ACTION PLAN - University of Ulster

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campus-wide >search and rescue= teams to help identify high-risk students and work with them before their problems become critical. The main components of the Blackfeet retention model incorporate networking, cultural activities, counseling, mentoring and teaching various life skills such as stress management, problem-solving, parenting, and enhanced interpersonal communication. Jefferson Community College in Kentucky has developed 63 ideas for faculty use in dealing with retention/attrition. Faculty/Student Interaction include such basic ideas as faculty learning each student=s name as quickly as possible and using the student=s name in class; telling students by what name they prefer to be called; at the end of each class period, asking one student to stay for a minute to chat (or compliment, tell you missed him/her if absent, etc.); and asking students to stop by the faculty person=s office to pick up returned quizzes, tests, themes, etc. These provide an opportunity to talk informally with students, call students when they are absent, make appointments to discuss attendance, make-up work, etc., get feedback from students about their perceptions about faculty attitudes toward them, socialize as the faculty person=s style permits, conduct personal interview with all students sometime during the semester, provide positive reinforcement when possible, and give respectful answers to any questions they may ask, listen intently to students= comments and opinions, be aware of differences between students= classroom mistakes and their personal successes/failures, be honest about their feelings, opinions, and attitudes toward students and toward the subject matter (don=t be afraid to admit don=t know all answers; if student tells you something in confidence, respect that confidence; avoid making value judgements about confidences), lend and borrow some books with students (initiate process with AI=ve just read a great book on _________@), give your telephone number and office location to students, at the first class meeting pair up students and have them get acquainted and switch every five minutes, and have students establish a buddy system for absences, work missed, assignments, tutoring (exchange telephone numbers or pair them by majors or geographical proximity). On the hcc.hawaii.edu website, Culturally Effective Communication is addressed as an essential skills for all teachers. It is critically important that teachers be culturally competent communicators, and for them to identify belief systems of both the students and themselves to spot blocks to communication. Areas to be examined need to include: ethnocentrism (my way is best), discrimination (differential treatment due to minority status), stereotyping (generalizing about a person while ignoring differences), cultural blindness (ignore differences and proceed as though they do not exist), and cultural imposition (belief that everyone should conform to the majority). What can we do? While ULM does not have a large American Indian population, a model similar to the Blackfeet retention model could be used to address the retention of African American students.
Faculty/student interaction ideas from Jefferson Community College could be encouraged by ULM Department Heads in an effort to help ULM students interact with the ULM Faculty. ULM has a diverse population, and using a model such as that on the hcc.hawaii.edu website might help raise the awareness in both faculty and staff of the different needs, styles, and beliefs of ULM=s diverse student population. On this same website a Do=s and Don=ts of Inclusive Language is given. It includes General Strategies, Disabilities, Gender-Neutral Language, Traditionally Exclusive Domains : Sports and Home Life, Names and Titles, Salutations in Letters, Pronouns, and More Do=s and Don=ts. This article alone lends itself to development into a workshop which could be attended by faculty, staff, and students. Peer Mentoring: What we are doing? As of now, there is not a formal Peer Mentoring program. The ULM President=s Student Leadership Program Scholarship recipients should play a major role in the future of Peer Mentoring at ULM. The Teaching Assistants in FRYS serve as peer mentors in the classroom. In some cases this role has been expanded outside the classroom, but not to a great extent. Peer Tutors are used in the CASS LRC for Math Tutoring. Current Research/Information: In the workshop by Stuart Hunter and Jean Henscheid, some of the reasons given to promote Peer Mentoring include student ownership of the university (community and pride), enhanced communications between students, peers, and instructors, provides a support system, develops students= leadership skills (rounds out a curriculum), and helps Freshmen through transition issues by modeling successful behaviors. The University of Wisconsin at Milwaukee has developed an effective Links Peer Outreach and Mentoring Center that offers the opportunity for students to give their peers support and guidance. Their focus is on retention and graduation of historically targeted disadvantaged groups including African American, American Indian, Chicano/Hispanic/Latino, Asian American, low income and first generation college students. They offer three (3) credits to sophomore, junior and senior students who become Links Peer Mentors. In the APA Monitor, the key ingredients of effective peer mentoring programs at Sam Houston State University and the University of South Florida are identified as:
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The University of Louisiana Monroe
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Introduction.......................
