ACTION PLAN - University of Ulster
ACTION PLAN - University of Ulster
ACTION PLAN - University of Ulster
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The <strong>University</strong> <strong>of</strong> Louisiana<br />
Monroe<br />
RETENTION <strong>PLAN</strong><br />
Prepared by<br />
Cynthia M. Bratton, MBA, MEd, NCC, LPC, LMFT<br />
ULM Retention Coordinator<br />
Director CASS / Retention Center<br />
Frances Gregory, MA<br />
Chair, ULM Retention Committee<br />
Assistant Dean <strong>of</strong> the College <strong>of</strong> Arts & Sciences<br />
Patti Porter MEd, NCC, LPC, LMFT<br />
Coordinator <strong>of</strong> CASS LRC<br />
Director <strong>of</strong> FRYS Program
Dear ULM Community:<br />
May 16, 2003<br />
Over the last half year between November 2002 and April 2003, a large group <strong>of</strong><br />
ULM faculty, staff, and students have diligently explored ways that this <strong>University</strong> can<br />
keep those good students it has worked so hard to attract. The fact that 500 students who<br />
were eligible to continue in the spring <strong>of</strong> 2003 chose not to do so gave added importance<br />
to the process <strong>of</strong> retention planning that had begun at the behest <strong>of</strong> the Louisiana Board<br />
<strong>of</strong> Regents. An initiative from Baton Rouge thus assumed the status <strong>of</strong> a cause for our<br />
own campus to which the Retention Committee dedicated its best efforts.<br />
The plan which follows presents bold retention goals and a set <strong>of</strong> aggressive<br />
actions, many <strong>of</strong> which are already set in motion. This retention agenda requires the<br />
participation <strong>of</strong> all ULM constituents. As you read the pages to follow, find the areas<br />
where you fit into the plan <strong>of</strong> action and make the cause <strong>of</strong> retention your own cause.<br />
Sincerely,<br />
James E. C<strong>of</strong>er, Sr.<br />
President
Introduction........................................................................................................................5<br />
Executive Summary...........................................................................................................8<br />
ASSUMPTIONS REGARDING RETENTION AND ENROLLMENT................................11<br />
From Noel Levitz...................................................................................................................................................... 12<br />
From the Center for Academic and Student Success .......................................................................................... 18<br />
SITUATIONAL ANALYSIS ...............................................................................................21<br />
Comparative Data...................................................................................................................................................... 22<br />
ULM Data................................................................................................................................................................... 25<br />
Retention <strong>of</strong> Special Populations............................................................................................................................ 27<br />
SWOT.......................................................................................................................................................................... 35<br />
THE UNIVERSITY OF LOUISIANA AT MONROE ENROLLMENT<br />
MANAGEMENTMarketing and Recruitment Plan 2003 – 2005 Enrollment Goals....38<br />
Organizational Structure for Retention Leadership…………………………………….44<br />
Charge to Retention Committee……………………………………...…………………………………. 45<br />
Membership <strong>of</strong> Retention Committee……………………………………………………………………47<br />
Retention Task Force Members and Retention Planning Workshop Participants……………………….48<br />
Organizational Chart for Retention Implementation……………………………………………………..50<br />
Membership <strong>of</strong> Core Curriculum Committee and Academic Planning………………………………….54<br />
SHORT RANGE INITIATIVES AND ACCOMPLISHMENTS...........................................56<br />
Recommendations from the ULM Retention Committee................................................................................... 57<br />
Recommendations from Dr. Courtney Stryker, Noel-Levitz Retention Consultant...................................... 59<br />
<strong>ACTION</strong> <strong>PLAN</strong>S................................................................................................................61<br />
SUMMARY OF RESOURCE REQUIREMENTS............................................................136<br />
APPENDICES..................................................................................................................143<br />
APPENDIX A - CASS's Evaluation <strong>of</strong> ULM Retention Efforts - Early Fall 2002 .....................................142<br />
APPENDIX B - Academic Advising Manual....................................................................................................167<br />
APPENDIX C - Score in Four ..............................................................................................................................185<br />
APPENDIX D - Early Alert ..................................................................................................................................191<br />
APPENDIX E - Week <strong>of</strong> Welcome and Freshman Connection Programs ....................................................196<br />
APPENDIX F - Other Retention Suggestions from Noel-Levitz……………………………………….199
5<br />
Introduction
Introduction<br />
The ULM Retention Planning process began with the State-Wide Retention<br />
Project Launch in Baton Rouge on October 21, 2002. The Board <strong>of</strong> Regents and<br />
the State <strong>of</strong> Louisiana have retained the services <strong>of</strong> Noel-Levitz in order to meet<br />
the retention goals set forth in the Master Plan for Higher Education in Louisiana.<br />
At the October 21 st meeting ULM was represented by Dr. Wayne Brumfield,<br />
Vice-President for Student Affairs; Ms. Robin Evans, Interim Director <strong>of</strong><br />
Institutional Research; Ms. Frances Gregory, Assistant Dean <strong>of</strong> the College <strong>of</strong><br />
Arts & Sciences and ULM Retention Committee Chairman; Ms. Cynthia Bratton,<br />
Title III Project Director and ULM Retention Coordinator; and Ms. Patti Porter,<br />
Coordinator <strong>of</strong> the CASS LRC and Director <strong>of</strong> FRYS. Thirteen other Louisiana<br />
four-year, public institutions <strong>of</strong> higher learning also attended the Project Launch<br />
Dr. Courtney Stryker, the Noel-Levitz Retention Consultant assigned to ULM,<br />
was introduced to the ULM representatives and tentative planning for future visits<br />
by the consultant to the ULM campus began. December 4th and 5 th were the<br />
original dates set by Noel-Levitz and the Louisiana Board <strong>of</strong> Regents for Dr.<br />
Stryker’s first visit to the ULM campus. Before concluding the October meeting,<br />
Dr. Stryker asked the ULM representatives to expand the ULM Retention<br />
Committee membership and for the committee to decide on five retention<br />
strategies that could be implemented immediately. The Retention Committee met<br />
on November 7 th and proposed seven retention initiatives to implement<br />
immediately. Dr. Stryker proposed several additional retention initiatives<br />
following her visit to ULM. These are given with the accomplishments to date in<br />
the section titled Short Range Initiatives and Accomplishments.<br />
Dr. Stryker’s first visit to the ULM campus occurred on December 2 nd and 3 rd .<br />
During this visit, Dr. Stryker met with the President, Vice President for Academic<br />
Affairs, Vice President for Student Affairs, the Retention Committee, academic<br />
advisors, the CASS staff, academic deans, student leaders and selected faculty.<br />
These meetings occurred in various <strong>of</strong>fices and rooms on the Sixth Floor <strong>of</strong> the<br />
ULM Library. Fifty freshmen and fifty graduating seniors were invited to<br />
sessions with Dr. Stryker, however none attended. During this visit, Dr. Stryker<br />
again encouraged expanding the Retention Committee and <strong>of</strong>fered suggestions for<br />
the Retention Workshop to be held January 21 st and 22 nd .<br />
On January 21 st and 22 nd , twenty-one faculty and staff participated in the<br />
Retention Planning Workshop, held in the Conference Room <strong>of</strong> the <strong>University</strong><br />
House. The faculty represented all four ULM Colleges, Arts & Sciences, Health<br />
Sciences, Education & Human Development, and Business. The staff represented<br />
the ULM Bookstore, Indian Bank, Athletics, CASS, ULM Police, ULM Physical<br />
plant, Recruitment and Admissions, Student Affairs, Financial Aid, Continuing<br />
Education, Institutional Research, and <strong>University</strong> Planning and Development. Dr.<br />
6
C<strong>of</strong>er <strong>of</strong>fered opening remarks to the workshop participants. Dr. Stryker began<br />
the workshop by introducing Retention Planning and giving an overview <strong>of</strong><br />
ULM’s retention data and a comparison to universities with comparable programs<br />
and admission standards. During this workshop the SWOT Analysis was<br />
completed and the Retention Goals and preliminary strategies developed.<br />
On February 11 th and 12 th , the ULM Retention Committee and Task Force<br />
members met in various groups to develop action plans for each retention<br />
strategy. Dr. Stryker was unable to attend due to weather problems east <strong>of</strong><br />
Montana. The person responsible for each strategy, the coordinator, was directed<br />
to submit a completed, although preliminary, action plan to Cynthia Bratton.<br />
These were compiled and sent via e-mail to Dr. Stryker.<br />
On March 11 th and 12 th , Dr. Stryker made her third visit to the ULM campus.<br />
During these two days, she met with the coordinator for each strategy and<br />
suggestions were made to improve the action oriented nature, budget process and<br />
evaluation <strong>of</strong> each plan. Dr. Stryker also shared Dr. C<strong>of</strong>er’s concern about the<br />
lack <strong>of</strong> aggressiveness <strong>of</strong> the Retention Goals. As a result, Goal 2 - Increase<br />
retention <strong>of</strong> all first-time Fall 2003 students was increased to six percent. Over<br />
the next three weeks, the plan coordinators submitted plan edits to Cynthia<br />
Bratton.<br />
With the Action Plans almost complete, Dr. Stryker made her fourth visit to ULM<br />
on April 10 th and 11th. This visit began with a campus tour by a SGA Senator<br />
and a visit to a Sophomore Level English Class. Over the next day and a half, Dr.<br />
Stryker met with groups based on the Goal in which their strategies and action<br />
plans fell. The visit concluded with a presentation to the Retention Committee<br />
about completion <strong>of</strong> the Retention Report.<br />
From April 11 th until May 5 th , various revisions and adjustments were made to the<br />
Retention Report. On May 6 th a CD containing an electronic version <strong>of</strong> the<br />
Report was sent via Federal Express to Dr. Stryker in Bozeman, Montana. Final<br />
revisions were completed on May 11 th . A printed copy <strong>of</strong> the Report was given to<br />
Dr. C<strong>of</strong>er on May 12, and he and Cynthia Bratton met on May 13 th to make final<br />
changes. On May 14 th , five copies were sent to the Noel-Levitz corporate <strong>of</strong>fice<br />
in Littleton, Colorado. Noel-Levitz will forward three <strong>of</strong> the copies <strong>of</strong> the ULM<br />
Retention Plan to the Louisiana Board <strong>of</strong> Regents.<br />
The ULM Faculty and Staff have also participated in various student and<br />
customer services workshops over the past six months. These have included<br />
Noel-Levitz “Going from Good to Great”, Noel-Levitz “Building a Service<br />
Culture”, CPTI Customer Service Workshop and Strategic Planning Level I.<br />
7
Executive Summary<br />
8
Executive Summary<br />
The following goals were established in accordance with the requirements<br />
presented in the Board <strong>of</strong> Regents Master Plan. Each goal was developed after a<br />
thorough situation and data analysis <strong>of</strong> the <strong>University</strong> <strong>of</strong> Louisiana-Monroe<br />
campus. The retention goals in this document are data driven and reflect an<br />
aggressive approach to improving student success at ULM.<br />
Increase retention <strong>of</strong> first-time and all enrolled students:<br />
Goal 1 Increase retention <strong>of</strong> all first-time Fall 2002 students from<br />
58.7 percent to 59.7 percent.<br />
Goal 2 Increase retention <strong>of</strong> all first-time Fall 2003 students by 6<br />
percentage points.<br />
Goal 3 Increase retention <strong>of</strong> first-time Fall 2004 students by<br />
another 2 percentage points.<br />
First-time African-American students:<br />
Goal 4 Increase retention <strong>of</strong> first-time African-American, Fall<br />
2003 students from 60.1 percent to 61.1 percent.<br />
Goal 5 Increase retention <strong>of</strong> first-time Fall 2004 African-American<br />
students by another 2 percentage points.<br />
Sophomore students:<br />
Goal 6 Increase retention <strong>of</strong> Fall 2003 sophomores by 1 percent<br />
from 68.9 percent to 69.9 percent.<br />
Goal 7 Increase retention <strong>of</strong> Fall 2004 sophomores by 1 percent.<br />
Non-traditional students:<br />
Goal 8 Increase the retention <strong>of</strong> Fall 2002 non-traditional students<br />
by one percent (from a six year unweighted average <strong>of</strong><br />
43.15% to 44.15%).<br />
9
Other Action Items:<br />
Develop a Fiscal Analysis <strong>of</strong> Retention/Cost Benefit Analysis<br />
worksheet for faculty, administrators, staff, students, and other<br />
stakeholders.<br />
Conduct a cost-benefit analysis (economics impact study/report) <strong>of</strong><br />
ULM on Monroe.<br />
Conclude the search for a Director <strong>of</strong> Retention.<br />
Identify specific retention issues with student athletes.<br />
Identify specific retention issues as they relate to special needs and<br />
services/ADA accommodations.<br />
Identify specific retention issues as they relate to learning<br />
accommodations.<br />
Institute a Weekend <strong>of</strong> Welcome (WOW).<br />
10
ASSUMPTIONS<br />
REGARDING RETENTION<br />
AND ENROLLMENT
Fundamental Retention Theory<br />
From Noel Levitz<br />
Students who successfully integrate into the college community tend to persist (Bean,<br />
1980).<br />
Persistence is a function <strong>of</strong> the match between an individual’s motivation and academic<br />
ability and his/her academic and social characteristics (Cabrera, Castaneda, Nora,<br />
Hengstler, 1992).<br />
A student’s tendency to drop our <strong>of</strong> college is inversely related to the degree <strong>of</strong> direct<br />
involvement in the academic and social life <strong>of</strong> the institution (Astin, 1984).<br />
The strongest indicator <strong>of</strong> retention is the degree <strong>of</strong> connection to peers and faculty that a<br />
student makes (Astin, 1984).<br />
Retention and Attrition Theory<br />
Beans Theory <strong>of</strong> Attrition<br />
Expectations + Actual Experience = If positive, the student stays, if<br />
negative, the student leaves.<br />
Tinto’s Integration Theory<br />
Interaction between the student and his/her environment and the match<br />
between individual motivation, academic ability, and his/her academic and<br />
social characteristics causes a student to stay or depart.<br />
Astin’s Theory <strong>of</strong> College Persistence<br />
Student involvement is the key.<br />
Noel and Levitz Four Stage Model Theory<br />
Enrollment management, action-orientation, organizational development, and<br />
staffing.<br />
Themes <strong>of</strong> attrition (Noel and Levitz, 1999)<br />
Academic underpreparedness<br />
Transition or adjustment problems<br />
Unrealistic expectations<br />
Boredom or uncertainty<br />
Imcompatibility
Retention Principles<br />
1. The ultimate goal <strong>of</strong> a retention effort is improved educational experiences for students,<br />
rather than retention per se.<br />
2. Improving the quality <strong>of</strong> student life and learning is a continuing and important priority for<br />
all institutions <strong>of</strong> higher education.<br />
3. Engaging in a quality <strong>of</strong> student life and learning (retention) improvement process should<br />
provide an approach to organizing a systematic effort, while at the same time enhancing<br />
overall institutional quality, effectiveness, and student success.<br />
4. Increases in retention rates are a function <strong>of</strong> the current state <strong>of</strong> efforts to improve the<br />
quality <strong>of</strong> educational programs and services. Most institutions engaging in a systematic and<br />
comprehensive retention effort should be able to expect over time a "lift" in cohort<br />
graduation rate between ten percent and twenty percent and improvements in annual<br />
retention rates <strong>of</strong> two percent to five percent.<br />
5. Improving retention is a complex task: retention and attrition are multi-variant phenomena,<br />
and are not subject to "quick-fix" strategies.<br />
6. Retention tools, systems, staff development activities, computer s<strong>of</strong>tware, and pr<strong>of</strong>essional<br />
consultation can make a significant contribution to an organized retention effort.<br />
7. Retention strategies already in place can serve as an excellent foundation for developing an<br />
ongoing, more systematic approach to improving the quality <strong>of</strong> student life and learning<br />
(retention).<br />
8. Retention is a key component <strong>of</strong> a comprehensive enrollment management program.<br />
9. Some attrition is inevitable and acceptable.<br />
10. Dropouts are expensive, and improvements in retention rates can add to the annual<br />
operating budget.<br />
11. Attrition is a problem for which there is a solution, and retention is one aspect <strong>of</strong> an<br />
enrollment management program over which an institution can exert considerable influence<br />
and control.<br />
12. Single casual factors <strong>of</strong> student attrition are difficult to ascertain.<br />
13. Some attrition is predictable and preventable by focusing special efforts on selected target<br />
groups <strong>of</strong> students.<br />
14. Effective retention strategies focus on improving campus programs, services, attitudes, and<br />
behaviors, and result in quality educational experiences for all students.<br />
15. Educational programs and services cannot compensate for the absence <strong>of</strong> competent, caring,<br />
and conscientious faculty and staff.<br />
16. Key to improving the quality <strong>of</strong> student life and learning (retention) are student-centered<br />
policies, procedures, and programs.<br />
17. Persistence depends upon the extent to which an individual has been integrated into the<br />
academic and non-academic components <strong>of</strong> the campus environment.
Retention Planning Strategies<br />
? Recruiting. Providing students with adequate and accurate information will assist in<br />
the selection <strong>of</strong> an institution that best matches their needs, which in turn will<br />
increase their chances <strong>of</strong> persisting.<br />
? Admissions Selectivity. Academic ability is a strong predictor <strong>of</strong> student retention and<br />
there is clearly a relationship between the degree <strong>of</strong> admissions selectivity and<br />
institutional retention rates.<br />
? Financial Aid. The type and mix <strong>of</strong> financial aid provided to a student can have either<br />
a positive or negative influence on a student’s decision to remain in college<br />
depending upon their circumstances and background.<br />
? Orientation. Orientation programs are important to the successful integration <strong>of</strong><br />
students into the academic and social components <strong>of</strong> the campus environment. They<br />
also can be helpful in developing consonance between student expectations and the<br />
actualities <strong>of</strong> the educational environment.<br />
? Academic Advising. The importance <strong>of</strong> academic advising as a retention strategy is<br />
well documented in the literature. Advising provides the most significant mechanism<br />
by which students can clarify their educational/career goals and relate these goals to<br />
academic <strong>of</strong>ferings.<br />
? Sectioning/Placement. Homogeneous grouping <strong>of</strong> students based on their level <strong>of</strong><br />
academic ability is a common educational and retention strategy. Mandatory<br />
assessment and placement <strong>of</strong> students helps ensure that they can compete successfully<br />
academically.<br />
? Teaching/Learning. Academic programs and experiences must be consistent with and<br />
relevant to students’ educational/career goals. There is no substitute for good<br />
instruction in promoting academic integration. Some studies have shown a strong<br />
relationship between student learning and increased persistence.<br />
? Academic Support. Retention literature documents that academically underprepared<br />
students are more dropout-prone. Institutions should ensure that students enter with,<br />
or have the opportunity to acquire, the skills needed for academic success. Learning<br />
support programs improve a student’s chance <strong>of</strong> persistence.<br />
? Academic Enrichment. Academic boredom is a common reason talented students drop<br />
out <strong>of</strong> higher education. Providing enriched or accelerated programs can have a<br />
positive impact on the persistence <strong>of</strong> some <strong>of</strong> these students.<br />
? Residential Living. The quality <strong>of</strong> on-campus residential living is an important<br />
element in social integration.<br />
? Counseling. Personal counseling can be important in assisting students to overcome<br />
problems that interfere with the degree <strong>of</strong> academic and non-academic integration.<br />
? Extracurricular Activities. The literature indicated that significant and meaningful<br />
participation in extracurricular activities can contribute to student retention.
? Underrepresented Students. Some racial/ethnic groups experience a higher dropout<br />
rate than do others. Special programs and efforts can be successful in reducing the<br />
attrition rates for these groups.<br />
? Undecided Students. Retention research identified this group as being highly dropoutprone.<br />
Lack <strong>of</strong> a clearly defined educational or career goal is <strong>of</strong>ten an important<br />
reason for a student deciding not to pursue a college degree. Model programs for<br />
undecided students have proven to reduce attrition rates.<br />
? Early Alert. Prediction <strong>of</strong> dropout-prone students when combined with early warning<br />
strategies can increase retention.<br />
? Exit Interviews. Even though their observed impact on persistence is lower than most<br />
other intervention strategies, exit interviews can gather significant information on<br />
why students leave and how the institution might change to improve the retention for<br />
other students. In addition, a few individuals may remain in the institution as a result<br />
<strong>of</strong> assistance gathered through an exit interview.<br />
? Policies/Procedures. Colleges and university whose policies and procedures have<br />
been redesigned to be student-centered <strong>of</strong>ten show improvements in their retention<br />
rates.<br />
? Faculty/Staff Development. The frequency and quality <strong>of</strong> faculty/staff and student<br />
interactions has been shown to contribute positively to student retention, and inservice<br />
faculty/staff development efforts can result in a more competent, caring, and<br />
concerned group <strong>of</strong> individuals.
Introduction to the Development <strong>of</strong> a Retention Plan<br />
"Planning is the organization <strong>of</strong> hope."<br />
Steven Blum<br />
Fundamental to any successful enrollment management program is developing and<br />
implementing a retention plan. The purpose <strong>of</strong> the planning process is to help an<br />
institution gain more control over its enrollment future by developing the capacity to<br />
achieve retention goals through improvements, enhancements, or new educational<br />
programs and services.<br />
Planning does not ensure results, but it provides a disciplined appraisal, goal setting, and<br />
strategizing that can minimize failure. A well-conceived retention plan is simply an<br />
organized thought process and communication tool that describes what the institution<br />
wants to achieve and how it will accomplish it. It has been said there are two excellent<br />
ways to fail:<br />
? Do an equally good job <strong>of</strong> everything (all things are not equally important).<br />
? Do an excellent job <strong>of</strong> the wrong thing.<br />
A thoughtful retention planning process helps set meaningful goals and identifies the<br />
most important strategies and activities necessary to achieve these goals.<br />
There are many benefits that can accrue from the retention planning process. Retention<br />
planning:<br />
? Provides a systematic assessment <strong>of</strong> present strengths, weaknesses, opportunities,<br />
threats, and current retention strategies<br />
? Results in the establishment <strong>of</strong> consensual institutional goals and priorities<br />
? Encourages innovative thinking and problem-solving<br />
? Creates awareness <strong>of</strong> obstacles that may need to be overcome<br />
? Coordinates and unifies staff effort<br />
? Ensures more effective use <strong>of</strong> existing resources and identifies the possible need for<br />
additional resources<br />
? Assigns responsibility and accountability, and schedules work<br />
? Facilitates control and evaluation <strong>of</strong> activities<br />
? Communicates and documents efforts and the enrollment "game plan"<br />
? Provides a basis for future planning
Retention plans will vary considerably in scope, format, content,<br />
nomenclature/terminology, and size depending on institutional differences, preferences,<br />
and inclination. In developing a retention plan it is important to remember that the<br />
elements mentioned above are not nearly as critical as the ability to develop an<br />
understandable and workable plan to guide efforts and achieve results. Regardless <strong>of</strong> the<br />
exact nature <strong>of</strong> your plan, effective retention plans should always be:<br />
? Results-oriented<br />
? Understandable to others, including those who must implement them<br />
? Sufficiently complete and specific to provide direction (neither over- nor under-plan)<br />
? Workable and realistic to accomplish<br />
? Adaptable to changing situations<br />
A retention plan, by definition, is a set <strong>of</strong> clear and unambiguous goals with associated<br />
strategies (enabling objectives) and activities (action plans) that, when taken in totality,<br />
lead to the achievement <strong>of</strong> goals. The plan establishes the direction for the enrollment<br />
enterprise during the time period designated for the completion <strong>of</strong> the goals. Further, the<br />
plan establishes in advance responsibility, resources required, timetable, and method <strong>of</strong><br />
evaluation, thus facilitating control <strong>of</strong> progress.<br />
A word <strong>of</strong> caution about retention planning: planning without execution is meaningless.<br />
The old adage, "Plan the work, but work the plan" is still a good principle to follow.<br />
Dwight Eisenhower once said, "The plan is nothing. Planning is everything." To<br />
paraphrase Eisenhower, "Planning is nothing. Implementation is everything." In short,<br />
the degree to which you implement the components <strong>of</strong> the retention plan will be the key<br />
to success.
From the Center for Academic and Student Success<br />
Mission Statement<br />
The principal goal <strong>of</strong> the Center for Academic and Student Success (CASS) is to promote<br />
student success by providing comprehensive academic advising and career counseling<br />
programs. ULM students have the opportunity to interact with knowledgeable and caring<br />
pr<strong>of</strong>essional counselors who help to ensure their academic and pr<strong>of</strong>essional success.<br />
The achievement <strong>of</strong> academic success and the realization <strong>of</strong> career goals by students<br />
ultimately will benefit the <strong>University</strong> by fostering greater student retention, higher<br />
academic quality, and enhanced community involvement.<br />
The Academic and Career Counseling Office<br />
This <strong>of</strong>fice is staffed by four Academic and Career Counselors, and one administrator.<br />
The counselors work with Undeclared students to provide individualized and sometimes<br />
intrusive academic advising. Students are required to schedule and attend two sessions<br />
with their counselor each semester. The first visit ideally occurs between the fourth and<br />
sixth weeks <strong>of</strong> the semester, so that students can discuss any areas <strong>of</strong> concern or difficulty<br />
and the counselor can suggest appropriate interventions. The second visit is for academic<br />
advising. The counselors strive to have students consider scheduling their classes to<br />
optimize their success. From the first meeting with students, the counselors stress the<br />
students= role in understanding the ULM Catalog and attendance policies, knowing key<br />
dates, and working toward their academic and career goals.<br />
Since the inception <strong>of</strong> CASS these services have been available to Undeclared students<br />
and students referred by the College Dean’s. With the new emphasis on student<br />
engagement and retention, it is expected that the services <strong>of</strong> the CASS Academic and<br />
Career Counseling Office will be expanded to all incoming Freshmen, and to a broader<br />
student population as directed by the <strong>University</strong> Administration. The organizational chart<br />
on page 50 outlines a proposed restructuring <strong>of</strong> CASS, and the addition <strong>of</strong> six positions<br />
not currently in the CASS structure.<br />
Early Alert<br />
CASS utilizes an Early Alert System for its students. Most Early Alert Reports relate to<br />
absences and missed assignments or exams. Upon receipt <strong>of</strong> a report, a counselor calls<br />
the student and sends a letter requesting a face-to-face meeting with the student. If the<br />
student does not respond within several days, a postcard is mailed to the student=s<br />
permanent address.<br />
Students who are unsure <strong>of</strong> their major and have been enrolled in college at least one<br />
semester are referred to the CASS Learning Resource Center to complete the<br />
DISCOVER Interest, Values, and Abilities assessments. The students and their<br />
counselors review the results and identified areas are explored through a combination <strong>of</strong><br />
relevant courses, informational interviews with faculty, Job Shadowing, career data, and<br />
part-time employment in related areas.
The recent approval to include the Noel-Levitz College Student Inventory, Form B, as an<br />
assessment in the FRYS course, is expected to enhance the Early Alert system.<br />
CASS Learning Resource Center (LRC)<br />
The CASS LRC is staffed by one Licensed Pr<strong>of</strong>essional Counselor, two Graduate<br />
Assistants / Work Study Students, and student workers and <strong>of</strong>fers services to all ULM<br />
students. These services include Math, Biology, and Chemistry tutoring, practice exams<br />
for the Praxis and Graduate School exams, DISCOVER Career Exploration, AWhat Can I<br />
Do With a Major in ...@, Mavis-Beacon Typing practice, internet access and word<br />
processing computer terminals, and one-stop information centers for a variety <strong>of</strong> campus<br />
entities.<br />
The Math tutoring services have substantially contributed to the successful completion<br />
rate for students in developmental math. In the three years tutoring has been <strong>of</strong>fered, the<br />
Math 093 completion rate has risen from approximately 20% to over 40%.<br />
Freshman Year Seminar (FRYS 101)<br />
FRYS is a one credit hour, highly recommended elective for first semester students. The<br />
course serves as an expansion <strong>of</strong> the Summer Orientation and has shown to increase<br />
retention from first to second year by nine percent for students enrolled in the course over<br />
the retention rate <strong>of</strong> those students not enrolled in the course.<br />
The goal <strong>of</strong> the class is to help student make a successful transition to college by<br />
encouraging ULM community involvement, teaching time and money management<br />
skills, learning about their communication styles (True Colors and Myers-Briggs Type)<br />
and learning style (LEAD), practicing test and note taking skills, and exploring stage <strong>of</strong><br />
life issues relating to goal setting, communication, conflict management, critical<br />
thinking, healthy lifestyle, career planning and service learning.<br />
The FRYS course has been approved by the <strong>University</strong> Administration as a strongly<br />
recommended elective for all incoming freshman.<br />
CASS English Writing Center<br />
Through Title III Grant funds, CASS partners with the ULM English Department by<br />
providing the funding for three graduate assistants who tutor English and assist students<br />
with their writing projects.<br />
Other CASS Projects<br />
CASS utilizes a holistic approach in helping students succeed. Therefore, CASS presents<br />
interactive workshops dealing with issues <strong>of</strong> grades, decision making, alcohol awareness,<br />
stress management, gender communication, goal setting, study skills, relationships,<br />
procrastination, and time management. These workshops are <strong>of</strong>fered on a rotating<br />
schedule to all students, and by request in the residence halls and to student groups. The<br />
CASS staff also makes special presentations to athletic groups and specific classes on<br />
requested topics.
Twice a year, the CASS staff <strong>of</strong>fers four focus groups on developmental issues <strong>of</strong><br />
Academic, Emotional, and Instrumental Autonomy and Interdependence. In addition<br />
CASS sponsors Pet Day twice a year. CASS has surveyed numerous groups <strong>of</strong> Adult<br />
Learners and is attempting to respond with the services they have requested. CASS also<br />
has a counselor with extensive substance abuse prevention and treatment experience.<br />
This counselor along with two other ULM staff members, has represented ULM at the<br />
statewide initiatives to survey alcohol consumption habits and to promote prevention<br />
programs.<br />
Career Services has recently become a part <strong>of</strong> CASS. The Coordinator <strong>of</strong> Career<br />
Services makes class presentations ranging from discussing available jobs for different<br />
majors to pr<strong>of</strong>essional and interview etiquette. Career Services coordinates all oncampus<br />
interviews as well as Career and Interview Days.<br />
Appendix A <strong>of</strong> this Retention Report gives a retention effort evaluation for ULM in the<br />
early fall <strong>of</strong> 2002. CASS is poised to assist in the retention efforts as outlined in this<br />
report.
SITUATIONAL ANALYSIS
Comparative Data:
The following was obtained from the January 7, 2003 Retention<br />
Consulting Visit One Report and gives an indication <strong>of</strong> the need for<br />
improvement in the ULM retention and graduation rates as compared<br />
to retention and graduation statistics for similar universities.<br />
Retention and Graduation Rates<br />
According to ACT classification by standardized tests, the <strong>University</strong> <strong>of</strong> Louisiana at<br />
Monroe is a “traditional” institution, though on the low end <strong>of</strong> the range <strong>of</strong><br />
preparedness as measured by standardized national tests. The charts below show<br />
average retention and graduation rates <strong>of</strong> comparable institutions – public colleges<br />
whose highest award granted is a doctoral degree (ACT, 2002).<br />
Selectivity Levels as Defined by Standardized Test Scores<br />
<strong>University</strong> <strong>of</strong> Louisiana at Monroe<br />
January 7, 2003<br />
Selectivity Level ACT Scores SAT Scores<br />
Highly Selective 27-31 1220-1380<br />
Selective 22-27 1030-1220<br />
Traditional 20-23* 950-1070<br />
Liberal 18-21 870-990<br />
Open 17-20 830-950<br />
*ULM’s current ACT requirement <strong>of</strong> 22 places the institution at the traditional level <strong>of</strong><br />
selectivity.<br />
First- to Second-Year Retention<br />
The chart below shows average retention rates <strong>of</strong> first-time, full-time students to the second year<br />
at comparable institutions (ACT, 2002).<br />
National Average Retention Rates by Selectivity <strong>of</strong> Institution<br />
<strong>University</strong> <strong>of</strong> Louisiana at Monroe<br />
January 7, 2003<br />
Admissions Selectivity A.A. B.A. M.A. Ph.D.<br />
Highly Selective 88.6 88.5 91.6<br />
Selective 77.6 78.3 80.2<br />
Traditional 57.7 71.5 71.4 72.0*<br />
Liberal 54.9 67.2 65.4 68.2<br />
Open 51.6 55.3 54.9 63.5<br />
*ULM’s three-year average retention rate is 60.2 percent.
