Disability Support Services and accommodations.

Family Studies
Given the nature of family studies content, students often disclose interpersonal related concerns to faculty.  Faculty members in Family Studies are knowledgeable about the campus and community based resources and routinely make referrals to services such as the Counseling Center, Sexual Assault Resource Coordinator, and other student services.  When observing academic skill needs, students are guided towards other campus based services such as the Writing Center.  Faculty are attuned to the needs of the students and are committed to ensuring that they are connected with the services on campus that will help to support their academic success in Family Studies courses.

Fashion Merchandising
In first year of tenure-track position therefore there is no history as of yet for remedial and support services.

FCSE, ID and RT students are referred to the writing center or are encouraged to take elective courses that increase their proficiency.

All of our Dept courses are upper division. Most of our students are aware of the support services offered by the University before they reach our programs.  This information is made available to applicant students.  Also, the College of Business and our Departments provide this information to new student during orientation which all students are required to attend.  These orientations are held every quarter on all three campuses.
Dept faculty refer students to remedial and support services at Des Moines Ellensburg and Lynnwood.  

As a result of in office consultation or classroom interaction, students are counseled and referred by their instructors into appropriate classes and offices for remediation and other forms of help.

UPDATED FEBRUARY, 2008 
Faculty provide this information on an individual basis.  Students who encounter academic difficulties may be advised to take advantage of the writing and/or math center.  In some cases, students are encouraged to seek tutoring.  In addition, in some of the introductory classes, supplemental instructors are made available to assist students.

Each student is provided an academic advisor.  All course syllabuses provide information and points of contact for students that may require the support of disability services.  When it come to the attention of a faculty member that a student need remedial help in math or writing they will be directed to the writing or math center.  Faculty have posted office hours and are also available by appointment.

Many students who need Math or English remediation receive that service before they enter our major. We have four pre-admission courses that students mush earn at least a C- with an overall 2.3 GPA in those courses for admittance to our program. Students must earn a C- or better in all our major courses as a graduation requirement. Student CAPS reports are reviewed quarterly to determine if any particular student is struggling in the major. Students who are struggling are advised to seek help through Disability Support Services, the Tutoring Center, and the Advising Center. Ultimately, if a student is unable to perform to standard in the major, the department discusses the student in a closed meeting. If so advised by the department faculty, the department chair releases the student from the ITAM major and discusses other programs/options with the student.

Students who request, or are identified as needing, remedial and support services are referred to the appropriate services e.g. writing center.

Instructors advise students of the University Math Center during the first week of classes each term. Usually this includes handing out bookmarks produced by the University Math Center listing tutoring hours and locations. Later in the quarter, instructors advise struggling students to use the University Math Center.

Health Programs:  School Health Program – In the initial advising session with new majors, they are asked if they have special needs that we need to be aware of.  If so, we recommend that they contact Student Support Services.  Students are instructed on the syllabus to let the professor know if they need accommodation for any learning disability.  Public Health Program – Each course syllabus is required to contact the following paragraph:  “ADA Statement:  Students who have special needs or disabilities that may affect their ability to access information and or material presented in this course are encouraged to contact the instructor or ADA Compliance Office, Director, ADA Affairs and Students Assistance on campus at 963-2171 for additional disability related education accommodations.”  Also, students who feel they may need remedial assistance are encouraged to see their instructor in private.

Physical Education

Food Science & Nutrition:  If students are identified with specific deficiencies in their writing or mathematical proficiency, they are referred to the appropriate support service.

Para-medicine:  Part of the program requirements are quarterly student conferences with the faculty and medical director to track students progression towards completion of the program.  Students who are struggling are given written guidance as to how to improve performance.

Exercise Science:  Depending on the areas of concern – students are advised to the writing or math services if needed, and/or are provided assistance through a graduate student tutor provided for specific classes to assist students desiring extra assistance.

Graduate Programs:  Student is guided based upon the evaluation of a student’s performance by the faculty member.  For example, if a faculty member believes that a student is struggling in writing, the student may be referred to the writing center.

The University provides tutoring service for our Logic course. Faculty provide tutoring during office hours and other times. Student interns also provide tutoring assistance.

Faculty advisors guide students to remedial and support services when they determine it to be the best course of action after discussions with the student.  Students who discuss with instructors issues related to performance that can be addressed through remedial or support services are advised by the faculty to the appropriate resource.

There is no formal process; faculty who identify students who may need such services are encouraged to refer them to the appropriate areas. 
Jan. 08

(January 2008)
Most psychology faculty members have a graduate teaching assistant available to students having difficulty. We prefer this route to assistance because the teaching assistant has an excellent undergraduate psychology record and can contact the faculty supervisor for guidance. In some cases, faculty members recommend that students contact the writing or math centers for remedial help. In most of these cases, however, students have prior experience with university remedial help due to placement testing. Students eligible for disability student support accommodations typically self-identify and seek the assistance of the DSS office. 

The faculty have responded to the needs of students with differing learning styles and special needs; often assisting students experiencing performance difficulties on a one-on-one basis or through the use of university programs such as the Math Center, Writing Center, and Test Anxiety workshops offered by the Counseling Center as tools to increase a students’ opportunities for success.  Instructional materials and pedagogy have been adjusted in order to meet differences in learning styles while at the same time demanding high standards of performance.  Our student organization has taken an active role in this process by offering student mentoring and tutorial assistance.  

Students are reqularly referred to the Writing Center and SSS as appropriate.