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BYU-Idaho President Henry J. Eyring, ASU President Michael Crow, and BYU-Pathway Worldwide President Clark Gilbert pose for a picture after the devotional announcing a partnership between the three institutions.
Pathway partnerships provide local educational opportunities BYU-Pathway Worldwide is looking to partner with other educational institutions around the world to provide LDS students with greater access to educational resources and gain employable skills.
enrollment; (2) students wishing to transfer who have completed an applied associate degree from BYU-Idaho in a complimentary discipline will receive 60 credits in transfer toward an applied bachelor’s degree at ASU.
BYU-Pathway is working on partnerships similar to the recent agreement it signed with Arizona State University in May.
There will be differences depending on each student’s situation, which he or she will need to be prepared for.
“We want to help students find good educational opportunities that can provide them local employment,” said Steve Adams, director of Domestic Online Programs. “The goal of Pathway is to prepare students for college level work, be that with us or somewhere else.”
“There are other program specific requirements that the student will have to meet. It’s a great agreement, but the students have to be very careful to track that,” Adams said.
Before ASU’s agreement was finalized, ASU already had credits that transferred from BYU-Idaho, but in forming the agreement it increased the number of transferrable credits. The two major parts of this agreement are: (1) those wishing to transfer to ASU from BYU-Idaho who have at least 24 transferrable credits, and a minimum of 2.5 GPA are guaranteed
Although some educational institutions like ASU may have a higher cost of tuition than BYU-Idaho, Adams said it could be a good return on investment if students start with the reduced rate through Pathway and then transfer to local institutions.
the Arizona State agreement, they may be better off financially to stay with us, get through the associate degree, and then transfer to Arizona State,” Adams said. BYU-Pathway is currently working on an agreement with the Maricopa Community Colleges, a centralized group of local colleges also located in Arizona. This agreement aims to ease the transfer of students’ academic work from BYUIdaho and BYU-Pathway to MCC. “These colleges are a really good option for employability because they are tied directly to local industry,” Adams said. CONTINUED ON PAGE 8
IN THIS ISSUE ACADEMICALLY SUSPENDED STUDENTS RECEIVE SECOND CHANCE......................2 COURSE OF THE FUTURE..........................3
“If we look at local options generally, students can go directly to a local option after their Pathway experience, they don’t have to go first to BYU-Idaho. Now with
CONSTRUC TION UPDATES.......................4 EDUCATION WEEK 2017 PRE VIE W...........6
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Academically suspended students receive second chance In an effort to increase retention and graduation rates, the Career & Academic Advising Office and Student Records & Registration Office were asked to collaborate on an initiative to invite academically suspended students back to school.
academics, there were situations that would have thrown anybody for a loop.” Willis said many of the suspended students traveled great distances or made tremendous sacrifice to return to BYU-Idaho upon receiving the invitation to return.
The students were invited back as part of a sample period for the year 2017. It is “One student jumped on a plane at a still being discussed as to how the ideal moment’s notice to come, another time and method of intervention of student drove across multiple states, and one academic progress will be improved. even gave up their local assistant manager job so they could better “Future efforts will be targeted at focus on studies,” Willis said. early intervention and support and a review of current academic policies One grateful student, Kate West, and processes regarding academic shared her experience with Willis. standing,” said Sam Brubaker, Career & Academic Advising director. “Over the past year, I’ve struggled with some challenges in my personal life Each semester there are students who that, regrettably, resulted in a rapid are not able to fulfill the academic decline in my academic performance standards for good standing and are at BYU-Idaho. As I spiraled put on academic suspension. Many of downward, from academic warning, to these students don’t end up coming probation, and finally to suspension, I back to finish at BYU-Idaho. To keep became depressed and viewed my these students on the path for academic situation with apathy,” West said. success, advisors are inviting them to return to BYU-Idaho for a second chance. Then she received a phone call from someone at BYU-Idaho To qualify, the student must meet with a inviting her to come back. full-time academic advisor. These students are also required to attend a life or study “I had never spoken personally with skills class to better equip themselves anyone from the university about my for college life. Out of 1,185 students poor grades. I thought, ‘I might as well invited back from Fall Semester 2016 give it one last shot,’ so I set up a phoneand Winter Semester 2017, almost 400 appointment with an advisor,” West said. accepted the invitation and met the criteria.
