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1
OGLALA LAKOTA COLLEGE
Enrollment Management Annual Report
Enrollment Management Director, Lynn Cuny
Academic Year: 2017-2018
Enrollment Management 1. Describe your unit’s/department Mission or Purpose:
Vision
Oglala Lakota College Retention Department strives to provide quality opportunities and
support services to rebuild the Lakota Nation through education
Mission
Oglala Lakota College Retention Department embraces Wolakolkiciyapi to increase
recruitment, retention, persistence, and completion. Oglala Lakota College accomplishes
this task through the implementation of a comprehensive Enrollment Management Plan
through collaboration and unity.
2. 2017-2018 Budget: $ 143,573
3. Personnel Data:
Name Title Years of Service
Lynn Cuny Director 4 months
Wayne Weston Retention Advisor 6 months
4. Personnel Changes: New staff. Enrollment Management office was vacant; Wayne
Weston began to take on duties, until Director Lynn Cuny was hired. Wayne Weston was
then hired for the Retention Advisor position. Beginning September 4, 2017 Wayne
Weston is the Student Support Manager, and doing retention advisor duties part time.
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5. Describe any special accomplishments of your staff:
The EMO already has a good working relationship with all the local high schools. The
EMO plans to host another job fair in 2018. EMO has also worked closely with The
Project Success grant to create more paid internships for our Oglala Lakota College
students. Fall semester 2017 we hope to have at least 30 students enrolled in the paid
internship program. The EMO office has teamed up with the foundational studies Prep
and test high school seniors with the accuplacer test in high school. EMO utilizes the
high school contacts from foundational studies to recruit more OLC freshman, and to
encourage early entry to OLC for dual credits. EMO also has the Early Alert process in
place to help retain students. All OLC faculty and staff use this program. EMO director
presented trainings to staff on how and why we use the Early Alert system. The director
of EMO will ensure follow up on all Early Alerts. EMO also worked to establish a
Jenzabar mobile app for our students to use. Students like to have access to information
easily and quickly which is how the new mobile app will help retention rates.
6. Describe your units Professional Development Activities: Face to face, meetings with
the director of Jump Start and EMO staff to incorporate and define ways to help the OLC
student Persist and Complete. The EMO staff attend all staff meetings and training
about OLC from other staff members and departments to ensure we are working as a
team. Lynn Cuny Director or Enrollment Management plans to enroll in a PhD program
to help ensure quality for EMO.
7. Describe your unit’s Professional Development Needs: EMO would benefit from
another staff person to ensure all early alerts are received, sent and that follow up is
done. EMO would also benefit from a calling tree system. A system that would allow
EMO to utilize an automated voicemail or text message that could go out to all student
phone numbers to keep students informed. Enrollment Director worked with IT
department to initiate Jenzabar mobile app. This will be easier for students to access.
8. List number of customer service concerns/complaints you have received for the year:
Summer Fall Spring Total
Concerns received 0 0 0 0
Complaints received 0 0 0 0
None
9. Described four most common customer service concerns/complaints and how you
addressed them:
Early Alerts: The concern is that faculty submitted early alerts and then never heard any
feedback about the student if they were a stop out or if they went to a different course.
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This year we will add verbatim when closing out early alerts so all staff knows the
outcome.
Students Changing Phone numbers: The students change numbers frequently during the
semester. Jenzabar mobile app will help students stay up to date and informed about
classes, homework and attendance.
Text Books: Many courses at OLC require expensive textbooks. Textbook expenses can
put a financial hardship on our students. EMO has an established lending library for
students to utilize.
Internet/Wi-Fi: Most of our students live in rural areas; a lot of homes do have the
internet or wifi. Most of OLC’s students have a college center near their home. EMO
plans to work with the Information Technology department, college center staff, and
TRIO to provide more access to the internet for our students. By having access to the
internet more frequently our students will be able to complete homework, and log onto
online classes more often which will increase their attendance, persistence and
retention.
