ACTION PLAN - University of Ulster

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What can we do? ULM can begin a Faculty Mentoring Program with in departments and/or colleges. We must begin by identifying key faculty members who see the need for mentoring and who are willing to give their time for the betterment of the university as a whole. Faculty Mentoring Students: What are we doing? The ULM Psychology Department has a faculty mentoring program for students. They have partnered with CASS to produce a booklet about education and careers in Psychology. The ULM Geosciences program also has a successful atmospheric sciences faculty-student mentoring program. Current Research/Information: San Diego State University=s program is designed to provide students the opportunity to have a personal connection with a faculty member who can guide them through the college environment. The program goals are as follows: !To increase retention rates of entering students. !To help students= develop knowledge, skills, and attitudes necessary for successful completion of their academic goals. !To encourage students= development of supportive relationships with other students, faculty, and staff. !To promote students= self confidence. !To develop students= leadership skills to enable them to become future mentors. Humbolt State University=s program pairs students and mentors according to students= academic interest and the mentor=s field. Develop a relationship by: !Meeting regularly (minimum of 3x=s per semester) to review students= academic progress and assist them in developing strategies for success. !Attend on campus activities and other social activities (minimum of 1 per semester) such as lunch, plays, athletic events etc. What can we do? CASS can develop a faculty mentoring program in order to meet the needs of LUIO students. We need to identify faculty in each college who are willing to be mentors. These mentors would provide a connection for undeclared students who are considering a major or who are definitely changing to that major. 160
Faculty Connections and Involvement: What are we doing? !Switch day - Professors and students change roles (Spring Fever) !Majors Fair - (Browse on the Bayou) !Advising - (needs work!!) !Community Service - (FRYS 101) Current Research/Information: Hood College: !Midnight Breakfast (during exams). !Lunch, and/or dinner served by faculty members 1-2 times per semester. !Once a month a neutral lunch shared by faculty, staff, and students at a cut fee with provided entertainment. University of Alabama at Birmingham: !How to study@ information sessions !Dinners with faculty !Picnics, volleyball tournaments, ice-cream socials etc. !Water gun fights !Class Community Service Projects Palm Beach Atlantic College: !Themed major events that Faculty host: example a APi Social@ for the math department, where they eat a lot of pie. !Majors Fairs. What can we do? Encourage (require) faculty to attend at least 2 campus events during a semester and have them notify their students that they will be there. Examples: Las Vega Night, Karaoke, Athletic events , Musical events etc. We can also provide other events like the above mentioned. College Survival Skills: What are we doing? College Survival Skills training at ULM include time management, note taking, reading, test taking, and conflict management workshops and FRYS lessons. Current Research/Information: Clemson University and Washington University provide survival skills on their website and host workshops each semester on relevant topics. 161
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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 158 and 159: students, handout material and topi
Page 160 and 161: Detailed Explanation of College and
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
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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