A rule-<strong>of</strong>-thumb is that attrition rates can be reduced by one-third in five years by aggressively<br />
improving the quality <strong>of</strong> student life and learning. This would put ULM at the national average,<br />
and there is no reason to think this goal will not be achieved.<br />
Five-Year Graduation Rates<br />
The chart below shows average five-year graduation rates at public institutions across the country<br />
(ACT, 2002).<br />
National Average Five-Year Graduation Rates by Selectivity <strong>of</strong> Institution<br />
<strong>University</strong> <strong>of</strong> Louisiana at Monroe<br />
January 7, 2003<br />
Admissions Selectivity A.A. B.A. M.A. Ph.D.<br />
Highly Selective 74.6 70.2 72.3<br />
Selective 58.0 41.8 50.0<br />
Traditional 36.0 40.5 39.6 38.0*<br />
Liberal 37.1 32.1 28.2 31.0<br />
Open 31.3 25.8 27.9 28.5<br />
*ULM’s five-year average rate is 18.5 percent and the six-year average rate is 26.5<br />
percent.<br />
These data indicate that retention continues to decline at ULM at a rate that is higher than<br />
national averages, i.e., there are upper-level concerns as well as the typical first-year/first<br />
impression issues. As ULM moves to increase its selectivity, these data support the potential for<br />
ULM to increase its graduation rates in keeping with requirements <strong>of</strong> the Board <strong>of</strong> Regents’<br />
master plan.
ULM Data:
History <strong>of</strong> First – to – Second Year Retention and Student Pr<strong>of</strong>ile<br />
First-Time, Full-Time Freshmen<br />
Term Number Average ACT Percent Enrolled Following Year<br />
Fall 1996 1816 19.0 60.41%<br />
Fall 1997 1708 18.8 61.59%<br />
Fall 1998 1580 18.8 58.80%<br />
Fall 1999 1469 18.7 60.99%<br />
Fall 2000 1208 18.4 60.68%<br />
Fall 2001 1170 19.0 61.62%<br />
All First-Time Freshmen<br />
Term Number Average ACT Percent Enrolled Following Year<br />
Fall 1996 1884 18.8 62.42%<br />
Fall 1997 1811 18.5 63.39%<br />
Fall 1998 1656 18.6 59.00%<br />
Fall 1999 1529 18.6 62.85%<br />
Fall 2000 1280 18.2 60.78%<br />
Fall 2001 1301 17.8 58.72%<br />
Entering Status Returning<br />
Status<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Full Time 1083 1035 924 879 720 713<br />
Part Time 70 58 39 51 27 28<br />
Full Time Returning<br />
Total<br />
1153 1093 963 930 747 741<br />
N/A 663 615 617 539 461 429<br />
Full Time Entering Status Total 1816 1708 1580 1469 1208 1170<br />
Part Time<br />
Full Time 14 17 5 17 13 8<br />
Part Time 9 38 9 14 18 15<br />
Returning<br />
Total<br />
23 55 14 31 31 23<br />
N/A 45 48 62 29 41 108<br />
Part Time Entering Status Total 68 103 76 60 72 131<br />
Grand Total 1884 1811 1656 1529 1280 1301<br />
History <strong>of</strong> Graduation Rates<br />
4-year average<br />
graduation rate<br />
Cohort Term (Completers within 150%)<br />
Fall 1991 28%<br />
Fall 1992 25%<br />
Fall 1993 29.5%<br />
Fall 1994 28.41%<br />
Fall 1995 29%<br />
Fall 1996 30%<br />
Source: IPEDS Graduation Rates
Retention <strong>of</strong> Special Populations:
Percent Return<br />
70.0%<br />
60.0%<br />
50.0%<br />
40.0%<br />
30.0%<br />
DHS/NonDHS/Non Traditional One Year Return Rates<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
DHS Non Traditional NonDHS<br />
Age Range<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
DHS 63.1% 64.1% 61.7% 64.2% 62.0% 65.2%<br />
NonDHS 57.1% 54.8% 42.0% 45.0% 52.2% 37.0%<br />
Non Traditional 37.5% 39.7% 43.1% 43.9% 51.9% 42.8%<br />
DHS: Direct from high school; NonDHS: Less than 25 yrs; Non Traditional: 25 yrs or older
Percent Return<br />
70.0%<br />
60.0%<br />
50.0%<br />
40.0%<br />
Declared Majors One Year Return Rate<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
DECLARED UNDECLARED<br />
Declaration <strong>of</strong> Major (at time <strong>of</strong> admission)<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Declared 60.1% 61.6% 59.5% 62.0% 61.1% 62.2%<br />
Undeclared 65.9% 60.5% 47.2% 51.7% 58.3% 59.0%
Percent Return<br />
66.0%<br />
64.0%<br />
62.0%<br />
60.0%<br />
58.0%<br />
56.0%<br />
54.0%<br />
Gender One Year Return Rate<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Female Male<br />
Gender<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Female 61.2% 63.8% 60.7% 64.4% 62.2% 61.2%<br />
Male 59.1% 57.9% 55.7% 55.8% 58.1% 59.1%
Percent Return<br />
75.0%<br />
70.0%<br />
65.0%<br />
60.0%<br />
55.0%<br />
50.0%<br />
45.0%<br />
40.0%<br />
Ability Level One Year Return Rate<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
= 19<br />
Ability<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
ACT composite = 19 72.1% 71.4% 69.5% 68.4% 68.3% 69.2%
Percent Return<br />
70.0%<br />
60.0%<br />
50.0%<br />
Entry College One Year Return Rate<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Arts and Sciences Business Administration<br />
Education and Human Development Health Sciences<br />
Entry College<br />
College Name Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
Arts and Sciences 59.6% 60.6% 55.6% 58.9% 59.3% 58.1%<br />
Business Administration 57.1% 59.6% 62.8% 58.6% 60.4% 57.0%<br />
Education and Human Development 58.5% 57.5% 53.5% 61.1% 55.1% 52.9%<br />
Health Sciences 63.4% 65.4% 62.8% 65.4% 65.6% 71.4%
Percent Return<br />
100.0%<br />
90.0%<br />
80.0%<br />
70.0%<br />
60.0%<br />
50.0%<br />
40.0%<br />
30.0%<br />
Ethnicity One Year Return Rates<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
AMERICAN INDIAN ASIAN NONRESIDENT ALIEN<br />
BLACK WHITE HISPANIC<br />
Ethnicity<br />
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001<br />
American Indian 87.5% 75.0% 41.7% 40.0% 33.3% 50.0%<br />
Asian 60.0% 66.7% 84.2% 65.4% 78.6% 91.7%<br />
Black 50.1% 55.5% 52.5% 57.3% 56.1% 59.3%<br />
Hispanic 54.5% 40.0% 58.3% 61.5% 50.0% 60.0%<br />
Nonresident Alien 53.8% 76.5% 46.2% 75.0% 57.1% 57.1%<br />
Unknown 66.7% 40.0% 66.7% 33.3% 100.0% 100.0%<br />
White 64.9% 64.4% 61.8% 62.8% 62.7% 62.1%
Methodology:<br />
The historical 14 th class day files were queried for all beginning freshmen students from<br />
each term. Additional data was also queried in order to categorize each student as they<br />
appeared in their first semester at ULM (i.e., ethnic origin, gender, act score, high school<br />
graduation year, enrolled hours, etc.). These students were then compared to the<br />
following fall semester 14 th class day file in order to establish continuing enrollment. All<br />
designations, except full or part time status, remained with the status upon the student’s<br />
initial entry at ULM. The overall intention was to compare students who entered as fulltime<br />
students in their first semester, as well as those students who entered as full time<br />
students the following year.<br />
Definitions:<br />
DHS: Direct from High School – The student’s high school graduation year was used to<br />
determine that the student entered ULM as a first time college student during the same<br />
calendar year as his/her high school graduation.<br />
NonDHS: Non Direct from High School – A combination <strong>of</strong> the student’s high school<br />
graduation year and age were used to determine that the student entered ULM as a first<br />
time college student who did not enroll directly from high school and not yet 25 years <strong>of</strong><br />
age.<br />
Non Traditional: The student’s age indicates that the student entered ULM as a first time<br />
college student at the age <strong>of</strong> 25 or beyond.<br />
Ability: This is based on the ACT composite or the SAT equivalent.<br />
Declared: This indicates that the student declared a major upon his/her initial<br />
enrollment.<br />
Undeclared: This indicates that the student chose LUIO or PPSW as his/her major upon<br />
initial enrollment.
SWOT<br />
The Following analysis <strong>of</strong> strengths, weaknesses, opportunities, and threats as they relate<br />
to retention was compiled during the January 21 st and 22 nd Retention Planning Workshop.<br />
Strengths<br />
Weaknesses<br />
� New attitude <strong>of</strong> faculty and staff<br />
� Library<br />
� Bayou setting<br />
� Traditions<br />
� New bookstore contract<br />
� New food service contract<br />
� Availability <strong>of</strong> private residence hall rooms<br />
� TOPS program<br />
� Low student fees<br />
� Activity center<br />
� CASS<br />
� Four strong colleges<br />
� Low faculty-to-student ratio<br />
� Most campus buildings centrally located<br />
� Lack <strong>of</strong> bridge programs<br />
� No clear plan for transitioning students from community<br />
colleges<br />
� Poor cross-campus communication<br />
� Student processes are too complicated (registration, resignations,<br />
etc.)<br />
� Retention and enrollment rates are declining<br />
� Condition <strong>of</strong> residence halls<br />
� Poor condition <strong>of</strong> facilities and grounds<br />
� Faculty attitude/morale
� Personal safety concerns for students and staff<br />
� Large population <strong>of</strong> first-generation college students<br />
� Lack <strong>of</strong> recognition for faculty to support student serviceoriented<br />
endeavors like advising and making referrals<br />
Opportunities<br />
Threats<br />
� Cultivate positive relationships with various media<br />
� Large pool <strong>of</strong> high school students<br />
� Promote collaboration with sister universities with classes and<br />
activities<br />
� Appoint a Webmaster to unify Web presence and improve<br />
management <strong>of</strong> Website<br />
� Track ULM graduates for career opportunities, funding,<br />
alumni-student mentoring, and to act as ULM ambassadors<br />
� Solicit parental support and educate parents about ULM<br />
through parent-oriented activities<br />
� Political meddling by outsiders<br />
� Lack <strong>of</strong> political support<br />
� Continued under funding for health sciences programs<br />
� Low levels <strong>of</strong> partnering with local businesses and schools<br />
� Continued poor media relations and portrayal<br />
� Poor image with community, local teachers and administrators<br />
� Loyalties <strong>of</strong> community split between Grambling / Tech /<br />
ULM—there are three four-year institutions in close proximity<br />
� Alumni and community very upset by institution’s recent name<br />
change<br />
� Lack <strong>of</strong> student readiness and preparation<br />
� Community and students have a difficult time understanding<br />
the value <strong>of</strong> a four-year degree<br />
� Diminishing regional population<br />
� The Legislature!<br />
� TOPS program gives students the opportunity to afford to go<br />
elsewhere
� ULM perceived as “not safe”<br />
� Continuing negative influence <strong>of</strong> the “Truth at ULM”<br />
Website<br />
� “So, you teach out at the college”—university is seen as a<br />
glorified high school and not part <strong>of</strong> the Monroe community
THE UNIVERSITY OF LOUISIANA<br />
AT MONROE ENROLLMENT<br />
MANAGEMENT<br />
Marketing and Recruitment Plan<br />
2003 – 2005 Enrollment Goals
THE UNIVERSITY LOUISIANA AT MONROE<br />
MARKETING AND RECRUITMENT <strong>PLAN</strong><br />
OCTOBER 2002<br />
INTRODUCTION AND EXECUTIVE SUMMARY<br />
For the first time in its history, The <strong>University</strong> Louisiana at Monroe has developed a<br />
marketing and recruitment plan to aid in its recruitment effort. This plan could not have<br />
been developed without the expertise and guidance <strong>of</strong> Noel-Levitz Consultants Richard<br />
Eastop and Kent Hopkins, as well as the invaluable contribution <strong>of</strong> Robin Evans, ULM<br />
Systems Coordinator, and the support <strong>of</strong> Theresa Hay, Assistant Commissioner for<br />
Planning and Research with the Louisiana Board <strong>of</strong> Regents. The plan is comprehensive<br />
and is designed to guide the efforts <strong>of</strong> the recruitment team and its supporting <strong>of</strong>fices, the<br />
faculty, and the administration, with the primary aim <strong>of</strong> achieving success in enrollment<br />
increases.<br />
This marketing and recruitment plan has one over-riding defined goal: enrollment<br />
increases over specified periods <strong>of</strong> time. Established enrollment goals are provided,<br />
thereby charting a course for the recruitment process with the sole purpose <strong>of</strong> attaining<br />
results. In addition, the plan details goals, key strategies, and step-by-step action plans for<br />
those areas which have been determined as being vital to increase enrollment and assist in<br />
the recruitment process. Specific tasks, beginning and Target Date / Completion Dates,<br />
responsible persons or <strong>of</strong>fices, needed resources, and evaluation methods are outlined for<br />
each goal and key strategy.<br />
The plan is well conceived and clear. It is designed to maximize results and minimize the<br />
possibility <strong>of</strong> obstacles to the success <strong>of</strong> enrollment increases. The document provides<br />
direction to the marketing and recruitment process and benefits ULM by:<br />
? Providing a systematic assessment <strong>of</strong> strengths, weaknesses, opportunities, and<br />
threats as well as current marketing and recruitment strategies<br />
? Coordinating and unifying staff effort<br />
? Establishing a consensus and prioritizing goals<br />
? Encouraging innovative thinking and problem-solving<br />
? Ensuring more effective use <strong>of</strong> current resources and the need for additional ones<br />
? Assigning responsibility, accountability, and work schedules<br />
? Communicating and outlining the institutional enrollment plan<br />
? Facilitating control and evaluation <strong>of</strong> activities and progress<br />
? Providing a basis for future planning
Successful execution is paramount to the success <strong>of</strong> any plan. The effectiveness <strong>of</strong> this<br />
plan will rest with the <strong>University</strong>’s responsible persons’ abilities to implement the<br />
components <strong>of</strong> this marketing and recruitment plan. The primary components <strong>of</strong> this plan<br />
are:<br />
? Increasing new student enrollment with specified number goals in all<br />
classifications (i.e., beginning freshman, transfer, non-traditional, and<br />
minority)<br />
? Providing an instant admissions process for selected high schools in order to<br />
convert beginning freshmen from the inquiry to application/acceptance stage<br />
? Developing a systematic, comprehensive communication flow which<br />
includes marketing materials to address inquiries from prospective<br />
students, parents, beginning freshmen (directly from high school [DHS]),<br />
transfers, and nontraditional students<br />
? Establishing a territory management plan/philosophy for the recruitment <strong>of</strong><br />
new students<br />
? Making the financial aid and scholarships program an integral part <strong>of</strong> the<br />
recruitment process<br />
? Building an adequate student inquiry pool through various activities;<br />
including developing a prospect pool and purchasing ACT and SAT student<br />
lists<br />
? Qualifying the inquiry pool by developing general and major-specific e-mail<br />
messages and letters to address questions from prospective students making<br />
high school visits; establishing student referral programs; utilizing other<br />
departments’ student contacts; and using established programs which aid high<br />
school students and their parents in choosing ULM<br />
? Developing an effective organizational structure (function and number <strong>of</strong> staff)<br />
for the Recruitment/Admissions Office to increase the recruitment effort and to<br />
diminish the application processing time<br />
? Developing an effective marketing / public relations advertising campaign by<br />
conducting comprehensive market research to better understand the <strong>University</strong>’s<br />
current position.<br />
? Increasing the number <strong>of</strong> campus visits and the quality <strong>of</strong> the campus visit<br />
programs<br />
? Increasing selective admissions standards, thereby improving the academic<br />
quality and ability <strong>of</strong> the beginning freshman student<br />
? Establishing trained telemarketing teams to make targeted telephone<br />
contacts<br />
? Implementing a staff development program with a promotion structure and<br />
a pr<strong>of</strong>essional development component
? Organizing and improving the tracking systems for student contacts<br />
? Promoting specific academic programs which have growth potential and those<br />
in which ULM desires an increase in enrollment<br />
? Creating a one-stop Enrollment Services Center to include Recruitment,<br />
Orientation, Admissions (Visitor Center), Financial Aid, Indian Bank, and<br />
Student Activities Control System (SACS)<br />
? Significantly improving ULM’s website and enrollment pages and implementing<br />
an e-mail communication strategy<br />
THE EXECUTIVE ENROLLMENT MANAGEMENT COUNCIL<br />
Introduction<br />
The Executive Enrollment Management Council (EEMC) is composed <strong>of</strong> experienced<br />
enrollment management and community awareness representatives; academic, business,<br />
and student affairs pr<strong>of</strong>essionals; and faculty members. The Provost will serve as the<br />
Chair <strong>of</strong> this committee and the President will serve as an ex-<strong>of</strong>ficio member.<br />
The general purpose <strong>of</strong> the EEMC is to develop student enrollment, recruitment, and<br />
retention goals and strategies by continuous review <strong>of</strong> ULM historical data and observed<br />
strengths, weaknesses, opportunities, and threats to the ULM internal and external<br />
environment. The EEMC will regularly convene to develop enrollment goals and<br />
strategies as described in the following EEMC Charge, Goals, and Strategies sections.<br />
The EEMC members are committed to devoting the time, energy, and resources<br />
necessary to address the <strong>University</strong>’s enrollment challenges and opportunities. As<br />
charged by the President, this committee will guide The <strong>University</strong> <strong>of</strong> Louisiana at<br />
Monroe in making strategic decisions regarding the students and constituencies this<br />
<strong>University</strong> serves. The charge <strong>of</strong> the EEMC is as follows:<br />
EEMC Charge<br />
? Determine enrollment goals and strategies, setting the direction for the<br />
<strong>University</strong>’s desired enrollment state<br />
? Communicate to and with the <strong>University</strong> community regarding the enrollment<br />
effort<br />
? Insure that personnel critical to a coordinated and integrated enrollment effort<br />
meet on a regular basis and that systems and procedures are working<br />
effectively in direct support <strong>of</strong> established enrollment goals<br />
? Evaluate and implement enrollment strategies and tactics
EEMC Goals<br />
? Assist The <strong>University</strong> <strong>of</strong> Louisiana at Monroe in defining and achieving its<br />
desired enrollment state (numbers and characteristics)<br />
? Improve the quality <strong>of</strong> The <strong>University</strong> <strong>of</strong> Louisiana at Monroe’s educational<br />
programs, services, student life, and learning (retention)<br />
? Guide individual students toward successfully accomplishing their educational<br />
and career goals<br />
Strategic Enrollment Issues Continually Evaluated and Monitored<br />
? Review the institutional mission and recommend revisions where necessary<br />
? Change, shape, and expand the <strong>University</strong>’s image<br />
? Formulate pricing strategies, where possible<br />
? Evaluate the current academic, geographic, and demographic pr<strong>of</strong>iles <strong>of</strong> the<br />
student body<br />
? Review/revise the portfolio <strong>of</strong> programs and services<br />
? Encourage involvement <strong>of</strong> constituencies and stakeholders to develop<br />
commitment in strategic directions<br />
? Develop appropriate growth strategies for selected programs<br />
? Implement strategies designed to improve the quality <strong>of</strong> student life and learning<br />
(retention)
EXECUTIVE ENROLLMENT MANAGEMENT COUNCIL MEMBERSHIP<br />
The formulation <strong>of</strong> this plan is the result <strong>of</strong> the diligent efforts <strong>of</strong> the Executive<br />
Enrollment Management Council. The members <strong>of</strong> the council are listed below.<br />
Dr. James E. C<strong>of</strong>er, Sr., President, ex <strong>of</strong>ficio<br />
Dr. Stephen P. Richters, Interim Provost & Vice President for Academic Affairs,<br />
Committee Chair<br />
Dr. Wayne Brumfield, Vice President for Student Affairs<br />
Mr. Robert E. Turner, Vice President for Business Affairs<br />
Mr. Nick Bruno, Associate Vice President for Business Affairs<br />
Dr. Richard Hood, Executive Assistant to the President<br />
Ms. Robin Evans, Systems Coordinator<br />
Ms. Carlette Browder, Associate Director <strong>of</strong> Admissions<br />
Dr. Jan Bowman, College <strong>of</strong> Arts and Sciences<br />
Dr. Beverly Flowers-Gibson, College <strong>of</strong> Education and Human Development<br />
Dr. Mark Arant, College <strong>of</strong> Arts and Sciences<br />
Ms. Lisa Miller, Institutional Liaison Officer<br />
Mr. Ralph Perri, Director <strong>of</strong> Financial Aid and Scholarships<br />
Dr. James Robertson, Jr., <strong>University</strong> Registrar and<br />
Coordinator <strong>of</strong> the Noel-Levitz Project and Principal Author and Editor<br />
<strong>of</strong> the ULM Marketing and Recruitment Plan
ORGANIZATIONAL STRUCTURE<br />
FOR RETENTION LEADERSHIP
Charge to the Retention Committee<br />
The ULM Retention Committee developed these Goals, Key Strategies and<br />
Action Plans with two guiding forces, The Board <strong>of</strong> Regents Master Plan<br />
and Dr. C<strong>of</strong>er’s goals established for student enrollment.<br />
The Board <strong>of</strong> Regent, State <strong>of</strong> Louisiana, Master Plan for Public<br />
Postsecondary Education: 2001, has established specific goals which will<br />
drive the “formula for equitable distribution <strong>of</strong> funds to the institutions <strong>of</strong><br />
postsecondary education.”<br />
The Board <strong>of</strong> Regents have adopted three primary goals in their vision for<br />
Louisiana. They are:<br />
I. Increase Opportunities for Student Access and Success;<br />
II. Ensure Quality and Accountability;<br />
III. Enhance Services to Communities and State.<br />
For Goal I Increase Opportunities for Student Access and Success:<br />
Objective I Increase participation in public postsecondary<br />
education 2 percent by 2005.<br />
Objective II Increase minority participation in public<br />
postsecondary education 5 percent by 2005.<br />
Objective III Increase the percentage <strong>of</strong> first-time, full-time<br />
entering freshmen retained to the second year in<br />
community colleges and universities 5 percentage<br />
points by 2005.
For Goal II Ensure Quality and Accountability:<br />
Objective I By 2005 75 percent <strong>of</strong> first-time entering freshman<br />
at baccalaureate degree-granting institutions will<br />
be fully prepared for university-level work.<br />
Objective II Achieve 100 percent accreditation <strong>of</strong> “mandatory”<br />
programs by 2005.<br />
Objective III By 2005, raise the students’ level <strong>of</strong> satisfaction in<br />
Louisiana’s baccalaureate degree-granting<br />
institutions to the national average for each<br />
institution’s SREB/Carnegie classification. At<br />
two-year institutions, maintain a level <strong>of</strong> student<br />
satisfaction at or above the national average for<br />
similar institutions.<br />
For Goal III Enhance Services to Communities and State:<br />
Objective I Increase the number <strong>of</strong> students earning<br />
baccalaureate degrees in education by 7 percent by<br />
2005.<br />
Objective II Increase the number <strong>of</strong> intellectual property<br />
disclosures, licensing agreements, and startup<br />
businesses based on technologies developed at<br />
Louisiana’s universities 50 percent by 2005.<br />
Objective III Establish a coordinated plan with appropriate<br />
partners to maximize the investment <strong>of</strong> public<br />
funds in adult literacy programs.<br />
Dr. C<strong>of</strong>er, President <strong>of</strong> the <strong>University</strong> <strong>of</strong> Louisiana at Monroe is committed<br />
to the Recruitment and Retention <strong>of</strong> students and charged the Retention<br />
Committee with the task <strong>of</strong> developing a plan that exceeds the Board <strong>of</strong><br />
Regents mandates.
Membership <strong>of</strong> the ULM Retention Committee<br />
Dr. Richard Baxter, Pr<strong>of</strong>essor <strong>of</strong> Journalism<br />
Dr. Jan Bowman, Director <strong>of</strong> Continuing Education<br />
Ms. Cynthia Bratton, Retention Coordinator and Title III Director<br />
Dr. Wayne Brumfield, Vice President for Student Affairs<br />
Dr. James J. Bulot, Assistant Pr<strong>of</strong>essor <strong>of</strong> Gerontology<br />
Dr. Wilson Campbell, Associate Pr<strong>of</strong>essor <strong>of</strong> Kinesiology<br />
Ms. Angela Elzy, Student<br />
Ms. Robin Evans, Interim Director <strong>of</strong> Institutional Research<br />
Dr. Dawn Hardin, Associate Pr<strong>of</strong>essor <strong>of</strong> Educational Leadership<br />
Mr. Adam T. Holland, Student<br />
Ms. Treina Landrum, Director <strong>of</strong> Recreational Services<br />
Dr. Lesa Lawrence, Assistant Pr<strong>of</strong>essor <strong>of</strong> Pharmacy Administration<br />
Dr. Lynn L. LeBlanc, Pr<strong>of</strong>essor <strong>of</strong> Atmospheric Sciences<br />
Ms. Anne Lockhart, Director <strong>of</strong> Development<br />
Ms. Lisa Miller, Director <strong>of</strong> Recruitment / Admissions<br />
Mr. Ralph Perri, Director <strong>of</strong> Financial Aid<br />
Ms. Patti Porter, Coordinator <strong>of</strong> CASS LRC & Director <strong>of</strong> FRYS<br />
Dr. David Roane, Pr<strong>of</strong>essor <strong>of</strong> Basic Pharmaceutical Sciences<br />
Dr. James Robertson, Registrar<br />
Mr. Bryan Thorn, Director <strong>of</strong> the Physical Plant<br />
Dr. Bruce C. Walker, Assistant Pr<strong>of</strong>essor <strong>of</strong> Management &<br />
Marketing<br />
Ms. Frances W. Gregory, Chair, Assistant Dean <strong>of</strong> Arts and Sciences
Retention Task Force Members and<br />
Retention Planning Workshop Participants<br />
Task Force Members:<br />
Mr. Jarrod Breithaupt, Computing Center<br />
Ms. Peggy Buffington, Director <strong>of</strong> Child Development Center<br />
Dr. Pearson Cross, Assistant Pr<strong>of</strong>essor <strong>of</strong> Government<br />
Mr. Camile Currier, Assistant Vice President for Student Affairs<br />
Mr. Larry Ellerman, Director <strong>of</strong> <strong>University</strong> Police<br />
Mr. Chance Eppinette, Computing Center<br />
Ms. Valerie Fields, Director <strong>of</strong> Student Development<br />
Mr. Robert Flowers, CASS<br />
Ms. Karen Foster, Director <strong>of</strong> Counseling Center<br />
Mr. Carlos Funchess, Coordinator <strong>of</strong> Student Athletic Services<br />
Mr. Rob Glaze, Computing Center<br />
Mr. Todd Godlewski, Student Affairs<br />
Ms. Kara Hatten, Public Affairs<br />
Ms. Pamela Jackson, Residential Life<br />
Dr. Rena Jackson, Associate Pr<strong>of</strong>essor <strong>of</strong> Family & Consumer Sciences<br />
Mr. Duke Johnson, CASS<br />
Mr. Courtney Joiner, Student<br />
Dr. Melissa Melancon, Assistant Pr<strong>of</strong>essor <strong>of</strong> Economics and Finance<br />
Ms. Tracie Murphy, Athletic Training<br />
Dr. Eric Pani, Associate Dean <strong>of</strong> Arts and Sciences
Dr. Charles Pryor, Assoc. Pr<strong>of</strong>. <strong>of</strong> Educational Leadership & Counseling<br />
Ms. Jarrett Reeves, Director <strong>of</strong> Student Publications<br />
Mr. Jason Roubique, Safety Officer<br />
Mr. Trappey, Student<br />
Ms. Erin Turner, Public Affairs<br />
Dr. Martha Upshaw, Assistant Vice President for Student Affairs<br />
Ms. Ilana Walder, CASS<br />
Mr. Ray Watson, Career Services<br />
Mr. Tom Whatley, Director <strong>of</strong> Computing Center<br />
Workshop Participants:<br />
Dr. Sandra Davis, Assistant Pr<strong>of</strong>essor <strong>of</strong> Biology<br />
Ms. Jo Kindrix, Indian Bank<br />
Ms. Joyce Pruitt, Bookstore<br />
Mr. Ken Robideaux, <strong>University</strong> Police
Organizational Chart for Retention Implementation<br />
Early<br />
Alert<br />
Director <strong>of</strong> Freshman Programs<br />
(Including FRYS)<br />
Freshman<br />
Advising<br />
Special<br />
Projects<br />
Special<br />
Populations<br />
LUIO<br />
Advising<br />
Freshman<br />
Advising<br />
Director <strong>of</strong> Retention<br />
Undeclared<br />
Students<br />
LUIO<br />
Advising<br />
Coordinator <strong>of</strong> Retention &<br />
(Director <strong>of</strong> Title III<br />
Aug. 2002 – Sept. 2004)<br />
Career<br />
Exploration<br />
Career<br />
Services<br />
Career<br />
Placement<br />
Learning<br />
Resource<br />
Center<br />
** Please see the following pages for an explanation regarding<br />
the above staff positions.
Coordinator <strong>of</strong> Retention and Director <strong>of</strong> Title III is responsible for:<br />
? Supervise undeclared advisors and other staff as needed<br />
? Create and monitor Title III and CASS/Career Services<br />
university and agency account budgets<br />
? Interview, hire, and supervise graduate assistants, student<br />
workers, and other staff for retention programs<br />
? Coordinate and supervise the activities <strong>of</strong> the CASS Learning<br />
Resource Center, Career Services, and <strong>University</strong> Wide Early<br />
Alert<br />
? Maintain and update the ULM Retention Plan<br />
Director <strong>of</strong> Freshman Programs is responsible for:<br />
? Securing instructors and teaching assistants for all FRYS<br />
courses.<br />
? Work with publishing company and the ULM bookstore to<br />
create a customized textbook for FRYS<br />
? Maintain materials used in FRYS course<br />
? Copy and disseminate all printed materials including syllabi<br />
and grade monitors for FRYS course<br />
? Interview, hire, and supervise freshman advisors, graduate<br />
assistants, and student workers<br />
? Create and maintain budgets associated with freshman<br />
programs<br />
Freshman advisors are responsible for:<br />
? Two required semester visits by each freshman and others visits<br />
as needed<br />
? Academic advising for all Early Alert issues regarding<br />
Freshman including:<br />
absence reporting<br />
processing the Noel-Levitz CSI Form B<br />
referrals and focus groups where needed<br />
? Supporting the FRYS program by teaching one section each<br />
semester and training instructors and teaching assistants<br />
? Brief career and personal counseling as needed
Special Projects include:<br />
? Workshops<br />
? Early alert for all students (with the exception <strong>of</strong> freshmen and<br />
LUIO students)<br />
? Special population projects including:<br />
Athletic issues<br />
Dorm, organization and class presentations<br />
African-American and other minority group support<br />
services and presentations<br />
Transfer student support<br />
FRYS, extended hours and information for adult learners<br />
Student Leaders Projects including the scholarship class,<br />
community service projects, speaker’s bureau and<br />
continued leadership training<br />
LUIO Advisors are responsible for:<br />
? Academic advising for all undeclared students (approximately<br />
450-500 students)<br />
? Career counseling for undeclared students<br />
? Brief personal counseling as needed for undeclared students<br />
? Two required semester visits for undeclared students in addition<br />
to other visits when needed<br />
? Intrusive interventions regarding Early Alert issues and<br />
referrals for Career Exploration<br />
? Maintenance <strong>of</strong> Departmental Information Binders, degree<br />
plans, and syllabi as used in advising undeclared students<br />
Career Services includes:<br />
? Career exploration and cooperative work with the LRC<br />
? Assistance with resumes and cover letters<br />
? Assistance with interviewing skills<br />
? Planning and hosting Career and Interview Days<br />
? Scheduling and hosting on-campus interviews
? Maintenance <strong>of</strong> E-recruiting website<br />
? Maintenance <strong>of</strong> current job postings<br />
? Attending High School events at the request <strong>of</strong> Recruitment and<br />
Admissions<br />
Learning Resource Center includes:<br />
? Math, Biology, and Chemistry tutoring<br />
? Supplemental Instruction<br />
? PRAXIS practice tests<br />
? Computer Lab<br />
? Career Resources<br />
? Supervision <strong>of</strong> Career Counselor Interns<br />
? Maintenance <strong>of</strong> DISCOVER<br />
? Coordinating class visits to the LRC for the purpose <strong>of</strong> using<br />
Learning Plus, PLATO, and/or DISCOVER.
