|
September
2002 |
- Define research
topic: Integrated delivery of student services.
- Begin documenting
"case for change." Gather information and develop 'academic'
or new language to communicate ideas and reasons for change
- Review past focus
group findings
- Interview student
services staff
- Review current
processes and procedures
- Continue meeting
with contacts from other schools (Critical Outside Contacts - COC)
- Begin discussion
of project with Student Services Council
- Keep VP apprised
of intent of research project
|
October
2002 |
- Continue reading
for materials relevant to case for change
- Continue regular
phone meetings and contacts with COC to determine practices at other
institutions and gather philosophical and theoretical information regarding
student services
- Continue regular
meeting with Student Services Council
- Complete literature
review and post findings of what is already know at this point
|
November
2002 |
- Clarify research
- Form and post research
questions (work with learning circles to help define these)
- Work closely with
cadre madre to form proper questions that will guide action research
- Define cycles based
on research questions
|
December
2002 |
- Review timeline
- Work on assessement
methodology based on questions and cycles defined previously
- Meet with Student
Services Council to finalize list of services that can be integrated
and performed by generalists. Action of first cycle is to be started
during this month
- Write up case for
change based on interviews with student services professionals, COC,
readings and students
- Meet with VP to
discuss case for change
- Review 1998 focus
group findings
- Begin the selection
process of staff to be involved in the training that is integral to
the research
|
January
2002 |
- Gather training
materials from home offices
- Develop training
plans (including scheduling)
- Critical time will
be in March when registration will take place. Training must be completed
by that time in order for us to test knowledge in action
- Evaluate processes
to determine which processes are intuitive and which ones require the
fuller understanding of how the whole process works
- Interview staff
and students regarding their understanding of how specific student services
are performed and/or delivered
- Acquire system
access for new generalists
- Continue to make
adjustment to list of services. At this point, university record keeping
requirements must be integrated along with accountability check points
|
February
2002 |
- Continue training
generalists
- Meet with student
focus groups to determine any new specific needs that can be met by
generalist
|
March
2002 |
- Registration period:
This involves multiple tasks that traditionally would involved a complex
web of activities. Determine from generalists' ability to integrate
services whether or not student needs were effectively met in one place,
at what points do students have to be "transferred" to other
stops?
- Track "next
stop" transactions. In other words, what are the services that
cannot be provided by the generalists and why? What are the reasons
for the students to be "transferred"?
|
April
2002 |
- Continue reflection
and make determination for next step
- Continue to evaluate
services through audit of transactions: are student records complete
(on system and in permanent files), student reactions recorded through
focus groups and personal interviews, staff evaluations of training
processes and means of delivery of services
- Determine missing
elements from training and delivery (based on previous outcomes).
|
May
2002 |
- Continue integrated
services
- Continue assessment
|
June
2002 |
|
July
2002 |
|
