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Q3:  Are you satisfied with the learning outcomes?

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Q3:  Are you satisfied with the learning outcomes?

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Conversation Starters to Address Student Basic Needs

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Conversation Starters to Address Student Basic Needs

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Understand:
1. Acknowledging and naming a basic need or mental health concern is an important step to support students.

2. Conversations starters are all about "listening" to students and connecting students with services and not providing the actual service.

3. Keen listening is crucial to recognizing students basic needs.

Apply:

1.  Steps to customize effective conversation strategies.

2.  Strategies to listen for how you can help or listen for the most urgent needs.

(See book; How's it going?)

FEEDBACK
1. Root cause analysis. Addressing what is happening right now but what is the root cause of the issue. (x2).
2. Some faculty mention students not completing assignments but there is more to the story that is a barrier for the student.
3. Mini vignette to give an example of how it shows up in a class scenario. Learner to identify what they need to do or how to respond.
4. Give a reminder; we aren't bridge builders to resources, we are not called to fix all of their problems.

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Distinguishing Between Basic Needs and Urgent Needs

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Distinguishing Between Basic Needs and Urgent Needs

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Understand:
1.  Basic needs often include ongoing physiological needs (water, food, housing) and other essentials such as reliable transportation, childcare and other ALICE basic necessities.

2.  Emergency safety needs may include security of the person/body from harm by others or medical emergencies.

3. Students may also experience urgent basic needs such as eviction, arrest or legal concerns, emergency transportation assistance, or emergency childcare or eldercare.

4. Support is available for ongoing basic needs, urgent basic needs, and emergency services.

Apply:

1.  Recognize when a student is experiencing an ongoing basic needs, urgent basic needs, and emergency services.

2.  Use referral strategies to connect students with necessary supports.

3.  Prepare to proactively provide specific support to students with emergency and urgent needs such as extending an assignment deadline.  Be sure to follow-up.

FEEDBACK
1. Consider: Split this into a couple of different content areas
2. Refer students to the specific department that can offer direct help that the student needs.
3. List things that faculty and others can do to help. These are ways you can work with students (in emergency and non-emergency matters).

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The structure is great!
The gaung was legit
The structure and questions asked help us reflect

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Over 18,000 students have accessed SNAP since the height of the pandemic. We will continue to track this number as we increase the awareness of how to ensure students have access to basic need supports. 

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Over 18,000 students have accessed SNAP since the height of the pandemic. We will continue to track this number as we increase the awareness of how to ensure students have access to basic need supports. 

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What did you like about the test module?

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What did you like about the test module?

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1.  There is a variety of formats and ways to layout the training.
2. Can customize the training.
3. President statement would be powerful and sends a strong message and helps with the buy-in.
4. Providing specific language learners can use.
5. Customization really stands out: voiceovers. Possibility to have variety of voice-overs.
6.  Interactive is good.

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1.  Gather your feedback on the website layout  

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1.  Gather your feedback on the website layout  

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2.  Review proposed content topics shared during the previous meeting

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2.  Review proposed content topics shared during the previous meeting

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What would you like to see added/taken away?

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What would you like to see added/taken away?

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It is engaging.
Learning outcomes upfront and review them at the end.

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FEEDBACK:
1.  Think about the website design to integrate with college resources (maybe an API?).

2. Find a way to overlay a presidential welcome for all of the content.

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Understanding Basic Needs and Student Success

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Understanding Basic Needs and Student Success

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Understand

1. Access to basic needs such as food, housing, transportation, and childcare is a significant barrier to student success

2. Community colleges are increasingly focused on serving the whole student and connecting students to basic needs services.

3.  Faculty and staff play a critical role in student retention.

FEEDBACK
1. The impact of what this work has on the community.
2. Degree attainment is a key indicator. Long-term economic stability (impacting student parents)
3. Application- What can they apply to know how to apply the knowledge when they need it. Should they contact someone. Is there anything we are asking them to do at this point?
4. Insert the ALICE Data (at county level to give something people to do to better understand their community)
5. Addressing basic needs co-relates to classroom success.
6. Go to reach for college resource guide. What does your college have already .

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Resource links- Add referral list within the module.
Knowing what it looks like from the users point of view (mobile, computer, tablet).

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Understanding Basic Needs and Student Success

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Understanding Basic Needs and Student Success

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Conversation Starters to Address Basic Needs

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Conversation Starters to Address Basic Needs

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Connecting Students with Local Resources

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Connecting Students with Local Resources

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Referring Students to Specialized Services

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Referring Students to Specialized Services

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Continue sending the agenda ahead of the meetings

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Distinguishing Between Basic Needs and Urgent Needs

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Distinguishing Between Basic Needs and Urgent Needs

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Referring Students to Specialized Services

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Referring Students to Specialized Services

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Understand

1. Faculty and staff are on the front-line to identify student basic needs, but are not expected to be subject matter experts on student basic needs.

2. The college employs counselors and advisors who are subject matter experts on student basic needs and can provide students with specialized services.

3. Frontline faculty and staff should be aware of how to refer students to specialized services on their campus.

Apply
1.  Familiarize yourself with where you refer students on your campus.

2.  Identify when it is appropriate for you to refer students.

3. *Develop a communication to students that will encourage them to reach out (i.e. offer to do a warm hand-off to a specific person) and then develop a process to follow-up.

FEEDBACK
1. Staff in the necessary areas are the ones to determine if and when it is appropriate to refer a student.
2. It's more about how you do it and not in if you should refer them or not. (See Apply 3).
3. What to do when CBO's dont call back.

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Connecting Students with Local Resources

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Connecting Students with Local Resources

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Understand
1. State and local resources are available to support community college students basic needs.

2.  Students are more likely to access resources when you recognize the need and refer to specific resources.

Apply
1.  Familiarize yourself with MiBridges and MI-211

2.  Educate yourself on your college's information about student basic needs.

3.  Add resources to your course syllabus, and office/convening spaces, and remind students that help is available.

FEEDBACK
1. Give learners an opportunity to explore Mibridges and MI-211 (screenshot in iSpring to walk through the platforms)
2. Be mindful; assume the learner has not yet learned or heard of MiBridges or MI-211.
3.

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Understand:

1.  Students may be experiencing acute vs. long-term mental health concerns and experienced professionals can help.

2.  The college offers free and confidential counseling services.  (this is not true for all colleges)

3.  Signs that many signal a mental health concern.

Apply:

3.  Adding stress management strategies to your course content.

1.  Remember signs to look for when you are concerned about mental health.

2.  Identify steps to figure out how to hand off or connect students at your institution.

FEEDBACK
1. Challenges to CBO (capacity, scheduling issues, etc.). Should we acknowledge the limited resources for counseling? YES- so others are aware. But also share alternatives. What direction do we give that faculty member.
2. Early college and dual enrollment. How do we navigate this? This is a concern. Where does this fit?
3. Embed college resources on the webpage that link to the specific college healp pages.