CORE CURRICULUM COMMITTEE<br />
Chris Blackburn, Chair, Associate Pr<strong>of</strong>essor, History and Government<br />
Ron Berry, Department Head and Associate Pr<strong>of</strong>essor, Computer<br />
Information Systems<br />
Mike Camille, Associate Pr<strong>of</strong>essor, Geosciences<br />
Mary Ann Goodwyn, Associate Pr<strong>of</strong>essor, Psychology<br />
Charles Holloway, Pr<strong>of</strong>essor, Foreign Languages<br />
Brian Kelly, Assistant Pr<strong>of</strong>essor, Computer Science, Mathematics & Physics<br />
Jo Galle, Associate Pr<strong>of</strong>essor, English<br />
Frank Pezold, Pr<strong>of</strong>essor, Biology<br />
Greg Leader, Clinical Administrative Services<br />
ACADEMIC <strong>PLAN</strong>NING COMMITTEE<br />
Stephen Richters, Chair, Vice President for Academic Affairs<br />
Jose Cordova, Associate Pr<strong>of</strong>essor, Computer Science, Mathematics &<br />
Physics<br />
Michael Crider, Basic Pharmaceutical Sciences<br />
Jeff Galle, Department Head and Associate Pr<strong>of</strong>essor, English<br />
Elizabeth Guerriero, Associate Pr<strong>of</strong>essor, Economics and Finance<br />
Glenda Holland, Dept. Head and Assoc. Pr<strong>of</strong>essor, Education Leadership &<br />
Counseling<br />
Joe McGahan, Pr<strong>of</strong>essor, Psychology
Paxton Oliver, Department Head and Pr<strong>of</strong>essor, Communicative Disorders<br />
Eric Pani, Associate Dean, College <strong>of</strong> Arts and Sciences<br />
John Rettenmayer, Pr<strong>of</strong>essor, Computer Information Systems<br />
Ruth Smith, Department Head and Pr<strong>of</strong>essor, Foreign Languages
SHORT RANGE INITIATIVES<br />
AND ACCOMPLISHMENTS
Short Range Initiatives and Accomplishments as<br />
Recommendations from the ULM Retention Committee<br />
On November 11, 2002, the ULM Retention Committee adopted the<br />
following seven retention initiatives which could immediately implemented:<br />
Initiative: Provide Supplemental Instruction for Chemistry<br />
Accomplishment: Chemistry tutoring has been heavily promoted and<br />
student use <strong>of</strong> this service has increased. As a<br />
result the Chemistry faculty are poised to support<br />
the implementation <strong>of</strong> the Chemistry Supplemental<br />
Instruction for Fall 2003.<br />
Initiative: Increase Math 113 from 3 credits to 5 credits<br />
Accomplishment: No Action on this Initiative.<br />
Initiative: Require Workshop participation for students on<br />
academic probation<br />
Accomplishment: While participation has not been required, there<br />
has been an increased awareness <strong>of</strong> the workshops<br />
<strong>of</strong>fered by CASS, the Counseling Center and the<br />
Activity Center. This initiative could be used in<br />
the Early Alert system for Freshmen and other<br />
students.<br />
Initiative: Increase Biology tutoring<br />
Accomplishment: There has not been faculty support or student<br />
participation for this initiative.<br />
Initiative: Stress absence reporting by faculty and instructors<br />
Accomplishment: This initiative has remained at current levels with<br />
some faculty and instructors reporting absences.
Initiative: Increase student referrals for career counseling<br />
Accomplishment: There has been a substantial increase in the<br />
number <strong>of</strong> current and prospective students<br />
utilizing the Career counseling services <strong>of</strong>fered by<br />
three career interns in the CASS LRC and the<br />
Strong Interest Inventory <strong>of</strong>fered by the<br />
Counseling Center.<br />
Initiative: Encourage faculty and staff support for and student<br />
participation in <strong>University</strong> Student Organizations.<br />
Accomplishment: Organization participation has improved. The<br />
Mardi Gras Ball created excitement about the<br />
possibilities for positive interaction with students.<br />
The Student Activities Referendum was approved<br />
by the ULM student body during an election on<br />
April 22 and 23. Funding from this referendum<br />
will support renovations <strong>of</strong> the Student Union<br />
Building, and the Activities <strong>of</strong> the Student<br />
Government Association and the Campus<br />
Activities Board.
Short Range Initiatives and Accomplishments as<br />
Recommendations from Dr. Courtney Stryker, Noel-<br />
Levitz Retention Consultant<br />
Following Dr. Courtney Stryker’s first visit to the ULM campus on<br />
December 2 and 3, 2002, she made the following short range initiative<br />
recommendations in her January 7, 2003 report.<br />
Short-Term Strategies for Immediate Impact at ULM<br />
Although most <strong>of</strong> the planning for the retention initiative at ULM will be<br />
long-term, it is important that students know and see the immediate changes<br />
being made.<br />
Communication <strong>of</strong> <strong>University</strong> Responses to Student Concerns<br />
Before the end <strong>of</strong> the Spring Semester, accomplish the following and<br />
publicize widely:<br />
Initiative: Appoint a customer service task force to address<br />
quality service issues across campus.<br />
Accomplishment: Required customer service workshops began in<br />
February and will be <strong>of</strong>fered again in late May or<br />
early June.<br />
Initiative: Implement an internal marketing campaign<br />
focusing on enhancing the image <strong>of</strong> ULM to<br />
students, faculty, and staff at the <strong>University</strong>.<br />
Accomplishment: The strong leadership at ULM has created a belief<br />
that things are changing and improving at ULM.<br />
When external media attempt to promote a<br />
negative image, the administrators respond with<br />
comments about the exciting things occurring at<br />
ULM. The student newspaper, Pow-Wow, has<br />
cooperated in publishing articles about student<br />
accomplishment, faculty- student engagement, and<br />
other positive messages.
Recruit-Back Activities<br />
Dr. C<strong>of</strong>er has been diligent in disseminating his<br />
messages <strong>of</strong> expectations and hope to the ULM<br />
community. This message was well received at<br />
the recent Browse on the Bayou and was addressed<br />
in his State <strong>of</strong> the <strong>University</strong> Message.<br />
During visit three, the consultant will review a process with the retention<br />
committee designed to reach out to students who may consider not returning<br />
to ULM the next semester (Fall 2003). The following procedures are<br />
proposed for advance consideration:<br />
Registrar creates a list <strong>of</strong> student (by major or advisor) who did not preregister;<br />
Registrar submits the list to advisors;<br />
Advisors assist in contacting non-registered students and getting students to<br />
pre-register for courses;<br />
Advisors send the findings to the Retention Coordinator within a specified<br />
timeframe; and<br />
Coodinate follow-ups with advisors.<br />
A literature review reveals that students who pre-register before they leave<br />
campus are more likely to return to the university. The goal <strong>of</strong> this process is<br />
to have as many students pre-register as possible before they leave for the<br />
summer break..
<strong>ACTION</strong> <strong>PLAN</strong>S
Goal 1:<br />
Increase retention <strong>of</strong> all first-time Fall<br />
2002 students from 58.7 percent to 59.7<br />
percent.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY A: Enhance customer service by extending operating hours in critical service areas by<br />
March 1, 2003. These include the Bookstore, Indian Bank, ID Card Center, Registrar, Student Account<br />
Services, Financial Aid & Scholarships, Housing, CASS, Tutoring, Labs, and Admissions.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Decide on exact meeting dates and format, current <strong>of</strong>fice hours<br />
are 8:00 to 4:30<br />
Letters to financial aid, CASS, Housing, Admissions, CASS<br />
LRC.<br />
Dr.Brumfield, Dr.<br />
Bruno, and Dr.<br />
Richters<br />
June 26, 2003<br />
Dr. Brumfield July 1, 2003<br />
Letters to Bookstore, Indian Banks, ID Card Center, and SACS. Dr. Bruno July 1, 2003<br />
Letters to Registrar, Academic Dept. Heads, Academic Support<br />
Labs.<br />
Implement extended hours to enhance payment and other needs<br />
for Fall (confirm that the computers will remain operational).<br />
Meet with groups in Mid-Fall, to assess usage and needs for the<br />
Spring.<br />
Coordinators: Drs. Brumfield, Richters & Bruno<br />
Retention Committee Contact: Dr. Wayne Brumfield<br />
Dr. Richters, July 1, 2003<br />
Each Department<br />
or Budget Head.<br />
Dr.Brumfield, Dr.<br />
Bruno, and Dr.<br />
Richters.<br />
August 23, 2003<br />
October 1, 2003<br />
Budget/Reallocation Plan:<br />
No additional cost. Will be accomplished through flex-time.<br />
There are concerns about earning compensatory time not due to the <strong>University</strong>’s support but due to the time<br />
demands made on current employees.<br />
Evaluation/Control:<br />
Collect data on the use <strong>of</strong> <strong>of</strong>fices open for extended hours.<br />
What is service like?<br />
Are users satisfied with the available hours and services? (Capture satisfaction data—cards like at restaurants)<br />
SOS Data and/or separate survey could be used to ascertain student satisfaction.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY B: Communicate directly with the President to inform him <strong>of</strong> the consensus <strong>of</strong> the<br />
Retention Committee regarding the importance <strong>of</strong> directly addressing constituents with the message:<br />
Retention is an important priority.<br />
Description/Explanation: This action plan is derived from the general discussion <strong>of</strong> the Retention<br />
Committee. It became clear through these discussions that the retention efforts <strong>of</strong> the university will be best<br />
served if the importance <strong>of</strong> enhancing retention is addressed in very direct terms and plain language, and if the<br />
message is uniform throughout all administrative levels. The deliberations also encourage that the message be<br />
delivered at a meeting <strong>of</strong> all faculty, or staff (and possibly students) and that the strength <strong>of</strong> the message could<br />
be enhanced by the presence <strong>of</strong> active endorsement <strong>of</strong> the President <strong>of</strong> the Board <strong>of</strong> Supervisors and the<br />
Commissioner <strong>of</strong> Higher Education.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Call the President to step up an appointments Roane Feb 28<br />
Meet with the President, or send him a letter, or both Roane April 7<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact: Dr. David Roane<br />
Budget/Reallocation Plan:<br />
No dollars, but some time will be required.<br />
Evaluation/Control:<br />
Whether or not direct communication with the President occurred will be self-evident. (This call occurred on<br />
Feb. 28 th ).<br />
Did the meeting with the President occur? (This occurred on April 7 th , with a successful outcome <strong>of</strong> an<br />
acknowledgement <strong>of</strong> the importance <strong>of</strong> the retention issues. The President will address the importance on<br />
student retention in his speech to the university on April 29 th .)<br />
Was the message communicated to the target audience(s)?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY C: Design an internal communication plan to keep faculty and staff informed about<br />
issues and initiative related to the quality <strong>of</strong> student life and learning.<br />
Description/Explanation: At the recommendation <strong>of</strong> the ULM Retention Committee this strategy includes<br />
improving cross-campus communication (kiosks, TV screens, student newspaper, etc.)<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Activity Responsibility Target Date /<br />
Completion Date<br />
Identify stringers, people who impact the news, from Student<br />
Affairs, CASS, Business Affairs, and each college.<br />
Brumfield,<br />
Bratton, and each<br />
Dean<br />
Identify editor for internal communications plan. Frances Gregory<br />
in consultation<br />
with the<br />
administration.<br />
June 30, 2003<br />
June 30, 2003<br />
Meeting <strong>of</strong> editor and stringers to discuss details <strong>of</strong> plans. Editor May 15, 2003<br />
Meeting <strong>of</strong> editor and media contacts to discuss details <strong>of</strong> plan.<br />
Media contact is those persons already responsible for current<br />
media outlets on campus.<br />
Develop information forms (electronic if possible, so they can<br />
be distributed by email and eliminate paper costs),<br />
placement/submission logs, and quarterly report forms.<br />
Editor May 15, 2003<br />
Editor, Kara<br />
Hatten<br />
May 15, 2003<br />
First submission date. Editor, Stringers June 16, 2003<br />
(Third Monday <strong>of</strong><br />
every month)<br />
First distribution by editor. Editor June 23, 2003<br />
(Fourth Monday <strong>of</strong><br />
every month)<br />
Distribution by media. Media Contact Next Cycle<br />
First Quarterly Report Ed itor September 30, 2003
Coordinator: Dr. Hood<br />
Retention Committee Contact:: Dr. Richard Baxter<br />
Budget/Reallocation Plan:<br />
No cost involved since no new media are being created (Suggest that college use this activity as university<br />
service for promotion & tenure).<br />
Evaluation/Control:<br />
Editor will maintain a submission log <strong>of</strong> departments sending information and a placement log to show that<br />
media received information. Log information will be used to create a quarterly report to the deans and<br />
division heads.<br />
“Has communication improved?” (Establish baseline with general survey and compare a year from now)
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: To increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7% to 59.7%.<br />
KEY STRATEGY D: Develop an internal marketing campaign <strong>of</strong> the Retention Plan with four key<br />
concepts: access, engagement, success and student-centeredness.<br />
DESCRIPTION/EX<strong>PLAN</strong>ATION: For the retention plan to be supported by all stakeholders, there<br />
must be a concise directive theme that promotes the proposed plan. In order to create this marketing<br />
message, the <strong>University</strong> will partner with a marketing firm to develop key messages segmented by<br />
audience to be used in a university-wide communications plan.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date / Completion Date<br />
Form a stakeholders committee Lisa June 1<br />
Stakeholders partner with<br />
marketing firm to create a slogan<br />
and plan for retention campaign<br />
Lisa and Kevin June 15<br />
Coordinate a kick<strong>of</strong>f event for<br />
campaign where President will<br />
reveal slogan and plan to faculty,<br />
staff, and students<br />
Lisa August 25<br />
Letters will be sent to all parents<br />
and students addressing retention<br />
efforts<br />
Lisa and Kevin August 25<br />
Posters will displayed across<br />
campus to promote campaign<br />
Lisa and Kevin August 25<br />
Picnic celebration will be held at<br />
end <strong>of</strong> spring semester<br />
Lisa May 2004<br />
Coordinator: Dr. Hood<br />
Retention Committee Contact: Lisa Miller, Director <strong>of</strong> Recruitment/Admissions<br />
Budget/Reallocation Plan:<br />
Engage a marketing firm – shared with marketing group currently on contract $3,000<br />
Develop additional university graphics $5,000<br />
Picnic $2000<br />
Evaluation/Control:<br />
Survey given to each stakeholder group to evaluate their reactions to the internal marketing plan. This<br />
survey will be given at the picnic in May.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY E: Include faculty in retention equation in a purposeful and deliberate manner.<br />
Steps<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Responsibility Target Date /<br />
Completion Date<br />
Acknowledgement letters to all students at the end New Automated Fall 2003<br />
semesters<br />
System<br />
Put the “best faculty” in freshmen courses/rotation Department Heads Fall 2003<br />
system<br />
Implement programs that give faculty and staff a<br />
comprehensive snapshot <strong>of</strong> ULM’s retention efforts.<br />
TLRC Fall 2003<br />
Ask faculty advisors to write letters for advisees. Provost Office End <strong>of</strong> Semester for<br />
Spring 2004<br />
Echo Retention Efforts through departments Department Heads Start in Summer 2004<br />
Include retention activities in annual performance<br />
reporting system.<br />
Director <strong>of</strong> Retention will visit with each dean and/or<br />
department head with information about retention<br />
efforts. The Director will also provide presentations for<br />
faculty meetings.<br />
Deans/Department<br />
Heads<br />
June 2004<br />
Director <strong>of</strong> Retention December 31, 2004<br />
Publicize student awards and activities Public Affairs Ongoing<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact: Dr. Lesa Lawrence<br />
Budget/Reallocation Plan: No Additional Cost<br />
Evaluation/Control:<br />
Benchmark annual reports in 2003 and then compare to future year trends. Measure faculty attitudes<br />
towards retention efforts and monitor.<br />
Did an effective communication <strong>of</strong> Faculty & Student rights and responsibilities occur?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY F(1): Determine which faculty and staff are retention-friendly and enlist their help in the<br />
retention process with improved communication and selected activities.<br />
Description/Explanation: Informal Student Mentoring<br />
Steps<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Responsibility Target Date /<br />
Completion Date<br />
Integrate one to two questions regarding faculty student advocacy and<br />
pr<strong>of</strong>essionalism as part <strong>of</strong> the <strong>University</strong> Core Questions <strong>of</strong> the<br />
Faculty Evaluation. The answers from these questions will help to<br />
identify faculty who are doing a good job in this area.<br />
Enlist broad student input in identifying retention-friendly<br />
faculty/staff by initiating a campaign for nominations <strong>of</strong><br />
Student-Centered ULM Faculty and Staff. Students can<br />
nominate any ULM employee who has made a positive impact<br />
or done something kind, or even provided consistent<br />
outstanding service. The campaign could be a Student<br />
Government Association (SGA) project.<br />
Collect and review the student complaints protocols in place in<br />
an effort to discover if our present system is being used or is<br />
even well-defined or published to the students. The goal is to<br />
assure that the students have a secure systematic feedback<br />
protocol for their concerns. This protocol may be in place, but<br />
yet the students don’t know about it or how to use it. Publicize<br />
student rights and responsibilities as well as faculty rights and<br />
responsibilities targeting students and key faculty.<br />
Establish a volunteer mentoring program for Faculty/Staff to<br />
provide students with contact outside <strong>of</strong> the academic advisor<br />
who can ask the student about their well-being, address<br />
concerns and be a friendly face. This mentoring program would<br />
also look to add a peer mentoring component.<br />
Dr. Richters<br />
Dr. Martha Upshaw<br />
Fall 2003<br />
Fall 2003<br />
Treina Landrum Fall 2003<br />
Treina Landrum<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Treina Landrum, Director <strong>of</strong> Recreational Services<br />
Budget/Reallocation Plan:<br />
No additional dollars needed at this time.<br />
Fall 2003
Evaluation/Control:<br />
Were the questions regarding faculty pr<strong>of</strong>essionalism and student advocacy incorporated into the <strong>University</strong> core<br />
questions <strong>of</strong> the Faculty Evaluation?<br />
Was a student organization driven campaign for identifying and honoring student-centered faculty & staff<br />
initiated?<br />
Were the current protocols for student grievances collected and reviewed?<br />
Were any volunteer Faculty & Staff mentoring programs beyond outside <strong>of</strong> the academic arena created for<br />
students?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY F(2): Establish Academic based mentoring programs.<br />
Description/Explanation: Establish mentoring programs similar to the one in the Department <strong>of</strong> Geosciences,<br />
Atmospheric Science Program. This program has a student lounge/weather which serves as a learning center as<br />
well as a facility for informal social interaction among students and between students and faculty. The lounge<br />
contains chairs, tables, TVs, c<strong>of</strong>fee pots, a refrigerator, tables and s<strong>of</strong>as and is maintained by the students. The<br />
room also houses computers and monitors for displaying weather data. The interaction mentioned above is<br />
further fostered by the activities <strong>of</strong> our student chapter <strong>of</strong> the American Meteorological Society. All students are<br />
encouraged to become members <strong>of</strong> this “weather club”, which meets regulgarly and sponsors social activitie s as<br />
well as field trips and guest speakers on weather related subjects. Students are further encouraged to participated<br />
in the National Collegiate Weather Forecasting Contest as part <strong>of</strong> the ULM team. The availability <strong>of</strong> the lounge<br />
within the department, along with the activities <strong>of</strong> the weather club create a family environment for the students<br />
which has a very positive effect on their morale and attitude and aids in the retention <strong>of</strong> students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Letter to the Deans outlining the actions to be taken and requesting<br />
that departments be nominated for participation. The nomination<br />
would include a faculty member from the participating department<br />
Meet with participating faculty members / Department Heads.<br />
Tour the Atmospheric Science Facility and explain the concept<br />
<strong>of</strong> integrating the student club, lounge and faculty participation<br />
in scholarly and social activities so that a family “home-awayfrom-home”<br />
environment is created.<br />
Participating departments identify a room suitable for a student<br />
lounge and furnish it to the extent resources permit. Take action<br />
to form an appropriate “student club” for that academic program<br />
if non exists. Identify upper class students within the program<br />
to organize the club if non exist.<br />
Conduct the first student club meeting. Strongly encourage new<br />
freshmen to attend and introduce them to upper class students<br />
and faculty. Organize some king <strong>of</strong> social activity (picnic,<br />
cook-out, pool party, etc….) to be held within the first few<br />
weeks <strong>of</strong> school so that the new students can meet faculty and<br />
upper class students in a relaxed and informal setting.<br />
Continue meetings on a monthly basis to plan activities for the<br />
year …. Scholarly, social, or service oriented.<br />
June 20, 2003<br />
July 20, 2003<br />
August 12, 2003<br />
September 1, 2003
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Dr. Lynn LeBlanc<br />
Budget/Reallocation Plan:<br />
Student Lounge Furnishings and Materials.<br />
Evaluation/Control:
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY G: Improve faculty morale by clearly delineating faculty and staff roles and expectations<br />
regarding retention and subsequent rewards from the top down. Centralize this message to faculty across all<br />
colleges (Dr. C<strong>of</strong>er, Dr. Richters, Dr. Pryor, Dr. Roane). This strategy is closely linked with Strategy B also<br />
in Goal 1 and includes communication with the president and provost regarding the perceived importance <strong>of</strong><br />
devising and implementing an effective strategy to “get faculty and administration on board” with the goals <strong>of</strong><br />
the university’s retention efforts.<br />
Description/Explanation: Deliberations in the Retention Committee revealed the sense that the optimal<br />
course for a successful outcome to retention efforts would be one which could accomplish generalized<br />
changes in attitudes among the faculty (and staff). It is granted that implementing such a change is a large<br />
task. The problem at hand seemed to be a problem <strong>of</strong> low morale. The committee voiced agreement that one<br />
<strong>of</strong> the biggest obstacles to be overcome was the belief by the faculty and staff that altered behaviors<br />
promoting retention would not be recognized, appreciated and/or rewarded. For example, it was generally<br />
agreed that there was no “check-box” on any annual evaluation form to indicate that any university employee<br />
had engaged in retention-promoting activities. It was further agreed that retention-friendly behavior was not a<br />
requirement for promotion or tenure. The committee agreed that it was unlikely that meaningful, sustainable<br />
changes in faculty and staff behaviors would occur without clear mechanism for rewarding or recognizing<br />
these behaviors, and correctly or not, creating, or initiating the creation <strong>of</strong> such a mechanism was the<br />
responsibility <strong>of</strong> the upper administration <strong>of</strong> the university and to do so with the utmost spirit <strong>of</strong> cooperation<br />
and collegiality.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Call the President to step up an appointment Roane February 28<br />
Meet with the President or send him a letter, or both Roane April 7<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Dr. David Roane<br />
Budget/Reallocation Plan: No dollars, but some time will be required.
Evaluation/Control:<br />
In a meeting with President C<strong>of</strong>er, the president acknowledged the importance <strong>of</strong> these issues and the fact that<br />
accomplishing “buy-in” through specific forms <strong>of</strong> recognition would be a challenge. He also stated that is<br />
was an issues he intended to work on. At the most recent (April 11) meeting <strong>of</strong> the retention committee, Dr.<br />
Walker suggested that this goal might be approached if the president would address this issue directly in a<br />
meeting with the college deans, and possibly, department heads. Dr. Stryker <strong>of</strong>fered to put a suggestion to<br />
this effect in her cover letter to the president.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY H: Develop and maintain a simplified, unified web page and expand the student-based Web<br />
service ARROW (Academic Records & Registration on the Web) by March 2003.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Redesign ULM website from top down incorporating a unified<br />
design, color and linking scheme. Indicate a link with efforts in<br />
recruitment<br />
Investigating feasibility <strong>of</strong> providing a centralized management<br />
system for web page creation for the lower tiers<br />
Hire additional staff to assist with maintaining unified web page or<br />
full time staff responsible for web page maintenance.<br />
Developing web page design template, based on upper tier designs<br />
to departments/programs/groups on limited bases.<br />
Expand ARROW web services to include Add/Drop and<br />
resignations for only the first 3 days <strong>of</strong> each semester. After that<br />
point, students will resign or add/drop a course the traditional way.<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Dr. Jay Bulot<br />
Rob Glaze Ongoing<br />
Rob Glaze,<br />
Chance Eppinette<br />
Chance Eppinette,<br />
Rob Glaze-<br />
<strong>University</strong><br />
Staffing<br />
Semester 2004<br />
Open – Depending upon<br />
feasibility study<br />
mentioned above.<br />
Rob Glaze Ongoing on a limited<br />
basis.<br />
James Robertson Estimated 2004<br />
semester<br />
Budget/Reallocation Plan:<br />
As <strong>of</strong> right now, most <strong>of</strong> the changes are being instituted using existing personnel and resources. Depending upon<br />
the feasibility study <strong>of</strong> instituting a centralized web design for all departments, colleges, organizations, additional<br />
staff will need to be hired, or current staff will need to move full time.
Evaluation/Control:<br />
Staff and student opinions will be gathered to determine to what extent the new web page design has been<br />
successful, as well as monitoring which segments <strong>of</strong> the web pages have been most utilized. This could be done in a<br />
casual way or in a formal manner, ie develop a good evaluation instrument, a university-wide demographic chose,<br />
etc ….. the instrument could even be on-line.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY I: Design a campus safety campaign highlighting basic safety issues as well as new safety<br />
initiatives: 16 Call Boxes (coming in April ‘03), and new, improved lighting to begin Summer 2003.<br />
Description/Explanation: Improve campus safety by providing safer facilities through various campus-wide<br />
improvements. Improve students’ sense <strong>of</strong> well being through safety awareness programs.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Increase police presence to the campus on a more personal level<br />
by requiring <strong>of</strong>ficers to spend at least one hour a day visiting<br />
students, faculty, and staff.<br />
Campus police March 2003<br />
Improve campus lighting – Phase I – Dorms Physical Plant Summer 2003<br />
Add emergency call boxes through out campus Phase I – 8<br />
boxes<br />
Provide safety and security seminars for students living on<br />
campus<br />
Computing center<br />
Physical Plant<br />
Begin providing card access control to dormitories Physical Plant,<br />
Residential Life,<br />
Environmental<br />
Health and Safety<br />
Provide Automated External Defibrillator for Campus – start<br />
with 3 AEDS<br />
Begin implementing digital video surveillance at lobbys and<br />
exterior doors <strong>of</strong> dormatories<br />
Provide CPR and AED training to selected employees; <strong>of</strong>fer to<br />
students<br />
May 2003<br />
Campus Police Beginning <strong>of</strong> each<br />
semester<br />
Environmental<br />
Health & Safety<br />
Prior to Fall Semester<br />
Prior to Fall 2003<br />
Semester<br />
Campus Police Fall 2003<br />
Recreational<br />
Services<br />
Publicize campus safety campaigns through web & newspapers Environmental<br />
Health & Safety,<br />
Campus Police<br />
Prior to Fall Semester<br />
Each Semester
Conduct fire drills twice a semester in dorms Residential Life March 2003<br />
Evaluate unsafe conditions on campus Physical Plant March 2003<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Bryan Thorn<br />
Budget/Reallocation Plan:<br />
Campus lighting $200,000<br />
Emergency call boxes Phase 1 $75,000, Phase 2 $65,000<br />
Safety seminars $5,000 YR<br />
Card access $100,000<br />
AEDS training AEDS $6,345, Trainer $400, Actar D- Fib (20 ea) $1,380, Manuals $15/person, Cards<br />
$5/person<br />
First Responder Training, Manuals $800, Cards $200<br />
Digital Surveillance Equipment $70,000<br />
Publicize safety campaigns is minimal cost<br />
Improve Community Policing will be no cost<br />
Fire drills are no cost<br />
Evaluate unsafe conditions at no cost<br />
Evaluation/Control:<br />
Are fixtures installed and working?<br />
How many students in attendance at seminars?<br />
Have the card access, AED, and digital surveillance equipment been purchased and installed? How many<br />
people were trained?<br />
Are the community and students aware <strong>of</strong> safely campaign? Do students feel secure?<br />
Are the fire drills documented each semester?<br />
Are safety issues been addressed as they are discovered?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY J: Establish an academic advising committee by March 2003 charged with developing a<br />
comprehensive, university-wide advising plan.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Meet with Courtney about adding Early Alert Bratton March 10, 2003<br />
Meet with Gregory & Campbell to discuss <strong>University</strong> wide<br />
advising plan<br />
Meet with Dr. Richters re: Academic advising for the Freshmen Bratton, Campbell<br />
& Gregory<br />
The Provost should establish a committee that represents all<br />
colleges, to help develop a university-wide advising plan. The<br />
committee should investigate current advising plan; Noel-<br />
Levitz, CASS Center Models, and etc<br />
Committee meeting Campbell &<br />
Committee<br />
Campbell March 13, 2003<br />
June 9, 2003<br />
Dr. Richters June 13, 2003<br />
Before July 8, 2003<br />
Present to full committee Campbell July 8, 2003<br />
Train faculty in Advising Model Campbell, Bratton August 18 & 19 2003<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Dr. Wilson Campbell<br />
Budget/Reallocation Plan:<br />
There are Title III dollars available to support this.<br />
2002-2003$3,300 2003-2004 $1,800<br />
Evaluation/Control:<br />
Was the proposed model accepted? If not, were other models identified and explained?<br />
Were the faculty trained in use <strong>of</strong> the Academic Advising Model?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY K: Require customer service training for all staff- workshops to be delivered in February<br />
2003 and June 2003.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Initial training <strong>of</strong> university staff, regarding customer service. Human Resources<br />
and Business<br />
Affairs<br />
Continue to train all staff who did not attend the February<br />
meeting.<br />
Continue to <strong>of</strong>fer this training twice a year for new employees<br />
or as a refresher.<br />
Coordinator: Dr. Wayne Brumfield<br />
Retention Committee Contact:: Dr. Wayne Brumfield<br />
Human Resources<br />
and Business<br />
Affairs<br />
Human Resources<br />
and Business<br />
Affairs<br />
February 11, 12, 13, and<br />
14.<br />
June Dates TBA<br />
February and June <strong>of</strong><br />
each year.<br />
Budget/Reallocation Plan:<br />
Paid for by the State – Comprehensive Public Training Program<br />
Per Sam Breen with the Comprehensive Public Training Program these programs cost the state approximately<br />
$1500/day and $400 in travel expenses per trip. A typical presentation at ULM last two and a half days.<br />
Therefore the cost for the February training was approximately $4150 and the late May or early June training<br />
will also cost the state approximately $4150.<br />
Evaluation/Control:<br />
Was the training delivered? How was the training rated by participants?<br />
Was the “Secret Shopper” concept implemented to determine the quality <strong>of</strong> actual student experiences as they<br />
flow through the ULM service providers?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY L: Form a planning committee in March 2003 that includes faculty, staff, and students to<br />
design, market, and employ an Adopt-a-Campus program to improve facilities and grounds.<br />
Description/Explanation: Monthly Maintenance program <strong>of</strong> zoned areas by adopting groups. With reward <strong>of</strong><br />
sign (identifying group) after 2 consecutive month <strong>of</strong> upkeep.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Form a committee Thorn July 1, 2003<br />
Develop zones/designate on campus map Thorn & Murphy July 1, 2003<br />
Design campus pride signs for adopted zones Thorn July 1, 2003<br />
Develop Protocol for clean-up procedures/supplies Murphy July 1, 2003<br />
Purchase supplies/pickers – bags/gloves Thorn July 1, 2003<br />
Outline guidelines for beautification Pani-Donovan July 1, 2003<br />
Buy hand tools for check-out Donovan July 1, 2003<br />
Establish check-out procedures for tools and supplies Fields July 1, 2003<br />
Market program through student development and Student<br />
Organization Dinner<br />
Fields October 2, 2003<br />
Hold informational meeting with Presidents <strong>of</strong> organizations Fields Fall 2003<br />
E-mail faculty and staff; target – Chataqua – Nexus Pani-McGahan Fall 2003<br />
Zone Adoption Thorn Fall 2003<br />
Academic Kick-<strong>of</strong>f Fields Fall 2003<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Bryan Thorn<br />
Budget/Reallocation Plan:<br />
$4,000 Start-Up Expenses<br />
$1,500 /Year to replace Signs, Tools, and Bags
Evaluation/Control:<br />
Were contracts signed?<br />
Were duty sheet completed and turned-in by groups after each monthly clean-up?<br />
Is a Log Book maintained for the Equipment Borrowing?<br />
Was the plan developed and implemented?<br />
Did organizations participate?<br />
Has the quality/appearance <strong>of</strong> campus had measurable improvement? Do the Zones look better?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 1: Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7 percent to 59.7 percent.<br />
KEY STRATEGY M: Establish a multi-dimensional Early Alert system.<br />
Description/Explanation: This strategy relates to Goal 1 Strategy J and Goal 2 Strategies B and E.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Submit a timeline to Dr. Brumfield regarding FRYS and Early<br />
Alert<br />
Submit a request to Dr. Dale Welch requesting the FRYS<br />
committee’s approval to <strong>of</strong>fer the Noel-Levitz College Student<br />
Inventory – Form B as part <strong>of</strong> the FRYS course.<br />
Review previous Early Alert Committee information with Ilana<br />
Wahlder, Chair <strong>of</strong> the Early Alert Committee<br />
Re-Establish the Early Alert Committee – Suggestions include<br />
Dr. Eric Pani, Rosalyn Pogue, Pamela Jackson (or Mindy<br />
Hollan), Dr. Wilson Campbell, Robert Flowers, Dr. John<br />
Rettenmeyer (Business), representatives from Arts & Science,<br />
Education, and Health Sciences, Ilana Wahlder, Cynthia<br />
Bratton, and the Dir. Of Retention.<br />
Review and revise the Early Alert Component <strong>of</strong> the proposed<br />
advising plan<br />
Provide available information and requests to the group working<br />
on Goal 2 Strategy B<br />
Coordinator: Dr. Richters & Brumfield<br />
Retention Committee Contact:: Cynthia Bratton<br />
Cynthia Bratton<br />
and Patti Porter<br />
Cynthia Bratton<br />
and Patti Porter<br />
April 11, 2003<br />
April 22, 2003<br />
Cynthia Bratton May 15, 2003<br />
Cynthia Bratton July 15, 2003<br />
Early Alert<br />
Committee<br />
Director <strong>of</strong><br />
Retention<br />
July 31, 2003<br />
Fall 2003<br />
Budget/Reallocation Plan:<br />
Dollars are required as part <strong>of</strong> Goal 2 Strategy B but in the other strategies time rather than dollars is required.
