ACTION PLAN - University of Ulster

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Detailed Explanation of College and Academic Requirements and Regulations: What are we doing? CASS provides students with this information in a variety of ways. Our first contact with new students begins either at PREP and POP for incoming undeclared students or during the intake for student changing to undeclared. College and Academic Requirements and Regulations are cover these topics discussed during the initial meeting and as need in subsequent meetings. The one-on-one time spent by CASS counselors with its students is the primary way of presenting this information. Another interactive way we inform students of this information is in FRYS 101, this provides students an open forum to ask questions. Current Research/Information:. Once again this seems to be a nationwide trend to provide students with the most information in a student friendly way. http://www.google.com/u/duke?q=student+handbook&sitesearch=duke.edu Duke university allows the student to access the information by way of a search engine on their web site. http://aaweb.lsu.edu/catalogs/2001/ LSU places their catalog online for students. http://www.wsu.edu/future-students/admission/admission.html Washington State provides this information in a very student friendly way. What can we do? Better use of our web space through design and information would be a start along with semester meetings with students to provide vital information and dates/events. Intensified Peer Tutoring: Peer tutors act as a support for professors, providing extra review and practice for course material that students have been taught. What are we doing? CASS has partnered with the SGA to provide one -on-one peer tutoring for math courses 091,093, 111,112, 116, & 131 in the LRC and English in the CASS Writing Center. We also offer computer aided tutoring, Homework Express, and a new ALEKS lab. These services are provided free of charge. The tutor salaries are funded by the Title III Grant and funds appropriated by the SGA. 158
Current Research/Information: Washington Colleges Peer Tutoring Program assists students and enhances learning in specific subject areas. They provide one-on-one tutoring and large group tutoring. Brown University=s Peer Tutoring Program is designed to fill in gaps in preparation and background in a particular area. For a nominal fee, students may sign up for regularly scheduled sessions, drop-in sessions, or exam reviews. North Idaho College students can receive up to two hours of free tutoring per class, per week (as tutors are available). What can we do? Offer tutoring in other areas such as chemistry, physics, reading, psychology etc. Build a tutoring fee into the students tuition and provide a certain number of hours free and then charge a minimal fee anything beyond the predetermined number of hours. Faculty Mentoring: Faculty to Faculty Mentoring: Faculty mentoring embraces a philosophy about people and how important they are to the university. This concept of empowerment of college faculty to harness their own talents and skills promotes professional growth. Planned mentoring programs include establishing purpose and goals, assessing the organization=s policies, identify areas of strength and weakness, identifying and training participants, and evaluating the program. When faculty feel that they are important to the university, then they will be more committed and this will be noticeable in the classroom What are we doing? ULM does not have a formal Faculty Mentoring Faculty Program. Current Research/Information: The purpose of the University of Hawaii Faculty of Mentoring Program is to assist faculty in the development of their academic careers. An additional goal of the program is to retain competent faculty. This program provides workshops each semester for mentees led by tenured faculty, colleague pairing, and informal social activities are provided. Stanford School of Medicine is designed to help junior faculty members plan their careers with the advice of more experienced colleagues. These colleagues offer supports, encouragement, and useful information. 159
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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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Evaluation/Control: Were the progra
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Evaluation/Control: Was the Committ
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Goal 4: Increase retention of all f
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Publicize positions for S.T.A.A.R.T
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GOAL 6: Increase retention of Fall
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Coordinator: Dr. Brumfield Retentio
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Page 112 and 113: GOAL 7: Increase retention of Fall
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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 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
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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
Page 196 and 197: counselor to these reporting devise
Page 198 and 199: APPENDIX E WEEK OF WELCOME & FRESHM
Page 200 and 201: Freshman Connection These events sh
Page 202 and 203: Other suggestions from Noel-Levitz
Page 204 and 205: 38. Pay attention to issues of dive
Page 206: 73. Establish a permanent instituti
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ACTION PLAN - University of Ulster

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