Students shared some heart wrenching situations with Willis including miscarriages, divorce, mental health issues, autoimmune issues, failed engagements, and misunderstanding with the workload of college life. “I met with between 40 and 45 students recently who were on suspension from the fall semester,” Willis said. “It gave me a good glimpse into the lives of the students who have been struggling and see what their situations would be.” Willis said he was surprised by the students’ responses. He said many were humbled and took responsibility for their academics. For many of these students, like West, simply meeting with someone to get back on track was just what they needed. “My advisor helped me outline goals and plans to get back on track to finish what I started. But it wasn’t just that; suddenly I realized that there was at least one human-being sitting on the other side of those computers, thinking something computers can’t—‘How can I help her?’ And they were talking to me about it, and so I had to talk about it too!” West said. Another eye-opening realization Willis saw is that these students have strong desires for education, but their current educational habits need work. Hence, advisors such as Willis have prepared steps for the students to help them improve academically and has connected CONTINUED ON PAGE 3
Mark Willis, an academic advisor for the College of Agriculture & Life Sciences, has visited with some of these students. Willis said he has found that many of these students have had difficult life experiences that contributed to their academic suspension—much different from the reason he thought it might be. “What I found is they can’t be lumped into that basket of ‘hey, these students don’t care about their academics,’ because that isn’t true,” Willis said. “I have met students coming from all kinds of backgrounds and all kinds of scenarios. It wasn’t just a lack of study skills or study habits or caring for
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Mark Willis advises student Alex Overbay in the Ag & Life Science Department.
Course of the Future to foster faculty creativity BYU-Idaho has always been a teachingfocused institution that brings about new and innovative ways of incorporating the scholarship of teaching and learning for the students who attend this university. The Office of Academic Administration, teachers, and curriculum developers are working on a creative, collaborative process to help teachers improve their courses. This process is called the Course of the Future. Academic Vice President Kelly Burgener believes the purpose of Course of the Future has always been part of the mission of Ricks College. “Our goal for Course of the Future will always be moving ahead of us,” Burgener said. “Ricks College is part of the restoration, and it’s an ongoing restoration. I just think our ability to teach and the students’ ability to learn and participate in the learning and teaching experience is going to continue to evolve and grow.” Associate Academic Vice President Rob Eaton said the Course of the Future process is beginning to take a new direction. “What we want to do is develop a creative, collaborative process where
interested faculty members get some help in rethinking their courses, keeping the best stuff—scaling the best stuff so they use it even more—and sharing it with others,” Eaton said. Faculty members have already taken a few courses through this process in an experimental way to explore how they can give some courses a makeover.
“The goal is to develop a process that has enough definition to be efficient, but also has enough freedom for them to be creative and innovative.” —ROB EATON, ASSOCIATE ACADEMIC VICE PRESIDENT
“I think our courses are really good already,” Eaton said. “The desire for this process stems from wanting to take good things and make them even better.” Eaton believes that using this process will allow faculty to better tailor their courses to meet their students’ needs.
“If someone were to ask me if I could redesign my course to help students learn more and remember it longer, I would say that I think I could,” Eaton said. “I think most of us could, but we get busy doing day-to-day tasks.” Eaton said many faculty members he has spoken with are excited to participate in this innovative effort, but there are also faculty concerned some classes will turn into highly technological or hybrid courses. “Part of it will be asking if there are there some cool technological tools out there we can use,” Eaton said. “We’ll ask that question and we will show some people tools, but that’s not going to be the driving or primary focus.” Eaton said the goal is not to make people sacrifice their independence or individual autonomy, but to collaborate with others in a creative environment where teachers may decide to adopt ideas and tools they find to be better than what they had before. “The goal is to develop a process that has enough definition to be efficient, but has enough freedom for them to be creative and innovative,” Eaton said.&
Continued: Second chance them with on-campus resources that can better assist them with their unique needs.