Evaluation/Control:<br />
Was the timeline submitted to Dr. Brumfield?<br />
Was the request submitted to Dr. Welch? Was a response received from the committee? If the committee<br />
agreed with the request, was the textbook publisher notified to package the assessment with the text?<br />
Did the Early Alert Committee resume meetings?<br />
Was the Early Alert portion <strong>of</strong> the Advising Plan evaluated and modified as needed?<br />
Was the web-based early alert supported by the Early Alert committee?
Goal 2:<br />
Increase retention <strong>of</strong> all first-time Fall<br />
2003 students by six percentage points.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first-time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY A: Develop one-stop-shopping model for student and academic services in Sandel<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Planning Meeting <strong>of</strong> Student Affairs Departments affected by<br />
the proposed SUB renovations<br />
Camile Currier<br />
(for Brumfield),<br />
Bratton, Porter,<br />
Wahlder, Miller,<br />
Jackson, Fields,<br />
Currier, Upshaw,<br />
Ellerman, Dir<br />
Career Srvs,<br />
Hatten, & Swopes<br />
Relocate Bookstore Bruno and<br />
Campus<br />
Committee<br />
Relocate Recruitment and Admissions Brumfield and<br />
Miller<br />
Relocate Housing and Programming Brumfield, Bruno,<br />
and Jackson<br />
July 3, 2003<br />
Fall 2003<br />
January 2003<br />
Pending<br />
Relocate ID Card Center Bruno Pending<br />
Relocate Indian Bank Bruno Pending<br />
Relocate Student Accounts and Services Bruno Pending<br />
Relocate Computer Labs – Student (STAP) Epinette and<br />
Richters<br />
Pending<br />
Relocate CASS Learning Resource Center Patti Porter Pending<br />
Relocate <strong>University</strong> Police Substation Chief Ellerman<br />
and Brumfield<br />
Pending
Relocate Student Life and Development Brumfield,<br />
Upshaw, and<br />
Currier<br />
Coordinator: Dr. Brumfield – assisted by Camille Currier<br />
Retention Committee Contact:: Dr. Wayne Brumfield<br />
Budget/Reallocation Plan:<br />
Recruiting & Admission Planning Money - $180,000<br />
Pending<br />
Bookstore – Campus Corner – Per Lee Waskom with Campus Corner, the total cost is approximately $350,000<br />
for the renovations and to construct a c<strong>of</strong>fee shop.<br />
Balance – Capital Outlay - $4,000,000<br />
Permanent Future Moves will include Financial Aid and the Registrar’s Office to the One Stop Center.<br />
Evaluation/Control:<br />
Did the One-Stop Facility Open with all <strong>of</strong> the planned departments successfully located in Sandel?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first–time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY B: Research options to increase web-base services for early-alert programs, referrals,<br />
resignation, drops/adds curriculum changes, etc. and eliminate cumbersome, paper-based processes.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Research and decided to buy or not - EMAS Retention Pro (or<br />
similar s<strong>of</strong>tware package) into the advising process on ULM<br />
campus.<br />
If purchase EMAS - Train ULM Advisors to utilize features <strong>of</strong><br />
Retention Pro – At least monthly monitoring <strong>of</strong> at risk students<br />
by Registrar or other appointed individuals/groups<br />
Adjust Retention Pro regularly to correspond to those factors<br />
that are directly related to retention at ULM.<br />
Make Retention Pro features available to essential (lower level)<br />
instructors in order that they might be able to add additional<br />
information for at risk students<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Dr. Jay Bulot<br />
Cabinet, James<br />
Robertson / CASS<br />
Retention<br />
Committee/CASS-<br />
<strong>University</strong><br />
Administration?<br />
Retention<br />
Committee/CASS-<br />
<strong>University</strong><br />
Administration?<br />
Registrar (or other<br />
entity responsible<br />
for administration<br />
<strong>of</strong> EMAS)<br />
Completion Date<br />
Budget/Reallocation Plan:<br />
EMAS or a similar s<strong>of</strong>tware program may need to be purchased by the ULM administration as part <strong>of</strong> the<br />
recruitment/retention plan. EMAS appears to be the s<strong>of</strong>tware which is preferred. Education Systems, Inc. has<br />
submitted a proposal to provide EMAS Pro Suite (EMAS Recruitment Pro, Student Web-inquiry, EMAS<br />
Retention Pro, EMAS Financial Aid, and EMAS Loyalty Pro prospects alumni web-portal) for approximately<br />
$87, 070. This includes License, Implementation Support, & Training.<br />
Evaluation/Control:<br />
Successful use <strong>of</strong> Retention Pro will be identified by the number <strong>of</strong> students not only identified as being at risk,<br />
but also the number <strong>of</strong> student interventions which have been instituted. It will also be useful in identifying<br />
which student advisors are more successful than others, based on withdrawal rates.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first–time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY C: Develop strategies that will encourage formal and informal contact between<br />
faculty/staff and students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Use Pharmacy’s “Spirit Day” event on Fridays before home<br />
football games as an example to expand to a <strong>University</strong>-Wide<br />
“Spirit Day on the Bayou” before home football games; can<br />
then expand to special monthly events with registrations for<br />
drawing for tickets or Grove specials, etc.; should include spirit<br />
groups.<br />
Better utilize Blackboard as a tool for faculty/student<br />
interactions (i.e. expand to include faculty and student “chat<br />
discussions).<br />
Expand popularity <strong>of</strong> Nexus programs with alternative times<br />
and days to encourage as much inclusiveness as possible.<br />
Broaden participation <strong>of</strong> faculty and staff as advisors for student<br />
organizations by enhancing ways to acknowledge and/or reward<br />
them for their involvement (Ideal results would be they will<br />
better promote the organizations and student involvement in<br />
them).<br />
Coordinator: Dr. Hood<br />
Retention Committee Contact:: Anne Lockhart<br />
Pres. C<strong>of</strong>er<br />
appoints a Special<br />
Events Committee<br />
<strong>of</strong> faculty, staff,<br />
and students.<br />
Teaching Learning<br />
Resource Center<br />
Budget/Reallocation Plan:<br />
Spirit Day on the Bayou – with attendance <strong>of</strong> 600 the estimated cost is $3,000<br />
All other steps require time but no dollars.<br />
Completion Date<br />
June 15, 2003<br />
Incorporate in the Fall<br />
Program Schedule<br />
Dr. Joe McGahan Incorporate in the Fall<br />
Program Schedule<br />
Student Affairs Fall 2003
Evaluation/Control:<br />
Was the “Spirit Day on the Bayou” event cost effective and did the turnout equal or exceed what was<br />
anticipated?<br />
Was there positive feedback from increased interaction between faculty and students during “chat rooms” on<br />
Blackboard?<br />
Did participation in Nexus meetings increase as a result <strong>of</strong> <strong>of</strong>fering alternative times and days?<br />
Was participation by faculty as student organization advisors broadened due to enhanced acknowledgements <strong>of</strong><br />
their involvement?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY D: Organize a parent/family participatory/support program.<br />
Description/Explanation: At the present time there is no organized communication flow with parents/family.<br />
The <strong>University</strong> supports family involvement as a necessary component <strong>of</strong> the retention plan.<br />
In an effort to create a student-centered atmosphere at ULM, we believe a parent/family support system will<br />
enhance the student’s ability to be successful while pursuing a degree. Research indicates universities whom<br />
embrace the student’s support system tend to report higher retention rates than those who do not.<br />
Steps<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Responsibility Target Date /<br />
Completion Date<br />
Parent Orientation Program Jennifer Ables July 15, 2003<br />
Coordinate an advisory parent/family board to include faculty, Lisa Miller & July 9, 2003<br />
staff, family representatives, and students to make<br />
recommendations for the Parent/Family Support Program.<br />
Terrell Mickael<br />
Freshman Parent/Family Newsletter Kevin Stuart August 25 and<br />
February 1<br />
Email updates for parents Kevin Stuart Ongoing<br />
Promotional Items Kevin Stuart July 1<br />
Implement parent phone hotline and email hotline<br />
Terrell Mickael Begins August 1, 2003<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Lisa Miller, Director <strong>of</strong> Recruitment/Admissions<br />
Budget/Reallocation Plan:<br />
Newsletters (1500 @ .67 each, three times per year plus postage) $6,000<br />
Promotional Items $2,500
Evaluation/Control:<br />
Was the advisory board formed?<br />
Did parents/families receive a newsletter?<br />
Did the Parent Orientation Program take place?<br />
Were e-mails sent to parents/families?<br />
Did members <strong>of</strong> the parent/family organization receive promotional items?<br />
Were phone and email hotlines established?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first–time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY E: Require all entering students to take FRYS 101 beginning in the Fall 2003 semester.<br />
Description/Explanation: The Freshman Year Seminar course has proven to have a pr<strong>of</strong>ound positive impact<br />
on student retention. The students who took this course during the Fall 2002 semester persisted Fall 2002 to Fall<br />
2003 at a rate <strong>of</strong> nine percentage higher than those students who did not take this course. This course provides<br />
the necessary academic and social tools to aid students in their success.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Direct all departments that the FRYS 101 course will be added<br />
to the list <strong>of</strong> requirements <strong>of</strong> all incoming freshmen students.<br />
Dr. Richters April 2003<br />
Investigate existing models <strong>of</strong> FRYS (FYE) programs FRYS committee<br />
and Dean Fandal<br />
Evaluate current structure <strong>of</strong> FRYS at ULM – Dev. FYE Dept FRYS committee<br />
and Dean Fandal<br />
Make recommendation <strong>of</strong> changes, if any FRYS committee<br />
and Dean Fandal<br />
Phase FRYS 101 into a 3 hr credit course that satisfies a core<br />
curriculum requirement such as speech.<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Patti Porter<br />
Dr. Richters and<br />
FRYS committee<br />
October 2003<br />
November 2003<br />
December 2003<br />
January 2004<br />
Budget/Reallocation Plan:<br />
Faculty Cost to the <strong>University</strong> for Fall 2003 - $25,000 ($20,000 paid by Title III Grant.)<br />
Teaching Assistant Cost to the <strong>University</strong> for Fall 2003 - $9,000 ($6,000 paid by Title III Grant)<br />
Evaluation/Control:<br />
Check FRYS enrollment data and persistence rates <strong>of</strong> FRYS participants.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY F: Continue to expand Web Presence (FAQ for registration, advising, billing, etc.)<br />
Closely related to Goal 1 Strategy H and Goal 2 Strategy B<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Streamline the Student portions <strong>of</strong> the ULM website to meet the<br />
student needs as well as provide information that is beneficial to<br />
students. Utilizing student surveys along with student and staff<br />
input and user testing will do this.<br />
Inform faculty and staff <strong>of</strong> additions and changes to the ULM<br />
website and related services on a regular basis.<br />
Developing a Frequently Asked Question (FAQs) site. Each<br />
Office which provides direct services to students will be<br />
required to list and answer the most common questions their<br />
departments receive. This will first be organized as FAQ at<br />
administrative, student services level. Eventually, individual<br />
colleges/departments will be able to develop their own faqs for<br />
their students.<br />
Link FAQ to <strong>University</strong> web page was well as to Current and<br />
Prospective student web pages. Future plans are to develop a<br />
searchable database for campus wide situations.<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Dr. Jay Bulot<br />
Completion Date<br />
Rob Glaze Currently Ongoing<br />
Sheau Yun<br />
Rob Glaze-<br />
putting it online,<br />
Departmental<br />
<strong>University</strong> Staff<br />
for information.<br />
Chance Eppinette,<br />
Rob Glaze<br />
August 2003 –<br />
October 2003<br />
May/June 2004<br />
Budget/Reallocation Plan:<br />
All items can be completed using existing budgetary resources dedicated to maintenance and upgrade <strong>of</strong> web<br />
resources, no additional funding is anticipated as being required.<br />
Evaluation/Control:<br />
Tracking usage will be the primary methods for evaluations.<br />
FAQ should evolve to address future questions as situations change. It may be necessary for mandate<br />
departmental evaluations <strong>of</strong> FAQ at least 1 a year, if not each semester.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by 6 percentage points.<br />
KEY STRATEGY G: Improve course availability (scheduling, changes in time blocks).<br />
Description/Explanation: Since 40% <strong>of</strong> ULM students are non-traditional and a large percentage <strong>of</strong> traditional<br />
students have part or full time jobs, there is a need for courses at times additional to the weekday, day-time<br />
model.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Identify courses that can be taught in compressed format<br />
(shorted time) through Internet and/or Blackboard.<br />
Robertson August 2003<br />
Identify courses that can be taught on Saturday. Robertson August 2003<br />
Investigate scheduling at comparable institutions. Robertson September 2003<br />
Conduct a market (student) survey to determine student<br />
preferences concerning alternative class times and schedules.<br />
Target 3 general education courses to <strong>of</strong>fer in an alternative<br />
format (pilot).<br />
Respective<br />
College Deans<br />
Early September 2003<br />
Arts and Sciences Mid September 2003<br />
Inform advisors and market courses to students Robertson Early October 2003<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Dr. James Robertson<br />
Budget/Reallocation Plan:<br />
$20,000 (estimate provided by Dr. Steve Richters, VPAA & Provost)<br />
Evaluation/Control:<br />
Was the Market Survey conducted? What were the results?<br />
Were the courses identified that could be taught in compressed format? on Saturdays?<br />
Were advisors informed about the course <strong>of</strong>ferings? Were the courses marketed to students?<br />
Did the pilot for 3 general education courses occur? What were the outcomes <strong>of</strong> these course <strong>of</strong>ferings?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY H: Implement the Supplemental Instruction (SI) program for selected “killer courses” by<br />
the Fall 2003 semester.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Identify Fall 2003 Chemistry 101 and 107 courses. Bratton February 26, 2003<br />
Submit Fall 2003 SI Budget to Dr. Richters and Dr. Brumfield. Bratton February 28, 2003<br />
Contact Instructors for identified courses. Dr. Richters April 1, 2003<br />
Meeting to confirm SI structure and identify classrooms. Dr. Brotherton &<br />
Bratton<br />
June 26, 2003<br />
Select students to serve as supplemental instructors. Dr. Brotherton June 30, 2003<br />
Meet w/ supplemental instructors for training in the<br />
Supplemental Instruction Model.<br />
Bratton, Porter,<br />
Brotherton &<br />
Richters<br />
Begin supplemental instruction for identified courses. Brotherton,<br />
Bratton & Porter<br />
Meet as a group to assess the successes and challenges <strong>of</strong> the<br />
supplemental instruction program and look at expanding this<br />
concept for Math 111, Math 113 and selected Biology Courses.<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Cynthia Bratton<br />
Budget/Reallocation Plan:<br />
Fall 2003 - $22,848 Academic Enhancement Funds<br />
Spring 2004 - $25,000 Academic Enhancement Funds<br />
Evaluation/Control: Were the SI students identified?<br />
Did the late September assessment meeting occur?<br />
Bratton, Porter,<br />
Richters, Hill,<br />
Brumfield,<br />
Magoun, &<br />
Brotherton,<br />
July 31, 2003<br />
Begin with the Fall 2003<br />
Semester<br />
September 30, 2003<br />
Were grades from Fall 2002 and Fall 2003 compared for SI courses to determine the effectiveness?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY I: Design high-interest residential living programs and activities.<br />
Description/Explanation: To enhance the programs and events for students throughout the academic year, the<br />
university has primarily focused on multicultural programming for all students. In order to change, the<br />
university has assistance from Residential Life, CASS, SGA, CAB, and other campus organizations to increase<br />
the variety <strong>of</strong> programming. These programs will be <strong>of</strong> interest and will motivate participation among students<br />
living on campus.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Research interests and programs “Hall Brawl”. Todd Godlewski May 9, 2003<br />
Develop structured staff and student orientation. Pamela Jackson,<br />
Valerie Fields, and<br />
Todd Godlewski<br />
Use the gathered research to develop a weekend program<br />
schedule.<br />
Dept. Heads,<br />
Todd, Pamela,<br />
Duke, and CASS<br />
Pilot selected living and learning communities. Dean Currier,<br />
Todd, Pamela, and<br />
Dr. Brumfield<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:s: Angela Elzy & Todd Go dlewski<br />
Budget/Reallocation Plan:<br />
Area Coordinator $24,000<br />
Programming $30,000<br />
Improvements $46,000<br />
September 1, 2003<br />
September 1, 2003<br />
September 1, 2003
Evaluation/Control:<br />
Were the programs <strong>of</strong> interest to residents?<br />
What was the feedback about the weekend programs?<br />
Did we meet our requirements for the living and learning communities?<br />
Did we meet our requirements for the weekend programs? What was the percentage <strong>of</strong> the students participating<br />
in the weekend programs?<br />
How do we make better programs for next semester?<br />
Did the residents have input about the living and learning communities? What can we do next semester to<br />
improve the living and learning communities?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 2: Increase retention <strong>of</strong> first – time, Fall 2003 students by six percentage points.<br />
KEY STRATEGY J: Identify which students may be dropout prone by observing behavioral clues (e.g.<br />
“ownership” <strong>of</strong> residence hall room, failing to apply for housing, financial aid, pre-registration, requesting a<br />
transcript, etc.). Drawing on results <strong>of</strong> survey instrument.<br />
Description/Explanation: Create an Early Alert Program, which allows the Director <strong>of</strong> Retention to identity<br />
and monitor those students who exhibit at-risk behaviors. The process will establish a communication<br />
mechanism between the Colleges, Administrative <strong>of</strong>fices, Residential Life, Counseling Services, classroom<br />
faculty/instructors, staff and other <strong>of</strong>fices on campus that interact with students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Form a committee comprised <strong>of</strong> all participating Depts.<br />
Dir. <strong>of</strong> Retention On Hold<br />
Establish a plan to develop an at-risk notification pilot program<br />
Committee On Hold<br />
Evaluate system with pilot group <strong>of</strong> 100 students Dir. <strong>of</strong> Retention On Hold<br />
Get feedback from participating Departments Committee On Hold<br />
Continue committee meetings to measure and change processes<br />
where applicable<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Ralph Perri<br />
Committee On Hold<br />
Budget/Reallocation Plan:<br />
No dollars, but there are time requirements from the Director <strong>of</strong> Retention and the committee.
Evaluation/Control:<br />
Was the Committee Created?<br />
Was a plan developed?<br />
How is data obtained?<br />
What impact did this process have on retention and student engagement?<br />
Was the program successful?<br />
Do we need to expand the program to include all first-time freshmen?
Goal 3:<br />
Increase retention <strong>of</strong> all first-time Fall<br />
2004 students by another two percentage<br />
points.
Goal 4:<br />
Increase retention <strong>of</strong> all first-time<br />
African-American, Fall 2003 students<br />
from 60.1 percent to 61.1 percent.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 4: Increase retention <strong>of</strong> first-time African-American, Fall 2003 students from 60.1 percent to 61.1<br />
percent.<br />
KEY STRATEGY A: Develop programs <strong>of</strong> interest that extend beyond the traditional February African<br />
American History Month by reinstating the organization S.T.A.A.R.T. (Strategies Targeting African-American<br />
Retention and Transition).<br />
Description/Explanation: Reinstate the organization S.T.A.A.R.T (Strategies Targeting African-American<br />
Retention and Transition). This organization will conduct activities like Lectures on African-American History,<br />
Discussion Forums relating to AIDS/HIV, Cultural Awareness Month, ULM Theater presentation <strong>of</strong> African-<br />
American plays, and ULM Choir performances <strong>of</strong> Gospel Concerts.<br />
The purpose <strong>of</strong> this strategy is to extend the programs and events relating to African-American culture throughout<br />
the academic year rather than the university’s primary focus on Black History Month in February. In order to<br />
change the university culture, ULM needs to re-establish the S.T.A.A.R.T. organization and have the help <strong>of</strong> the<br />
NAACP to educate the awareness <strong>of</strong> African-American History to all students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Contact Pamela Saulsberry, Advisor <strong>of</strong> S.T.A.A.R.T. Angela May 9, 2003<br />
Contact Duke Johnson for the programming done during Black<br />
History Month.<br />
Valerie May 9, 2003<br />
Contact the advisor <strong>of</strong> the ULM Choir and Theatre Angela May 9, 2003<br />
Revise the S.T.A.A.R.T. handbook. Pamela, Valerie May-August 2003<br />
Check on opportunities to teach Developmental Courses in High<br />
Schools – utilizing High School Instructors – not <strong>University</strong><br />
Faculty.<br />
Check the status <strong>of</strong> the Upward Bound Grant Angel & Todd<br />
Lisa Miller August 15, 2003
Publicize positions for S.T.A.A.R.T. Valerie, Pamela ,<br />
Todd, Resident<br />
Assistant, ULM<br />
Channel 8 Student<br />
Development<br />
Conduct Interviews Pamela, Todd,<br />
ULM Faculty<br />
Develop plans for events and programming The S.T.A.A.R.T.<br />
staff<br />
Promote the programs The S.T.A.A.R.T.<br />
staff, Residents<br />
Assistant<br />
Receive feedback from students<br />
Residents<br />
Assistant<br />
Continue programming The S.T.A.A.R.T.<br />
staff<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Angela Elzy & Todd Godlewski<br />
September 1, 2003<br />
September 15, 2003<br />
Sept. 18-30, 2003<br />
Oct. 1, 2003<br />
Dec. 1, 2003<br />
Spring 2004<br />
Budget/Reallocation Plan:<br />
Electra Guest Speakers for 3 @ 5,000 (A speaker will come in the Spring, Summer, and Fall. We will provide<br />
food and door prizes)<br />
Cultural Awareness @ 5,000 (To provide food, art and craft, music, poetry, plays, and diversity workshops)<br />
Discussion Forum @ $0 (To provide speakers with information relating to AIDS/HIV which are the ULM<br />
Counseling Center and CASS Center. Have guest speakers and students talk about the impact and quality <strong>of</strong> life<br />
living with AIDS/HIV. Provide pamphlets, handouts, door prizes, and supplies that promote safe sex to students).<br />
Advising Budget @ 3,000 (Conference and/or workshop)<br />
Evaluation/Control:<br />
Were the programs educational and interesting?<br />
Were students’ responses positive or negative towards programming?<br />
Were the requirements met for the increase in African-American programming?<br />
What was the percentage <strong>of</strong> student sand staff attendance at the programs?<br />
Were programs publicized enough?<br />
What modifications need to be made next year for the programs to be productive?<br />
Did the staff exceed their job requirements?
GOAL 5:<br />
Increase retention <strong>of</strong> first-time Fall 2004<br />
African-American students by another 2<br />
percentage points.
GOAL 6:<br />
Increase retention <strong>of</strong> Fall 2003<br />
Sophomores by one percent from 68.9<br />
percent to 69.9 percent.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 6: Increase retention <strong>of</strong> Fall 2003 Sophomores by one percent from 68.9 percent to 69.9 percent.<br />
KEY STRATEGY A: Enhance opportunities for campus involvement.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Continue to renovate the residential halls to make them more<br />
attractive to students and encouraging students to live on<br />
campus.<br />
Actively promote the passing <strong>of</strong> the student referendum for the<br />
Student Union Building (SUB) renovations.<br />
Add ULM Student Organizations to the list <strong>of</strong> those to<br />
communicate with regarding <strong>University</strong> programs and activities<br />
in order to promote the student organizations’ participation in<br />
ULM events in general. (E-mail Accounts required as <strong>of</strong> Spring<br />
’03)<br />
Review policies regarding student organizations, making<br />
revisions that facilitate creating new student organizations.<br />
Hire an experienced Coordinator <strong>of</strong> Greek Life and Leadership<br />
in order to revive the Greek system on campus and create<br />
cohesion, vision and direction amongst the Greek system on the<br />
whole as well as develop student leadership.<br />
Review Student Organization Advising Policies, streamlining in<br />
order to make advising easier and more appealing to present and<br />
potential advisors. Ensure that each advisor is a good match to<br />
the student organization<br />
Have all ULM student organizations participate in the<br />
Organizational Fair during WOW<br />
Promote cohesion among student organizations by bringing all<br />
organization <strong>of</strong>ficers together in a council for<br />
leadership/organizational development and to facilitate<br />
communication. (SOS Program – Mandatory Participation)<br />
Restore financial/Personnel resources to the entire division <strong>of</strong><br />
student affairs – hire Coordinator <strong>of</strong> Greek Life and Leadership<br />
and Substance Abuse Counselor, fill vacant positions in order to<br />
re-establish manpower needed to administer and implement<br />
student affairs programming and make needed salary equity<br />
adjustments in order to keep staff.<br />
Dr. Bruno, Dr.<br />
Brumfield, Pamela<br />
Jackson & Mindy<br />
Hollan<br />
Duke Johnson and<br />
Martha Upshaw<br />
Duke Johnson and<br />
Valerie Fields<br />
Valerie Fields and<br />
Duke Johnson<br />
Dr. Brumfield,<br />
Camile Currier,<br />
Valerie Fields<br />
Duke Johnson and<br />
Valerie Fields<br />
Lisa Miller and<br />
Valerie Fields<br />
Duke Johnson and<br />
Josh Nichols<br />
Dr. Brumfield and<br />
Dr. Bruno<br />
Completion Date<br />
Ongoing<br />
April 2003<br />
Spring 2003<br />
Spring 2003<br />
Until Position is Filled<br />
Summer 2003<br />
August 2003<br />
Begin Fall 2003<br />
Fall 2003
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Adam Holland & Treina Landrum<br />
Budget/Reallocation Plan:<br />
Residence Hall Renovations Designed Amounts Unknown<br />
Coordinator <strong>of</strong> Greek Life and Leadership: $30, 000<br />
Substance Abuse Counselor: $30,000<br />
Filling Established Vacant Positions: $70,000<br />
Salary Equity Adjustments: $50,000<br />
Evaluation/Control:<br />
What renovations have been made to the Residence Halls?<br />
Define the long term renovation plan for the Residence Halls.<br />
Were the high student traffic areas on campus determined and were promotional material put in those areas?<br />
Were student organization policies reviewed and revision made?<br />
Were student organization advising policies reviewed and revised?<br />
List the incentives created to encourage faculty to become student organization advisors.<br />
List the promotions strategies used to promote the passing <strong>of</strong> the student referendum for the SUB renovations.<br />
Did the referendum pass?<br />
Were ULM Student Organizations placed on a contact list in order to promote participation in ULM activities<br />
and events?<br />
Was a student organization <strong>of</strong>ficers council created? How <strong>of</strong>ten do they meet? What is the meeeing format?<br />
Were the Coordinator <strong>of</strong> Greek Life and Leadership and the Substance Abuse Counselor hired in the Division<br />
<strong>of</strong> Student Affairs?<br />
Were vacant positions filled and salary equity adjustments made for the staff in the Division <strong>of</strong> Student<br />
Affairs?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 6: Increase retention <strong>of</strong> all Fall 2003 sophomores by 1 percent from 68.9 percent to 69.9 percent.<br />
KEY STRATEGY B: Institute a “recruit back program.”<br />
Description/Explanation: At the present time, this effort is being conducted on a basic level by Recruitment<br />
staff.<br />
Steps<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Responsibility Target Date /<br />
Completion Date<br />
Compile report <strong>of</strong> unregistered students Robin Evans Bi-Weekly<br />
Generate email blast encouraging students to register before the<br />
end <strong>of</strong> the semester<br />
Robin Evans Bi-Weekly<br />
Generate letter encouraging students to return and register Kevin Stuart & Monthly during<br />
Mary Schmeer Summer 2003<br />
Form a committee to investigate the feasibility <strong>of</strong> a phone bank Aimee Weems Begins July 1, 2003<br />
manned by a student tele-counseling team.<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Lisa Miller, Director <strong>of</strong> Recruitment/Admissions<br />
Budget/Reallocation Plan:<br />
Postcard to unregistered (printing and postage) $4,500<br />
Letter to unregistered (postage) $1,000<br />
Phone Bank $1,000<br />
Evaluation/Control:<br />
Were emails generate to students who did not register? Were letters sent to students who did no register?<br />
Was the committee formed to investigate the feasibility <strong>of</strong> a phone bank to encourage students to register? If<br />
feasible, was the phone bank manned by student tele-counselors established?<br />
Was a customer service center established for to assist students encountering registration road blocks?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 6: Increase retention <strong>of</strong> all Fall 2003 sophomores by 1 percent from 68.9 percent to 69.9 percent.<br />
KEY STRATEGY C: Provide opportunities for career exploration especially as it relates to students in prepr<strong>of</strong>essional<br />
majors.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Partner with the Monroe Chamber <strong>of</strong> Commerce for Job<br />
Shadowing.<br />
Provide outreach to area high schools through career counselor<br />
interns.<br />
Ray Watson February 25, 2003<br />
Patti Porter Began Spring 2003<br />
Identify first semester career exploration courses. Cynthia Bratton July 15, 2003<br />
Market DISCOVER and career exploration opportunities. Patti Porter August 30, 2003<br />
Develop and market internship sites available for various<br />
majors.<br />
Request that the Deans require students to attend pertinent<br />
career days which are provided by Career Services<br />
Develop and market Career Workshops <strong>of</strong>fered at various<br />
times/days throughout the semester where student can get help<br />
with resumes, Interviewing skills, career exploration, etc.<br />
Develop a continuing student Browse (for Spring 2004<br />
implementation)<br />
Develop a career-based class for 2nd semester.<br />
Freshmen/sophomores to take to enhance job finding skills<br />
Ann Smith and<br />
Dir. <strong>of</strong> Career<br />
Services<br />
Dir. <strong>of</strong> Career<br />
Services and<br />
Deans<br />
Dir. <strong>of</strong> Career<br />
Services<br />
Lisa Miller and<br />
Dir. <strong>of</strong> Career<br />
Services<br />
Dir. <strong>of</strong> Career<br />
Services<br />
October 1, 2003<br />
October 1, 2003<br />
October 1, 2003<br />
October 15, 2003<br />
December 1, 2003
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Patti Porter<br />
Budget/Reallocation Plan:<br />
Travel Expenses (pr<strong>of</strong>essional conferences) $5,000<br />
Materials $3,000<br />
Evaluation/Control:<br />
Did Career Services partner with the Monroe Chamber <strong>of</strong> Commerce?<br />
Were the first semester career exploration courses identified? What are they?<br />
Did counselor interns visit area high schools to provide outreach and career exploration opportunities?<br />
How are DISCOVER and other career exploration opportunities marketed on campus and in the community?<br />
Did Career Services develop and market intern sites for ULM student in various majors?<br />
Were students in various departments required to attend career days pertinent to their major?