Recruitment materials:
10. List the number of individuals you have served for the academic year:
Academic year ’17/’18 served
Summer Fall Spring Total
# Students 12 31+ 24 67
# Faculty 45 30 75
# Staff 28 16 44
# Community Members
10 25
35
11. Describe number of Activities you held within your department. (Orientations,
Training, etc.):
Fall 2017
Activity #1 Title: Center Staff and Department Chair Meeting
Purpose of the activity: Center Staff and Department chairs will discuss student persistence and retention for the
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upcoming school year. Lynn Cuny EMO director will host. •Data from the Assessment office
Rotating Table Top Discussion in groups of Center
Who was the target audience? Counselors and academic advisors
Number in attendance. 28+16=44
Activity #2 Title: (Early Alert Training)
Purpose of the activity: Early Alerts (EAs) are designed as a communication tool between the Enrollment Management Office (EMO), center staff and instructors to assist in the retention of students. It is through this team effort we will be able to increase OLC retention, persistence and completion. It is not designed or meant to replace any face to face interaction between instructor and student, but to assist in the retention of the student. Instructors should try to address concerns prior to creating an early alert except in the case of attendance. Each unexcused absence should be recorded as an EA
Who was the target audience? Center Staff/ Instructors (adjunct)
Number in attendance. 18 + 30=48
Activity #3 Title: Great Lakes Paid Internship Program training
Purpose of the activity: The purpose of this training is to ensure other staff were on board with this paid internship program. Discussed details of how the student would be paid, and criteria for obtaining funds. Enrollment Director also let staff know that she would be creating a streamlined student internship handbook and application.
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OLC hopes to increase the number of paid internships each semester.
Who was the target audience? Olglala Lakota College Faculty and Staff
Number in attendance. 6+30=36
Activity #4 Title: College Tour, Treasure Hunt Activity
Purpose of the activity: An OLC college tour is a tour of a college or university's campus. Prospective students, their family members and other visitors take campus tours to learn about the college or university's facilities, as well as student life, culture on campus, academics, and programs offered by the institution. Many students have never been to OLC Piya Wiconi campus. We give students the opportunity to talk to financial aid, registrar, department heads and any personnel needed to answer student questions.
Who was the target audience? OLC Freshman
Number in attendance. 31
Spring 2018
Activity #1 Title: (Early Alert Training)
Purpose of the activity:
Who was the target audience?
Number in attendance.
Activity #2 Title: JOB FAIR
Purpose of the activity:
Who was the target audience?
Number in attendance.
Activity #3 Title:
Purpose of the activity:
Who was the target audience?
Number in attendance.
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12. Describe your unit’s significant accomplishments. Provide data that supports the
accomplishments if applicable: The EMO office has accomplished the Early Alert
system in Jenzabar. Enrollment Director delivered training on the Early Alert system and
provided written reminder in email. The Enrollment Management Office now has a
director Lynn Cuny who can guide recruitment, retention and completion for our
students. The Enrollment Management office also accomplished adding a Jenzabar
Mobile App for students to utilize.
EARLY ALERT (POLICY)
The purpose of Early Alerts (EAs) is to identify, assist and monitor students who are at risk.
Early Alerts are geared toward increasing retention, persistence and completion rates. The
decentralized structure of Oglala Lakota College (OLC) is designed to be student centered. OLC
staff and faculty work collaboratively to ensure student success by addressing the personal
factors identified in the Enrollment Management Plan. It ensures all academic and nonacademic
units meet their annual goal of increasing student retention, persistence and completion.
OLC acknowledges each student faces different circumstances and work to identify common
concern types available in the EA system. Faculty and staff must use their professional
judgement in classifying the student circumstance in the concern type. OLC understands strong
communication is needed between faculty and staff in order for EAs to be effective to identify
and assist at risk students.
Students are encouraged to participate in the support systems OLC provides. Through OLC
support systems, students will become personally responsible and gain ownership of their
education and career path.
Roles and Responsibilities
Enrollment Management Office Responsibilities:
It is the EMOs responsibility to monitor EAs on a daily basis.
It is the EMOs responsibility to designate follow up assignment to appropriate OLC staff.
It is the EMOs responsibility to monitor task assignments for closure within five (5)
working days.
It is the EMOs responsibility to review EAs on a weekly basis.
It is the EMOs responsibility to send reminder notifications to assigned OLC staff for
EAs open longer than five (5) working days.
It is the EMOs responsibility to close EAs on a weekly basis.
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It is the responsibility of the EMO to ensure collaboration and communication between
staff, faculty, adjunct faculty and students during the EA process from initiation to
closure of the EA.
It is the EMOs responsibility to document and report EAs on an annual basis.
Student Responsibilities:
It is the student’s responsibility to comply with the expectation outlined in the student
handbook.
It is the student’s responsibility to comply with the expectations as outlined in the course
syllabus.