“Students are grateful for the opportunity to come back,” Willis said. “It was really awesome to see the change in “We try to help these students with a game some of these students. That’s been the plan to come back. We did not want to most rewarding part, to bring some of invite them back without a plan to change,” those students in on a follow-up visit to Willis said. “I have committed each of see the progress that they’ve made and them to five things to be successful during where they’ve come mentally, believing the upcoming semester. One of the most in themselves that they can succeed.” important is number five: that they pray every single morning that Heavenly West expressed her appreciation for Father would help them be successful.” the second chance phone call and how it made an impact on her life. Advisors will be tracking these students to make sure they are accomplishing “I believe that when I get my diploma, the recommended milestones given I will credit that simple phone call for to them. According to Willis, so far making the difference between dropping the students he has worked with out and graduation,” West said. “For the have shown they are willing to make first time in a year, I feel hopeful and the proper changes to succeed. excited about my academic future.” & JUNE 2017
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Summer 2017 Construction Projects STEAM AND CONDENSATE LINES- MAY TO SEPTEMBER 2017 Construction on the sidewalk between the I-Center and the David O. McKay Library will take place through September 29 of this year. Sidewalks will be affected and pedestrians will need to plan on rerouting during this time. The construction will update existing steam and condensate lines.
CLARKE INTERIOR REMODEL- JUNE TO SEPTEMBER 2017 Construction on the Clarke Building began June 1, with plans to expand the rooms utilized by students in the Nursing Department, expand other classrooms, and replace a large cooling fan with multiple, smaller fans. These updates will also allow for more wards to meet in the building and provide greater flexibility with classroom sizes. During the reconstruction of the fan wall, airflow will be restricted to the building. SMITH 240 REMODEL-JULY TO NOVEMBER 2017 Room 240 in the Smith Building will be reconstructed throughout the summer and into the Fall 2017 Semester. The project will result in transforming one large classroom into four classrooms with accordion walls. The four new classrooms will result in a better use of space and the addition of accordion walls will allow student wards to continue to utilize the space for church meetings. AUSTIN INTERIOR REMODEL-JULY 2017 TO SEPTEMBER 2018 Renovations to the Austin Building are scheduled to begin in July and continue through September of 2018. Interior space will be reconfigured for larger classroom spaces, which will then be able to serve the growing number of student wards on Sundays. The renovations also include plans to add AC to the automotive section of the building, creating better conditions for students working on projects in the spring semester. HAR T WELLNESS CENTER- JULY TO NOVEMBER 2017 Construction will begin in July on the Hart Building to replace unused lockers rooms with additional space for the Wellness Center to expand its capabilities. The lockers will be removed and rooms will be added to increase the number of individuals the Wellness Center serves.
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TURF AND TR ACK REPLACEMENT- JULY TO SEPTEMBER 2017 This summer, the stadium turf and track will be replaced with newer surfaces due to normal wear and tear. Students, employees, and the public are invited to utilize the indoor track inside the I-Center during construction.
SNOW FAN WALL REPLACEMENT- JULY TO SEPTEMBER 2017 Construction on the Snow Building will begin after the end of spring semester, with plans to replace a large cooling fan with multiple, smaller fans. During the reconstruction of the fan wall, airflow will be restricted to the building.
I-CENTER CUR TAINS AND BASKE TBALL STANDARDS- JULY TO SEPTEMBER 2017
Over the summer session, the I-Center courts will see some improvements when the curtains that separate the courts are replaced and basketball standards throughout the courts are updated. The courts will be closed in sections to minimize the effect of construction on court use.
KIMBALL 130 FINANCIAL SER VICES OFFICE SUITE REMODELJULY TO NOVEMBER 2017 Several rooms in the Kimball Building will be closed from July to November of this year and temporary offices will be secured for those affected.
CAMPUS RE-ROOF PROJEC T-JULY TO SEPTEMBER 2017 Construction efforts to re-roof the Taylor Building will begin after the spring semester ends. Education Week will be moved to accommodate the construction, which will replace part of the roof with copper material that is expected to perform better under extreme weather conditions.
