2. During this phase students need assistance in making consistent progress toward their goals through: financial incentives social supports pedagogical approaches It’s key to coordinate these supports with the right student at the right time.

3. This stage is also a time where students may need assistance with : tracking progress towards educational goals adjusting goals as changes occur evaluating how their progress and learning outcomes will connect to their goals beyond the our doors

4. Campus Environment High-Impact Pedagogical Practices Educational Support Services Faculty/Staff Interactions with Students Student Engagement, Expectations, and Awareness Students' Lives Outside of College Factors that affect students in the Progress Stage

5. Course Level Application Thinking about students in this stage of the framework, what can we do to ensure students are prepared before a course, have access to the supports they need while in the course, and aid them in taking the appropriate “next steps” after course completion? OBJECTIVE: Brainstorm solutions to the above question and prioritize responses. TASK: In your group, you will be given a board labeled “Before, During, or After”. You will have 10 minutes to discuss and jot your ideas on your sticky notes to affix to your board. When time’s up, you will pass the board to another group, face down. Again, come up with solutions based on the phase listed on the board. Flip the board over, place your notes on the board, then prioritize what your group believes are the best suggestions (move the sticky notes up or down the continuum).

6. Campus Environment High-Impact Pedagogical Practices Educational Support Services Faculty/Staff Interactions with Students Student Engagement, Expectations, and Awareness Students' Lives Outside of College Thinking about students in this stage of the framework, what can we do to ensure students are prepared before a course, have access to the supports they need while in the course, and aid them in taking the appropriate “next steps” after course completion? TASK: In your group, you will be given a board labeled “Before, During, or After”. You will have 10 minutes to discuss and jot your ideas on your sticky notes to affix to your board. When times up, you will pass the board to another group, face down. Again, come up with solutions based on the phase listed on the board. Flip the board over, place your notes on the board, then prioritize what your group believes are the best suggestions (move the sticky notes up or down the continuum).