ACTION PLAN - University of Ulster

The University of Louisiana
Monroe
RETENTION PLAN
Prepared by
Cynthia M. Bratton, MBA, MEd, NCC, LPC, LMFT
ULM Retention Coordinator
Director CASS / Retention Center
Frances Gregory, MA
Chair, ULM Retention Committee
Assistant Dean of the College of Arts & Sciences
Patti Porter MEd, NCC, LPC, LMFT
Coordinator of CASS LRC
Director of FRYS Program

Dear ULM Community:
May 16, 2003
Over the last half year between November 2002 and April 2003, a large group of
ULM faculty, staff, and students have diligently explored ways that this University can
keep those good students it has worked so hard to attract. The fact that 500 students who
were eligible to continue in the spring of 2003 chose not to do so gave added importance
to the process of retention planning that had begun at the behest of the Louisiana Board
of Regents. An initiative from Baton Rouge thus assumed the status of a cause for our
own campus to which the Retention Committee dedicated its best efforts.
The plan which follows presents bold retention goals and a set of aggressive
actions, many of which are already set in motion. This retention agenda requires the
participation of all ULM constituents. As you read the pages to follow, find the areas
where you fit into the plan of action and make the cause of retention your own cause.
Sincerely,
James E. Cofer, Sr.
President

Introduction........................................................................................................................5
Executive Summary...........................................................................................................8
ASSUMPTIONS REGARDING RETENTION AND ENROLLMENT................................11
From Noel Levitz...................................................................................................................................................... 12
From the Center for Academic and Student Success .......................................................................................... 18
SITUATIONAL ANALYSIS ...............................................................................................21
Comparative Data...................................................................................................................................................... 22
ULM Data................................................................................................................................................................... 25
Retention of Special Populations............................................................................................................................ 27
SWOT.......................................................................................................................................................................... 35
THE UNIVERSITY OF LOUISIANA AT MONROE ENROLLMENT
MANAGEMENTMarketing and Recruitment Plan 2003 – 2005 Enrollment Goals....38
Organizational Structure for Retention Leadership…………………………………….44
Charge to Retention Committee……………………………………...…………………………………. 45
Membership of Retention Committee……………………………………………………………………47
Retention Task Force Members and Retention Planning Workshop Participants……………………….48
Organizational Chart for Retention Implementation……………………………………………………..50
Membership of Core Curriculum Committee and Academic Planning………………………………….54
SHORT RANGE INITIATIVES AND ACCOMPLISHMENTS...........................................56
Recommendations from the ULM Retention Committee................................................................................... 57
Recommendations from Dr. Courtney Stryker, Noel-Levitz Retention Consultant...................................... 59
ACTION PLANS................................................................................................................61
SUMMARY OF RESOURCE REQUIREMENTS............................................................136
APPENDICES..................................................................................................................143
APPENDIX A - CASS's Evaluation of ULM Retention Efforts - Early Fall 2002 .....................................142
APPENDIX B - Academic Advising Manual....................................................................................................167
APPENDIX C - Score in Four ..............................................................................................................................185
APPENDIX D - Early Alert ..................................................................................................................................191
APPENDIX E - Week of Welcome and Freshman Connection Programs ....................................................196
APPENDIX F - Other Retention Suggestions from Noel-Levitz……………………………………….199