GOAL 7:<br />
Increase retention <strong>of</strong> Fall 2004<br />
Sophomores by one percent.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 7: Increase retention <strong>of</strong> all Fall 2004 sophomores by 1 percent.<br />
KEY STRATEGY A: Target Sophomores for Leadership.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Investigate what other schools are doing. Cynthia Bratton<br />
and Patti Porter<br />
Determine what ULM organizations target upper classmen and<br />
how do they recruit.<br />
Form a Leadership Committee; suggestions:<br />
Jeff Galle, Stacey Lamb, Lynn Williamson, Jean Cottingham,<br />
Bill McConkey, George Roberts, Sharon Roach, Coordinator <strong>of</strong><br />
Career Services, Martha Upshaw, and Amie Weems.<br />
Cynthia Bratton<br />
and Valerie Fields<br />
Cynthia Bratton<br />
and Valerie Fields<br />
April 30, 2003<br />
June 30, 2003<br />
July 31, 2003<br />
Continue to utilize Teaching Assistants in FRYS. Patti Porter Fall 2003<br />
Develop a syllabus and submit it to Dr. Richters for Sophomore,<br />
Junior, and Senior Student Leadership Courses. Work with Lisa<br />
Miller using Indian Tracker Model & Course.<br />
Recognition <strong>of</strong> students to stand to identify classification at<br />
convocation.<br />
Faculty and staff recommend students to run for leadership<br />
positions and create a list <strong>of</strong> leadership opportunities for<br />
students, suggest English 102, Speech 118, Psychology 201, and<br />
EDFN 201.<br />
Coordinator: Drs. Brumfield & Richters<br />
Retention Committee Contact:: Cynthia Bratton<br />
Budget/Reallocation Plan:<br />
Title III Funds Available – 2002-2003 - $17,500<br />
2003-2004 - $36,500<br />
Cynthia Bratton Fall 2003<br />
Dr. Robertson August 25th , 2003.<br />
Cynthia Bratton Spring 2004
Evaluation/Control:<br />
Did the investigation <strong>of</strong> other programs occur? What was discovered?<br />
Was the Leadership Committee formed?<br />
Was a request sent to the US Department <strong>of</strong> Education to spend Title III funds differently than the original<br />
Grant Application?<br />
Were teaching assistant recruited, hired, and trained to assist FRYS?<br />
Were other student leadership ideas identified & explored? Are faculty recommending students for leadership<br />
position?<br />
Did the recognition <strong>of</strong> students occur at convocation?
GOAL 8:<br />
Increase retention <strong>of</strong> Fall 2002 nontraditional<br />
students by 1 percent from the<br />
six year average <strong>of</strong> 43.15 percent to 44.15<br />
percent.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 8: Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1 percent (from the six year average <strong>of</strong><br />
43.15 percent to 44.15 percent).<br />
KEY STRATEGY A: Provide extended <strong>of</strong>fice hours for all essential student and academic services (directly<br />
relates to Goal 1, Strategy A).<br />
Description/Explanation: Approximately 40% <strong>of</strong> the ULM student body population is nontraditional students.<br />
The strategy detailed here is to determine whether or not more evening courses and the introduction <strong>of</strong> more<br />
weekend courses would help recruit new nontraditional students, as well as retain greater numbers <strong>of</strong> these<br />
students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
A pilot <strong>of</strong> these services began for the month <strong>of</strong> April 2003 on<br />
each Wednesday Evening from 4:30 – 6:30.<br />
Ilana Wahlder April 2003<br />
Coordinator: Dr. Brumfield (w/the Non-Traditional Recruiter)<br />
Retention Committee Contact:: Dr. Brumfield<br />
Budget/Reallocation Plan:<br />
Major budget item would involve personnel time requirements.<br />
Evaluation/Control:<br />
Were the extended hours established?<br />
How did students utilizing these services rate them for convenience? Services provided?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 8: Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1 percent.<br />
KEY STRATEGY B: Develop FRYS sections specifically for non-traditional students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Form nontraditional committees to determine needs <strong>of</strong> students. Ilana Wahlder April, 30, 2003<br />
Determine course availability, days, times, and length <strong>of</strong> class. Ilana Wahlder April, 30, 2003<br />
Design Syllabus for the nontraditional students FRYS. Ilana Wahlder and<br />
Patti Porter<br />
April, 30,2003<br />
Recruit teaching assistants for nontraditional FRYS sections Patti Porter May 1, 2003<br />
Provide nontraditional students with an orientation (Return to<br />
Learn).<br />
Offer two sections <strong>of</strong> FRYS 101 for nontraditional students for<br />
Fall 2003.<br />
Research validity <strong>of</strong> online or at different locations FRYS 101<br />
for nontraditional students.<br />
Increase the number <strong>of</strong> FRYS 101 sections available (for Fall<br />
2004) if need is determined.<br />
Pilot an on-line component for nontraditional students taking the<br />
FRYS course during the FALL 2004 semester.<br />
Lisa Miller June 28, 2003<br />
Patti Porter and<br />
Ilana Wahlder<br />
Ilana Wahlder and<br />
Patti Porter<br />
August 1, 2003<br />
March 1, 2004<br />
Patti Porter Spring 2004<br />
Ilana Wahlder and<br />
Patti Porter<br />
Fall 2004
Coordinator : Dr. Richters<br />
Retention Committee Contact:: Patti Porter<br />
Budget/Reallocation Plan:<br />
Instructors Materials – Estimated at $250 per semester<br />
Fall 2003 Costs - Instructors 2 @ $1000 = $2,000 & Teaching Assistants 2 @ $300 = $ 600<br />
Fall 2004 Costs - Instructors 3 @ $1000 = $3,000 & Teaching Assistants 3 @ $300 = $ 900<br />
Evaluation/Control:<br />
Was a nontraditional FRYS committee formed to determine the needs <strong>of</strong> students including but not limited to<br />
availability, days, times, and length <strong>of</strong> courses?<br />
Was a syllabus and FRYS course designed to specifically meet the needs <strong>of</strong> ULM’s nontraditional students?<br />
Were the planned sections <strong>of</strong>fered during the Fall 2003 semester?<br />
What research was conducted and what were the results <strong>of</strong> the research on the validity <strong>of</strong> <strong>of</strong>fering an on-line<br />
FRYS course for nontraditional students?
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 8: Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1 percent.<br />
KEY STRATEGY C: Provide on-campus child/elder care for students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Expand childcare program for nontraditional students. Rene Jackson September 2003<br />
Early Headstart (ages 0 – 3) grant with volunteers. Peggy Buffington<br />
Finalize buildings and license stipulations. Peggy Buffington<br />
Advertise openings for children <strong>of</strong> nontraditional students. Peggy Buffington<br />
Distribute flyers with applications. Lisa Miller<br />
List information on ULM website. Bowman<br />
Media blitz on Early Headstart grant. Volunteers <strong>of</strong><br />
United Way,<br />
FCSC Dept., etc.<br />
Take applications and have an open house. Peggy Buffington<br />
and Family &<br />
Consumer<br />
Sciences<br />
Take applications in<br />
March 2003 & open<br />
house August 2003.
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Dr. Jay Bulot<br />
Budget/Reallocation Plan:<br />
Advertising and flyers $2,000<br />
Open House $ 500<br />
Web Design $500 - $2000<br />
License(s) Child Care - $25 appl fee & 25 – 250 annual fee based on number <strong>of</strong> children<br />
Elder Care - $175 annual fee<br />
Elder Care Needs Assessment: Approximately $1500-2000 will be needed to do a needs assessment study <strong>of</strong><br />
ULM students, faculty and staff as to do the actual need for elder care on or near ULM campus. Assessment<br />
will either be done through either a mailed or telephone survey. Analysis <strong>of</strong> data will be conducted through the<br />
Institute staff and dissemination <strong>of</strong> findings will take place during the spring/summer 2004.<br />
Evaluation/Control:<br />
Data on use broken down by faculty, staff, and students, versus current utilization before the expansion.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 8: Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1 percent.<br />
KEY STRATEGY D: Institute a “Return to Learn” orientation program.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Design a nontraditional orientation program on a Saturday. This<br />
orientation should include a survey <strong>of</strong> non-traditional students<br />
preferences for course <strong>of</strong>ferings, services, and needs relating to<br />
their role as a ULM student.<br />
Partner with Family & Consumer Sciences to <strong>of</strong>fer childcare<br />
during the orientation<br />
Gain approval from Dept. Heads, Deans, and Registrar to block<br />
courses for nontraditional students.<br />
Reserve course availability for FRYS, Math, English for a core<br />
<strong>of</strong> incoming nontraditional students (090, 093, 101, 111; 3<br />
sections with 10 seats).<br />
Mathew Canales March 2003<br />
Rene Jackson and<br />
Jan Bowman<br />
Ilana Wahlder and<br />
Jan Bowman<br />
Respective<br />
College Deans to<br />
Registrar<br />
Expand the nontraditional course <strong>of</strong>ferings. Dr. Richters<br />
Written evaluation and retention <strong>of</strong> nontraditional students for<br />
the following semester.<br />
Mathew Canales<br />
Explore <strong>of</strong>fering on-line orientation. Mathew Canales<br />
Coordinator: Drs. Brumfield & Richters<br />
Retention Committee Contact: Dr. Jan Bowman<br />
Budget/Reallocation Plan:<br />
Title III Grant Funds Available 2002-2003 $10,100<br />
2003-2004 $10,000<br />
Evaluation/Control:<br />
Was the program established?<br />
How did the participants rate the program?<br />
Data on newly enrolled non-traditional students.
<strong>ACTION</strong> <strong>PLAN</strong><br />
GOAL 8: Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1 percent.<br />
KEY STRATEGY E: Investigate viability and cost requirements for more weekend and web-based courses in<br />
specific areas/majors.<br />
Description/Explanation: Approximately 40% <strong>of</strong> the ULM student body population is nontraditional students.<br />
The strategy detailed here is to determine whether or not more evening courses and the introduction <strong>of</strong> more<br />
weekend courses would help recruit new nontraditional students, as well as retain greater numbers <strong>of</strong> these<br />
students.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Identify (by individual college) what % <strong>of</strong> current course<br />
<strong>of</strong>ferings are at night, the weekend, both night/weekend, and<br />
“blended” courses (i.e., part in-class, part on-line).<br />
Identify by course level (i.e., 1xxx, 2xxx, 3xxx, 4xxx, graduate).<br />
Identify (by individual college) the status <strong>of</strong> existing and<br />
planned web-based courses.<br />
Identify specific 1xxx and 2xxx level courses within each<br />
college that are required for multiple majors (i.e. English<br />
101,102, Psyc 201, Math 111, etc.) Identify what % <strong>of</strong> these<br />
courses are <strong>of</strong>fered at night, on the weekend, night/weekend.<br />
Based on above input, identify specific additional administrative<br />
support (bookstore, technical support, Indian Bank, Wig<br />
Wam/Cafes, child care, student advising) that would be<br />
required for weekend courses.<br />
Calculate additional costs associated with adding weekend<br />
classes. These costs include utility, security, technology and<br />
child care.<br />
Identify potential personnel costs (adjunct faculty, staff<br />
additions, technology support, reward/incentives – comp time,<br />
OT, flex time, added benefits costs and added liability costs).<br />
James Robertson<br />
(with information<br />
provided by 4<br />
College Deans)<br />
Bruce Walker<br />
(obtain through<br />
individual<br />
college’s Tech<br />
committee)<br />
June 16, 2003<br />
June 16, 2003<br />
James Robertson June 16, 2003<br />
Dr. Bruno Summer 2003<br />
Dr. Bruno July 31, 2003<br />
Dr. Richter July 31, 2003
Develop an overall master plan (night, weekend, night/weekend<br />
and blended) <strong>of</strong> courses geared to nontraditional students.<br />
Based on the outcomes <strong>of</strong> this assessment, develop a series <strong>of</strong><br />
recommendations and implementation steps / timetables<br />
Dr. Richters &<br />
Academic Deans<br />
Dr. Richters<br />
August 29, 2003<br />
Market the master plan to nontraditional students Dr. Richters October 1, 2003<br />
Implement master plan to nontraditional students Dr. Richters Spring, 2004<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Dr. Bruce Walker<br />
Budget/Reallocation Plan:<br />
Major budget item would involve personnel time requirements, if it is found that a weekend and/or web based<br />
curriculum is feasible then there will be additional costs incurred (i.e., marketing and implementation costs).<br />
Evaluation/Control:<br />
Were all time lines met?<br />
Was a full assessment within each college completed?<br />
Is a weekend college a viable option for individual colleges and the university as a whole?<br />
Is a web-based curriculum a viable option, and, if so, to what extent should web-based courses be used?
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY A: Develop a Fiscal Analysis <strong>of</strong> Retention/ Cost Benefit Analysis worksheet for faculty,<br />
administrators, staff, students and other stakeholders.<br />
Description/Explanation: Assign the individual based on their experience, knowledge, availability and<br />
willingness to participate for this project. To produce a document that will clearly identify the costs and<br />
benefits <strong>of</strong> retention based on a scale <strong>of</strong> 1%, 5%, and 10% increases and decreases in enrollment. The process<br />
must be kept simple and evaluate only tuition and fee revenue. The document must be developed in a manner<br />
that all audiences involved in student engagement can understand it.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Assign an individual from Business Affairs to develop a<br />
cost/benefit analysis document<br />
Perform research and data analysis <strong>of</strong> data available Controller<br />
Create document to be issued with retention plan Controller<br />
Allow document to be analyzed by a mock group <strong>of</strong> constituents Controller<br />
Create final output document Controller<br />
Evaluate and analyze on a semester basis the data to fiscally<br />
measure the retention efforts <strong>of</strong> the <strong>University</strong>’s Retention Plan<br />
Coordinator: Dr. Bruno<br />
Retention Committee Contact:: Ralph Perri<br />
Budget/Reallocation Plan:<br />
No Dollars, but time will be required.<br />
Evaluation:<br />
Was the proper individual chosen?<br />
Was a document created to meet the needs <strong>of</strong> all constituents?<br />
Were the document and data available in a timely fashion?<br />
VPBA May 1<br />
Controller Oct 1<br />
Did the VPBA and the controller meet on a semester basis to revaluate the process and data?
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY B: Conduct a cost-benefit analysis (economics impact study/report) <strong>of</strong> ULM on Monroe<br />
(connected to Other Action Item A).<br />
Description/Explanation: Assign the appropriate individual/department based on their experience,<br />
knowledge, availability and willingness to participate for this project.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Develop survey materials concerning demographic<br />
characteristics and consumer behavior (student leve l)<br />
Develop survey materials concerning demographic<br />
characteristics and consumer behavior, including rank/level,<br />
household characteristics, community involvement, etc.<br />
(faculty/staff level)<br />
Develop survey materials concerning employment <strong>of</strong> ULM<br />
graduates and students, % <strong>of</strong> business attributed to ULM,<br />
perceived influences <strong>of</strong> ULM on site location decisions, use <strong>of</strong><br />
university facilities, satisfaction indicators about ULM and its<br />
services. (community/business level)<br />
Center for<br />
Business and<br />
Economic<br />
Research/Dean <strong>of</strong><br />
College <strong>of</strong><br />
Business<br />
Administration<br />
CBER and Dean<br />
<strong>of</strong> CoBA<br />
CBER/Dean <strong>of</strong><br />
CoBA/VP for<br />
Business Affairs<br />
Jan – March 2003<br />
Jan – March 2003<br />
Jan – March 2003<br />
Administer survey <strong>of</strong> student population CBER Late April 2003<br />
Administer survey <strong>of</strong> faculty/staff population CBER Late April/Early May<br />
2003<br />
Administer survey <strong>of</strong> community/business population CBER Late April/Early May<br />
2003
Collect data about/from the university itself, including: student<br />
counts, staffing levels, dormitory use, ULM sponsored events,<br />
financial aid, etc.<br />
Compile/analyze survey data for student, faculty/staff, and<br />
community populations<br />
CBER/<strong>University</strong><br />
Planning and<br />
Analysis/<br />
Computing Center<br />
and other<br />
<strong>University</strong><br />
departments as<br />
needed<br />
April - June 2003<br />
CBER June – August 2003<br />
Create final output document CBER September 1, 2003<br />
Final revisions and presentation <strong>of</strong> materials CBER October 1, 2003<br />
Coordinator: Dr. Richters<br />
Retention Committee Contact:: Robin Evans<br />
Budget/Reallocation Plan:<br />
Student Worker Budget $ 750 (to input data)<br />
Graduate Assistants Budgets $1,000<br />
Stipends - faculty who participate in the analysis/writing <strong>of</strong> documents $Donated (in load)<br />
Printing and postage costs $ 500<br />
Telephone costs $ negligible<br />
Computer and s<strong>of</strong>tware costs $ (CBER Absorbs – in load)<br />
Programming time $ (CBER Absorbs – in load)<br />
Evaluation/Control:<br />
Were population samples appropriate for each group?<br />
Was data collected in a timely fashion?<br />
Was the data collected useful and relevant?<br />
Was document created to meet the needs <strong>of</strong> all constituents?<br />
Was the document and data available in a timely fashion?
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY C: Conclude the search for a Director <strong>of</strong> Retention.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Write a Job Description Brumfield November 2002<br />
Run ads in Chronicle on-line, New Orleans Picayune, Baton<br />
Rouge Morning Advocate.<br />
Review Applicants Brumfield, C<strong>of</strong>er,<br />
and Hood<br />
Brumfield November 2002 –<br />
January 14, 2003<br />
March 3, 2003<br />
Letters to interviewer Brumfield March 17, 2003<br />
Meet with retention committee to plan interviews Brumfield When Courtney Stryker<br />
visits in March<br />
Conduct interview Misc. Groups April 16 and 17, 2003<br />
Offer Position Brumfield May 1, 2003<br />
Director <strong>of</strong> Retention begins and will begin the process to hire<br />
the secretary<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Dr. Wayne Brumfield<br />
Budget/Reallocation Plan:<br />
Salary Range – Director : $ 45,000 - $65,000<br />
Secretary: $ 15,000 - $19,000<br />
Evaluation/Control:<br />
Was a Director hired?<br />
Was a Secretary hired?<br />
Brumfield June 1, 2003
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY D: Identify specific retention issues with student athletes.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Athletic Representation at Browse on Bayou. Courtney Joiner March 22, 2003<br />
Conduct Exit Interviews Murphy May 2003 then On-<br />
Going - Benchmark<br />
these against a<br />
developed baseline.<br />
Increase Academic Advising Focus Bruce Hanks May 23, 2003<br />
Hold a retention workshop for coaches Murphy and<br />
Hanks<br />
August 1, 2003<br />
Create Attendance Commitment and Contract Murphy Begin Fall 2003<br />
Institute Student Mentor Program Murphy Fall 2003<br />
Encourage athletic involvement in learning communities for<br />
social support<br />
Todd Godlewski<br />
& Mindy Hollan<br />
Fall 2003<br />
Enhance CHAMPS life-skills program Murphy Fall 2003<br />
Develop first year seminar (FRYS 101) for athletes Murphy and<br />
Flowers<br />
Fall 2003<br />
Enhance study skills workshop and tutoring Flowers Fall 2003<br />
Create electronic attendance reporting system Carlos Funchess
Coordinator: Bruce Hanks & Tracie Murphy<br />
Retention Committee Contact:: Dr. Dawn Hardin<br />
Budget/Reallocation Plan:<br />
Study skills workshop and tutoring $25,000<br />
Academic Advising $ 3,500<br />
CHAMPS Life Skills Programming and Conference $10,000<br />
Browse on the Bayou $ 100<br />
Coachs’ Retention Workshop $ 500<br />
FRYS Instructors and Teaching Assistants $ 3,900<br />
Evaluation/Control:<br />
Conduct Exit Interviews to evaluate the objective value <strong>of</strong> the athletic focused retention efforts.<br />
Did the Retention Rates, GPAs, and Graduation Rates <strong>of</strong> athletes increase?
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY E: Identify specific retention issues as they relate to special needs services/ADA<br />
accommodations.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Review list <strong>of</strong> ADA issues on campus. Dr. Bruno April 1, 2003<br />
Determine priority and begin addressing accessibility issues. Dr. Bruno June 30, 2003<br />
Mandate that faculty include special needs information on<br />
syllabi<br />
Each semester report improvements on accessibility concerns to<br />
students, faculty, and staff through various media.<br />
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Patti Porter<br />
Dr. Richters July 31, 2003<br />
Dr. Bruno September 1, 2003<br />
Budget/Reallocation Plan:<br />
ADA Estimates:<br />
The estimate <strong>of</strong> cost was provided by Brian Thorn, Interim Director <strong>of</strong> the Physical Plant. He used the<br />
attached list <strong>of</strong> ADA issues on campus to compose cost based on needed changes, additions, and/or<br />
renovations.<br />
Elevators:<br />
Garrett $150,000.00<br />
Brown $200,000.00<br />
Curb-cuts and sidewalks: $5,000.00<br />
Handicap Parking Paint: $1,500.00<br />
Restrooms: $250,000.00<br />
Total: $606,500.00
Evaluation/Control:<br />
Was there a meeting held between OT, Psychology, CODI, Karen Foster, and Dr. Brumfield?<br />
Did each area at the meeting provide a brief explanation <strong>of</strong> services they can provide ULM students?<br />
Were ADA accommodation issues prioritized and addressed?<br />
Was there a mandate from Dr. Richters for all faculty to include services on the syllabus?<br />
Has a report been generated to report on improvements made on campus.
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY F: Identify specific retention issues as they relate to academic and personal needs<br />
accomodations.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Investigate what academic departments on other campuses do<br />
regarding student assessments and services.<br />
Initiate a meeting between CODI, OT, Pam Newman,<br />
Psychology, Karen Foster, Cindy Fisher-West, Dr. Brumfield,<br />
and Dr. Richters.<br />
CODI, OT, Counseling, and Psychology provide a brief<br />
explanation <strong>of</strong> services.<br />
Mandate that faculty include special needs information on<br />
syllabus.<br />
Facilitate departmental meetings and/or TLRC presentations to<br />
provide explanation <strong>of</strong> special needs services.<br />
Karen Foster &<br />
Patti Porter<br />
July 7, 2003<br />
Karen Foster July 31, 2003<br />
Karen Foster July 31, 2003<br />
Dr. Richters July 31, 2003<br />
Karen Foster &<br />
Rhonda Adams-<br />
Jones<br />
Fall 2003<br />
Incorporate special needs services into the recruitment process Lisa Miller November 1, 2003<br />
Annually attend nationally recognized pr<strong>of</strong>essional development<br />
conferences to enhance knowledge.<br />
Karen Foster March 2004<br />
Identify grant opportunities that support special needs. Karen Foster 2004<br />
As special needs services expand, assess the need for more<br />
personnel.<br />
Dr. Brumfield and<br />
Karen Foster<br />
If determined the need for more personnel, hire and train them. Dr. Brumfield and<br />
Karen Foster<br />
March 31, 2004<br />
June 30, 2004
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Patti Porter<br />
Budget/Reallocation Plan:<br />
Forms $ 500 (check w/Lisa Miller)<br />
Conference $ 2,500 (annually)<br />
Personnel $35,000 (salary, training, secretary, student workers, special needs counselor)<br />
Assessments $ 3,000 (materials and training)<br />
Evaluation/Control:<br />
Was the LPC Board contacted regarding the assessments? What were the findings?<br />
Did the meeting between the concerned parties occur? What were the findings? Recommendations?<br />
Has Dr. Richters issued a mandate that all faculty include the special needs information <strong>of</strong> their syllabi?<br />
Have any grant opportunities been identified?<br />
Has Karen met with the departments to provide an explanation <strong>of</strong> special services?<br />
Was Lisa able to use the special needs services as a recruitment incentive?<br />
Did Karen attend any state or national conferences regarding special needs services?
GOAL: Other Action Items<br />
<strong>ACTION</strong> <strong>PLAN</strong><br />
KEY STRATEGY G: Institute a Weekend <strong>of</strong> Welcome (WOW)<br />
Description/Explanation: The creation <strong>of</strong> a WOW will promote engagement with new students, returning<br />
students, parents, faculty, staff, and the community. A festival atmosphere will be created during WOW with<br />
tents, music, food, and special activities located in the hub <strong>of</strong> campus.<br />
IMPLEMENTATION SCHEDULE/TIMETABLE<br />
Steps Responsibility Target Date /<br />
Completion Date<br />
Form a committee <strong>of</strong> staff, faculty, current students, and<br />
community representatives to organize a series <strong>of</strong> activities for<br />
new and returning students that creates a festival atmosphere<br />
Conduct a follow-up meeting with committee representative to<br />
determine which organization will be responsible for various<br />
activities to be held during WOW week.<br />
Lisa Miller May 23, 2003<br />
Lisa Miller July 1<br />
Promote the Week <strong>of</strong> Welcome to new students during PREP. Gloria Arnold,<br />
Jennifer Ables,<br />
and the PREP staff<br />
Coordinate with local businesses to encourage them to promote<br />
Welcoming everyone back to campus during this week through<br />
advertisements. For example Johnny’s Pizza Welcomes ULM<br />
students, parents, and faculty to Monroe for the Fall 2003<br />
Semester.<br />
Create mailings and posters to be distributed to new and current<br />
students, faculty, and staff promoting the Week <strong>of</strong> Welcome.<br />
Lisa Miller July 1<br />
PREP Dates<br />
Kevin Stuart July 1
Coordinator: Dr. Brumfield<br />
Retention Committee Contact:: Lisa Miller, Director <strong>of</strong> Recruitment/Admissions<br />
Budget/Reallocation Plan:<br />
WOW T-shirts (1000 @ $3.00) $3,000<br />
Postcard to students $700<br />
Evaluation/Control:<br />
Where the meeting held?<br />
Did mailings and posters get distributed to participants?<br />
Did the event occur? What was the general consensus on its success?
SUMMARY OF RESOURCE<br />
REQUIREMENTS
Resource Requirements<br />
Goal 1 Increase retention <strong>of</strong> all first-time Fall 2002 students from 58.7% to<br />
59.7% percent.<br />
Action Plan Anticipated Savings or<br />
Increased Expenditures<br />
A Enhance customer<br />
service by extending hours.<br />
B Communicating directly to<br />
the President that Retention<br />
is a priority.<br />
C Design internal<br />
communication system to<br />
keep faculty and staff<br />
informed.<br />
D Develop internal marketing<br />
campaign.<br />
E Include faculty in retention<br />
equation.<br />
Accomplished through flextime.<br />
Neutral<br />
Explanation<br />
For expanded extended<br />
customer service.<br />
Neutral Possible service for<br />
promotion and tenure.<br />
$10,000 To deliver the retention<br />
message and support<br />
the success <strong>of</strong> the<br />
Retention Plan.<br />
Neutral Evaluate faculty<br />
attitudes toward<br />
retention efforts.<br />
Neutral<br />
F Determine retention-friendly<br />
faculty to enlist.<br />
G Improve faculty morale. Neutral Dedication <strong>of</strong> time.<br />
H Develop web page. Available Resources<br />
Reallocated.<br />
I Design a campus safety<br />
campaign.<br />
$550,745 The lighting and call box<br />
are being installed. Bids<br />
are being received for<br />
the card access. The<br />
seminars, AEDS,<br />
training and digital<br />
surveillance are needed<br />
safety measures.<br />
J Establish an academic Available Title III Funds:<br />
advising committee and 2002-2003=$3,300<br />
develop a comprehensive,<br />
university-wide advising<br />
plan.<br />
2003-2004=$1,800<br />
K Customer service training Funding thru CPTP<br />
for all staff.<br />
program at a cost <strong>of</strong> $4,150<br />
for each two and a half day<br />
cluster <strong>of</strong> training sessions.<br />
L Form planning committee $4,000 start up<br />
for Adopt-a-Campus<br />
program.<br />
$1,500 to replace signs,<br />
tools, and bags<br />
M Establish Early Alert<br />
system.<br />
Reallocation <strong>of</strong> time.
Goal 2 Increase retention <strong>of</strong> all first-time Fall 2003 students by six percent.<br />
Action Plan Anticipated Savings or<br />
Increased Expenditures<br />
A Develop one-stop-shopping Recruiting & Admission<br />
model for academic services. Planning =$180,000<br />
Bookstore=$350,000 by<br />
Campus Corner<br />
Balance-$4,000,000<br />
B Increase web-base services. License, Implementation &<br />
Training= $87,070<br />
C Strategies to encourage formal<br />
and informal contact between<br />
faculty and students.<br />
Spirit Day on Bayou=$3,000<br />
D Organize a parent/family<br />
participatory/support program. Newsletter=$6,000<br />
Promotional Items=$2,500<br />
E Require all entering students<br />
to take FRYS 101 in Fall<br />
2003.<br />
F Continue to expand Web<br />
presence (registration,<br />
advising, belling, etc.).<br />
G Improve course availability. $20,000<br />
H Implement the Supplemental<br />
Instruction (SI) program for<br />
selected “killer courses” by<br />
Fall 2003.<br />
I Design high-interest<br />
residential living programs<br />
and activities.<br />
J<br />
Identify dropout students by<br />
observing behavior cues.<br />
Faculty Cost=$25,000<br />
($20,000 paid by Title III)<br />
TA’s=$9,000 ($6,000 paid<br />
by Title III).<br />
Use existing budgetary<br />
resources.<br />
Fall 2003 - $22,848<br />
Spring 2004 - $25,000<br />
Area Coordinator=$24,000<br />
Programming=$30,000<br />
Improvements=$46,000<br />
Time commitment from Dir.<br />
Of Retention<br />
Explanation<br />
Goal 3 Increase retention <strong>of</strong> all first-time Fall 2004 students by another two<br />
percent.
Goal 4 Increase retention <strong>of</strong> first-time African American, Fall 2003 students<br />
from 60.1 percent to 61.1 percent<br />
A<br />
Action Plan Anticipated Savings<br />
or Increased<br />
Develop interests by<br />
reinstating S.T.A.A.R.T<br />
Expenditures<br />
Guest<br />
Speakers=$15,000<br />
Cultural<br />
Awareness=$5,000<br />
Advising<br />
Budget=$3,000<br />
Explanation<br />
Goal 5 Increase retention <strong>of</strong> first-time African American, Fall 2004 students<br />
by another 2 percentage points.
Goal 6 Increase retention <strong>of</strong> Fall 2003 sophomores by 1 percent from 68.9<br />
percent to 69.9 percent.<br />
Action Plan Anticipated Savings<br />
or Increased<br />
Expenditures<br />
A Enhance opportunities<br />
for campus involvement. Coordinator=$30,000<br />
Counselor=$30,000<br />
Other<br />
Positions=$70,000<br />
Salary<br />
B Institute a “recruit back<br />
program”.<br />
C Provide opportunities for<br />
career exploration.<br />
Adjustments=$50,000<br />
Postcards=$4,500<br />
Letters=$1,000<br />
Phone Bank=$1,000<br />
Travel<br />
Expenses=$5,000<br />
Materials=$3,000<br />
Goal 7 Increase retention <strong>of</strong> Fall 2004 sophomores by 1 percent.<br />
A Target Sophomores for<br />
Leadership.<br />
Action Plan Anticipated Savings<br />
or Increased<br />
Expenditures<br />
Title III funds<br />
available:<br />
2002-2003=$17,500<br />
2003-2004=$36,500<br />
Explanation<br />
Explanation
Goal 8 Increase the retention <strong>of</strong> Fall 2002 non-traditional students by 1<br />
percent (from a six year unweighted average <strong>of</strong> 43.15% to 44.15%).<br />
A Extend <strong>of</strong>fice hours. Personnel time<br />
requirements.<br />
B Develop FRYS sections These dollars are<br />
specifically for nontraditional<br />
students.<br />
reflected in Goal 2 E.<br />
C Provide on-campus<br />
child/elder care for<br />
students.<br />
D Institute a “Return to<br />
Learn” orientation<br />
program.<br />
E Investigate viability <strong>of</strong><br />
costs for weekend and<br />
web-based courses.<br />
Initial Expenses<br />
$4500<br />
Annual Licenses<br />
$425<br />
Title III funds<br />
available<br />
2002-2003=$10,100<br />
2003-2004=$10,000<br />
Time Reallocation<br />
Syllabus and course<br />
design to meet the<br />
needs <strong>of</strong> nontraditional<br />
students .