It is the student’s responsibility to adhere to the OLC attendance policy 81-350.
It is the student’s responsibility to know and understand the disabilities policy 85-600.
It is the student’s responsibility to work with faculty, adjunct faculty and staff throughout
the EA process when an EA is submitted. It is the student’s responsibility to comply with
the intervention plan.
It is the student’s responsibility to adhere to the add/drop policy 81-300.
It is the student’s responsibility to utilize OLC email to communicate with staff and
faculty.
Instructor Responsibilities (Faculty & Adjuncts):
It is the instructor’s responsibility to attend Early Alert training.
It is the instructor’s responsibility to seek assistance as needed when creating and
submitting an EA.
It is the instructor’s responsibility to work with students if possible prior to submitting an
EA.
It is the instructor’s responsibility to submit EAs when students have an unexcused
absence including and beginning the first week of class.
It is the instructor’s responsibility to monitor attendance weekly and throughout the
semester according to attendance policy 81-350.
It is the instructor’s responsibility to identify students who are at risk in academic
performance early in the semester, prior to midterm grades.
It is the instructor’s responsibility to use professional judgement to determine the concern
type that best fits the student circumstance when creating an EA.
It is the instructor’s responsibility to include specific details of this concern under part 6,
“Detail about this concern”.
It is the instructor’s responsibility to work with the student and OLC center staff/staff as
needed to resolve the student concern.
Counselor/OLC staff responsibilities (College Center & Other Staff): Depending upon the
structure, district personnel may serve dual roles.
It is the responsibility of OLC staff to review EA emails and follow up assignments on a
daily basis.
It is the responsibility of OLC staff to take action and appropriately intervene depending
upon the concern type and circumstance.
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It is the responsibility of the OLC staff to create an intervention plan documenting action
taken to resolve the concern type.
It is the responsibility of OLC staff to initiate follow up assignment within 24 hours
depending upon the circumstance.
It is the responsibility of OLC staff to follow up and work throughout the EA process by
working with the instructor and student to create a detailed intervention plan.
It the responsibly of OLC staff to close the follow up assignment when the detailed
intervention plan has been created prior to the next class. The EA should be closed prior
to the next class.
It is the responsibility of OLC Center Directors to notify the EMO of any changes in staff
for EA follow up assignments.
Enrollment Management Advisory Committee (EMAC) Responsibilities:
It is the responsibility of the EMAC to annually review the EA annual report and review
concern types.
It is the responsibility of the EMAC to review findings from the Institutional
Effectiveness Report and Annual Report and make recommendations for continuous
improvement (i.e. EA system, applicable policies and strategies for student success).
EARLY ALERT PROCEDURE
Early Alerts (EAs) are designed as a communication tool between the Enrollment Management
Office (EMO), center staff and instructors to assist in the retention of students. It is through this
team effort we will be able to increase OLC retention, persistence and completion. It is not
designed or meant to replace any face-to-face interaction between instructor and student, but to
assist in the retention of the student. Instructors should try to address concerns prior to creating
an early alert except in the case of attendance. Each unexcused absence should be recorded as an
EA.
Roles and Responsibilities
Enrollment Management Office Responsibilities:
It is the EMOs responsibility to monitor EAs on a daily basis.
It is the EMOs responsibility to designate follow up assignment to appropriate OLC staff.
It is the EMOs responsibility to monitor task assignments for closure within five (5)
working days.
It is the EMOs responsibility to review EAs on a weekly basis.
It is the EMOs responsibility to send reminder notifications to assigned OLC staff for
EAs open longer than five (5) working days.
It is the EMOs responsibility to close EAs on a weekly basis.
It is the responsibility of the EMO to ensure collaboration and communication between
staff, faculty, adjunct faculty and students during the EA process from initiation to
closure of the EA.
9
It is the EMOs responsibility to document and report EAs on an annual basis.
Student Responsibilities:
It is the student’s responsibility to comply with the expectation outlined in the student
handbook.
It is the student’s responsibility to comply with the expectations as outlined in the course
syllabus.
It is the student’s responsibility to adhere to the OLC attendance policy 81-350.
It is the student’s responsibility to know and understand the disabilities policy 85-600.
It is the student’s responsibility to work with faculty, adjunct faculty and staff throughout
the EA process when an EA is submitted. It is the student’s responsibility to comply with
the intervention plan.