5
Introduction

Introduction
The ULM Retention Planning process began with the State-Wide Retention
Project Launch in Baton Rouge on October 21, 2002. The Board of Regents and
the State of Louisiana have retained the services of Noel-Levitz in order to meet
the retention goals set forth in the Master Plan for Higher Education in Louisiana.
At the October 21 st meeting ULM was represented by Dr. Wayne Brumfield,
Vice-President for Student Affairs; Ms. Robin Evans, Interim Director of
Institutional Research; Ms. Frances Gregory, Assistant Dean of the College of
Arts & Sciences and ULM Retention Committee Chairman; Ms. Cynthia Bratton,
Title III Project Director and ULM Retention Coordinator; and Ms. Patti Porter,
Coordinator of the CASS LRC and Director of FRYS. Thirteen other Louisiana
four-year, public institutions of higher learning also attended the Project Launch
Dr. Courtney Stryker, the Noel-Levitz Retention Consultant assigned to ULM,
was introduced to the ULM representatives and tentative planning for future visits
by the consultant to the ULM campus began. December 4th and 5 th were the
original dates set by Noel-Levitz and the Louisiana Board of Regents for Dr.
Stryker’s first visit to the ULM campus. Before concluding the October meeting,
Dr. Stryker asked the ULM representatives to expand the ULM Retention
Committee membership and for the committee to decide on five retention
strategies that could be implemented immediately. The Retention Committee met
on November 7 th and proposed seven retention initiatives to implement
immediately. Dr. Stryker proposed several additional retention initiatives
following her visit to ULM. These are given with the accomplishments to date in
the section titled Short Range Initiatives and Accomplishments.
Dr. Stryker’s first visit to the ULM campus occurred on December 2 nd and 3 rd .
During this visit, Dr. Stryker met with the President, Vice President for Academic
Affairs, Vice President for Student Affairs, the Retention Committee, academic
advisors, the CASS staff, academic deans, student leaders and selected faculty.
These meetings occurred in various offices and rooms on the Sixth Floor of the
ULM Library. Fifty freshmen and fifty graduating seniors were invited to
sessions with Dr. Stryker, however none attended. During this visit, Dr. Stryker
again encouraged expanding the Retention Committee and offered suggestions for
the Retention Workshop to be held January 21 st and 22 nd .
On January 21 st and 22 nd , twenty-one faculty and staff participated in the
Retention Planning Workshop, held in the Conference Room of the University
House. The faculty represented all four ULM Colleges, Arts & Sciences, Health
Sciences, Education & Human Development, and Business. The staff represented
the ULM Bookstore, Indian Bank, Athletics, CASS, ULM Police, ULM Physical
plant, Recruitment and Admissions, Student Affairs, Financial Aid, Continuing
Education, Institutional Research, and University Planning and Development. Dr.
6

Cofer offered opening remarks to the workshop participants. Dr. Stryker began
the workshop by introducing Retention Planning and giving an overview of
ULM’s retention data and a comparison to universities with comparable programs
and admission standards. During this workshop the SWOT Analysis was
completed and the Retention Goals and preliminary strategies developed.
On February 11 th and 12 th , the ULM Retention Committee and Task Force
members met in various groups to develop action plans for each retention
strategy. Dr. Stryker was unable to attend due to weather problems east of
Montana. The person responsible for each strategy, the coordinator, was directed
to submit a completed, although preliminary, action plan to Cynthia Bratton.
These were compiled and sent via e-mail to Dr. Stryker.
On March 11 th and 12 th , Dr. Stryker made her third visit to the ULM campus.
During these two days, she met with the coordinator for each strategy and
suggestions were made to improve the action oriented nature, budget process and
evaluation of each plan. Dr. Stryker also shared Dr. Cofer’s concern about the
lack of aggressiveness of the Retention Goals. As a result, Goal 2 - Increase
retention of all first-time Fall 2003 students was increased to six percent. Over
the next three weeks, the plan coordinators submitted plan edits to Cynthia
Bratton.
With the Action Plans almost complete, Dr. Stryker made her fourth visit to ULM
on April 10 th and 11th. This visit began with a campus tour by a SGA Senator
and a visit to a Sophomore Level English Class. Over the next day and a half, Dr.
Stryker met with groups based on the Goal in which their strategies and action
plans fell. The visit concluded with a presentation to the Retention Committee
about completion of the Retention Report.
From April 11 th until May 5 th , various revisions and adjustments were made to the
Retention Report. On May 6 th a CD containing an electronic version of the
Report was sent via Federal Express to Dr. Stryker in Bozeman, Montana. Final
revisions were completed on May 11 th . A printed copy of the Report was given to
Dr. Cofer on May 12, and he and Cynthia Bratton met on May 13 th to make final
changes. On May 14 th , five copies were sent to the Noel-Levitz corporate office
in Littleton, Colorado. Noel-Levitz will forward three of the copies of the ULM
Retention Plan to the Louisiana Board of Regents.
The ULM Faculty and Staff have also participated in various student and
customer services workshops over the past six months. These have included
Noel-Levitz “Going from Good to Great”, Noel-Levitz “Building a Service
Culture”, CPTI Customer Service Workshop and Strategic Planning Level I.
7

Executive Summary
8

Executive Summary
The following goals were established in accordance with the requirements
presented in the Board of Regents Master Plan. Each goal was developed after a
thorough situation and data analysis of the University of Louisiana-Monroe
campus. The retention goals in this document are data driven and reflect an
aggressive approach to improving student success at ULM.
Increase retention of first-time and all enrolled students:
Goal 1 Increase retention of all first-time Fall 2002 students from
58.7 percent to 59.7 percent.
Goal 2 Increase retention of all first-time Fall 2003 students by 6
percentage points.
Goal 3 Increase retention of first-time Fall 2004 students by
another 2 percentage points.
First-time African-American students:
Goal 4 Increase retention of first-time African-American, Fall
2003 students from 60.1 percent to 61.1 percent.
Goal 5 Increase retention of first-time Fall 2004 African-American
students by another 2 percentage points.
Sophomore students:
Goal 6 Increase retention of Fall 2003 sophomores by 1 percent
from 68.9 percent to 69.9 percent.
Goal 7 Increase retention of Fall 2004 sophomores by 1 percent.
Non-traditional students:
Goal 8 Increase the retention of Fall 2002 non-traditional students
by one percent (from a six year unweighted average of
43.15% to 44.15%).
9