Other Action Items Action Plan Anticipated<br />
Savings or<br />
Increased<br />
Expenditures<br />
A Fiscal Analysis <strong>of</strong> Time Reallocation<br />
Retention/Cost benefits.<br />
B Cost-benefit analysis<br />
(economic impact<br />
study/report) <strong>of</strong> ULM on<br />
Monroe.<br />
C Conclude the search for a<br />
Director <strong>of</strong> Retention.<br />
D Identify specific retention<br />
issues with student<br />
athletes.<br />
E Identify specific retention<br />
issues as it relates to<br />
special services.<br />
F Identify specific retention<br />
issues as they relate to<br />
learning accommodations.<br />
G Institute a Weekend <strong>of</strong><br />
Welcome (WOW).<br />
$2250<br />
Dir. $45 – 65,000<br />
Sec. $15 – 19,000<br />
$43,000<br />
Explanation<br />
$606,500 Needed changes, additions,<br />
and renovations for<br />
sidewalks, parking,<br />
restrooms, and etc.<br />
$41,000 Forms, Conferences,<br />
Personnel, and<br />
Assessments.<br />
$3,700
APPENDICES
APPENDIX A<br />
CASS’s Evaluation <strong>of</strong> ULM Retention<br />
Efforts – Early Fall 2002
Evaluation <strong>of</strong> ULM Retention Efforts – Early Fall 2002<br />
Communication Skills:<br />
What we are doing?<br />
As counselors, the CASS staff is in a unique position within the university setting to<br />
recognize the importance <strong>of</strong> communication skills. Communication skills are <strong>of</strong>ten<br />
addressed in individual sessions with students. As students are ready to declare a major,<br />
they are encouraged to talk to faculty, department heads, and pr<strong>of</strong>essionals in their<br />
selected major and career area.<br />
LUIO students are encouraged to talk to their pr<strong>of</strong>essors regarding absences, poor grades,<br />
accommodations, and other concerns or interests in a course.<br />
In the FRYS course, the value <strong>of</strong> AI@ statements as well as effective communication skills<br />
are taught. Through a Aspaghetti tower@ exercise, the role <strong>of</strong> non-verbal communication<br />
and the importance <strong>of</strong> teamwork are experienced by the students. FRYS students are also<br />
required to interview one <strong>of</strong> the instructors as a requirement <strong>of</strong> the class. Diversity is also<br />
taught in a way that barriers to communication are addressed.<br />
Several workshops, including Conflict Management, Relationships, Stress Management,<br />
Gender and Communication issues are routinely <strong>of</strong>fered through both the CASS Office<br />
and the ULM Counseling Center.<br />
In the CASS Office and CASS LRC communication skills are modeled by the staff,<br />
graduate assistants, and student workers. Job descriptions include direct references to the<br />
importance <strong>of</strong> communication with students. These behaviors are further modeled and<br />
utilized through our e-mails to classes, ULM employees, and letters and telephone calls<br />
to students. We do practice what we preach<br />
The True Colors workshop, required for all FRYS students, is a communication tool<br />
utilized in academic, pr<strong>of</strong>essional, and business settings. The FRYS instructors and<br />
CASS staff recognize the need for students to gain a broader understanding, not only <strong>of</strong><br />
their preferences in communication and motivation, but how to effectively<br />
communication with and motivate others based on their preferred style.<br />
Current Research/Information:<br />
In Billings, Montana, at Blackfeet Community College, a retention model has been<br />
developed that addresses the unique needs <strong>of</strong> American Indian students. Research at<br />
Blackfeet has identified successful students as those who have a closely knit support<br />
network. The College realizes that they must schedule Aas many events as possible that<br />
will bring extended families onto campuses.@ Further, they recognize that families <strong>of</strong><br />
students need to be taught or informed about the demands <strong>of</strong> a post-secondary education,<br />
and understand the time commitments. AFort Peck Community College has developed
campus-wide >search and rescue= teams to help identify high-risk students and work with<br />
them before their problems become critical.<br />
The main components <strong>of</strong> the Blackfeet retention model incorporate networking, cultural<br />
activities, counseling, mentoring and teaching various life skills such as stress<br />
management, problem-solving, parenting, and enhanced interpersonal communication.<br />
Jefferson Community College in Kentucky has developed 63 ideas for faculty use in<br />
dealing with retention/attrition. Faculty/Student Interaction include such basic ideas as<br />
faculty learning each student=s name as quickly as possible and using the student=s name<br />
in class; telling students by what name they prefer to be called; at the end <strong>of</strong> each class<br />
period, asking one student to stay for a minute to chat (or compliment, tell you missed<br />
him/her if absent, etc.); and asking students to stop by the faculty person=s <strong>of</strong>fice to pick<br />
up returned quizzes, tests, themes, etc. These provide an opportunity to talk informally<br />
with students, call students when they are absent, make appointments to discuss<br />
attendance, make-up work, etc., get feedback from students about their perceptions about<br />
faculty attitudes toward them, socialize as the faculty person=s style permits, conduct<br />
personal interview with all students sometime during the semester, provide positive<br />
reinforcement when possible, and give respectful answers to any questions they may ask,<br />
listen intently to students= comments and opinions, be aware <strong>of</strong> differences between<br />
students= classroom mistakes and their personal successes/failures, be honest about their<br />
feelings, opinions, and attitudes toward students and toward the subject matter (don=t be<br />
afraid to admit don=t know all answers; if student tells you something in confidence,<br />
respect that confidence; avoid making value judgements about confidences), lend and<br />
borrow some books with students (initiate process with AI=ve just read a great book on<br />
_________@), give your telephone number and <strong>of</strong>fice location to students, at the first class<br />
meeting pair up students and have them get acquainted and switch every five minutes,<br />
and have students establish a buddy system for absences, work missed, assignments,<br />
tutoring (exchange telephone numbers or pair them by majors or geographical proximity).<br />
On the hcc.hawaii.edu website, Culturally Effective Communication is addressed as an<br />
essential skills for all teachers. It is critically important that teachers be culturally<br />
competent communicators, and for them to identify belief systems <strong>of</strong> both the students<br />
and themselves to spot blocks to communication. Areas to be examined need to include:<br />
ethnocentrism (my way is best), discrimination (differential treatment due to minority<br />
status), stereotyping (generalizing about a person while ignoring differences), cultural<br />
blindness (ignore differences and proceed as though they do not exist), and cultural<br />
imposition (belief that everyone should conform to the majority).<br />
What can we do?<br />
While ULM does not have a large American Indian population, a model similar to the<br />
Blackfeet retention model could be used to address the retention <strong>of</strong> African American<br />
students.
Faculty/student interaction ideas from Jefferson Community College could be<br />
encouraged by ULM Department Heads in an effort to help ULM students interact with<br />
the ULM Faculty.<br />
ULM has a diverse population, and using a model such as that on the hcc.hawaii.edu<br />
website might help raise the awareness in both faculty and staff <strong>of</strong> the different needs,<br />
styles, and beliefs <strong>of</strong> ULM=s diverse student population. On this same website a Do=s and<br />
Don=ts <strong>of</strong> Inclusive Language is given. It includes General Strategies, Disabilities,<br />
Gender-Neutral Language, Traditionally Exclusive Domains : Sports and Home Life,<br />
Names and Titles, Salutations in Letters, Pronouns, and More Do=s and Don=ts. This<br />
article alone lends itself to development into a workshop which could be attended by<br />
faculty, staff, and students.<br />
Peer Mentoring:<br />
What we are doing?<br />
As <strong>of</strong> now, there is not a formal Peer Mentoring program. The ULM President=s Student<br />
Leadership Program Scholarship recipients should play a major role in the future <strong>of</strong> Peer<br />
Mentoring at ULM.<br />
The Teaching Assistants in FRYS serve as peer mentors in the classroom. In some cases<br />
this role has been expanded outside the classroom, but not to a great extent.<br />
Peer Tutors are used in the CASS LRC for Math Tutoring.<br />
Current Research/Information:<br />
In the workshop by Stuart Hunter and Jean Henscheid, some <strong>of</strong> the reasons given to<br />
promote Peer Mentoring include student ownership <strong>of</strong> the university (community and<br />
pride), enhanced communications between students, peers, and instructors, provides a<br />
support system, develops students= leadership skills (rounds out a curriculum), and helps<br />
Freshmen through transition issues by modeling successful behaviors.<br />
The <strong>University</strong> <strong>of</strong> Wisconsin at Milwaukee has developed an effective Links Peer<br />
Outreach and Mentoring Center that <strong>of</strong>fers the opportunity for students to give their peers<br />
support and guidance. Their focus is on retention and graduation <strong>of</strong> historically targeted<br />
disadvantaged groups including African American, American Indian,<br />
Chicano/Hispanic/Latino, Asian American, low income and first generation college<br />
students. They <strong>of</strong>fer three (3) credits to sophomore, junior and senior students who<br />
become Links Peer Mentors.<br />
In the APA Monitor, the key ingredients <strong>of</strong> effective peer mentoring programs at Sam<br />
Houston State <strong>University</strong> and the <strong>University</strong> <strong>of</strong> South Florida are identified as:
!Hold a workshop on how to mentor - train mentors about their role and function as a<br />
mentor, what to expect, how to communicate with mentees, how to keep the relationship<br />
going and how to set boundaries.<br />
!Match pairs on common points - pair according to similarities in research and career<br />
interests, faculty advisers, regional and ethnic backgrounds, and gender.<br />
!Announce pairs early - let them know who one another are during the summer.AThey<br />
need to feel they know the person when they arrive on the doorstep.@<br />
!Bring pairs together when classes start - plan a meeting, luncheon, or other social<br />
event. Keep it informal.<br />
!Encourage the relationship=s development - keep running roster <strong>of</strong> social events and<br />
urge mentors and mentees to attend.<br />
In the article Minority Student Retention and Academic Achievement in Community<br />
Colleges from ERIC Digests at www.ed.gov/databases/ERIC_Digests/ed451859 , it states<br />
that AMentors by providing career-related and psycholosocial assistance to their proteges,<br />
provide the individualized attention students need in dealing with the everyday problems<br />
they encounter in the college environment.@ The AMIGOS (Arranged Mentor for<br />
Instructional Guidance and Organization (or Other) Support is discussed. This model<br />
encourages matching protégés with mentors based on a careful assessment <strong>of</strong> both<br />
proteges and mentors personality types. The pairs participate in problem-based activities,<br />
training and information sessions about classes, assignments and other institutional<br />
resources. They also participate in social activities within and outside the organization.<br />
A positive relationship has been found between participation in the mentoring program<br />
and persistence rates <strong>of</strong> minority students.<br />
Twenty-nine (29) pages <strong>of</strong> Mentoring Programs in Higher Education have been<br />
published by the National Education Association. Descriptions, Achievements and<br />
Quirks as well as contact names, numbers and e-mail address are given for 34 university<br />
programs.<br />
Mid Michigan Community College began its peer mentoring program in Fall 1999. Peer<br />
Mentors are described as successful second year students hired to help first year students<br />
become acclimated to college life. The Peer Mentors provide program information and<br />
academic advising during orientations and peak registration, and are available throughout<br />
the each semester for outreach, to meet with students, and provide campus-wide<br />
assistance within departments. This program recognizes that students constantly seek,<br />
obtain, and act on information they receive from other students. Therefore, they feel it<br />
makes sense to have informed mentors provide this information. The 1999-2000 pilot<br />
project realized a 10.2% increase in student retention from Fall to Winter semesters.<br />
During 2000-2001 the retention increased 12.5%.<br />
146
What can we do?<br />
We might expand our teaching assistants duties by requiring them to be available as peer<br />
mentors for one hour per week in a designated location. This is effectively used by many<br />
schools. We suggest visits to either LA Tech, Mississippi State, or Auburn <strong>University</strong> to<br />
observe their programs. If a visit is not possible, any <strong>of</strong> the models mentioned above or<br />
a combination <strong>of</strong> them could be implemented at ULM..<br />
Career Development:<br />
What are we doing?<br />
CASS has exceptional Career Development resources in personnel (staff, graduate<br />
assistants and counseling interns), literature (books and AWhat Can I Do With a Major<br />
In...@) and computer technology. These are effectively utilized in a variety <strong>of</strong> ways.<br />
CASS counselors refer LUIO (undeclared) students to counseling interns in the LRC for<br />
career assessment using the DISCOVER program. The results are then processed with<br />
the students= CASS counselor. The FRYS courses for LUIO students utilize the<br />
DISCOVER program as part <strong>of</strong> their class requirements and LUIO students results are<br />
given to their assigned counselor. The DISCOVER program utilizes well established<br />
theories <strong>of</strong> career counseling to relate interests, values and abilities to success in the work<br />
<strong>of</strong> work.<br />
In the college specific FRYS sections, the DISCOVER program is made available to<br />
enhance college specific career exploration.<br />
All FRYS students are required to attend a True Colors workshop. By learning more<br />
about themselves and their preferred communication and motivation style, students can<br />
incorporate this information in their career decision making process. CASS has several<br />
copies <strong>of</strong> Follow Your True Colors to the Work You Love, for use in understanding True<br />
Colors and the world <strong>of</strong> work.<br />
The CASS staff has developed a seven-step process for career exploration and<br />
implementation which is available to all ULM students. This program is staffed by<br />
counseling interns.<br />
The ULM Job Shadowing Program is available to LUIO students, however, committed<br />
counselor interns need to be utilized to promote this program.<br />
Current Research/Information:<br />
The <strong>University</strong> <strong>of</strong> Minnesota believe that they enhance the educational process and<br />
increase student retention through individual career testing, counseling, groups,<br />
workshops, computer guidance systems (DISCOVER), internet resources, and<br />
career/educational planning library.<br />
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In The National Career Development Guidelines: Progress and Possibilities, Acareer<br />
development is a lifelong process through which individuals learn about themselves in<br />
relation to the world <strong>of</strong> work.@ In addition, the process needs to include: gaining skills to<br />
explore occupational and educational opportunities, making decisions, and planning<br />
careers. Measures <strong>of</strong> self-concept, interpersonal skills, nature <strong>of</strong> growth and change,<br />
benefits <strong>of</strong> education and training, relationship between education and work, career<br />
information skills, job seeking, obtaining, maintaining and changing skills, relationship <strong>of</strong><br />
work and societal needs and functions, decision making, understanding interrelationship<br />
<strong>of</strong> life roles and changes in males and female roles, and career planning skills all<br />
increased between .5 to 1.75 on a 3.0 point scale when the Guidelines are used with<br />
students.<br />
What can we do?<br />
The seven-step model developed by the Career Task Force addresses most <strong>of</strong> these<br />
issues. The model is ready to implement through committed counseling interns to staff<br />
the services and students to utilize them.<br />
Self-Esteem and Motivation Skills:<br />
What are we doing?<br />
CASS counselors can work with students on an individual, but brief counseling basis.<br />
Self-esteem issues have been effectively addressed through a variety <strong>of</strong> techniques and<br />
exercises including Self-Esteem Boosters and Busters, Positive Focus, Examination <strong>of</strong><br />
Strengths, Weaknesses & Perceptions, Examination <strong>of</strong> Distorted Thinking, Support<br />
Swap, Ways to Increase Your Self-Esteem, Characteristics <strong>of</strong> Positive Self-Esteem, Who<br />
Am I?, and Assertive Rights.<br />
True Colors, LEAD and PAP assessments given in FRYS help students better understand<br />
themselves and in turn help them recognize positive qualities about their preferred<br />
communication, motivation, and learning methods.<br />
Several <strong>of</strong> the SDTLA groups address various self-esteem and motivation issues.<br />
At Louisiana Tech and other universities, faculty/student mentoring programs have been<br />
effective for pairing students with faculty members who can help students understand<br />
themselves and their motivations. Through the mentoring relationship, the student gets a<br />
support system, observed successful behaviors, and better understand how their unique<br />
characteristics can help them succeed in both life and work.<br />
Current Research/Information:<br />
There does not appear to be one magical formula to motivate learning. However,<br />
important factors do include interest in the subject matter, perception <strong>of</strong> its usefulness,<br />
general desire to achieve, self-confidence and self-esteem as well as patience and<br />
persistence. Further, educators and students must realize that not all students are<br />
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motivated by the same values, needs, desires, or wants. Some things which have been<br />
identified to enhance self-motivation include:<br />
!Give frequent, early, positive feedback that supports students= belief that they can do<br />
well.<br />
!Ensure opportunities for students= success by not assigning tasks that are either too easy<br />
or too difficult.<br />
!Help students find personal meaning and value in material.<br />
!Create an atmosphere that is open and positive.<br />
!Help students feel that they are valued members <strong>of</strong> a learning community.<br />
What can we do?<br />
Research shows that good teaching practices do more to counter student apathy than<br />
special efforts to motivate students. Courses need to be well-organized and taught by<br />
enthusiastic instructors who have a genuine interest in students and what they learn.<br />
ULM faculty and instructors need to become aware <strong>of</strong> different learning styles and<br />
accommodate such styles in their instruction. Tips from the article Motivating Students<br />
in Tools for Teaching, include capitalizing on student=s existing needs, making students<br />
active participants in learning, and asking students to analyze what make classes more or<br />
less Amotivating.@<br />
Instructional behaviors that motivate students include holding high, but realistic<br />
expectations for students, helping students set achievable goals for themselves, telling<br />
students what they need to do to succeed in courses, strengthening students= selfmotivation,<br />
avoiding the creation <strong>of</strong> intense competition among students, and being<br />
enthusiastic about the subjects being taught.<br />
Structuring courses to motivate students can be accomplished by working through<br />
students= strengths and interests, when possible, let students have some say in choosing<br />
what will be studied, increasing the difficulty <strong>of</strong> the material as the semester progresses,<br />
and varying the teaching method. Mastery rather than grades should be emphasized with<br />
tests designed to encourage the learning. Avoid using grades as threats.<br />
Students may be motivated by response to their work. Tips include: giving students<br />
feedback as quickly as possible, rewarding success, introducing students to good work<br />
done by their peers, being specific when giving negative feedback, avoiding demeaning<br />
comments, and avoiding giving in to students= pleas for Athe answer@ problems.<br />
To motivate reading, assign reading at least two sessions before it is discussed, assign<br />
study questions and if possible have students turn-in brief notes on the day=s reading.<br />
Other tips for instructors include asking students to write one-word journals or one-word<br />
sentences to summarize a reading then have them write a page explaining or justifying<br />
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their word choice, asking non-threatening questions about the reading, using class time as<br />
a reading period, preparing exam questions on readings for which the class was<br />
unprepared to discuss, and giving written assignments to those students who have not<br />
done assigned readings.<br />
Values Clarification Exercises:<br />
What are we doing?<br />
The CASS counselors have several values clarification exercises available to them. They<br />
include Simon, Howe, and Kirshenbaum=s Values Clarification, the Value Wheel, and the<br />
values assessment in DISCOVER.<br />
Current Research/Information:<br />
At Wheaton College in Norton, MA, on course is the Resident Hall Staff selection<br />
process in Development Issues for College Students. Three main issues addressed in the<br />
course are leadership style, values clarification and interpersonal skills.<br />
Charles Lauter in Values as Verbs, originally published in the Fall 2000 issue <strong>of</strong><br />
Lawrence Today, and available at www.lawrence.edu/news/pubs/values , discusses<br />
values education. He feels he is <strong>of</strong>ten more comfortable with values education than other<br />
educators is because he sees it as a process not a product. This fits with the saying<br />
AEducation is a journey, not a destination.@ Values education is not about indoctrinating<br />
people with isms, but rather Ahelping them learn the process <strong>of</strong> valuing, a way to arrive at<br />
and enact values, rather then the content <strong>of</strong> those vales.@ Values clarification is one<br />
educational process in dealing with values. Everyone comes to a university setting with<br />
values. Students are not blank slates and have had to choose from alternatives to reach a<br />
particular belief or value. The process <strong>of</strong> values education typically will include learning<br />
the following:<br />
!To choose from alternative - educate self about the myriad <strong>of</strong> alternatives.<br />
!To choose wisely - must know and understand consequences.<br />
!To understand - must inquire, analyze and criticize then recognize that the belief is a<br />
choice (to be embraced, prized and cherished).<br />
!To be effective - must put values into action.<br />
Kirshenbaum, Howard, 1992, A Comprehensive Model for Values Education and Moral<br />
Education, Phi Delta Kappan: v73 n10, outlines the history <strong>of</strong> values education from the<br />
1950s until the early 1990s. The 50s values education is characterized as inculcating and<br />
modeling with a consensus about parents, religions, and society regarding values, and<br />
morality. During the turbulent 1960s and 1970s new attitudes about human sexuality,<br />
religion, career options, lifestyles, and personal values were common and APower to the<br />
People@ was a popular slogan. Educators were now encouraged to help students Aclarify<br />
their own values, learn higher levels <strong>of</strong> moral reasoning, and learn the skills <strong>of</strong> value<br />
analysis.@ In the 1980s, views were Amore politically conservative, economically fearful,<br />
and socially disintegrating@ The yuppies= generation <strong>of</strong> the 80s might be characterized as<br />
150
ALook-Out-for-Number-One.@ Some educators took traditional Judeo-Christian American<br />
positions and taught AJust say no .@ Others began an approach which included<br />
Ainculcation <strong>of</strong> values and morality and developed programs and curricula to help<br />
students understand, internalize, and act on such traditional values as respect, caring,<br />
friendship, and cooperation. Due to increasing problems with drug usage, disintegration<br />
<strong>of</strong> the family, teen pregnancy, teen suicide, and other indication <strong>of</strong> social upheaval and<br />
collapse, parents, educators, and community leaders once again began to look to schools<br />
as a place for values and morals education. Kirshenbaum=s values clarification process<br />
includes four elements or steps. They are a value-laden topic or moral issue, a question<br />
or activity introduces by a teacher or group leader, an activity or discussion where the<br />
teacher or group leader ensures that all viewpoints are treated with respect and the<br />
encouragement that students employ an array <strong>of</strong> Avaluing processes@ or Avaluing skills@<br />
while considering the topic.<br />
What can we do?<br />
Since time management and goal setting actually begin with values clarification, this is<br />
probably an area which could be developed either as a workshop or for inclusion in<br />
FRYS.<br />
The www.mtsu.edu/~u101irm website has values clarification exercises such as<br />
Conducting a Values Action, Conducting a Values Shuffle, A Person Should Be ....., and<br />
many more that could be incorporated in the FRYS class (time permitting) or as a group<br />
or workshop. At the website, values are defined, and steps to ethical decision making<br />
model are given. These are brief and easy to understand and could easily be incorporated<br />
at the beginning <strong>of</strong> the Time Management portion <strong>of</strong> FRYS.<br />
Pre-Registration Procedures:<br />
What are we doing?<br />
Each summer, the CASS staff participates in both the PREP and POP Orientation<br />
sessions by providing information about ULM, CASS, tutoring, and FRYS. Judging by<br />
the response <strong>of</strong> students and parents, they do hear what we have to say and begin to<br />
develop a relationship with the counselor to whom either they or their children will be<br />
assigned. During this year’s PREP sessions, the CASS counselors were invited to<br />
actively participate in the scheduling activities <strong>of</strong> PREP. During Late Registration, one<br />
or two <strong>of</strong> the CASS staff speak at the PREP session.<br />
CASS also participates in Browse on the Bayou and the Northern Lights Career Fair in<br />
order to promote the CASS. CASS made a special effort at the Northern Lights Career<br />
Fair to distribute information about the undeclared option and CASS services into the<br />
hands on high school counselors.<br />
Special admissions and concurrent students are LUIO and have the services <strong>of</strong> the CASS<br />
<strong>of</strong>fice available to them.<br />
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The CASS staff understands how overwhelming the process <strong>of</strong> admissions, transcript<br />
requests, financial aid, immunization requirements, parking permits, student IDs as well<br />
as the normal fears <strong>of</strong> entering the university setting can be to students. In the CASS we<br />
make every effort to give students the contact information or directions they need without<br />
robbing them <strong>of</strong> the accomplishment <strong>of</strong> successfully navigating the systems themselves.<br />
Current Research/Information:<br />
As part <strong>of</strong> St. Louis Community College=s Student Retention Plan a formal orientation<br />
process is considered important for all students but especially for Aat risk@ students it is<br />
critical to their success. A recommendation has been made that at the Florissant Valley<br />
location <strong>of</strong> STLCC, an intrusive Aheadstart@ summer program is <strong>of</strong>fered for Aat risk@<br />
student. The program will be aimed at identifying potential academic problem areas, and<br />
introduce students to the resources <strong>of</strong> the College. An orientation program has been<br />
recommended for all students prior to the beginning <strong>of</strong> the fall semester and a smaller<br />
version prior to the spring semester.<br />
In Brawer, Florence (1996), Retention-Attrition in the1990s, ERIC Digest ED393510<br />
characteristics <strong>of</strong> persisters and non-persisters were examined. In the intervention<br />
strategies, orientation programs are discussed. Effective programs help students by<br />
providing information essential to their academic socialization. This information should<br />
include:<br />
!Descriptions <strong>of</strong> college program <strong>of</strong>ferings<br />
!The college=s expectations for students<br />
!Information about assistance and services for examining interests, values, and abilities<br />
!Encouragement to establish working relationships with faculty<br />
!Information about services that help with adjustment to college<br />
!Financial Aid information<br />
The Educational Planning and Advising Center at Chattanooga State Technical<br />
Community College has great website at www.cstcc.cc.tn.us which gives tips for first<br />
time students and displays frequently asked questions to the Educational Planning and<br />
Advising Center.<br />
The <strong>University</strong> <strong>of</strong> Texas-Austin has a seven week Aheadstart@ program to provide an<br />
introduction to life and learning at the university. The program is a one-week orientation<br />
to UT, then students enroll in six semester hours <strong>of</strong> regular college courses during the<br />
second summer term prior to the fall semester for which they have been admitted to UT.<br />
They also attend tutorial sessions and receive Asupplemental instruction to master<br />
concepts <strong>of</strong> the academic courses while improving relevant study skills. Students are<br />
assigned a peer counselor with who they are required to meet during the program.<br />
Students also attend weekly workshops on a variety <strong>of</strong> topics relevant to academic<br />
success, cultural enrichment, and social events.@ Students also have the opportunity to<br />
participate in recreational activities and interact with other students, staff, and faculty.<br />
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What can we do?<br />
Possible inclusion <strong>of</strong> a motivational speaker during PREP and POP might be considered.<br />
If the ULM orientation program does not include all <strong>of</strong> the elements discussed in the<br />
Brawer article, these should also be considered for inclusion. For example, only the<br />
LUIO students hear our presentation. Maybe this could be expanded to all students.<br />
ULM could consider a Aheadstart@ type program for Aat risk@ students.<br />
Goal Setting:<br />
What are we doing?<br />
The CASS counselors typically address goal setting in an informal manner by asking<br />
students their reason for attending college.<br />
While most students have a vague idea <strong>of</strong> why they are in school and know what they<br />
want, they typically do not have the skills to set short-term, intermediate, and long-term<br />
goals with plans for action. We have many exercises available including Your Goal from<br />
One Day to One Year, Glenna=s Goal Book & Another Check Mark on the List (brief<br />
readings), How to Create Success and Failure, 32 Day Commitment, SMART, One Step<br />
at a Time, Quotes for Goal Setting, Goal (9 areas <strong>of</strong> you life), Goals - Realistic &<br />
Measurable Student=s Goal (with strengths, outside forces and limitations), Goal Cards,<br />
and sentence completion exercises.<br />
Goal Setting is taught in each FRYS class.<br />
A Goal Setting workshop was successfully presented in a prior semester and can be<br />
<strong>of</strong>fered.<br />
Current Research/Information:<br />
Oregon State <strong>University</strong> has a website about goal setting which uses the SMART method.<br />
The begin by stating that you cannot meet your goals until you know what they are.<br />
College student need to realize that until this point in their lives, many goals may have<br />
been short term but now the decisions they will be making can affect the rest <strong>of</strong> their<br />
lives. The website is www.orst.edu/fye/about_osu/setgoal.<br />
The Educational Planning and Advising Center at Chattanooga State Technical<br />
Community College has website at www.cstcc.cc.tn.us begins the list <strong>of</strong> student<br />
responsibilities in the Advising Process with ATo develop and clarify values and goals.@<br />
The Ohio Department <strong>of</strong> Education, Adult Basic and Literacy Education project<br />
(//archon.educ.kent.edu/adminmanual/145-154) identify goal setting as a means <strong>of</strong><br />
fostering student retention. They feel Aestablishing learner goals should be an integral<br />
part <strong>of</strong> the intake process.@ Further, they feel the goal setting process can foster student<br />
retention by aligning Astudent end-<strong>of</strong>-program@ goals and learning objectives. AStudent<br />
learning objectives must relate to the student=s purpose for enrolling in the program.@<br />
AInstructors can motivate students to commit themselves to their goals by helping<br />
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students understand the ways in which program completion will be both desirable and<br />
rewarding.@ Other tips for mandatory career assessment, updating goals with teachers and<br />
counseling as needed, effective support, quality instruction, and structural elements in a<br />
student retention system are also given and briefly discussed.<br />
What can we do?<br />
This questions is on the Adult Learners Survey and we could include a goal section on<br />
our intake form or have students write their goals. This could be incorporated on the<br />
ULM admission form. Students do have the opportunity to do this if they take a FRYS<br />
course and Goal Setting is taught as given in the Instructor=s manual.<br />
Conflict Management:<br />
What are we doing?<br />
Conflict management is taught in several ways. It may be addressed in individual<br />
sessions with a CASS counselor. In addition, there is a specific FRYS lesson plan for<br />
conflict management. A Conflict Resolution Styles grid is used to teach about<br />
accommodation, collaboration, avoidance, competition and compromise as styles. The<br />
appropriateness and strengths and weaknesses <strong>of</strong> each are analyzed. Students may<br />
complete How Do You Act in a Conflict for bonus credit and to better understand their<br />
response to conflict.<br />
Each semester a conflict management workshop is <strong>of</strong>fered. This workshop is available to<br />
all ULM students on a first come - first serve basis.<br />
Current Research/Information:<br />
For Administrative Conflict Management - According to Bill Waters in Making the<br />
Case for Campus Mediation (originally published in The Fourth R, Vol. 55, Feb/March<br />
1995) and now available at www.campus-adr.org/CR_Services_Cntr/makecase.html ,<br />
colleges and universities are unique entities when compared to more Arational-purposive@<br />
organizations (such as industry, government bureaus, and business firms). Universities<br />
grapple with rarely having a single clearly articulated mission and thus suffer goal<br />
ambiguity and thus higher degrees <strong>of</strong> uncertainty and conflict; are Apeople processing@<br />
institutions and clients demand a choice in the decision-making processes; technology is<br />
problematic because it must be holistic and adaptable to a wide range <strong>of</strong> individual needs;<br />
as pr<strong>of</strong>essional organizations, employees demand control over institutional decision<br />
processes; and they are becoming increasingly vulnerable to external political, economic,<br />
and demographic pressures which make internal decision making more difficult.<br />
(paraphrased and quoted)<br />
For administrative effectiveness, researchers Cameron & Whetton (1985) have outlined<br />
eight tenets for effectiveness:<br />
!Place emphasis on process and outcome;<br />
!Have low fear <strong>of</strong> failure, and willingness to take risks;<br />
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!Nurture the support <strong>of</strong> strategic constituencies;<br />
!Do not immediately succumb to the tyranny <strong>of</strong> Alegitimate demands@;<br />
!Leave a distinctive imprint;<br />
!Error in favor <strong>of</strong> over-communication, especially in time <strong>of</strong> flux;<br />