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Education Week 2017: What to expect As the spring semester draws to a close and students leave for the seven-week break, others will come to campus with the intent to continue their quest for life-long learning. BYU-Idaho will host more than 2,000 participants at its annual Education Week from July 27-29. LaNae Poulter, university scheduling manager and a member of the Education Week Committee, said that for many participants, this might be their first time on the BYU-Idaho campus. “There are people who have been in our community for a long time and just have never been on our campus,” Poulter said. “But after experiencing Education Week, many want to make it a family tradition. They go home and share what they have learned with their families.” Education Week features classes taught by more than 50 instructors. Class topics range from financial well being to communicating with others in a Christlike way. With over 150 classes to choose from, participants have a wide range of topics to explore. This year’s guest speakers include author Gerald N. Lund, Student Life Vice President Amy LaBaugh, Department of Religious Education faculty member Curtis Castillow, and author and speaker Mary Ellen Edmunds. Attendance to the daily devotionals does not require registration in Education Week activities—anyone is welcome to attend.
“I’m honored to be asked to participate as one of the devotional speakers,” Edmunds said. “Those of you who have attended before know of the spirit of love, enthusiasm, and friendship, along with the joy of learning and sharing.” Through the years, Education Week has evolved to include not only classes, but also activities that encourage families to grow and learn together. Some of those activities include the BYU-Idaho Ropes Course, the planetarium, bowling, roller skating, and family and youth dances. These activities enhance the individual experience. “Education Week has something for everyone,” Poulter said. “Because each individual’s needs are unique, they should be able to find something unique to them. It is going to come down to what they are searching for.” This year’s youth program, which is filling up quickly, offers a chance for younger participants to learn in an engaging way. “The youth program is designed by educators to give the youth the opportunity to learn in a fun environment,” Poulter said. “Each age group, ages 6-17, has curriculum developed specifically for them.” Education Week also offers participants the opportunity to attend Center Stage concerts. This year’s performances include Ultimi, a three-man tenor
group, and Mercy River, a three-woman vocal group. Both performances are available at a discount for registered Education Week participants. “Both groups are just perfect for this year’s Education Week,” said Don Sparhawk, Center Stage & Performance Tour coordinator. “They are entertaining shows appropriate for all ages and will be a great experience for anyone who wants to attend.” When considering the opportunities offered at Education Week this year, Poulter suggested participants take time to prepare in order to get the most out of it. “You have to realize what your desires are. You have to look at all the topics and select things that will be meaningful to you,” Poulter said. “Do some personal study to open your mind and then come ready to contribute.” Poulter also encouraged employees who will be on campus to reach out to those visiting the BYU-Idaho campus. “This may be their only time on campus. We encourage employees to remember that and to reach out, to smile, to give directions and be that friendly, smiling hello that BYU-Idaho is known for.” To learn more about Education Week, including a full schedule and registration, visit byui.edu/education-week-2017. &
To get your tickets for Education Week 2017, scan this QR code or visit byui.edu/education-week-2017
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Make Note BYU-Idaho employees share their experiences and ideas To inspire sharing and learning among employees at BYU-Idaho, employees will be asked a question in the Employee Advisory each month. A selection of your responses will be featured in this employee newsletter. If you have ideas to share, please respond to the Qualtrics survey link in the Employee Advisory. This month’s question: How do you make yourself approachable so that students/employees are comfortable asking questions regarding class/work assignments? “If I notice they are absent more than once in a row, I drop them an email asking how I can support them. Most are so grateful I would reach out. Then they open up about their struggles.” -Maija-Liisa Adams, Communications Department
behind my desk as much as possible, just to make myself more physically open.” -Susanne Robbins, Internships & Career Services