Other Action Items:
Develop a Fiscal Analysis of Retention/Cost Benefit Analysis
worksheet for faculty, administrators, staff, students, and other
stakeholders.
Conduct a cost-benefit analysis (economics impact study/report) of
ULM on Monroe.
Conclude the search for a Director of Retention.
Identify specific retention issues with student athletes.
Identify specific retention issues as they relate to special needs and
services/ADA accommodations.
Identify specific retention issues as they relate to learning
accommodations.
Institute a Weekend of Welcome (WOW).
10

ASSUMPTIONS
REGARDING RETENTION
AND ENROLLMENT

Fundamental Retention Theory
From Noel Levitz
Students who successfully integrate into the college community tend to persist (Bean,
1980).
Persistence is a function of the match between an individual’s motivation and academic
ability and his/her academic and social characteristics (Cabrera, Castaneda, Nora,
Hengstler, 1992).
A student’s tendency to drop our of college is inversely related to the degree of direct
involvement in the academic and social life of the institution (Astin, 1984).
The strongest indicator of retention is the degree of connection to peers and faculty that a
student makes (Astin, 1984).
Retention and Attrition Theory
Beans Theory of Attrition
Expectations + Actual Experience = If positive, the student stays, if
negative, the student leaves.
Tinto’s Integration Theory
Interaction between the student and his/her environment and the match
between individual motivation, academic ability, and his/her academic and
social characteristics causes a student to stay or depart.
Astin’s Theory of College Persistence
Student involvement is the key.
Noel and Levitz Four Stage Model Theory
Enrollment management, action-orientation, organizational development, and
staffing.
Themes of attrition (Noel and Levitz, 1999)
Academic underpreparedness
Transition or adjustment problems
Unrealistic expectations
Boredom or uncertainty
Imcompatibility

Retention Principles
1. The ultimate goal of a retention effort is improved educational experiences for students,
rather than retention per se.
2. Improving the quality of student life and learning is a continuing and important priority for
all institutions of higher education.
3. Engaging in a quality of student life and learning (retention) improvement process should
provide an approach to organizing a systematic effort, while at the same time enhancing
overall institutional quality, effectiveness, and student success.
4. Increases in retention rates are a function of the current state of efforts to improve the
quality of educational programs and services. Most institutions engaging in a systematic and
comprehensive retention effort should be able to expect over time a "lift" in cohort
graduation rate between ten percent and twenty percent and improvements in annual
retention rates of two percent to five percent.
5. Improving retention is a complex task: retention and attrition are multi-variant phenomena,
and are not subject to "quick-fix" strategies.
6. Retention tools, systems, staff development activities, computer software, and professional
consultation can make a significant contribution to an organized retention effort.
7. Retention strategies already in place can serve as an excellent foundation for developing an
ongoing, more systematic approach to improving the quality of student life and learning
(retention).
8. Retention is a key component of a comprehensive enrollment management program.
9. Some attrition is inevitable and acceptable.
10. Dropouts are expensive, and improvements in retention rates can add to the annual
operating budget.
11. Attrition is a problem for which there is a solution, and retention is one aspect of an
enrollment management program over which an institution can exert considerable influence
and control.
12. Single casual factors of student attrition are difficult to ascertain.
13. Some attrition is predictable and preventable by focusing special efforts on selected target
groups of students.
14. Effective retention strategies focus on improving campus programs, services, attitudes, and
behaviors, and result in quality educational experiences for all students.
15. Educational programs and services cannot compensate for the absence of competent, caring,
and conscientious faculty and staff.
16. Key to improving the quality of student life and learning (retention) are student-centered
policies, procedures, and programs.
17. Persistence depends upon the extent to which an individual has been integrated into the
academic and non-academic components of the campus environment.