!Respect the power <strong>of</strong> organization cultures; and<br />
!Preserve and highlight sources <strong>of</strong> opportunity at the institution.<br />
The Student Satisfaction Argument:<br />
Students are Athe primary >customer= on campus@ and Amediation can help maintain<br />
student satisfaction@ by providing a point <strong>of</strong> view option. Mediation is important to<br />
students because:<br />
!Students don=t want to have to Aturn in@ or Abust@ others in order to address problems;<br />
!Students appreciate services that can address both <strong>of</strong>f-campus as well as on-campus<br />
life, and they appreciate tangible support in resolving disputes.<br />
!ASmall@ problems can get address, instead <strong>of</strong> falling through the bureaucratic cracks;<br />
!Mediation can help prevent escalation and prolongation <strong>of</strong> conflict that disrupt their<br />
social and academic life;<br />
!Students enjoy and benefit from the learning opportunities provided through training as<br />
a volunteer or intern at a center;<br />
!Mediation provided students with a new way to approach each other and deal with<br />
disputes. This can mean a second chance for friendships that might otherwise have been<br />
lost due to the negative effects that conflicts can have on emerging relationships;<br />
!Mediation provided another tool for dealing with conflicts with roommates and club<br />
members from diverse backgrounds and lifestyles.<br />
Madison Area Technical College <strong>of</strong>fers conflict management services through staff who<br />
remain objective and neutral in Aassisting members <strong>of</strong> the campus community to address<br />
student-related conflicts. The primary goal is to facilitate >win-win= agreements, where<br />
better communication and understanding among community members ultimately improve<br />
relationships, increase retention, and promote academic success.@<br />
(//matcmadison.edu/matc.studentresources/rights/conflict.shtm) The goals, authority and<br />
jurisdiction, procedures, and appeals process are briefly discussed.<br />
What can we do?<br />
ULM could establish a campus mediation center. It could be staffed by peer mentors like<br />
the teen court concept or students majoring in areas <strong>of</strong> business, government, criminal<br />
justice, and communication could staff the center as part <strong>of</strong> their education training.<br />
Test Taking Strategies:<br />
What are we doing?<br />
CASS approaches this area in several ways by providing interactive workshops,<br />
presenting classroom workshops when invited, one-on-one interaction with CASS<br />
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students, handout material and topics covered in the FRYS 101 class. The CASS<br />
workshops are interactive and cover topics which specifically deal with all aspects <strong>of</strong> test<br />
taking strategies. Beginning with note taking styles, better ways to study and test anxiety,<br />
CASS workshops provide students with needed academic tools. Another way CASS<br />
approaches this area is with its unique ability to provide one-on-one interaction with its<br />
students. CASS also provides handouts on these topics which can e picked up in the<br />
CASS <strong>of</strong>fice an CASS LRC. The FRYS 101 class is taught by the CASS counselors and<br />
selected faculty and staff, and provides a more in-depth coverage on these topics along<br />
with allowing the student to practice these strategies.<br />
This effort is important in providing students with as many viable academic skills to meet<br />
the new challenges college life will present. Most students have not been taught how to<br />
study or take notes. Providing this critical information is not only practical because the<br />
students need it but it also shows the university cares about its students.<br />
Current Research/Information:<br />
The trend in providing such services is a nationwide trend taking on by colleges and<br />
universities alike.<br />
http://appl003.lsu.edu/slas/cas.nsf/index, http://www.uga.edu/dae/timemanagment.htm<br />
http://www.usc.edu/student-affairs/gateway/programs_services/DIRprograms.html<br />
http://www.uvm.edu/~learnco/skills/index.html<br />
What can we do?<br />
Continue the excellent way in which CASS provides this service and look for new and<br />
innovated ways to improve.<br />
Staff Mentoring Programs:<br />
What are we doing?<br />
CASS uses FRYS 101 class to mentor students who volunteer to work with instructors in<br />
a teaching role as they work with students in the class.<br />
Current Research/Information:<br />
Results show participants thought it was a good idea, and it should last the full year<br />
matched on educational level. The study stated 84% <strong>of</strong> students would recommend the<br />
mentoring program.<br />
What can we do?<br />
Tips for Creating a Successful Peer Mentoring Program<br />
In creating a Peer Mentoring Program, wel need to consider the needs and personality <strong>of</strong><br />
our particular institution and its students. Here are a few tips from our experience:<br />
Clarify your primary goals:<br />
Do you want students to receive academic as well as personal help?<br />
Who is your target audience?<br />
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Think big, but start small.<br />
Build support from others - students, administrators, faculty, staff, parents,<br />
community members.<br />
Express expectations clearly to the mentors, preferably in written form.<br />
Collaborate with both the mentors and the target population to create a<br />
successful program. If the program is to last, it will need the support and<br />
energy <strong>of</strong> many.<br />
Create opportunities for connection - friendships will develop more<br />
naturally in a comfortable and social environment. Put your energy into<br />
creating meaningful social opportunities to bring people together.<br />
Focus on success, not re-mediation. Rather than targeting at-risk students, focus<br />
on the benefits that mentoring holds for everyone. Every successful person had a<br />
mentor at some point.<br />
Partnering and Tie-Ins with Housing, Police, Etc.:<br />
What are we doing?<br />
CASS works closely with many entities throughout our campus, from task force<br />
meetings, developing Early Alert measures, instrusive advising following notification <strong>of</strong><br />
student absences, developing a change <strong>of</strong> major form, and coordinating the dissemination<br />
<strong>of</strong> fliers throughout campus dorms. The development <strong>of</strong> task forces allow members from<br />
different campus entities, with various ideas, concerns to come together and propose<br />
solutions. Below is a list <strong>of</strong> entities we have partnered with:<br />
?Library Mathemmatics Dept.?<br />
?Housing RA=s English Dept.?<br />
?Student Development Student Life and Sororities?<br />
?ULM Counseling Services Recreational Services?<br />
?SGA President ULM Union Board?<br />
?ULM 31ers Alumni Association ULM Faculty Senate?<br />
?ULM Teaching and Learning Resource Center Intramurals and Greek ?<br />
?Lien ULM Athletics?<br />
From marketing one another to brain storming on better serving ULM students, working<br />
together, works best.<br />
What can we do?<br />
Continue with our strong efforts to utilize the unique qualities each partner brings to the<br />
table.<br />
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Detailed Explanation <strong>of</strong> College and Academic Requirements and Regulations:<br />
What are we doing?<br />
CASS provides students with this information in a variety <strong>of</strong> ways. Our first contact with<br />
new students begins either at PREP and POP for incoming undeclared students or during<br />
the intake for student changing to undeclared. College and Academic Requirements and<br />
Regulations are cover these topics discussed during the initial meeting and as need in<br />
subsequent meetings. The one-on-one time spent by CASS counselors with its students is<br />
the primary way <strong>of</strong> presenting this information. Another interactive way we inform<br />
students <strong>of</strong> this information is in FRYS 101, this provides students an open forum to ask<br />
questions.<br />
Current Research/Information:.<br />
Once again this seems to be a nationwide trend to provide students with the most<br />
information in a student friendly way.<br />
http://www.google.com/u/duke?q=student+handbook&sitesearch=duke.edu Duke<br />
university allows the student to access the information by way <strong>of</strong> a search engine on their<br />
web site.<br />
http://aaweb.lsu.edu/catalogs/2001/ LSU places their catalog online for students.<br />
http://www.wsu.edu/future-students/admission/admission.html Washington State<br />
provides this information in a very student friendly way.<br />
What can we do?<br />
Better use <strong>of</strong> our web space through design and information would be a start along with<br />
semester meetings with students to provide vital information and dates/events.<br />
Intensified Peer Tutoring:<br />
Peer tutors act as a support for pr<strong>of</strong>essors, providing extra review and practice for course<br />
material that students have been taught.<br />
What are we doing?<br />
CASS has partnered with the SGA to provide one -on-one peer tutoring for math courses<br />
091,093, 111,112, 116, & 131 in the LRC and English in the CASS Writing Center. We<br />
also <strong>of</strong>fer computer aided tutoring, Homework Express, and a new ALEKS lab. These<br />
services are provided free <strong>of</strong> charge. The tutor salaries are funded by the Title III Grant<br />
and funds appropriated by the SGA.<br />
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Current Research/Information:<br />
Washington Colleges Peer Tutoring Program assists students and enhances learning in<br />
specific subject areas. They provide one-on-one tutoring and large group tutoring.<br />
Brown <strong>University</strong>=s Peer Tutoring Program is designed to fill in gaps in preparation and<br />
background in a particular area. For a nominal fee, students may sign up for regularly<br />
scheduled sessions, drop-in sessions, or exam reviews.<br />
North Idaho College students can receive up to two hours <strong>of</strong> free tutoring per class, per<br />
week (as tutors are available).<br />
What can we do?<br />
Offer tutoring in other areas such as chemistry, physics, reading, psychology etc.<br />
Build a tutoring fee into the students tuition and provide a certain number <strong>of</strong> hours free<br />
and then charge a minimal fee anything beyond the predetermined number <strong>of</strong> hours.<br />
Faculty Mentoring:<br />
Faculty to Faculty Mentoring:<br />
Faculty mentoring embraces a philosophy about people and how important they are to the<br />
university. This concept <strong>of</strong> empowerment <strong>of</strong> college faculty to harness their own talents<br />
and skills promotes pr<strong>of</strong>essional growth. Planned mentoring programs include<br />
establishing purpose and goals, assessing the organization=s policies, identify areas <strong>of</strong><br />
strength and weakness, identifying and training participants, and evaluating the program.<br />
When faculty feel that they are important to the university, then they will be more<br />
committed and this will be noticeable in the classroom<br />
What are we doing?<br />
ULM does not have a formal Faculty Mentoring Faculty Program.<br />
Current Research/Information:<br />
The purpose <strong>of</strong> the <strong>University</strong> <strong>of</strong> Hawaii Faculty <strong>of</strong> Mentoring Program is to assist<br />
faculty in the development <strong>of</strong> their academic careers. An additional goal <strong>of</strong> the program<br />
is to retain competent faculty. This program provides workshops each semester for<br />
mentees led by tenured faculty, colleague pairing, and informal social activities are<br />
provided.<br />
Stanford School <strong>of</strong> Medicine is designed to help junior faculty members plan their<br />
careers with the advice <strong>of</strong> more experienced colleagues. These colleagues <strong>of</strong>fer supports,<br />
encouragement, and useful information.<br />
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What can we do?<br />
ULM can begin a Faculty Mentoring Program with in departments and/or colleges. We<br />
must begin by identifying key faculty members who see the need for mentoring and who<br />
are willing to give their time for the betterment <strong>of</strong> the university as a whole.<br />
Faculty Mentoring Students:<br />
What are we doing?<br />
The ULM Psychology Department has a faculty mentoring program for students. They<br />
have partnered with CASS to produce a booklet about education and careers in<br />
Psychology. The ULM Geosciences program also has a successful atmospheric sciences<br />
faculty-student mentoring program.<br />
Current Research/Information:<br />
San Diego State <strong>University</strong>=s program is designed to provide students the opportunity to<br />
have a personal connection with a faculty member who can guide them through the<br />
college environment.<br />
The program goals are as follows:<br />
!To increase retention rates <strong>of</strong> entering students.<br />
!To help students= develop knowledge, skills, and attitudes necessary for successful<br />
completion <strong>of</strong> their academic goals.<br />
!To encourage students= development <strong>of</strong> supportive relationships with other students,<br />
faculty, and staff.<br />
!To promote students= self confidence.<br />
!To develop students= leadership skills to enable them to become future mentors.<br />
Humbolt State <strong>University</strong>=s program pairs students and mentors according to students=<br />
academic interest and the mentor=s field.<br />
Develop a relationship by:<br />
!Meeting regularly (minimum <strong>of</strong> 3x=s per semester) to review students= academic<br />
progress and assist them in developing strategies for success.<br />
!Attend on campus activities and other social activities (minimum <strong>of</strong> 1 per semester)<br />
such as lunch, plays, athletic events etc.<br />
What can we do?<br />
CASS can develop a faculty mentoring program in order to meet the needs <strong>of</strong> LUIO<br />
students. We need to identify faculty in each college who are willing to be mentors.<br />
These mentors would provide a connection for undeclared students who are considering a<br />
major or who are definitely changing to that major.<br />
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Faculty Connections and Involvement:<br />
What are we doing?<br />
!Switch day - Pr<strong>of</strong>essors and students change roles (Spring Fever)<br />
!Majors Fair - (Browse on the Bayou)<br />
!Advising - (needs work!!)<br />
!Community Service - (FRYS 101)<br />
Current Research/Information:<br />
Hood College:<br />
!Midnight Breakfast (during exams).<br />
!Lunch, and/or dinner served by faculty members 1-2 times per semester.<br />
!Once a month a neutral lunch shared by faculty, staff, and students at a cut fee with<br />
provided entertainment.<br />
<strong>University</strong> <strong>of</strong> Alabama at Birmingham:<br />
!How to study@ information sessions<br />
!Dinners with faculty<br />
!Picnics, volleyball tournaments, ice-cream socials etc.<br />
!Water gun fights<br />
!Class Community Service Projects<br />
Palm Beach Atlantic College:<br />
!Themed major events that Faculty host: example a APi Social@ for the math department,<br />
where they eat a lot <strong>of</strong> pie.<br />
!Majors Fairs.<br />
What can we do?<br />
Encourage (require) faculty to attend at least 2 campus events during a semester and have<br />
them notify their students that they will be there. Examples: Las Vega Night, Karaoke,<br />
Athletic events , Musical events etc.<br />
We can also provide other events like the above mentioned.<br />
College Survival Skills:<br />
What are we doing?<br />
College Survival Skills training at ULM include time management, note taking, reading,<br />
test taking, and conflict management workshops and FRYS lessons.<br />
Current Research/Information:<br />
Clemson <strong>University</strong> and Washington <strong>University</strong> provide survival skills on their website<br />
and host workshops each semester on relevant topics.<br />
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What can we do?<br />
Get other departments and individuals on campus to provide what CASS is now<br />
providing.<br />
Continuous Counseling and Advising:<br />
What are we doing?<br />
!Provide a student intake.<br />
!Meet with students a minimum <strong>of</strong> twice a semester for advising and check up.<br />
!Use an intake form with over 75 counseling issues that can be marked.<br />
!Have an open-door policy on seeing students if available.<br />
!Do brief counseling as needed for our undeclared students<br />
!Use referrals to appropriate facilities if more intensive counseling is needed.<br />
!Send absence letters to students during the semester.<br />
!Send letters to students in academic jeopardy at semester end and congratulation letters<br />
for good work.<br />
!Provide a career intake form to evaluate student progress.<br />
Current Research/Information:<br />
At many colleges, advising is <strong>of</strong>fered until 6 or 6:30 at night. This allows non-traditional<br />
students time to get advised if they work or have children. At another college, they<br />
provide transfer students with a transfer student checklist online. It is a handy<br />
information sheet to allow transfer students to easily check the information they need.<br />
The other information found was on a center that housed advising, counseling, testing,<br />
etc. in one place.<br />
What can we do?<br />
Suggestions: We are doing all that is necessary in this area except that we take too much<br />
time away from our students with meetings and added duties that are not our<br />
responsibility. Our worry is that with our increased student loads and more and more<br />
duties that we may lose sight <strong>of</strong> our ultimate goal....to give our students open door service<br />
with times that are convenient for them. We could also compile a comprehensive<br />
academic advising handbook and <strong>of</strong>fer advising suggestions to faculty as invited to do so.<br />
Extended hours for non-traditional students would show that we value them.<br />
Discussions Regarding Personal Responsibility(Locus <strong>of</strong> Control) in dealing with<br />
sexuality, substance abuse, suicide, divorce, rape, wellness, stress, and relationships:<br />
What are we doing?<br />
!All <strong>of</strong> the above subjects are addressed in our Freshman Year Seminar (FRYS 101).<br />
!Workshops have been provided on alcohol, stress, and relationships.<br />
!Referrals to the Activity Center for more in depth wellness information.<br />
!Undeclared students tour the activity center in FRYS.<br />
!The intake form that students complete before meeting with a counselor covers all <strong>of</strong><br />
these subjects as areas <strong>of</strong> concerns.<br />
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!Referrals are made to appropriate places when issue is out <strong>of</strong> the CASS <strong>of</strong>fice=s scope<br />
<strong>of</strong> practice.<br />
!A suicide prevention plan was created to help if such a crisis should arise.<br />
Current Research/Information?<br />
At <strong>University</strong> <strong>of</strong> California at Berkeley they have a Parent=s Network with<br />
recommendations for therapists, counseling, and support groups on their website with<br />
links, names, and numbers.<br />
Other colleges have singles groups for students and alumni to meet. Most, also <strong>of</strong>fer<br />
support groups for divorce (children <strong>of</strong> divorce and divorcees), and sexual assault<br />
victims. Many colleges <strong>of</strong>fered grief groups, substance abuse groups, eating disorders,<br />
and men only groups, so these problems seem to be extremely common on campuses.<br />
Medical services and dieticians were housed at many campuses together, under a<br />
common heading <strong>of</strong> Awellness centers.@ Many colleges <strong>of</strong>fer more medical services to<br />
their students, like allergy shots and have extended hours.<br />
What can we do?<br />
These sections do not need to be skipped in our FRYS classes. We also address these<br />
issues very well when our clients complete intake forms. We need more workshops and<br />
seminars in these areas, and need to <strong>of</strong>fer extra incentives for our students to participate.<br />
We can partner with the Counseling Center and the Activity Center to provide these<br />
services. These workshops should not be the major area <strong>of</strong> CASS unless it is on an<br />
individual basis, not in a workshop. Having counseling, medical, and all other wellness<br />
entities together at one place with longer service hours for student convenience, will<br />
show a greater respect to our students to let them know these services are greatly needed<br />
and we (the <strong>University</strong>) care about their needs.<br />
Promoting Out-Of-Class Interaction:<br />
What are we doing?<br />
FRYS promotes out-<strong>of</strong>-class interaction in the following ways:<br />
!Requires community service<br />
!Requires interviewing an instructor<br />
!Requires a campus event <strong>of</strong> student=s choice<br />
!Requires True Colors activity<br />
!Requires a campus scavenger hunt<br />
!Encourages workshops, clubs, fraternities, and use <strong>of</strong> campus facilities.<br />
Undeclared students are able to Ajob shadow@ at a variety <strong>of</strong> companies and <strong>of</strong>fices to<br />
promote increased awareness <strong>of</strong> his/her possible career.<br />
Students that are undeclared are encouraged to talk to pr<strong>of</strong>essors in the departments that<br />
they are interested in changing their majors to.<br />
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Current Research/Information:<br />
Clemson <strong>University</strong> gives students information on how to interact with their instructors<br />
on their website. It includes 10 Things You Should Never Say or Do To Your Instructor.<br />
In Virginia, to aid with Dropouts, college students served as Acampus mentors@ to these at<br />
risk students.<br />
What can we do?<br />
To make campus activities a requirement and a way to make extra points in our FRYS<br />
class. This way the students would have a way to get extra points and hopefully become<br />
interested in an outside activity. They would also get extra points for becoming a<br />
member <strong>of</strong> a campus club.<br />
Adult Learners (AL):<br />
What are we doing?<br />
Developing an Adult Learner section <strong>of</strong> FRYS to meet the populations’ special needs.<br />
Giving adult learners a sense <strong>of</strong> belonging on campus by planning a ULM Adult Learner<br />
Service Center. Developing services that meet the needs <strong>of</strong> adult learners. Continuing to<br />
have an Adult Learner task force to discuss and enhance ALs on this campus. Conducting<br />
surveys. Holding AL focus group to get more insight into the population.<br />
Current Research/Information:<br />
Some colleges provide degrees that can be completely obtained during the evening.<br />
Many colleges realize the importance <strong>of</strong> the adult learner community and have created an<br />
Adult Learner Center like Middle Tennessee <strong>University</strong>. The Center has c<strong>of</strong>fee and<br />
snacks, parking permits, emergency contact services, admissions information, financial<br />
aid information, schedules, drop/add forms, child care, evening child care, housing,<br />
community resources and information on changing records on themselves. They have<br />
also implemented an organization for the support and advocacy <strong>of</strong> ALs. They call<br />
themselves the OWLS, Organization for Older, Wiser Learners.<br />
Many programs have a nontraditional student week with programming that would appeal<br />
to the AL. Others have a handbook for nontraditional students to help them navigate the<br />
college system.<br />
What can we do?<br />
We are hoping to develop an Adult Learner center. This would be a place for AL=s to<br />
congregate, learn, and share. We can continue to write grants to fund the center. We can<br />
also prepare a worksheet with statistic to circulate to provide more information on this<br />
population. Then, we can ask faculty/staff how to better serve our ALs. Our suggestion<br />
would be to get a buy in from Enrollment Services and Student Affairs. By this we<br />
mean, that they would recognize this population as a growing one and an important one<br />
on campus. We can accomplish this by giving statistics <strong>of</strong> how many students we have<br />
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that would meet our criteria <strong>of</strong> an AL. The other step that could be taken would be to<br />
have a club for ALs. This would be like other universities have done with the example<br />
being OWLS (Older Wiser Learners). This has been successful at other universities and<br />
would be an asset to this campus.<br />
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APPENDIX B<br />
ACADEMIC ADVISING MANUAL<br />
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Academic Advising<br />
Manual<br />
167
TABLE OF CONTENTS<br />
I. Definition <strong>of</strong> Academic Advising<br />
II. Academic Advising Responsibilities<br />
III. Student Advising Responsibilities<br />
IV. Academic Advising Steps<br />
V. Advising Forms<br />
VI. Academic Advising Tools<br />
VII. Auditing<br />
VIII. Course Load<br />
IX. Career Services<br />
X. Evening College Program<br />
XI. Honors Degree<br />
XII. International Students<br />
XIII. General Education Requirements<br />
XIV. Learning Resource Center<br />
XV. Student Health Services<br />
XVI. Students with Special Services<br />
XVII. Athletics<br />
XVIII. Undeclared Students<br />
XIX. Curriculums<br />
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I. Academic Advising Defined<br />
Academic advising is a process through which advisors assist students in<br />
developing life plans and career goals and in clarifying institutional<br />
requirements, polices procedures, resources, and educational options. The<br />
goal <strong>of</strong> all academic advising is assisting students to complete their<br />
academic programs and graduate from ULM.<br />
Academic Advising Purpose<br />
Advising is a process that includes a collection <strong>of</strong> information, data, and a<br />
distribution <strong>of</strong> facts regarding educational programs, courses, resources,<br />
policies, procedures, and career options. There are several conditions that are<br />
essential to good advising. The following is a list <strong>of</strong> five qualities:<br />
*Quality <strong>of</strong> life issues- the advisor has a responsibility to attend to the<br />
quality <strong>of</strong> the students experience in college.<br />
*Models for students- the advisor should be a model for the student<br />
especially in demonstrating behaviors that lead to self- responsibility and<br />
self-directedness.<br />
*Integrate Services and expertise - the advisor should seek to integrate<br />
services and expertise <strong>of</strong> both academic and student affairs pr<strong>of</strong>essionals.<br />
*Utilize Resources - the advisor should seek and utilize as many campus<br />
and community resources as possible.<br />
*Continuous Process- academic advising is a continuous process with an<br />
accumulation <strong>of</strong> personal contacts between advisor and student. These<br />
contacts should have both direction and purpose.<br />
II. Academic Advisor’s Responsibilities<br />
? Academic interest in what you are doing.<br />
? Academic Advising and assistance with course selection.<br />
? Information on Career Planning.<br />
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? Advisors should take a role in identifying students who are<br />
working toward certain majors which may be inappropriate<br />
(e.g., a student with low math test scores and poor math<br />
preparation seeking a major in computer science or<br />
engineering).<br />
? Help students understand academic information which will<br />
enable them to move into the major as efficiently and as<br />
well prepared as possible. Academic information vital to<br />
progress through a major includes:<br />
? Degree requirements<br />
? Course prerequisites<br />
? Proper sequencing<br />
? Advisors should be aware that students transferring to ULM<br />
after the freshman year have as great a need for detailed<br />
information as do freshmen.<br />
? Advisors should also be aware <strong>of</strong> any special academic and<br />
physical accommodations <strong>of</strong> students they advise.<br />
III. Student Advising Responsibilities<br />
? Learn your:<br />
advisor’s name<br />
<strong>of</strong>fice location,<br />
location <strong>of</strong> Department, and<br />
telephone number.<br />
? Periodically stop by to inform your advisor about how you are<br />
getting along. Two semester check-ins are required.<br />
? Schedule and keep all appointments.<br />
? If must cancel, call prior to the day <strong>of</strong> the appointment, and then<br />
call to reschedule.<br />
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? Be aware academic advising is mandatory each semester.<br />
Students cannot register until they have been advised.<br />
? Familiarize yourself with the ULM Catalog and Student Policy<br />
Manual.<br />
? Ask questions???. The only wrong question is the one you don’t<br />
ask!<br />
? Respond to all letters and telephone calls you receive.<br />
? Attend class and complete course assignments. If not, expect<br />
absence letters and a meeting with your advisor.<br />
? Always check with Financial Aid before major schedule<br />
changes, such as dropping a course, to know what progress is<br />
needed to retain Financial Aid.<br />
? Always check with Scholarships before major schedule<br />
changes, such as dropping a course, students are<br />
responsible to know what requirements needed to retain<br />
Scholarship Aid.<br />
? Familiarize yourself each semester with Drop and Resignation<br />
Dates.<br />
? Be receptive to services/suggestions.<br />
? Maintain a correct address and telephone number at Registrar’s<br />
Office. Students are responsible for all correspondence<br />
mailed to the address on file in the Registrar’s Office.<br />
? Career Planning<br />
? Career Resources<br />
? Academic Enhancement Resources<br />
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IV. Academic Advising Steps<br />
1. Intake - Students are asked to fill out an intake sheet that will be used<br />
for the advisor to assist the student in determining a career path,<br />
identify issues <strong>of</strong> concern, and to document services provided by<br />
ULM.<br />
2. Initial Visit - In the initial visit, the intake will be used as a guide to<br />
develop a relationship with the student. The advisor will be asking<br />
questions about the intake information. These may include, why a<br />
career or degree was chosen, and how the student reached the<br />
decision, what academic and employment experiences they have<br />
enjoyed and what are their future goals. A typical visit will proceed<br />
as follows:<br />
? Walk the student through the class scheduling process.<br />
? Provide the student with possible classes through the core<br />
curriculum.<br />
? Have the student put together a schedule.<br />
? Inform the student <strong>of</strong> the advisee’s role and number <strong>of</strong> visits per<br />
semester that the student should see the advisor.<br />
? Emphasize to students that they need to respond to letters or<br />
phone calls from the advisor to come in for a visit.<br />
? ULM Support resources.<br />
3. Semester check up - Students are notified either by a telephone call,<br />
letter, or postcard that it is time for their semester check in. The visit<br />
typically proceeds as follows:<br />
? Students are asked the status <strong>of</strong> their classes, to discuss their<br />
attendance as well as if they are enjoying their classes.<br />
Students are asked to assign a letter grade to each <strong>of</strong> their classes.<br />
? The advisor will ask about experiences socially and personally.<br />
? If needed the advisor will: suggest exploring career options using<br />
DISCOVER, for academic help recommend. Ex: Tutoring,<br />
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academic workshops. If needed refer for personal issues. Ex:<br />
Counseling centers.<br />
4. Second semester visit – Students are notified either by a telephone<br />
call, letter, or postcard for academic advising. The visit typically<br />
proceeds as follows:<br />
? Academic Advising <strong>of</strong> class scheduling should take into<br />
consideration the students work schedule and/or outside <strong>of</strong><br />
schools responsibilities along with insuring classes scheduled<br />
follow the desired degree plan chosen by the student.<br />
? Students are asked the status <strong>of</strong> their classes, to discuss their<br />
attendance as well as if they are enjoying their classes.<br />
Students are asked to assign a letter grade to each <strong>of</strong> their classes.<br />
? The advisor will ask about experiences socially and personally.<br />
? If needed the advisor will: suggest exploring career options using<br />
DISCOVER, for academic help recommend. Ex: Tutoring,<br />
academic workshops. If needed refer for personal issues. Ex:<br />
Counseling centers.<br />
V. Advising Forms<br />
? Intake form- Students are asked to fill out an intake sheet that<br />
will be used for the advisor to better assist the student in<br />
determining a career path and to document services provided<br />
by ULM.<br />
? Summary <strong>of</strong> Academic Visits- Advisors must record the date<br />
and reason <strong>of</strong> every student visit on the Summary <strong>of</strong><br />
Academic Visits (e.g., 10/09/02- Semester Check- up).<br />
? Check Sheet for Courses Completed and/or Degree Plan-<br />
On this sheet, advisor records the courses student has<br />
completed.<br />
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? Advising Notes- It is used to document student schedule for<br />
upcoming semester. It is completed during academic<br />
advising (e.g., Schedule for Fall/02: English 101, BIO 102,<br />
Aviation, 101 and Math 091).<br />
? Graduate in four- It outlines how students may graduate in<br />
four years time.<br />
? Semester Check list- These check lists provides students with<br />
a guide to follow which will aid them through each semester,<br />
from important dates, academic preparations and campus<br />
telephone numbers.<br />
VI. Academic Advising Tools<br />
1. Career Intake - Students are asked to fill out an intake sheet<br />
that will be used by the advisor to better assist the student<br />
in determining a career path and to document services<br />
provided by ULM. This intake is diagnostic and prescriptive.<br />
2. DISCOVER - A career exploration s<strong>of</strong>tware program which<br />
provides information to help people make important career<br />
and educational decisions.<br />
? Research-based assessments <strong>of</strong> career-relevant<br />
interests, abilities, and job values help individuals<br />
consider career options that are a good match for<br />
them.<br />
? DISCOVER's guidance process provides a way for<br />
individuals to make good decisions in choosing a career<br />
and creating an achievable plan.<br />
? The system <strong>of</strong>fers complete, current databases <strong>of</strong><br />
occupations, college majors, schools and training<br />
institutions, financial aid/scholarships, and military<br />
options.<br />
? Users can also learn how to develop effective resumes,<br />
cover letters, job applications, and good interviewing<br />
skills.<br />
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3. 7 Step Career Model – is a step by step process where students<br />
make an appropriate decision about their future career<br />
utilizing information about the world load, their unique<br />
characteristics, and their choice <strong>of</strong> life. The steps include:<br />
? Step 1 - intake,<br />
? Step 2 - self-exploration,<br />
? Step 3 - review <strong>of</strong> Resources,<br />
? Step 4 - research information,<br />
? Step 5 - hands-on<br />
? Step 6 - selecting major<br />
? Step 7 - career plan<br />
4. <strong>University</strong> Catalog – provides complete information <strong>of</strong> ULM<br />
activities such as:<br />
? <strong>University</strong> Calendar<br />
? Undergraduate Degrees and Certificates<br />
? Financial Aid<br />
? <strong>University</strong> Regulations<br />
? Students Organizations and Activities<br />
? Admission<br />
? Graduate Studies and Research<br />
? Degree Requirements<br />
? Grade Policies<br />
? Appeal Policies<br />
? Faculty Credentials<br />
? Adjunct Instructor Information<br />
5. Degree Plans – provides course requirements for specific<br />
degrees.<br />
6. Class Schedules – provides students with:<br />
? Course listings<br />
? General information<br />
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VII. Auditing Courses<br />
? Telephone registration<br />
? Financial information<br />
? Exam schedules<br />
? Test out dates & times<br />
? A list <strong>of</strong> Department Heads & locations<br />
Students may be admitted to regular classes for audit by meeting admission<br />
requirements, receiving the approval <strong>of</strong> the appropriate academic dean, and<br />
by paying an audit fee. An audit may not be changed to credit, or vice versa,<br />
after registration closes. Students auditing courses will not receive credit,<br />
nor will they be permitted to take a credit examination (departmental exams)<br />