“I keep my classes fairly casual. I try to keep as much of the lecture material outside of the classroom as possible “I solicit questions at the beginning of (reading and such), and I try to provide almost every class. More importantly, significant time for working on course even when I get questions I have answered work in class (allowing students the many times, I never criticize or even tease opportunity to ask for help as soon a student for asking the same question as they need it). Instead of having a again. I always try to answer with respect. heavy lecture load, I spend some class After I answer their questions, I check to time demonstrating various skills and be sure I responded to the question that techniques I expect students to learn, and was really on their mind. I have, at times, I provide sufficient time that students can actually given extra credit for students ask questions (including some that are asking questions at the beginning of class. only marginally related to the skill being When students have asked questions demonstrated) without causing us to get before class, I have asked them to bring it behind. The casual classroom seems up again in front of the class, so I would to help students feel more comfortable remember to address the question for all asking questions when they have them. the students. I also try to get out from Providing sufficient time for questions
avoids making it feel like they are getting punished by getting behind on other things. In general, I find this encourages students to ask questions when they don’t understand something, even if it is something from earlier in the course that is only related by circumstance to the topic at hand. I also find that students are more willing to share their opinions of my teaching style and ideas about how I can improve it as well as the course. I suppose it also helps that I am not judgmental at all. If a student is confused halfway through the course about something we learned during the first week or two, I still take the time to explain and make sure the student understands my explanation. I don’t tell students they should already understand that material, and I don’t talk down to them, even if a question seems like it is obvious.” -Ben Williams, Computer Science & Electrical Engineering Department
DEVOTIONAL HIGHLIGHTS
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Continued: Pathway BYU-Pathway is only currently pursuing partnerships with institutions in areas where there is a dense population of prospective students like the Phoenix-Mesa area. Pathway also works with individual students in less densely populated areas to develop agreements for transferring courses from their local educational institutions to BYU-Idaho. This is also helped by accreditation that already facilitates some transferring of credits between higher education institutions. For example, another type of agreement BYU-Pathway has drafted in the past few months is with East Valley Institute of Technology (EVIT), an organization in Mesa, Arizona, similar to a high school or adult education job training.
The hope is to have some types of job training recognized by BYU-Idaho in ways that they could be counted as transferrable credits. One option may be to recognize certain training programs resulting in national certification as a specific bundle of credits or a certificate that could be a first step to an associate or bachelor’s degree. In order to achieve partnerships with local educational institutions like EVIT in the future, individual departments at BYU-Idaho must approve the job training for transferrable credit that will meet specific degree requirements or elective requirements at BYU-Idaho. To ensure transfer students succeed, BYU-Pathway and BYU-Idaho will
also help those students in less densely grouped areas through advising and mentoring to verify the coursework they performed at their local educational institutions can transfer easily. This may be helpful in subjects such as nursing and teacher education that are not offered online through BYU-Idaho. Pathway advisors will verify the accreditation of coursework from a student’s local educational institution, how the credits may transfer over, and if the student plans to complete a full certificate or associate degree before transferring to BYU-Idaho. Once an agreement is made with a local institution, then Pathway will keep record of that agreement for future students who would follow a similar path. &
Health & Wellness Hot summer weather comes with certain health risks, including dehydration. Dehydration symptoms can appear in several ways, including dry mouth, increased thirst, tiredness, decreased urine output, headache, dizziness, dry skin, and many more. Below are some ideas to ensure you and your family stay hydrated this summer:* 1. Keep a water bottle with you throughout your day.
4. Drink water before, after, and during your workouts or outdoor activities.
2. If you don’t like the taste of plain water, add fresh fruits such as strawberries or lemons to improve the taste.
5. Consume water by eating more fruits and vegetables such as watermelon, tomatoes, apples, oranges, cantaloupes, etc.
3. Choose to drink water when you go to a restaurant instead of soda.
6. Make a goal to drink more water for your new DMBA Living Healthy Wellness challenge that starts July 1st. *Information provided by Human Resources
News & Notes A monthly publication of University Relations A D V I S O R Brett Crandall W R I T E R S Dain Knudson, Phillip Price, & Spencer Williams PH OTO G R A PHERS Michael Lewis, Emily Gottfredson, Courtney Thomas & Garrett Blanchard
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