Retention Planning Strategies
? Recruiting. Providing students with adequate and accurate information will assist in
the selection of an institution that best matches their needs, which in turn will
increase their chances of persisting.
? Admissions Selectivity. Academic ability is a strong predictor of student retention and
there is clearly a relationship between the degree of admissions selectivity and
institutional retention rates.
? Financial Aid. The type and mix of financial aid provided to a student can have either
a positive or negative influence on a student’s decision to remain in college
depending upon their circumstances and background.
? Orientation. Orientation programs are important to the successful integration of
students into the academic and social components of the campus environment. They
also can be helpful in developing consonance between student expectations and the
actualities of the educational environment.
? Academic Advising. The importance of academic advising as a retention strategy is
well documented in the literature. Advising provides the most significant mechanism
by which students can clarify their educational/career goals and relate these goals to
academic offerings.
? Sectioning/Placement. Homogeneous grouping of students based on their level of
academic ability is a common educational and retention strategy. Mandatory
assessment and placement of students helps ensure that they can compete successfully
academically.
? Teaching/Learning. Academic programs and experiences must be consistent with and
relevant to students’ educational/career goals. There is no substitute for good
instruction in promoting academic integration. Some studies have shown a strong
relationship between student learning and increased persistence.
? Academic Support. Retention literature documents that academically underprepared
students are more dropout-prone. Institutions should ensure that students enter with,
or have the opportunity to acquire, the skills needed for academic success. Learning
support programs improve a student’s chance of persistence.
? Academic Enrichment. Academic boredom is a common reason talented students drop
out of higher education. Providing enriched or accelerated programs can have a
positive impact on the persistence of some of these students.
? Residential Living. The quality of on-campus residential living is an important
element in social integration.
? Counseling. Personal counseling can be important in assisting students to overcome
problems that interfere with the degree of academic and non-academic integration.
? Extracurricular Activities. The literature indicated that significant and meaningful
participation in extracurricular activities can contribute to student retention.

? Underrepresented Students. Some racial/ethnic groups experience a higher dropout
rate than do others. Special programs and efforts can be successful in reducing the
attrition rates for these groups.
? Undecided Students. Retention research identified this group as being highly dropoutprone.
Lack of a clearly defined educational or career goal is often an important
reason for a student deciding not to pursue a college degree. Model programs for
undecided students have proven to reduce attrition rates.
? Early Alert. Prediction of dropout-prone students when combined with early warning
strategies can increase retention.
? Exit Interviews. Even though their observed impact on persistence is lower than most
other intervention strategies, exit interviews can gather significant information on
why students leave and how the institution might change to improve the retention for
other students. In addition, a few individuals may remain in the institution as a result
of assistance gathered through an exit interview.
? Policies/Procedures. Colleges and university whose policies and procedures have
been redesigned to be student-centered often show improvements in their retention
rates.
? Faculty/Staff Development. The frequency and quality of faculty/staff and student
interactions has been shown to contribute positively to student retention, and inservice
faculty/staff development efforts can result in a more competent, caring, and
concerned group of individuals.

Introduction to the Development of a Retention Plan
"Planning is the organization of hope."
Steven Blum
Fundamental to any successful enrollment management program is developing and
implementing a retention plan. The purpose of the planning process is to help an
institution gain more control over its enrollment future by developing the capacity to
achieve retention goals through improvements, enhancements, or new educational
programs and services.
Planning does not ensure results, but it provides a disciplined appraisal, goal setting, and
strategizing that can minimize failure. A well-conceived retention plan is simply an
organized thought process and communication tool that describes what the institution
wants to achieve and how it will accomplish it. It has been said there are two excellent
ways to fail:
? Do an equally good job of everything (all things are not equally important).
? Do an excellent job of the wrong thing.
A thoughtful retention planning process helps set meaningful goals and identifies the
most important strategies and activities necessary to achieve these goals.
There are many benefits that can accrue from the retention planning process. Retention
planning:
? Provides a systematic assessment of present strengths, weaknesses, opportunities,
threats, and current retention strategies
? Results in the establishment of consensual institutional goals and priorities
? Encourages innovative thinking and problem-solving
? Creates awareness of obstacles that may need to be overcome
? Coordinates and unifies staff effort
? Ensures more effective use of existing resources and identifies the possible need for
additional resources
? Assigns responsibility and accountability, and schedules work
? Facilitates control and evaluation of activities
? Communicates and documents efforts and the enrollment "game plan"
? Provides a basis for future planning

