ACTION PLAN - University of Ulster

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From the Center for Academic and Student Success Mission Statement The principal goal of the Center for Academic and Student Success (CASS) is to promote student success by providing comprehensive academic advising and career counseling programs. ULM students have the opportunity to interact with knowledgeable and caring professional counselors who help to ensure their academic and professional success. The achievement of academic success and the realization of career goals by students ultimately will benefit the University by fostering greater student retention, higher academic quality, and enhanced community involvement. The Academic and Career Counseling Office This office is staffed by four Academic and Career Counselors, and one administrator. The counselors work with Undeclared students to provide individualized and sometimes intrusive academic advising. Students are required to schedule and attend two sessions with their counselor each semester. The first visit ideally occurs between the fourth and sixth weeks of the semester, so that students can discuss any areas of concern or difficulty and the counselor can suggest appropriate interventions. The second visit is for academic advising. The counselors strive to have students consider scheduling their classes to optimize their success. From the first meeting with students, the counselors stress the students= role in understanding the ULM Catalog and attendance policies, knowing key dates, and working toward their academic and career goals. Since the inception of CASS these services have been available to Undeclared students and students referred by the College Dean’s. With the new emphasis on student engagement and retention, it is expected that the services of the CASS Academic and Career Counseling Office will be expanded to all incoming Freshmen, and to a broader student population as directed by the University Administration. The organizational chart on page 50 outlines a proposed restructuring of CASS, and the addition of six positions not currently in the CASS structure. Early Alert CASS utilizes an Early Alert System for its students. Most Early Alert Reports relate to absences and missed assignments or exams. Upon receipt of a report, a counselor calls the student and sends a letter requesting a face-to-face meeting with the student. If the student does not respond within several days, a postcard is mailed to the student=s permanent address. Students who are unsure of their major and have been enrolled in college at least one semester are referred to the CASS Learning Resource Center to complete the DISCOVER Interest, Values, and Abilities assessments. The students and their counselors review the results and identified areas are explored through a combination of relevant courses, informational interviews with faculty, Job Shadowing, career data, and part-time employment in related areas.
The recent approval to include the Noel-Levitz College Student Inventory, Form B, as an assessment in the FRYS course, is expected to enhance the Early Alert system. CASS Learning Resource Center (LRC) The CASS LRC is staffed by one Licensed Professional Counselor, two Graduate Assistants / Work Study Students, and student workers and offers services to all ULM students. These services include Math, Biology, and Chemistry tutoring, practice exams for the Praxis and Graduate School exams, DISCOVER Career Exploration, AWhat Can I Do With a Major in ...@, Mavis-Beacon Typing practice, internet access and word processing computer terminals, and one-stop information centers for a variety of campus entities. The Math tutoring services have substantially contributed to the successful completion rate for students in developmental math. In the three years tutoring has been offered, the Math 093 completion rate has risen from approximately 20% to over 40%. Freshman Year Seminar (FRYS 101) FRYS is a one credit hour, highly recommended elective for first semester students. The course serves as an expansion of the Summer Orientation and has shown to increase retention from first to second year by nine percent for students enrolled in the course over the retention rate of those students not enrolled in the course. The goal of the class is to help student make a successful transition to college by encouraging ULM community involvement, teaching time and money management skills, learning about their communication styles (True Colors and Myers-Briggs Type) and learning style (LEAD), practicing test and note taking skills, and exploring stage of life issues relating to goal setting, communication, conflict management, critical thinking, healthy lifestyle, career planning and service learning. The FRYS course has been approved by the University Administration as a strongly recommended elective for all incoming freshman. CASS English Writing Center Through Title III Grant funds, CASS partners with the ULM English Department by providing the funding for three graduate assistants who tutor English and assist students with their writing projects. Other CASS Projects CASS utilizes a holistic approach in helping students succeed. Therefore, CASS presents interactive workshops dealing with issues of grades, decision making, alcohol awareness, stress management, gender communication, goal setting, study skills, relationships, procrastination, and time management. These workshops are offered on a rotating schedule to all students, and by request in the residence halls and to student groups. The CASS staff also makes special presentations to athletic groups and specific classes on requested topics.
