• Medium Alert: should be used when there is still a reasonable opportunity for the student to recover with timely intervention. • High Alert: is reserved for circumstances where all reasonable efforts to engage and assist the student have been exhausted, and there is a clear need to connect the student with broader institutional support. • Wellington High Five: this is used to send a “Wellington High Five” to students when you want to recognize positive behaviors and growth. In 2024-2025, just over 2000 alerts came in. This year, 3227 alerts came in. Total students served in 2024-2025 was 1546, and this year, over 2000 students have been served. With all the outreach that is done, they still only get about a 56 percent response rate. Another area that affects retention is DFWI (D, F, Withdrawal, Incomplete). We know that a student experiencing a D and F or having to withdraw from a course in the year is a leading indicator for term-to-term persistence. At CWU, it drives retention down about 10 percentage points. Among our first time in college population, first year students who did not get a D, F, or W in their first year, from winter to spring, were retained at a 94 percent rate. Students who did get a D, F, or W only re-enrolled at a 54 percent rate. When we intervened and got students connected, the gap closed a bit and re-enrollment for spring was at a 70 percent rate. The goal here is to preserve academic momentum rather than the student experiencing disrupted momentum. Dr. Beeson added that students who met with a peer mentor last year in our First Time in College cohort were retained at 94 percent. Peer mentoring is a highly effective intervention.
Chair Hensler thanked the committee chairs and executive leadership team members for their reports.
Shared Governance Leaders Updates
• ASCWU Board of Directors ASCWU President, Jada Chaplin gave an update on ASCWU and the three main projects they have been working on: summer preparation, board priorities, and a data tracker. The team has been training on shared equity and creating a collaborative shared responsibility across the entire board. During their retreats, they use core toolkits that include values of mutuality, transparency, and collective accountability to evaluate the team dynamic, fix internal structures, and build trust. The group attended the American Student Government Association conference for new officers and members in Florida. They attended sessions that focused on an engagement playbook, how to get students to care about student government, and leading neutrality of merit. The conference was informative. One of their priorities this year is widening the circle. They really want to focus not just within the CWU community but externally. They also want to have more involvement and bring back traditions, so they will be utilizing outreach with digital marketing strategies. Another focus will be on the academic, mental, and physical health of students. One idea is to implement a student health advisory committee to champion wellness initiatives and address student stressors. The group also plans to work on lowering barriers for students by helping them understand what resources are available on campus and how to access them. They are currently modernizing their internal bylaws, job rules, and formal documentation by making their own structure transparent. In addition, they are expanding their experimental learning by mapping board members’ strengths to community needs and drawing from civic literacy frameworks. They have built a comprehensive master planning Excel tracker. This tool provides practice in collective accountability by categorizing every single meeting, activity, and event under four pillars. It assigns date points, collaborations, and collaborators so they can measure what works and pivot when needed.
12 Board of Trustees Minutes July 16-17, 2026
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