Retention plans will vary considerably in scope, format, content,
nomenclature/terminology, and size depending on institutional differences, preferences,
and inclination. In developing a retention plan it is important to remember that the
elements mentioned above are not nearly as critical as the ability to develop an
understandable and workable plan to guide efforts and achieve results. Regardless of the
exact nature of your plan, effective retention plans should always be:
? Results-oriented
? Understandable to others, including those who must implement them
? Sufficiently complete and specific to provide direction (neither over- nor under-plan)
? Workable and realistic to accomplish
? Adaptable to changing situations
A retention plan, by definition, is a set of clear and unambiguous goals with associated
strategies (enabling objectives) and activities (action plans) that, when taken in totality,
lead to the achievement of goals. The plan establishes the direction for the enrollment
enterprise during the time period designated for the completion of the goals. Further, the
plan establishes in advance responsibility, resources required, timetable, and method of
evaluation, thus facilitating control of progress.
A word of caution about retention planning: planning without execution is meaningless.
The old adage, "Plan the work, but work the plan" is still a good principle to follow.
Dwight Eisenhower once said, "The plan is nothing. Planning is everything." To
paraphrase Eisenhower, "Planning is nothing. Implementation is everything." In short,
the degree to which you implement the components of the retention plan will be the key
to success.

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.

Twice a year, the CASS staff offers four focus groups on developmental issues of
Academic, Emotional, and Instrumental Autonomy and Interdependence. In addition
CASS sponsors Pet Day twice a year. CASS has surveyed numerous groups of Adult
Learners and is attempting to respond with the services they have requested. CASS also
has a counselor with extensive substance abuse prevention and treatment experience.
This counselor along with two other ULM staff members, has represented ULM at the
statewide initiatives to survey alcohol consumption habits and to promote prevention
programs.
Career Services has recently become a part of CASS. The Coordinator of Career
Services makes class presentations ranging from discussing available jobs for different
majors to professional and interview etiquette. Career Services coordinates all oncampus
interviews as well as Career and Interview Days.
Appendix A of this Retention Report gives a retention effort evaluation for ULM in the
early fall of 2002. CASS is poised to assist in the retention efforts as outlined in this
report.

SITUATIONAL ANALYSIS

Comparative Data:

The following was obtained from the January 7, 2003 Retention
Consulting Visit One Report and gives an indication of the need for
improvement in the ULM retention and graduation rates as compared
to retention and graduation statistics for similar universities.
Retention and Graduation Rates
According to ACT classification by standardized tests, the University of Louisiana at
Monroe is a “traditional” institution, though on the low end of the range of
preparedness as measured by standardized national tests. The charts below show
average retention and graduation rates of comparable institutions – public colleges
whose highest award granted is a doctoral degree (ACT, 2002).
Selectivity Levels as Defined by Standardized Test Scores
University of Louisiana at Monroe
January 7, 2003
Selectivity Level ACT Scores SAT Scores
Highly Selective 27-31 1220-1380
Selective 22-27 1030-1220
Traditional 20-23* 950-1070
Liberal 18-21 870-990
Open 17-20 830-950
*ULM’s current ACT requirement of 22 places the institution at the traditional level of
selectivity.
First- to Second-Year Retention
The chart below shows average retention rates of first-time, full-time students to the second year
at comparable institutions (ACT, 2002).
National Average Retention Rates by Selectivity of Institution
University of Louisiana at Monroe
January 7, 2003
Admissions Selectivity A.A. B.A. M.A. Ph.D.
Highly Selective 88.6 88.5 91.6
Selective 77.6 78.3 80.2
Traditional 57.7 71.5 71.4 72.0*
Liberal 54.9 67.2 65.4 68.2
Open 51.6 55.3 54.9 63.5
*ULM’s three-year average retention rate is 60.2 percent.

A rule-of-thumb is that attrition rates can be reduced by one-third in five years by aggressively
improving the quality of student life and learning. This would put ULM at the national average,
and there is no reason to think this goal will not be achieved.
Five-Year Graduation Rates
The chart below shows average five-year graduation rates at public institutions across the country
(ACT, 2002).
National Average Five-Year Graduation Rates by Selectivity of Institution
University of Louisiana at Monroe
January 7, 2003
Admissions Selectivity A.A. B.A. M.A. Ph.D.
Highly Selective 74.6 70.2 72.3
Selective 58.0 41.8 50.0
Traditional 36.0 40.5 39.6 38.0*
Liberal 37.1 32.1 28.2 31.0
Open 31.3 25.8 27.9 28.5
*ULM’s five-year average rate is 18.5 percent and the six-year average rate is 26.5
percent.
These data indicate that retention continues to decline at ULM at a rate that is higher than
national averages, i.e., there are upper-level concerns as well as the typical first-year/first
impression issues. As ULM moves to increase its selectivity, these data support the potential for
ULM to increase its graduation rates in keeping with requirements of the Board of Regents’
master plan.

