ACTION PLAN - University of Ulster

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!Hold a workshop on how to mentor - train mentors about their role and function as a mentor, what to expect, how to communicate with mentees, how to keep the relationship going and how to set boundaries. !Match pairs on common points - pair according to similarities in research and career interests, faculty advisers, regional and ethnic backgrounds, and gender. !Announce pairs early - let them know who one another are during the summer.AThey need to feel they know the person when they arrive on the doorstep.@ !Bring pairs together when classes start - plan a meeting, luncheon, or other social event. Keep it informal. !Encourage the relationship=s development - keep running roster of social events and urge mentors and mentees to attend. In the article Minority Student Retention and Academic Achievement in Community Colleges from ERIC Digests at www.ed.gov/databases/ERIC_Digests/ed451859 , it states that AMentors by providing career-related and psycholosocial assistance to their proteges, provide the individualized attention students need in dealing with the everyday problems they encounter in the college environment.@ The AMIGOS (Arranged Mentor for Instructional Guidance and Organization (or Other) Support is discussed. This model encourages matching protégés with mentors based on a careful assessment of both proteges and mentors personality types. The pairs participate in problem-based activities, training and information sessions about classes, assignments and other institutional resources. They also participate in social activities within and outside the organization. A positive relationship has been found between participation in the mentoring program and persistence rates of minority students. Twenty-nine (29) pages of Mentoring Programs in Higher Education have been published by the National Education Association. Descriptions, Achievements and Quirks as well as contact names, numbers and e-mail address are given for 34 university programs. Mid Michigan Community College began its peer mentoring program in Fall 1999. Peer Mentors are described as successful second year students hired to help first year students become acclimated to college life. The Peer Mentors provide program information and academic advising during orientations and peak registration, and are available throughout the each semester for outreach, to meet with students, and provide campus-wide assistance within departments. This program recognizes that students constantly seek, obtain, and act on information they receive from other students. Therefore, they feel it makes sense to have informed mentors provide this information. The 1999-2000 pilot project realized a 10.2% increase in student retention from Fall to Winter semesters. During 2000-2001 the retention increased 12.5%. 146
What can we do? We might expand our teaching assistants duties by requiring them to be available as peer mentors for one hour per week in a designated location. This is effectively used by many schools. We suggest visits to either LA Tech, Mississippi State, or Auburn University to observe their programs. If a visit is not possible, any of the models mentioned above or a combination of them could be implemented at ULM.. Career Development: What are we doing? CASS has exceptional Career Development resources in personnel (staff, graduate assistants and counseling interns), literature (books and AWhat Can I Do With a Major In...@) and computer technology. These are effectively utilized in a variety of ways. CASS counselors refer LUIO (undeclared) students to counseling interns in the LRC for career assessment using the DISCOVER program. The results are then processed with the students= CASS counselor. The FRYS courses for LUIO students utilize the DISCOVER program as part of their class requirements and LUIO students results are given to their assigned counselor. The DISCOVER program utilizes well established theories of career counseling to relate interests, values and abilities to success in the work of work. In the college specific FRYS sections, the DISCOVER program is made available to enhance college specific career exploration. All FRYS students are required to attend a True Colors workshop. By learning more about themselves and their preferred communication and motivation style, students can incorporate this information in their career decision making process. CASS has several copies of Follow Your True Colors to the Work You Love, for use in understanding True Colors and the world of work. The CASS staff has developed a seven-step process for career exploration and implementation which is available to all ULM students. This program is staffed by counseling interns. The ULM Job Shadowing Program is available to LUIO students, however, committed counselor interns need to be utilized to promote this program. Current Research/Information: The University of Minnesota believe that they enhance the educational process and increase student retention through individual career testing, counseling, groups, workshops, computer guidance systems (DISCOVER), internet resources, and career/educational planning library. 147
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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 98 and 99: Evaluation/Control: Were the progra
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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 146 and 147: campus-wide >search and rescue= tea
Page 150 and 151: In The National Career Development
Page 152 and 153: their word choice, asking non-threa
Page 154 and 155: The CASS staff understands how over
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
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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
Page 194 and 195: Early Alert 192
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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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