ACTION PLAN - University of Ulster

More documents

Recommendations

Info

Successful execution is paramount to the success of any plan. The effectiveness of this plan will rest with the University’s responsible persons’ abilities to implement the components of this marketing and recruitment plan. The primary components of this plan are: ? Increasing new student enrollment with specified number goals in all classifications (i.e., beginning freshman, transfer, non-traditional, and minority) ? Providing an instant admissions process for selected high schools in order to convert beginning freshmen from the inquiry to application/acceptance stage ? Developing a systematic, comprehensive communication flow which includes marketing materials to address inquiries from prospective students, parents, beginning freshmen (directly from high school [DHS]), transfers, and nontraditional students ? Establishing a territory management plan/philosophy for the recruitment of new students ? Making the financial aid and scholarships program an integral part of the recruitment process ? Building an adequate student inquiry pool through various activities; including developing a prospect pool and purchasing ACT and SAT student lists ? Qualifying the inquiry pool by developing general and major-specific e-mail messages and letters to address questions from prospective students making high school visits; establishing student referral programs; utilizing other departments’ student contacts; and using established programs which aid high school students and their parents in choosing ULM ? Developing an effective organizational structure (function and number of staff) for the Recruitment/Admissions Office to increase the recruitment effort and to diminish the application processing time ? Developing an effective marketing / public relations advertising campaign by conducting comprehensive market research to better understand the University’s current position. ? Increasing the number of campus visits and the quality of the campus visit programs ? Increasing selective admissions standards, thereby improving the academic quality and ability of the beginning freshman student ? Establishing trained telemarketing teams to make targeted telephone contacts ? Implementing a staff development program with a promotion structure and a professional development component
? Organizing and improving the tracking systems for student contacts ? Promoting specific academic programs which have growth potential and those in which ULM desires an increase in enrollment ? Creating a one-stop Enrollment Services Center to include Recruitment, Orientation, Admissions (Visitor Center), Financial Aid, Indian Bank, and Student Activities Control System (SACS) ? Significantly improving ULM’s website and enrollment pages and implementing an e-mail communication strategy THE EXECUTIVE ENROLLMENT MANAGEMENT COUNCIL Introduction The Executive Enrollment Management Council (EEMC) is composed of experienced enrollment management and community awareness representatives; academic, business, and student affairs professionals; and faculty members. The Provost will serve as the Chair of this committee and the President will serve as an ex-officio member. The general purpose of the EEMC is to develop student enrollment, recruitment, and retention goals and strategies by continuous review of ULM historical data and observed strengths, weaknesses, opportunities, and threats to the ULM internal and external environment. The EEMC will regularly convene to develop enrollment goals and strategies as described in the following EEMC Charge, Goals, and Strategies sections. The EEMC members are committed to devoting the time, energy, and resources necessary to address the University’s enrollment challenges and opportunities. As charged by the President, this committee will guide The University of Louisiana at Monroe in making strategic decisions regarding the students and constituencies this University serves. The charge of the EEMC is as follows: EEMC Charge ? Determine enrollment goals and strategies, setting the direction for the University’s desired enrollment state ? Communicate to and with the University community regarding the enrollment effort ? Insure that personnel critical to a coordinated and integrated enrollment effort meet on a regular basis and that systems and procedures are working effectively in direct support of established enrollment goals ? Evaluate and implement enrollment strategies and tactics
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 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 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
Page 84 and 85: Evaluation/Control: Was the timelin
Page 90 and 91:
Evaluation/Control: Was the “Spir
Page 92 and 93:
Evaluation/Control: Was the advisor
Page 94 and 95:
ACTION PLAN GOAL 2: Increase retent
Page 96 and 97:
Page 98 and 99:
Evaluation/Control: Were the progra
Page 100 and 101:
Evaluation/Control: Was the Committ
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:
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 128 and 129:
Page 130 and 131:
Page 132 and 133:
Page 134 and 135:
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
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
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
Page 188 and 189:
186
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
show all

ACTION PLAN - University of Ulster

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?