ULM Data:

History of First – to – Second Year Retention and Student Profile
First-Time, Full-Time Freshmen
Term Number Average ACT Percent Enrolled Following Year
Fall 1996 1816 19.0 60.41%
Fall 1997 1708 18.8 61.59%
Fall 1998 1580 18.8 58.80%
Fall 1999 1469 18.7 60.99%
Fall 2000 1208 18.4 60.68%
Fall 2001 1170 19.0 61.62%
All First-Time Freshmen
Term Number Average ACT Percent Enrolled Following Year
Fall 1996 1884 18.8 62.42%
Fall 1997 1811 18.5 63.39%
Fall 1998 1656 18.6 59.00%
Fall 1999 1529 18.6 62.85%
Fall 2000 1280 18.2 60.78%
Fall 2001 1301 17.8 58.72%
Entering Status Returning
Status
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Full Time 1083 1035 924 879 720 713
Part Time 70 58 39 51 27 28
Full Time Returning
Total
1153 1093 963 930 747 741
N/A 663 615 617 539 461 429
Full Time Entering Status Total 1816 1708 1580 1469 1208 1170
Part Time
Full Time 14 17 5 17 13 8
Part Time 9 38 9 14 18 15
Returning
Total
23 55 14 31 31 23
N/A 45 48 62 29 41 108
Part Time Entering Status Total 68 103 76 60 72 131
Grand Total 1884 1811 1656 1529 1280 1301
History of Graduation Rates
4-year average
graduation rate
Cohort Term (Completers within 150%)
Fall 1991 28%
Fall 1992 25%
Fall 1993 29.5%
Fall 1994 28.41%
Fall 1995 29%
Fall 1996 30%
Source: IPEDS Graduation Rates

Retention of Special Populations:

Percent Return
70.0%
60.0%
50.0%
40.0%
30.0%
DHS/NonDHS/Non Traditional One Year Return Rates
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
DHS Non Traditional NonDHS
Age Range
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
DHS 63.1% 64.1% 61.7% 64.2% 62.0% 65.2%
NonDHS 57.1% 54.8% 42.0% 45.0% 52.2% 37.0%
Non Traditional 37.5% 39.7% 43.1% 43.9% 51.9% 42.8%
DHS: Direct from high school; NonDHS: Less than 25 yrs; Non Traditional: 25 yrs or older

Percent Return
70.0%
60.0%
50.0%
40.0%
Declared Majors One Year Return Rate
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
DECLARED UNDECLARED
Declaration of Major (at time of admission)
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Declared 60.1% 61.6% 59.5% 62.0% 61.1% 62.2%
Undeclared 65.9% 60.5% 47.2% 51.7% 58.3% 59.0%

Percent Return
66.0%
64.0%
62.0%
60.0%
58.0%
56.0%
54.0%
Gender One Year Return Rate
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Female Male
Gender
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Female 61.2% 63.8% 60.7% 64.4% 62.2% 61.2%
Male 59.1% 57.9% 55.7% 55.8% 58.1% 59.1%

Percent Return
75.0%
70.0%
65.0%
60.0%
55.0%
50.0%
45.0%
40.0%
Ability Level One Year Return Rate
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
= 19
Ability
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
ACT composite = 19 72.1% 71.4% 69.5% 68.4% 68.3% 69.2%

Percent Return
70.0%
60.0%
50.0%
Entry College One Year Return Rate
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Arts and Sciences Business Administration
Education and Human Development Health Sciences
Entry College
College Name Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
Arts and Sciences 59.6% 60.6% 55.6% 58.9% 59.3% 58.1%
Business Administration 57.1% 59.6% 62.8% 58.6% 60.4% 57.0%
Education and Human Development 58.5% 57.5% 53.5% 61.1% 55.1% 52.9%
Health Sciences 63.4% 65.4% 62.8% 65.4% 65.6% 71.4%

Percent Return
100.0%
90.0%
80.0%
70.0%
60.0%
50.0%
40.0%
30.0%
Ethnicity One Year Return Rates
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
AMERICAN INDIAN ASIAN NONRESIDENT ALIEN
BLACK WHITE HISPANIC
Ethnicity
Fall 1996 Fall 1997 Fall 1998 Fall 1999 Fall 2000 Fall 2001
American Indian 87.5% 75.0% 41.7% 40.0% 33.3% 50.0%
Asian 60.0% 66.7% 84.2% 65.4% 78.6% 91.7%
Black 50.1% 55.5% 52.5% 57.3% 56.1% 59.3%
Hispanic 54.5% 40.0% 58.3% 61.5% 50.0% 60.0%
Nonresident Alien 53.8% 76.5% 46.2% 75.0% 57.1% 57.1%
Unknown 66.7% 40.0% 66.7% 33.3% 100.0% 100.0%
White 64.9% 64.4% 61.8% 62.8% 62.7% 62.1%