on worked audited. Credit hours for courses audited are figured in fee<br />
assessment but not for certification <strong>of</strong> full-time status. Any student using fee<br />
waiver cannot register for audit.<br />
VIII. Course Load<br />
Undergraduate students are classified full time if they schedule 12 or more<br />
semester hours for credit (not including audits). However, during a regular<br />
semester, a schedule <strong>of</strong> fifteen to nineteen semester hours is considered a<br />
standard load. Academic deans, at their discretion, may allow the student to<br />
schedule more than nineteen semester hours. No student will be permitted to<br />
register for more than twenty-one semester hours.<br />
During the twelve-week summer session, a schedule <strong>of</strong> six hours per sixweek<br />
term is considered a normal load; however, students are classified fulltime<br />
if they schedule (for credit) four or more semester hours. Maximum<br />
load is seven semester hours a summer term; developmental students may<br />
schedule eight semester hours if one five-hour developmental course is<br />
scheduled along with a three semester hour course.<br />
The credit hour load for student teachers registered for six or more hours <strong>of</strong><br />
student teaching is limited to twelve semester hours except as approved by<br />
the Dean <strong>of</strong> the College <strong>of</strong> Education and Human Development.<br />
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The <strong>University</strong> does not guarantee that during a given semester a student<br />
will be able to schedule every class which he or she might be required to take<br />
or wish to take.<br />
NOTE: See the section on the Graduate School for regulations concerning<br />
load for graduate students.<br />
IX. Career Services<br />
The primary purpose <strong>of</strong> the Office <strong>of</strong> Career Services is to provide students<br />
with career planning consultation, assessment and advisement, opportunities<br />
to participate in Career and Interview Days on campus, interviews with<br />
potential employers, and assistance in determining appropriate career<br />
choices.<br />
The Office <strong>of</strong> Career Services, located in Harris Hall North, <strong>of</strong>fers a<br />
comprehensive program to assist students in making the transition from the<br />
academic world to the world <strong>of</strong> work. For more information or answers to<br />
questions concerning career services and testing at ULM, you may call 318-<br />
342-5338 for Career Services.<br />
The <strong>University</strong> <strong>of</strong> Louisiana at Monroe graduating seniors, graduate students<br />
and alumni are entitled to the free services <strong>of</strong> the Department <strong>of</strong> Career<br />
Services. Students should register at the beginning <strong>of</strong> their last year <strong>of</strong><br />
college by establishing a credentials folder. Establishing a folder will enable<br />
the registrant to participate in on-campus recruiting activities and to utilize<br />
the various services <strong>of</strong> the department.<br />
A permanent credentials file containing a transcript <strong>of</strong> grades and personal<br />
data is maintained on each registrant. This folder can be mailed to<br />
prospective employers at the request <strong>of</strong> the student or the prospective<br />
employer. (The Department <strong>of</strong> Career Services and Testing Center reserves<br />
the right to limit the number <strong>of</strong> folders mailed for each student.)<br />
Although the <strong>University</strong> can provide academic instruction appropriate for<br />
many educational and career objectives, ultimately the student is responsible<br />
for obtaining employment. Neither faculty members teaching classes,<br />
faculty advisers, Career Services personnel, Counseling Center counselors,<br />
nor other <strong>University</strong> personnel assisting students can assume responsibility<br />
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for educational and career decisions, or for employment. The Department <strong>of</strong><br />
Career Services and Testing is Located in Harris Hall - North Wing.<br />
X. Evening College Program<br />
The Evening College Program provides the convenience <strong>of</strong> earning either an<br />
associate’s, bachelor’s, or master’s degree by enrolling in evening classes<br />
only. It is designed to provide the student the opportunity to earn a degree<br />
by taking sequenced courses scheduled within a time frame for the<br />
completion <strong>of</strong> a degree.<br />
Degree <strong>of</strong>ferings in the Evening College Program include: Associate degrees<br />
in Day Care Management, General Studies, and Office Information Systems;<br />
Bachelor degrees in General Business, Insurance, and General Studies;<br />
Master degree in Business Administration, Criminal Justice, Education, and<br />
Gerontology; and an Education Specialist in Curriculum and Instruction.<br />
Contact the Continuing Education Office to schedule a convenient time to<br />
meet with an advisor and the Admissions Office for admission information.<br />
Please refer to the Admissions Enrollment Eligibility Policy section for<br />
additional information.<br />
XII. International Students<br />
The <strong>University</strong> <strong>of</strong> Louisiana at Monroe has welcomed international students<br />
for many years. The International Student Adviser, whose <strong>of</strong>fice is located<br />
in the Welcome and Admissions Center, 3601 DeSiard Street, provides<br />
information and assistance to international students regarding <strong>University</strong><br />
regulations, legal requirements, immigration concerns, financial matters, and<br />
personal affairs. All international students are urged to visit an International<br />
Student Adviser as soon as they arrive on campus and maintain contact with<br />
that person during their stay at the <strong>University</strong>.<br />
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Undergraduate international students must submit following application<br />
materials before eligibility admission can be determined:<br />
1. Application for admission with the application (NOTE:<br />
Students may visit the ULM website at www.ulm.edu and<br />
connect to the Admissions Office to complete and submit an<br />
application electronically.).<br />
2. Statement <strong>of</strong> financial backing<br />
3. Pro<strong>of</strong> <strong>of</strong> immunization<br />
4. ACT scores (if available)<br />
5. Official TOEFL (Test <strong>of</strong> English as a Foreign Language) score<br />
<strong>of</strong> no less than 480 or 157 (computer based)<br />
6. Complete and <strong>of</strong>ficial transcripts <strong>of</strong> all college or university<br />
work or documents showing completion <strong>of</strong> secondary education<br />
college work has been attempted (a 2.2 GPA as determined by<br />
Admissions <strong>of</strong>fice, using a 4.0 scale; for student athletes<br />
must meet NCAA requirements for all undergraduate and<br />
transfer students.).<br />
International students whose native language is English and score is less<br />
than 600 on the TOEFL will take an English pr<strong>of</strong>iciency test upon arrival on<br />
campus. Enrollment in English as a second language (ESL) course is<br />
required if an English language deficiency is determined. International<br />
students may apply for exemption from the ULM English pr<strong>of</strong>iciency test if<br />
the students have attended four academic years and graduated from a U.S.<br />
regionally-accredited college or university, or have submitted an <strong>of</strong>ficial<br />
minimum TOEFL score <strong>of</strong> 600, or have submitted a satisfactory passing<br />
score in English Language on the <strong>University</strong> <strong>of</strong> Cambridge/London G.C.E.<br />
examination. International students who earn the minimum score on the<br />
English pr<strong>of</strong>iciency test, who complete the ULM English as a prescribed<br />
exemption requirements are not required to enroll in developmental courses<br />
(except mathematics).<br />
All above materials must be submitted before the following deadlines: When<br />
applying for fall semester, July 1; for spring semester, November 1; for<br />
summer sessions, April 1. Graduate students should apply well in advance<br />
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<strong>of</strong> these deadlines since admission to graduate programs is a lengthy<br />
process, and some programs have earlier application deadlines.<br />
Group hospitalization insurance is mandatory for all international students.<br />
Enrollment in the student group hospitalization insurance program is<br />
mandatory at time <strong>of</strong> registration unless pro<strong>of</strong> <strong>of</strong> comparable coverage by a<br />
government sponsored agency is provided. Pro<strong>of</strong> <strong>of</strong> comparable coverage<br />
will be determined by the Director <strong>of</strong> Student Life.<br />
UNIVERSITY HEALTH SERCIVE<br />
XV. STUDENT HEALTH CENTER SERVICES POLICY<br />
The Student Health Center provides emergency health care, consultation and<br />
referral as an out-patient clinic for FULL TIME STUDENTS. The cost <strong>of</strong><br />
these services is included in the student activity fees. Limited Student<br />
Health Center facilities also serve students whose illnesses do not require<br />
specialized care. Routine medical care is provided without charge, but items<br />
<strong>of</strong> major medial care, including major and minor surgery, fractures,<br />
specialized treatment, x-rays, and continued medication, are the<br />
responsibility <strong>of</strong> the students and their families. The Student Health Center<br />
DOES NOT provide service to the faculty, staff, or families <strong>of</strong> students. The<br />
Student Health Canter is a primary health care facility and DOES NOT<br />
provide after care (secondary health care) pursuant to injuries or illnesses.<br />
The <strong>University</strong> Physician may make referrals to local physicians for these<br />
needs, but they are the responsibilities <strong>of</strong> the students and their families.<br />
The Student Health center is staffed by full time pr<strong>of</strong>essional nurses. The<br />
<strong>University</strong> Physician maintains specified <strong>of</strong>fice hours and is on call for<br />
emergencies. The call must be made by an administrative <strong>of</strong>ficer <strong>of</strong> the<br />
<strong>University</strong> or the nurse on duty at the Student Health Center when the<br />
emergency arises.<br />
Presently, the Student Health Center is open from 7 a.m-7p.m. Monday<br />
through Friday. The Student Health Center is closed on weekends and in<br />
<strong>University</strong> holidays that include staff. The Physician’s <strong>of</strong>fice hours in the<br />
fall and spring semesters are presently Monday, Tuesday, Wednesday and<br />
Thursday from 12:00 Noon until 2:00 P.M. Physician’s hours are posted at<br />
the Student Health Center each semester.<br />
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The Student Health Center is located on Bayou Drive, adjacent to the “Foot<br />
Bridge”, with the entrance on the Bayou side. Students are urged to avail<br />
themselves <strong>of</strong> the Student Health Center services whenever necessary or<br />
desirable. Students must present their I.D. card and are served on a “First<br />
Come, First Served” basis except in cases <strong>of</strong> emergency. Each student must<br />
see a nurse before a doctor’s appointment will be made.<br />
The Student Health Center Staff is the final review and approval agency for<br />
students’ Pro<strong>of</strong> <strong>of</strong> Immunization Compliance Forms (Louisiana R.S. 17:170)<br />
and for students’ <strong>of</strong>f –campus housing requests based in significant medical<br />
conditions. The Student Health Center staff will assist students in<br />
transferring records to the proper form and referring students to complete<br />
proper immunization.<br />
XVI. Services for students with Special Needs<br />
The <strong>University</strong> Counseling Center <strong>of</strong>fers a number <strong>of</strong> opportunities to students<br />
with special needs. Whether a physical limitation or a learning disability, the<br />
center works with the student to eliminate or lessen these obstacles to their<br />
education. Services <strong>of</strong> the Center include the provision <strong>of</strong> support to students<br />
with permanent or temporary exceptionalities, individual counseling, assistance<br />
with academic accommodation recommendations to students and faculty, in<br />
addition to heightening the awareness <strong>of</strong> the issues associated with special<br />
needs obstacles to name but a few. Housing accommodations as well as<br />
designated parking for these students are facilitated by this and other<br />
departments on campus.<br />
Parking Procedures for Students with Special Needs<br />
Students with special needs are provided accommodating parking on the<br />
university campus. The student, upon documentation <strong>of</strong> the special need, is<br />
assigned a Special Needs Parking Pass by the <strong>University</strong> Police Department.<br />
Procedures to secure a Special Needs pass can be obtained at the <strong>University</strong><br />
Counseling Center.<br />
181
XVII. INTERCOLLEGIATE ATHLETICS<br />
The <strong>University</strong> <strong>of</strong> Louisiana at Monroe sponsors intercollegiate programs for<br />
both men and women. The men’s program sponsors nine sports: baseball,<br />
basketball, cross country, football, golf, swimming, tennis indoor and outdoor<br />
track. The woman’s program sponsors nine sports: basketball, cross country,<br />
soccer, s<strong>of</strong>tball, swimming, tennis, indoor and outdoor track, and volleyball.<br />
These sports are conducted in the National Collegiate Athletic Association’s<br />
highest classification Division I. The <strong>University</strong> is a member is a member in<br />
good standing <strong>of</strong> the NCAA, the major governing body <strong>of</strong> intercollegiate<br />
athletics. All sports programs at ULM are conducted within the framework <strong>of</strong><br />
NCAA and Southland Conference regulations and restrictions concerning<br />
student eligibility and other facets <strong>of</strong> the program.<br />
Athletic scholarships are provided to outstanding men and women athletes in<br />
each sport.<br />
XVIII. UNDECLARED/INTERM OPTION<br />
This is a convenient temporary option for:<br />
1. Entering students who have not declared majors but who plan later to<br />
change to degree-granting curricula. During their crucial early<br />
semesters, these students should complete the following basic courses:<br />
Grammar and Composition 101/102 (6 hrs.); History 111/112 or 201/202 (6<br />
hrs.); Mathematics 111/112,116, or 118 (6 hrs.); Arts Elective (3 hrs.);<br />
Health and Physical Education (2 hrs.); Social Sciences (3 hrs.);<br />
Freshman Year Seminar (1 hr.).<br />
2. Students who do not presently meet the requirements for admission to the<br />
pr<strong>of</strong>essional program <strong>of</strong> their choice.<br />
3. High school students who participate in the Collegiate Program for Superior<br />
High School Students or the Concurrent Admissions Program, and have not<br />
declared a major.<br />
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4. Students who do not wish to pursue a degree, but who wish to take more<br />
than six hours a semester.<br />
NOTE: Students enrolled in the Undeclared/Interim Option are urged to decide<br />
upon and/or qualify for a degree-granting program at the earliest opportunity.<br />
In any event, students who have accumulated forty-eight semester hours or<br />
more in the Undeclared/Interim Option at the outset <strong>of</strong> an enrollment period<br />
must select and transfer to degree-granting majors. Students receiving veterans’<br />
benefits are subject to additional regulations. (See section on Veterans Affairs.)<br />
Students involved in intercollegiate athletics are subject to additional<br />
restrictions and are advised to consult with their counselors regarding these<br />
rules.<br />
ADMISSION OF THE UNDECLARED/INTERIM OPTION<br />
The Undeclared/Interim Option is administered by the Dean <strong>of</strong> the College <strong>of</strong><br />
Arts and Sciences. While temporarily enrolled in this special non-degree<br />
classification until they select and/or qualify for admission too a major, students<br />
will be assigned a special advisor.<br />
183
APPENDIX C<br />
SCORE IN FOUR<br />
184
Score<br />
Four<br />
185<br />
In
186
Freshman Check List<br />
First Semester<br />
? Locate the ULM Policy Manual On-Line<br />
? Familiarize yourself with the ULM Catalog which you should have received at<br />
PREP<br />
? Get a Tribe e-mail account (342-5015)<br />
? Get your Student ID (SACS Office- 342-5002)<br />
? Keep a current address on file with the Register Office (ADM 342-5262)<br />
? Find you Class Locations<br />
? Get a parking permit and a map <strong>of</strong> parking zones - Campus Police (342-5350)<br />
? Know important Financial Aid Dates (ADM 342-5320)<br />
? Know the requirements to keep Financial Aid or Scholarship<br />
? Know Drop/Add Dates<br />
? Join a Club/Organization - List found @ ULM Catalog pg. 65<br />
? Attend Campus Events - See the ULM Calendar @ ulm.edu<br />
? See your Academic Advisor for 2 nd week semester Check-In<br />
? Week 4 attend CASS Introduction<br />
? Mid-October - Look for Spring Schedule<br />
? Make a tentative Spring Course Schedule<br />
? See your Academic Advisor for Spring Advising<br />
? Know when Spring Telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Know when the Fall Semester ends<br />
Second Semester<br />
? Find your Class Locations<br />
? Know important Financial Aid Dates - By April you will need to file for next<br />
year’s aid<br />
? Know Final Date for removing “I” grade<br />
? See your Academic Advisor for 2 nd semester Check-In<br />
? Know Drop/Add Dates<br />
? Meet with Department Advising Group<br />
? Mid-March - Look for Summer & Fall Schedule<br />
? Make a tentative Summer & Fall Course Schedules - Make sure you are aware <strong>of</strong><br />
all prerequisites and course sequencing<br />
? See your Academic Advisor for Summer and/or Fall Advising<br />
? Know when Summer & Fall Telephone Registrations begin & end<br />
? Know when your Finals are scheduled<br />
? Have at least 30 hours towards your major for Sophomore status<br />
? Know when the Spring Semester ends<br />
? Consider Summer Employment that will help with considered careers<br />
? Do you need a course during the Summer Term to stay “on-track” with your<br />
degree goals?<br />
187
Sophomore Check List<br />
Third Semester<br />
? Keep a current address on file with the Register Office (ADM 342- 5262)<br />
? Find you Class Locations<br />
? Know important Financial Aid Dates (ADM 342-5320)<br />
? See your Academic Advisor for semester check up<br />
? 4 th week Organization Fair<br />
? Informal talk sessions<br />
? Know Final Date for removing “I” grade<br />
? Know Drop/Add Dates<br />
? Go visit Career Services - Initial Interview<br />
? Mid-October - look for Spring Schedule<br />
? Make a tentative Spring Course Schedule<br />
? See your Academic Advisor for Spring Advising<br />
? Attend Campus Events - See the ULM Calendar @ ulm.edu<br />
? Know when Spring Telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Know when the Fall Semester ends<br />
Fourth Semester<br />
? Find your Class Locations<br />
? Know important Financial Aid Dates - By April you will need to file for next<br />
year’s aid<br />
? Know Final Date for removing “I” grade<br />
? See your Academic Advisor for semester check up<br />
? 4 th week Career Information day<br />
? Know Drop/Add Dates<br />
? Go visit Career Services - This is a good time to explore an Internship for<br />
Summer and subsequent semesters<br />
? Mid-March – Look for Summer & Fall Schedule<br />
? Make tentative Summer & Fall Course Schedules - Make sure you are aware <strong>of</strong><br />
all prerequisites and course sequencing<br />
? See your Academic Advisor for Summer and/or Fall advising<br />
? Know when Summer & Fall telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Have at least 60 hours towards your major for Junior status<br />
? Know when the Spring Semester ends<br />
? Consider Summer Employment that will help with considered careers<br />
? Do you need a course during the Summer Term to stay “on-track” with your<br />
degree goals?<br />
188
Junior Check List<br />
Fifth Semester<br />
? Keep a current address on file with the Register Office (ADM 342-5362)<br />
? Find you Class Locations<br />
? Know important Financial Aid Dates (ADM 342-5320)<br />
? Know Final Date for removing “I” grade<br />
? See your Academic Advisor for semester check up<br />
? Know Drop/Add Dates<br />
? Go to the Career Services - Continue looking for an Internship opportunities and<br />
begin to explore Employment opportunities<br />
? Attend Career and Interview Days<br />
? Mid-October - Look for Spring Schedule<br />
? Make a tentative Spring Course Schedule<br />
? See your Academic Advisor for Spring Advising<br />
? Attend Campus Events - See the ULM Calendar @ ulm.edu<br />
? Know when Spring Telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Know when the Fall Semester ends<br />
Sixth Semester<br />
? Find your Class Locations<br />
? Know important Financial Aid Dates - By April you will need to file for next<br />
year’s aid<br />
? Know Final Date for removing “I” grade<br />
? See your Academic Advisor for semester Check-In<br />
? Know Drop/Add Dates<br />
? Go to the Career Services- start working on your resume and job search<br />
? Attend Career and Interview Days<br />
? Mid-March - Look for Summer & Fall Schedule<br />
? Make tentative Summer & Fall Course Schedules - Make sure you are aware <strong>of</strong><br />
all prerequisites and course sequencing<br />
? See your Academic Advisor for Summer and/or Fall Advising<br />
? Know when Summer & Fall Telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Have at least 90 hours towards your major for Senior status<br />
? Know when the Spring Semester ends<br />
? Consider Summer Employment that will help with considered careers<br />
? Do you need a course during the Summer Term to stay “on-track” with your<br />
degree goals?<br />
189
Senior Check List<br />
Seventh Semester<br />
? Keep a current address on file with the Register Office (ADM 342-5262)<br />
? Find you Class Locations<br />
? Know important Financial Aid Dates (ADM 342-5320)<br />
? See your Academic Advisor for semester Check-In<br />
? Know Final Date for removing “I” grade<br />
? Know Drop/Add Dates<br />
? If Graduating order cap and gown and see your Department Head<br />
? Attend Career and Interview Days<br />
? Go to the Career Services- Narrow your list <strong>of</strong> potential jobs and begin scheduling<br />
job interviews<br />
? Mid-October - Look for Spring Schedule<br />
? See your Academic Advisor - Make sure you have all your Degree requirements –<br />
Advise for Spring if needed<br />
? Attend Campus Events – See the ULM Calendar @ ulm.edu<br />
? Know when Spring Telephone Registration begins & ends<br />
? Know when your Finals are scheduled<br />
? Know when the Fall Semester ends<br />
Eighth Semester<br />
? Find your Class Locations<br />
? Know important Financial Aid Dates<br />
? Know Final Date for removing “I” grade<br />
? See your Academic Advisor semester Check-In<br />
? Know Drop/Add Dates<br />
? If Graduating order cap and gown and see your Department Head<br />
? Attend Career and Interview Days<br />
? Go to the Career Services - Schedule job interviews<br />
? See your Academic Advisor - check on degree requirements – advise for Summer<br />
and/or Fall if needed<br />
? Know when your Finals are scheduled<br />
? Know when the Spring Semester ends<br />
190
APPENDIX D<br />
EARLY ALERT<br />
191
Early<br />
Alert<br />
192
Early Alert<br />
The <strong>University</strong> is working to assist ULM students to be aware <strong>of</strong><br />
academic skills and lack <strong>of</strong> career planning which may be a<br />
hindrance to their academic success. Through the CASS &<br />
Career Services freshmen will meet briefly with a CASS<br />
Academic and Career Counselor during the 4 th week <strong>of</strong> the<br />
semester to discuss academic behaviors and receive the<br />
appropriate tools and information that may enable them to<br />
succeed academically.<br />
The <strong>University</strong> is working to assist the faculty and staff to better<br />
recognize and respond to Early Alert for academic difficulty that<br />
ULM students may display. Faculty and staff are the frontline <strong>of</strong><br />
defense in helping students avoid the pitfalls that may arise for<br />
our students. From student attendance to work assignments not<br />
completed, the goal <strong>of</strong> this <strong>University</strong> is to recognize the early<br />
warnings <strong>of</strong> a student in trouble and respond swiftly and<br />
appropriately. In doing so, our goal is ULM students will be able<br />
to avert academic and career stumbling blocks. A form is<br />
currently being developed. A “draft” form follows.<br />
In each discussion regarding Early Alert, the need for mid-term<br />
grade reporting is stressed. The viability <strong>of</strong> mid-terms grades<br />
has been greatly increased by use <strong>of</strong> Blackboard and the Telnet<br />
Advising Screen 148, however some mechanism or notification<br />
devise needs to be implemented which “drives” an advisor or<br />
193
counselor to these reporting devises, when an Early Alert has<br />
been either enter by an instructor or low grades or certain<br />
behaviors would indicate that an Early Alert intervention is<br />
needed.<br />
The Noel-Levitz College Student Inventory Form B has been<br />
approved for use in the Freshman Year Seminiar (FRYS 101)<br />
course beginning in the Fall 2003 semester.<br />
194
Early Alert<br />
Please mark the appropriate boxes to indicate the instructor’s concern, see example John Doe.<br />
Make any comments you feel may assist in helping intervene with the students identified.<br />
Students Name<br />
& SS#<br />
Ex: John Doe<br />
SS# 444-55-3333 (D)<br />
1.<br />
SS# ( )<br />
2.<br />
SS# ( )<br />
3.<br />
SS# ( )<br />
4.<br />
SS# ( )<br />
Student’s Abse Incomplete Missed<br />
College nt Assignments Exams<br />
AS ? ?<br />
Recommendation:<br />
195<br />
Grades No<br />
Notes<br />
A-See Instructor B- Tutoring C- See CASS Counselor D- Drop the Class<br />
Student’s College<br />
AS- Arts & Sciences BA- Business Administration ED- Education & Human Development<br />
HS- Health Sciences SP- GOAL/SNAP GR- Graduate School<br />
Comments
APPENDIX E<br />
WEEK OF WELCOME &<br />
FRESHMAN CONNECTION<br />
PROGRAMS<br />
196
Week <strong>of</strong> Welcome<br />
Anticipated activities to occur during the first week <strong>of</strong> the Fall Semester<br />
and as a part <strong>of</strong> the Week <strong>of</strong> Welcome – WOW might include:<br />
Move in Weekend-Current students, faculty, and staff assist students<br />
while moving into dorms.<br />
Lemonade Party on the library terrace for parents and students to<br />
meet faculty and staff.<br />
Bar-b-que for students and parents to meet current students and<br />
faculty/staff. This would also be a time for student organizations to<br />
promote their programs.<br />
Coordinate with the Campus Activities Board to host a Movies on the<br />
Wall event for Monday night.<br />
Coordinate with the Activity Center to create an Evening <strong>of</strong><br />
Recreational Games.<br />
Coordinate with a student organization to create a Scavenger Hunt<br />
which would have new students go to important places on campus<br />
such as Financial Aid, Scholarships, the library, the natatorium, the<br />
registrar, etc. This would be an effort to familiarize students with<br />
<strong>of</strong>fices that students need to access during the year.<br />
Have all freshmen attend Convocation and then attend our annual<br />
Grovestock event. Establish a tradition that helps all freshmen to feel<br />
a sense <strong>of</strong> belonging to the university.<br />
Have Canoe Races on the Bayou one afternoon to celebrate the<br />
bayou.<br />
Coordinate with the Student Govenment Association to host a<br />
Concert.<br />
Host a Faculty/Staff/Student Dinner in Schulze Cafeteria.<br />
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Freshman Connection<br />
These events should occur through the year as some type <strong>of</strong> Freshman<br />
Connection<br />
Program:<br />
Coordinate a group trip to Richland Parish's Pickin & Ginnin<br />
Festival<br />
Coordinate a group to attend Monroe's Folklife Festival.<br />
Organizing freshmen students to attend ballgames as a group.<br />
Encourage students who live in other areas to become "hometown<br />
recruiters" to recruit prospective students while they are home for<br />
holidays and various other reasons.<br />
Coordinate a service-learning project with our local schools as part<br />
<strong>of</strong> the Adopt-A-School program.<br />
Attend the Christmas Lighting Ceremony together.<br />
Develop a program for the Spring Semester similar to the fall.<br />
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APPENDIX F<br />
OTHER RETENTION<br />
SUGGESTIONS FROM<br />
NOEL-LEVITZ<br />
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Other suggestions from Noel-Levitz as provided in the<br />
January 22 & 23 Retention Planning Workshop:<br />
75 Possible Retention-Related Actions/Strategies<br />
1. Review all promotional materials to ensure that they are<br />
creating accurate pre-entry expectations <strong>of</strong> the institutions.<br />
2. Develop well-designed campus visit experiences that<br />
realistically portray the institution to prospective students.<br />
3. Determine if admissions criteria are enrolling students who are<br />
likely to be successful at the institution.<br />
4. Clarify institutional expectations <strong>of</strong> students via contracts or<br />
other methods.<br />
5. Develop outreach programs to inform, encourage, and prepare<br />
disadvantaged students for college.<br />
6. Design an intake system that includes a seamless orientation,<br />
assessment, advising, and registration.<br />
7. Encourage college credit courses for secondary school students.<br />
8. Administer a retention instrument to identify dropout-proneness<br />
in new students.<br />
9. Offer summer bridge programs for academically underprepared<br />
students.<br />
10. Conduct summer orientation programs.<br />
11. Change emphasis <strong>of</strong> orientation program from providing<br />
information to activities designed to build more interpersonal<br />
affiliations and bonding to the institution.<br />
12. Design and deliver orientation experiences for special groups <strong>of</strong><br />
students (e.g. adults, transfers, international, athletes, selected<br />
majors, commuters, resident students).<br />
13. Mandate pre-entry assessment and placement.<br />
14. Offer developmental courses to improve academic skills.<br />
15. Provide supplemental instruction for "killer courses."<br />
16. Establish academic support services (e.g., learning center, math<br />
lab, writing lab).<br />
17. Provide tutorial services.<br />
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18. Strengthen and <strong>of</strong>fer a wide array <strong>of</strong> student extracurricular<br />
activities.<br />
19. Implement an extended orientation course (e.g., freshman year<br />
experience).<br />
20. Offer a student success course (e.g., Becoming a Master<br />
Student).<br />
21. Provide a credit life/career-planning course.<br />
22. Design high interest residential living programs and activities.<br />
23. Establish a faculty/staff-mentoring program.<br />
24. Develop strategies that will encourage formal and informal<br />
contact between faculty/staff and students.<br />
25. Encourage cooperative and collaborative teaching/learning<br />
strategies.<br />
26. Provide incentives and rewards for faculty and staff involved in<br />
retention-related initiatives.<br />
27. Organize student-to-student interactions and groups (e.g. peer<br />
discussion groups, peer advisors).<br />
28. Increase participation in campus activities whenever possible.<br />
29. Conduct student satisfaction surveys on a systematic basis.<br />
30. Focus on the "gaps" between student expectations and<br />
satisfaction <strong>of</strong> educational programs and services.<br />
31. Conduct exit interviews to ascertain student reasons for leaving.<br />
32. Provide personal counseling and referral services where<br />
appropriate to students experiencing personal or social<br />
adjustment problems.<br />
33. Conduct special workshops on topics <strong>of</strong> interest to students<br />
(e.g. stress, time management, substance abuse, study skills).<br />
34. Purchase a computer guidance system (e.g., DISCOVER, SIGI<br />
PLUS).<br />
35. Offer an academic capstone experience for upper-class students.<br />
36. Use telecounseling to contact students experiencing difficulty<br />
or planning not to return.<br />
37. Organize a parent participatory/support program.<br />
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38. Pay attention to issues <strong>of</strong> diversity and the development <strong>of</strong> an<br />
inclusive campus climate.<br />
39. Assure that there are appropriate faculty/staff role models for<br />
minority students.<br />
40. Review availability and when and where classes are <strong>of</strong>fered to<br />
be sure student needs are being met.<br />
41. Require that students on academic probation participate in a<br />
"survival" program.<br />
42. Communicate with students who are in good standing who fail<br />
to enroll.<br />
43. Enhance the physical plan and facilities particularly important<br />
to students (e.g., residence halls, recreation, student center,<br />
computer lab).<br />
44. Identify students who may be dropout-prone by observing<br />
"behavioral cues" (e.g., residence hall rooms, failing to apply<br />
for housing, financial aid, pre-registration, requesting a<br />
transcript).<br />
45. Review all policies, procedures, and processes to ensure that<br />
they are student-centered and student-friendly.<br />
46. Develop planned weekend activities for resident students.<br />
47. Systematically survey/interview all new students within the first<br />
six weeks.<br />
48. Establish appropriate student support groups (e.g., OWLS,<br />
multi-cultural).<br />
49. Assist students with short-term loans for financial needs (e.g.,<br />
childcare, transportation, textbooks).<br />
50. Create a position <strong>of</strong> student ombudsman.<br />
51. Establish a position devoted to providing financial aid<br />
counseling.<br />
52. Conduct loan-counseling sessions.<br />
53. Encourage students to participate in college work-study<br />
54. Design an early monitoring and alert system that routinely<br />
identifies students who are experiencing some type <strong>of</strong><br />
difficulty.<br />
55. Track a cohort group and describe their enrollment<br />
behaviors/status each term by selected student characteristics.<br />
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56. Establish a centrally located integrated student success center to<br />
better meet student needs.<br />
57. Develop a plan to routinely evaluate the effectiveness <strong>of</strong> all<br />
retention-related initiatives and programs.<br />
58. Provide ongoing quality service training for all front-line<br />
support staff and supervisors.<br />
59. Establish an <strong>of</strong>fice devoted exclusively to the improvement <strong>of</strong><br />
the teaching/learning process.<br />
60. Design an internal communication plan to keep faculty and staff<br />
informed about issues and initiatives related to the quality <strong>of</strong><br />
student life and learning.<br />
61. Appoint a retention coordinator.<br />
62. Develop and communicate a clear service strategy at all levels<br />
<strong>of</strong> the institution.<br />
63. Develop or acquire the computer s<strong>of</strong>tware to implement an<br />
effective retention monitoring/tracking system.<br />
64. Initiate an integrated freshman program.<br />
65. Establish an academic advising center.<br />
66. Implement a comprehensive ongoing advisor development<br />
program.<br />
67. Develop an institutional academic advising plan that includes<br />
the components that are associated with successful delivery and<br />
organization <strong>of</strong> advising services.<br />
68. Design an evaluation program that will assess the effectiveness<br />
<strong>of</strong> the institution's advising program, as well as individual<br />
advisor.<br />
69. Develop or purchase a computerized degree audit system.<br />
70. Eliminate low demand courses and increase availability <strong>of</strong> high<br />
demand courses.<br />
71. If a student cannot enroll in a required course because it is<br />
filled, the tuition for the course would be waived when the<br />
student enrolls in a subsequent term.<br />
72. Identify the student subgroups that have special needs and<br />
design appropriate educational programs/services for these<br />
special populations (e.g., honors, adults, academically<br />
unprepared, students <strong>of</strong> color, transfers, international,<br />
exploratory/undecided).<br />
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73. Establish a permanent institution-wide quality <strong>of</strong> student life<br />
and learning (retention) committee as a structure and forum for<br />
the on-going coordination, development, and review <strong>of</strong> all<br />
retention-related issues and initiatives.<br />
74. Cross your fingers (Just kidding!)<br />
Noel-Levitz National Center for Enrollment Management<br />
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