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Introduction The ULM Retention Plan
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Executive Summary 8
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Other Action Items: Develop a Fisca
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Fundamental Retention Theory From N
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Retention Planning Strategies ? Rec
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Introduction to the Development of
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From the Center for Academic and St
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Twice a year, the CASS staff offers
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Comparative Data:
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A rule-of-thumb is that attrition r
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History of First - to - Second Year
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Percent Return 70.0% 60.0% 50.0% 40
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Percent Return 66.0% 64.0% 62.0% 60
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Percent Return 70.0% 60.0% 50.0% En
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Methodology: The historical 14 th c
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� Personal safety concerns for st
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THE UNIVERSITY OF LOUISIANA AT MONR
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Successful execution is paramount t
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EEMC Goals ? Assist The University
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ORGANIZATIONAL STRUCTURE FOR RETENT
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For Goal II Ensure Quality and Acco
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Retention Task Force Members and Re
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Organizational Chart for Retention
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Special Projects include: ? Worksho
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CORE CURRICULUM COMMITTEE Chris Bla
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SHORT RANGE INITIATIVES AND ACCOMPL
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Initiative: Increase student referr
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Recruit-Back Activities Dr. Cofer h
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Goal 1: Increase retention of all f
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ACTION PLAN GOAL 1: Increase retent
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Coordinator: Dr. Hood Retention Com
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Evaluation/Control: Were the questi
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Coordinator: Dr. Richters Retention
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Evaluation/Control: In a meeting wi
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Evaluation/Control: Staff and stude
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Conduct fire drills twice a semeste
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Evaluation/Control: Were contracts
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Evaluation/Control: Was the timelin
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Evaluation/Control: Was the “Spir
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Evaluation/Control: Was the advisor
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Page 96 and 97: ACTION PLAN GOAL 2: Increase retent
Page 98 and 99: Evaluation/Control: Were the progra
Page 100 and 101: Evaluation/Control: Was the Committ
Page 102 and 103: Goal 4: Increase retention of all f
Page 104 and 105: Publicize positions for S.T.A.A.R.T
Page 106 and 107: GOAL 6: Increase retention of Fall
Page 108 and 109: Coordinator: Dr. Brumfield Retentio
Page 110 and 111: ACTION PLAN GOAL 6: Increase retent
Page 112 and 113: GOAL 7: Increase retention of Fall
Page 114 and 115: Evaluation/Control: Did the investi
Page 116 and 117: ACTION PLAN GOAL 8: Increase the re
Page 118 and 119: Coordinator : Dr. Richters Retentio
Page 120 and 121: Coordinator: Dr. Bruno Retention Co
Page 122 and 123: ACTION PLAN GOAL 8: Increase the re
Page 124 and 125: GOAL: Other Action Items ACTION PLA
Page 126 and 127: Collect data about/from the univers
Page 136 and 137: SUMMARY OF RESOURCE REQUIREMENTS
Page 138 and 139: Goal 2 Increase retention of all fi
Page 140 and 141: Goal 6 Increase retention of Fall 2
Page 142 and 143: Other Action Items Action Plan Anti
Page 144 and 145: APPENDIX A CASS’s Evaluation of U
Page 148 and 149: !Hold a workshop on how to mentor -
Page 150 and 151: In The National Career Development
Page 152 and 153: their word choice, asking non-threa
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Page 156 and 157: students understand the ways in whi
Page 158 and 159: students, handout material and topi
Page 160 and 161: Detailed Explanation of College and
Page 162 and 163: What can we do? ULM can begin a Fac
Page 164 and 165: What can we do? Get other departmen
Page 166 and 167: Current Research/Information: Clems
Page 168 and 169: APPENDIX B ACADEMIC ADVISING MANUAL
Page 170 and 171: TABLE OF CONTENTS I. Definition of
Page 172 and 173: ? Advisors should take a role in id
Page 174 and 175: IV. Academic Advising Steps 1. Inta
Page 176 and 177: ? Advising Notes- It is used to doc
Page 178 and 179: VII. Auditing Courses ? Telephone r
Page 180 and 181: for educational and career decision
Page 182 and 183: of these deadlines since admission
Page 184 and 185: XVII. INTERCOLLEGIATE ATHLETICS The
Page 186 and 187: APPENDIX C SCORE IN FOUR 184
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Page 190 and 191: Sophomore Check List Third Semester
Page 192 and 193: Senior Check List Seventh Semester
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counselor to these reporting devise
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APPENDIX E WEEK OF WELCOME & FRESHM
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Freshman Connection These events sh
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Other suggestions from Noel-Levitz
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38. Pay attention to issues of dive
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73. Establish a permanent instituti
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ACTION PLAN - University of Ulster

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