Page 2 and 3: The University of Louisiana Monroe
Page 4 and 5: Introduction.......................
Page 6 and 7: Introduction The ULM Retention Plan
Page 8 and 9: Executive Summary 8
Page 10 and 11: Other Action Items: Develop a Fisca
Page 12 and 13: Fundamental Retention Theory From N
Page 14 and 15: Retention Planning Strategies ? Rec
Page 16 and 17: Introduction to the Development of
Page 20 and 21: Twice a year, the CASS staff offers
Page 22 and 23: Comparative Data:
Page 24 and 25: A rule-of-thumb is that attrition r
Page 26 and 27: History of First - to - Second Year
Page 28 and 29: Percent Return 70.0% 60.0% 50.0% 40
Page 30 and 31: Percent Return 66.0% 64.0% 62.0% 60
Page 32 and 33: Percent Return 70.0% 60.0% 50.0% En
Page 34 and 35: Methodology: The historical 14 th c
Page 36 and 37: � Personal safety concerns for st
Page 38 and 39: THE UNIVERSITY OF LOUISIANA AT MONR
Page 40 and 41: Successful execution is paramount t
Page 42 and 43: EEMC Goals ? Assist The University
Page 44 and 45: ORGANIZATIONAL STRUCTURE FOR RETENT
Page 46 and 47: For Goal II Ensure Quality and Acco
Page 48 and 49: Retention Task Force Members and Re
Page 50 and 51: Organizational Chart for Retention
Page 52 and 53: Special Projects include: ? Worksho
Page 54 and 55: CORE CURRICULUM COMMITTEE Chris Bla
Page 56 and 57: SHORT RANGE INITIATIVES AND ACCOMPL
Page 58 and 59: Initiative: Increase student referr
Page 60 and 61: Recruit-Back Activities Dr. Cofer h
Page 62 and 63: Goal 1: Increase retention of all f
Page 64 and 65: ACTION PLAN GOAL 1: Increase retent
Page 66 and 67: Coordinator: Dr. Hood Retention Com
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ACTION PLAN GOAL 1: Increase retent
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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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GOAL 7: Increase retention of Fall
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Evaluation/Control: Did the investi
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ACTION PLAN GOAL 8: Increase the re
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Coordinator : Dr. Richters Retentio
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Coordinator: Dr. Bruno Retention Co
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ACTION PLAN GOAL 8: Increase the re
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GOAL: Other Action Items ACTION PLA
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Collect data about/from the univers
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SUMMARY OF RESOURCE REQUIREMENTS
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Goal 2 Increase retention of all fi
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Goal 6 Increase retention of Fall 2
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Other Action Items Action Plan Anti
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APPENDIX A CASS’s Evaluation of U
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campus-wide >search and rescue= tea
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!Hold a workshop on how to mentor -
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In The National Career Development
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their word choice, asking non-threa
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The CASS staff understands how over
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students understand the ways in whi
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students, handout material and topi
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Detailed Explanation of College and
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What can we do? ULM can begin a Fac
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What can we do? Get other departmen
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Current Research/Information: Clems
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APPENDIX B ACADEMIC ADVISING MANUAL
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TABLE OF CONTENTS I. Definition of
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? Advisors should take a role in id
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IV. Academic Advising Steps 1. Inta
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? Advising Notes- It is used to doc
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VII. Auditing Courses ? Telephone r
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for educational and career decision
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of these deadlines since admission
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XVII. INTERCOLLEGIATE ATHLETICS The
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APPENDIX C SCORE IN FOUR 184
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186
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Sophomore Check List Third Semester
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Senior Check List Seventh Semester
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Early Alert 192
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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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