It is the student’s responsibility to adhere to the add/drop policy 81-300.
It is the student’s responsibility to utilize OLC email to communicate with staff and
faculty.
Instructor Responsibilities (Faculty & Adjuncts):
It is the instructor’s responsibility to attend Early Alert training.
It is the instructor’s responsibility to seek assistance as needed when creating and
submitting an EA.
It is the instructor’s responsibility to work with students if possible prior to submitting an
EA.
It is the instructor’s responsibility to submit EAs when students have an unexcused
absence including and beginning the first week of class.
It is the instructor’s responsibility to monitor attendance weekly and throughout the
semester according to attendance policy 81-350.
It is the instructor’s responsibility to identify students who are at risk in academic
performance early in the semester, prior to midterm grades.
It is the instructor’s responsibility to use professional judgement to determine the concern
type that best fits the student circumstance when creating an EA.
It is the instructor’s responsibility to include specific details of this concern under part 6,
“Detail about this concern”.
It is the instructor’s responsibility to work with the student and OLC center staff/staff as
needed to resolve the student concern.
Counselor/OLC staff responsibilities (College Center & Other Staff): Depending upon the
structure, district personnel may serve dual roles.
It is the responsibility of OLC staff to review EA emails and follow up assignments on a
daily basis.
It is the responsibility of OLC staff to take action and appropriately intervene depending
upon the concern type and circumstance.
It is the responsibility of the OLC staff to create an intervention plan documenting action
taken to resolve the concern type.
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It is the responsibility of OLC staff to initiate follow up assignment within 24 hours
depending upon the circumstance.
It is the responsibility of OLC staff to follow up and work throughout the EA process by
working with the instructor and student to create a detailed intervention plan.
It the responsibly of OLC staff to close the follow up assignment when the detailed
intervention plan has been created prior to the next class. The EA should be closed prior
to the next class.
It is the responsibility of OLC Center Directors to notify the EMO of any changes in staff
for EA follow up assignments.
Enrollment Management Advisory Committee (EMAC) Responsibilities:
It is the responsibility of the EMAC to annually review the EA annual report and review
concern types.
It is the responsibility of the EMAC to review findings from the Institutional
Effectiveness Report and Annual Report and make recommendations for continuous
improvement (i.e. EA system, applicable policies and strategies for student success).
Procedure
This procedure creates a systematic process for creating and closing an EA. The responsibility is
not limited to the faculty; however, a majority of the EAs are initiated by faculty therefore the
following steps are provided as a guideline.
The EMO is integrated throughout these steps and is responsible for assigning tasks, ensuring
follow up of both assigned tasks and intervention plan and closing of the EA.
Enrollment Management Office (EMO):
1. The EMO will review EAs on a daily basis.
2. The EMO will assign follow up tasks as determined per EA to the appropriate counselor,
district staff, OLC staff (i.e. Student Affairs/EAP, TRIO) within 24 hours of the EA
submission.
3. The EMO will monitor EAs for intervention plans.
4. The EMO will edit concern type on an as needed basis (i.e. an EA has been created for
attendance but it has been discovered that student has health, family, employment, etc.
issues)
5. When an EA has been resolved and a detailed intervention plan has been created, the
EMO will close the early alert.
6. When an EA is not able to be resolved and all reasonable efforts have been exhausted or
no resolution is needed, the EMO will close the EA.
STEP 1
Faculty/Adjunct Faculty/Staff:
1. Identify a concern type regarding a student. (see concern types below)
2. Create an Early Alert (EA) in the Jenzabar Retention module.
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3. Include specific details of the concern type identified in the details section of the EA.
4. All fields/information must be completed. These fields are available in drop down menus.
This information is needed to better serve the student.
5. Submit the EA.
STEP 2
Counselor/District Staff:
1. EAs will be addressed within 24 hours by OLC counselor/district staff upon
assignment of follow up tasks.
a. If student is not able to be contacted within 24 hours, the counselor/district staff
will create an intervention plan incorporating communication strategies with
student.
b. Communication strategies should be documented in the intervention module of
the EA and include various modes of communication efforts, for example: email,
phone call, face-to-face, and social media (where permitted).
c. When the counselor/district staff has exhausted all reasonable efforts to contact
the student the counselor/district staff closes the follow up task assignment.
2. When a student is contacted, the counselor/district staff will create a detailed
intervention plan in collaboration with the student in the Jenzabar EA module.