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

� Personal safety concerns for students and staff
� Large population of first-generation college students
� Lack of recognition for faculty to support student serviceoriented
endeavors like advising and making referrals
Opportunities
Threats
� Cultivate positive relationships with various media
� Large pool of high school students
� Promote collaboration with sister universities with classes and
activities
� Appoint a Webmaster to unify Web presence and improve
management of Website
� Track ULM graduates for career opportunities, funding,
alumni-student mentoring, and to act as ULM ambassadors
� Solicit parental support and educate parents about ULM
through parent-oriented activities
� Political meddling by outsiders
� Lack of political support
� Continued under funding for health sciences programs
� Low levels of partnering with local businesses and schools
� Continued poor media relations and portrayal
� Poor image with community, local teachers and administrators
� Loyalties of community split between Grambling / Tech /
ULM—there are three four-year institutions in close proximity
� Alumni and community very upset by institution’s recent name
change
� Lack of student readiness and preparation
� Community and students have a difficult time understanding
the value of a four-year degree
� Diminishing regional population
� The Legislature!
� TOPS program gives students the opportunity to afford to go
elsewhere

� ULM perceived as “not safe”
� Continuing negative influence of the “Truth at ULM”
Website
� “So, you teach out at the college”—university is seen as a
glorified high school and not part of the Monroe community

THE UNIVERSITY OF LOUISIANA
AT MONROE ENROLLMENT
MANAGEMENT
Marketing and Recruitment Plan
2003 – 2005 Enrollment Goals

THE UNIVERSITY LOUISIANA AT MONROE
MARKETING AND RECRUITMENT PLAN
OCTOBER 2002
INTRODUCTION AND EXECUTIVE SUMMARY
For the first time in its history, The University Louisiana at Monroe has developed a
marketing and recruitment plan to aid in its recruitment effort. This plan could not have
been developed without the expertise and guidance of Noel-Levitz Consultants Richard
Eastop and Kent Hopkins, as well as the invaluable contribution of Robin Evans, ULM
Systems Coordinator, and the support of Theresa Hay, Assistant Commissioner for
Planning and Research with the Louisiana Board of Regents. The plan is comprehensive
and is designed to guide the efforts of the recruitment team and its supporting offices, the
faculty, and the administration, with the primary aim of achieving success in enrollment
increases.
This marketing and recruitment plan has one over-riding defined goal: enrollment
increases over specified periods of time. Established enrollment goals are provided,
thereby charting a course for the recruitment process with the sole purpose of attaining
results. In addition, the plan details goals, key strategies, and step-by-step action plans for
those areas which have been determined as being vital to increase enrollment and assist in
the recruitment process. Specific tasks, beginning and Target Date / Completion Dates,
responsible persons or offices, needed resources, and evaluation methods are outlined for
each goal and key strategy.
The plan is well conceived and clear. It is designed to maximize results and minimize the
possibility of obstacles to the success of enrollment increases. The document provides
direction to the marketing and recruitment process and benefits ULM by:
? Providing a systematic assessment of strengths, weaknesses, opportunities, and
threats as well as current marketing and recruitment strategies
? Coordinating and unifying staff effort
? Establishing a consensus and prioritizing goals
? Encouraging innovative thinking and problem-solving
? Ensuring more effective use of current resources and the need for additional ones
? Assigning responsibility, accountability, and work schedules
? Communicating and outlining the institutional enrollment plan
? Facilitating control and evaluation of activities and progress
? Providing a basis for future planning

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

EEMC Goals
? Assist The University of Louisiana at Monroe in defining and achieving its
desired enrollment state (numbers and characteristics)
? Improve the quality of The University of Louisiana at Monroe’s educational
programs, services, student life, and learning (retention)
? Guide individual students toward successfully accomplishing their educational
and career goals
Strategic Enrollment Issues Continually Evaluated and Monitored
? Review the institutional mission and recommend revisions where necessary
? Change, shape, and expand the University’s image
? Formulate pricing strategies, where possible
? Evaluate the current academic, geographic, and demographic profiles of the
student body
? Review/revise the portfolio of programs and services
? Encourage involvement of constituencies and stakeholders to develop
commitment in strategic directions
? Develop appropriate growth strategies for selected programs
? Implement strategies designed to improve the quality of student life and learning
(retention)

