ACTION PLAN - University of Ulster

Evaluation of ULM Retention Efforts – Early Fall 2002
Communication Skills:
What we are doing?
As counselors, the CASS staff is in a unique position within the university setting to
recognize the importance of communication skills. Communication skills are often
addressed in individual sessions with students. As students are ready to declare a major,
they are encouraged to talk to faculty, department heads, and professionals in their
selected major and career area.
LUIO students are encouraged to talk to their professors regarding absences, poor grades,
accommodations, and other concerns or interests in a course.
In the FRYS course, the value of AI@ statements as well as effective communication skills
are taught. Through a Aspaghetti tower@ exercise, the role of non-verbal communication
and the importance of teamwork are experienced by the students. FRYS students are also
required to interview one of the instructors as a requirement of the class. Diversity is also
taught in a way that barriers to communication are addressed.
Several workshops, including Conflict Management, Relationships, Stress Management,
Gender and Communication issues are routinely offered through both the CASS Office
and the ULM Counseling Center.
In the CASS Office and CASS LRC communication skills are modeled by the staff,
graduate assistants, and student workers. Job descriptions include direct references to the
importance of communication with students. These behaviors are further modeled and
utilized through our e-mails to classes, ULM employees, and letters and telephone calls
to students. We do practice what we preach
The True Colors workshop, required for all FRYS students, is a communication tool
utilized in academic, professional, and business settings. The FRYS instructors and
CASS staff recognize the need for students to gain a broader understanding, not only of
their preferences in communication and motivation, but how to effectively
communication with and motivate others based on their preferred style.
Current Research/Information:
In Billings, Montana, at Blackfeet Community College, a retention model has been
developed that addresses the unique needs of American Indian students. Research at
Blackfeet has identified successful students as those who have a closely knit support
network. The College realizes that they must schedule Aas many events as possible that
will bring extended families onto campuses.@ Further, they recognize that families of
students need to be taught or informed about the demands of a post-secondary education,
and understand the time commitments. AFort Peck Community College has developed