3. When the follow up task is complete and an intervention plan has been created,
counselor/district staff will close follow-up task within the Jenzabar EA module. This
signifies to the EMO that the task is complete and this EA is ready to be closed.
4. The intervention plan would be carried out by the appropriate individuals.
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Definition of Concern Types:
Academic Attendance: Student is not attending class as defined in OLC Attendance Policy
81-350.
Academic Grades: Student is not producing assignments or the quality of work is not
sufficient to pass the class as per course syllabus.
Employment Issues: Student has a conflict with employment.
Family & Child Care: Student lacks care for a family member or child.
Health Related: Student has a health related issue that is preventing them from attending
class or producing quality work sufficient to pass the class.
Social/Personal: Student is experiencing personal issues either inside or outside the
classroom.
Tardy/Leaving Early: Student is consistently late to class or is leaving before class has
ended.
Transportation: Student is experiencing transportation issues preventing them from
attending class.
Tutoring: Student is in need of outside class assistance to comprehend schoolwork.
Definition of Terms
Resolved: The concern issue has been addressed with the student and plan of action for
student success has been documented in the intervention module of the EA.
Not Resolved: All reasonable efforts to contact student have failed or the student did not
work with counselor, staff or faculty to create a plan for student success.
No Solution Necessary: The concern type did not need a plan for student success or the EA
was meant as documentation and does not need a plan of action created in the intervention
module of the EA.
Detailed Intervention Plan: A plan of action created by faculty/counselor/district staff with
the student that will resolve the concern and ensure the student’s success.
Communication Strategies: Methods and attempts of contacting a student including: face to
face, phone calls, email, and social media when permitted.
Follow up Assignment: An assignment to follow up with a student made by the EMO to the
appropriate district staff or counselor.
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Reasonable Efforts: A minimum of five phone calls, three emails, two face to face attempts
that may include but are not limited to classroom or home visits when appropriate or
circumstances allow.
EARLY ALERT PROCESS DIAGRAM
Scenario 1
Faculty/Staff
• Creates an Early Alert including concern type and class for onestudent.
Student• Receives a notification via OLC email that an alert has been created.
Intervention
• Faculty/Staff speak to student regarding Early Alert concern/issue.
• Faculty/Staff create an INTERVENTION within the E.A. including specific details of concern and resolution of concern.
Enrollment Management
• Enrollment Management Office will edit the alert for concern type and add any verbatim on why and how the EA was closed.
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Scenario 2
Persistence is measured when a student registers for the following semester at OLC.
Faculty/Staff
• Creates an Early Alert including concern type and class for onestudent.
Student• Receives notice of the E.A. via OLC email.
Enrollment Management
• Reviews E.A. and assigns follow up to counselor.
Counselor
• Follows up with student regarding the concern.
• Tutoring E.A.'s should be referred to appropriate staff.
• Once follow up is complete, Counselor will create an Intervention and close the follow up assignment.
Enrollment Management
• Edit if necessary the concern type and close the E.A. as resolved, not resolved or no resolution needed.
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The EMO office has worked with Department Chairs and Center Directors on persistence. One
main accomplishment is the class scheduling has improved. The center directors are working
together to put classes where the majority of the students need the class, then other students
have the option of being bused in to take the class, or the class can be offered on pictel. This
method of planning helps persistence because more students are able to take the class they
need. Offering classes that students need also helps retain them, students are more likely to
stay in college if the classes they need are available. When more classes are offered this
means, more students can follow the course status sheet for their degree semester to
semester. Eventually this method will cut down our average student graduation rate of 7-10
years and bring it closer to 4-6 years. Center Directors are working together on the course
schedule early, which helps the transportation system flow smoother more and more students
are attending classes that are away from their home center. Center directors and Department
Chairs also had two meetings in 2016 hosted by Enrollment Management to discuss and plan
co-curricular activities at the centers provided by staff. Co-curricular activities will assist
students in persisting toward their degree.
Orientation
The EMO office held a freshman mass student orientation at Piya Wiconi campus. We had a
great turn out, 30 freshman out of the 51 newly registered freshman attended. We began
orientation according to Lakota culture protocol, prayer, encouragement songs, and smudging.
