In an effort to gather progress information for the current fiscal year’s Planning & Budgeting Projects, we have created a simple Midyear Progress Update form for your completion. This will serve as an update on current FY20 Planning & Budgeting Projects. If you submitted a project request during the FY20 Planning & Budgeting Process, you will be required to submit midyear progress update information for approved projects. View updated FY20 Planning & Budgeting documents. Budget Maintenance requests are excluded from this process.
Please access the SharePoint form and provide progress information for each of your FY20 projects. The form is filtered to display the project id numbers that you will need to respond to. Select a project id number, provide the necessary information, include supporting documents as attachments and submit the form. As each project id is completed, it will be removed from the drop down list on the SharePoint form.
All submitted forms will be routed directly to your VP/cabinet-level supervisor for review.
Your responses should include specific evidence to support your project progress. If you have questions about what type of specific support, please contact Karie Longhta.
If you have any problems with accessing the SharePoint page, contact Megan McCann.
The updates should be submitted no later than noon on Friday, Jan. 31.
Carley Young has recently joined the college as student success coach. She previously worked for the University of Southern Mississippi as coordinator of academic initiatives and assessment. She earned bachelor’s and master’s degrees in communication from University of Illinois Springfield and is pursuing a doctorate in communication from USM. She can be reached at 
The second speaker in the Inclusivity Series, Dr. Stephen John Quaye, will be facilitating sessions on intergroup dialogue Jan. 28. The event will also be available via livestream. The sessions for faculty and staff include:
Dr. Quaye is associate professor in the higher education and student affairs program at Ohio State University and an associate editor of the Journal of Diversity in Higher Education. He is also past president of ACPA: College Student Educators International. Stephen focuses on understanding how students can engage difficult dialogues honestly and productively, as well as how storytelling is used as an educational tool to foster reflection and learning across differences. He also is interested in the strategies educators use to facilitate these dialogues and what they learn about themselves in the process. Most recently, his work explores student activism, as well as how black educators work to heal from racial battle fatigue. His work is published in different venues, including the Journal of College Student Development, The Review of Higher Education, Race Ethnicity and Education, and Teachers College Record. His Ph.D. is from Pennsylvania State University, his master’s degree is from Miami University and his bachelor’s degree is from James Madison University.