ACTION PLAN - University of Ulster

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Methodology: The historical 14 th class day files were queried for all beginning freshmen students from each term. Additional data was also queried in order to categorize each student as they appeared in their first semester at ULM (i.e., ethnic origin, gender, act score, high school graduation year, enrolled hours, etc.). These students were then compared to the following fall semester 14 th class day file in order to establish continuing enrollment. All designations, except full or part time status, remained with the status upon the student’s initial entry at ULM. The overall intention was to compare students who entered as fulltime students in their first semester, as well as those students who entered as full time students the following year. Definitions: DHS: Direct from High School – The student’s high school graduation year was used to determine that the student entered ULM as a first time college student during the same calendar year as his/her high school graduation. NonDHS: Non Direct from High School – A combination of the student’s high school graduation year and age were used to determine that the student entered ULM as a first time college student who did not enroll directly from high school and not yet 25 years of age. Non Traditional: The student’s age indicates that the student entered ULM as a first time college student at the age of 25 or beyond. Ability: This is based on the ACT composite or the SAT equivalent. Declared: This indicates that the student declared a major upon his/her initial enrollment. Undeclared: This indicates that the student chose LUIO or PPSW as his/her major upon initial enrollment.
SWOT The Following analysis of strengths, weaknesses, opportunities, and threats as they relate to retention was compiled during the January 21 st and 22 nd Retention Planning Workshop. Strengths Weaknesses � New attitude of faculty and staff � Library � Bayou setting � Traditions � New bookstore contract � New food service contract � Availability of private residence hall rooms � TOPS program � Low student fees � Activity center � CASS � Four strong colleges � Low faculty-to-student ratio � Most campus buildings centrally located � Lack of bridge programs � No clear plan for transitioning students from community colleges � Poor cross-campus communication � Student processes are too complicated (registration, resignations, etc.) � Retention and enrollment rates are declining � Condition of residence halls � Poor condition of facilities and grounds � Faculty attitude/morale
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 18 and 19: From the Center for Academic and St
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 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
Page 70 and 71: Evaluation/Control: Were the questi
Page 72 and 73: Coordinator: Dr. Richters Retention
Page 74 and 75: Evaluation/Control: In a meeting wi
Page 76 and 77: Evaluation/Control: Staff and stude
Page 78 and 79: Conduct fire drills twice a semeste
Page 82 and 83: Evaluation/Control: Were contracts
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Evaluation/Control: Was the timelin
Page 86 and 87:
ACTION PLAN GOAL 2: Increase retent
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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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