The agenda covered introductions from faculty, introduction from Enrollment Management
Director, Student Success and Assessment by the Vice President, Campus tour treasure hunt
style that allowed new students to interact with all staff. Lunch was provided, with some guest
faculty speakers, Wayne Weston Retention Advisor provided a Vision Quest presentation which
was culturally relevant student success. Freshman orientation also included upperclassman
with motivation and tips, there was also a time set aside for the freshman to visit with the
different booths set up in orientation, college centers, student support and departments.
Surveys were also completed at the end of orientation, with great feedback and overall a
greater understanding of what is available at Oglala Lakota College. Center directors also
planned orientation at their college centers with faculty as guest speakers. Director of
Enrollment Management took part in a few of these separate orientations. The Oglala Lakota
College handbook was also reviewed with all new students at orientation.
Recruitment
Recruitment is a big part of every OLC staff member and faculty. The EMO office leads the
movement with sharing updated brochures, which includes information about every academic
and workforce major. Another crucial factor in recruitment is Thedna Zimiga chair of
Foundational Studies. Thedna goes to the high schools to complete the accuplacer testing on
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students. The list that Thedna prepares is shared with EMO. The EMO will reach out and
contact every student on the list of tested seniors. The EMO office visited schools within our
grasp and we did seminars on topics students should know about while preparing the pathway
to college. Flyers were and recruitment letters were sent to all students on the reservation who
participated in the accuplacer testing in High School.
Accuplacer
The Accuplacer is an adaptive, multiple-choice and essay test that is designed to be a clear
measure of academic skills in the areas of math, reading and English. OLC now has in place that
in order to be admitted to the College that THE Accuplacer test must be on record; this has
been a policy of the OLC for a long time, although it was done after admittance. The students
were prepped 1-3 days before the test the Foundational Studies team administered the prep,
and the test and this made a huge difference where some students landed in their test scores.
Compared to the prior three years the jump in actual test scores showed significant
improvement. On average comparing 2013-2014-2015 the overall improvement of student
Accuplacer scores with a prep improved 18%. Higher Ed is a numbers game but in foundational
studies or remedial this is one area that you want lower numbers in student enrollment. In
17
conjunction with the CARS & CAFS program, we have students that tested in higher levels of
Foundational Studies, which means they are closer to being a true freshman doing college level
work. This is crucial to making sure the students we recruit actually make into college level
classes to begin their pathway to success. The scores are located within the foundational
studies tab on the OLC website.
13. Describe your units Significant Challenges. Provide data that supports the challenge
identified:
This year the Enrollment Management unit most significant challenge was no staff.
Previous Enrollment Management Director and Retention Advisor both left OLC. The
position of director was advertised. Meanwhile the director of CEU’s for OLC Mr. Wayne
Weston attempted to recruit, retain and assist students in completing a degree until a
director and retention advisor were hired. Once Lynn Cuny was the Enrollment
Management director, the challenge was to learn about Oglala Lakota College, learn
policies and plan events without prior details. There was not an overlap in staff so no
updates or instructions were left for the new staff.
14. Describe you unit’s Critical Needs. Provide data that supports the critical needs:
OLC EMO identified that many students trying to complete their degree need to take an
internship class, some of the students are not paid for the internships, or travel
expenses which also puts hardships on the student. The Director of EMO and the Vice
President worked with Great Lakes: Project Success to incorporate the Paid Internship
Program. This program will allow students that are enrolled in an internship class to be
eligible to be paid. In the fall of 2017 EMO have identified 46 students enrolled in
internship classes and 31 students are not being paid. Now those 31 students will be
eligible to receive wages and travel vouchers for their internships up to 180 hours.
The EMO office needs a better way to communicate with students. The students change
numbers frequently during the semester. The Enrollment Management unit and
Information Technology worked together to be able to offer students a mobile app. This
app is called Jenzabar Mobile App. It is available on Wi-Fi, even if the phone does not
have service. This will allow all students access to their homework, early alerts, and
messages from OLC staff. Students will also be up to date on any announcements
concerning OLC. EMO would also like to set up a Facebook page that is updated at least
3 times a week.
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15. Describe how you plan to address the challenges during the upcoming year:
The EMO office has many immediate challenges. We will continue to address problems
that OLC students and or staff are encountering. The EMO will offer more in depth
trainings on Early Alerts that will help our counselors and faculty be more efficient. EMO
will use the surveys from the Orientation to improve student awareness and knowledge.
EMO will use surveys for any trainings we provide to see areas that need improvement.
EMO will ensure early alerts are being submitted, reviewed, resolved and then closed
with verbatim so all staff are on the same page.
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