EXECUTIVE ENROLLMENT MANAGEMENT COUNCIL MEMBERSHIP
The formulation of this plan is the result of the diligent efforts of the Executive
Enrollment Management Council. The members of the council are listed below.
Dr. James E. Cofer, Sr., President, ex officio
Dr. Stephen P. Richters, Interim Provost & Vice President for Academic Affairs,
Committee Chair
Dr. Wayne Brumfield, Vice President for Student Affairs
Mr. Robert E. Turner, Vice President for Business Affairs
Mr. Nick Bruno, Associate Vice President for Business Affairs
Dr. Richard Hood, Executive Assistant to the President
Ms. Robin Evans, Systems Coordinator
Ms. Carlette Browder, Associate Director of Admissions
Dr. Jan Bowman, College of Arts and Sciences
Dr. Beverly Flowers-Gibson, College of Education and Human Development
Dr. Mark Arant, College of Arts and Sciences
Ms. Lisa Miller, Institutional Liaison Officer
Mr. Ralph Perri, Director of Financial Aid and Scholarships
Dr. James Robertson, Jr., University Registrar and
Coordinator of the Noel-Levitz Project and Principal Author and Editor
of the ULM Marketing and Recruitment Plan

ORGANIZATIONAL STRUCTURE
FOR RETENTION LEADERSHIP

Charge to the Retention Committee
The ULM Retention Committee developed these Goals, Key Strategies and
Action Plans with two guiding forces, The Board of Regents Master Plan
and Dr. Cofer’s goals established for student enrollment.
The Board of Regent, State of Louisiana, Master Plan for Public
Postsecondary Education: 2001, has established specific goals which will
drive the “formula for equitable distribution of funds to the institutions of
postsecondary education.”
The Board of Regents have adopted three primary goals in their vision for
Louisiana. They are:
I. Increase Opportunities for Student Access and Success;
II. Ensure Quality and Accountability;
III. Enhance Services to Communities and State.
For Goal I Increase Opportunities for Student Access and Success:
Objective I Increase participation in public postsecondary
education 2 percent by 2005.
Objective II Increase minority participation in public
postsecondary education 5 percent by 2005.
Objective III Increase the percentage of first-time, full-time
entering freshmen retained to the second year in
community colleges and universities 5 percentage
points by 2005.

For Goal II Ensure Quality and Accountability:
Objective I By 2005 75 percent of first-time entering freshman
at baccalaureate degree-granting institutions will
be fully prepared for university-level work.
Objective II Achieve 100 percent accreditation of “mandatory”
programs by 2005.
Objective III By 2005, raise the students’ level of satisfaction in
Louisiana’s baccalaureate degree-granting
institutions to the national average for each
institution’s SREB/Carnegie classification. At
two-year institutions, maintain a level of student
satisfaction at or above the national average for
similar institutions.
For Goal III Enhance Services to Communities and State:
Objective I Increase the number of students earning
baccalaureate degrees in education by 7 percent by
2005.
Objective II Increase the number of intellectual property
disclosures, licensing agreements, and startup
businesses based on technologies developed at
Louisiana’s universities 50 percent by 2005.
Objective III Establish a coordinated plan with appropriate
partners to maximize the investment of public
funds in adult literacy programs.
Dr. Cofer, President of the University of Louisiana at Monroe is committed
to the Recruitment and Retention of students and charged the Retention
Committee with the task of developing a plan that exceeds the Board of
Regents mandates.

Membership of the ULM Retention Committee
Dr. Richard Baxter, Professor of Journalism
Dr. Jan Bowman, Director of Continuing Education
Ms. Cynthia Bratton, Retention Coordinator and Title III Director
Dr. Wayne Brumfield, Vice President for Student Affairs
Dr. James J. Bulot, Assistant Professor of Gerontology
Dr. Wilson Campbell, Associate Professor of Kinesiology
Ms. Angela Elzy, Student
Ms. Robin Evans, Interim Director of Institutional Research
Dr. Dawn Hardin, Associate Professor of Educational Leadership
Mr. Adam T. Holland, Student
Ms. Treina Landrum, Director of Recreational Services
Dr. Lesa Lawrence, Assistant Professor of Pharmacy Administration
Dr. Lynn L. LeBlanc, Professor of Atmospheric Sciences
Ms. Anne Lockhart, Director of Development
Ms. Lisa Miller, Director of Recruitment / Admissions
Mr. Ralph Perri, Director of Financial Aid
Ms. Patti Porter, Coordinator of CASS LRC & Director of FRYS
Dr. David Roane, Professor of Basic Pharmaceutical Sciences
Dr. James Robertson, Registrar
Mr. Bryan Thorn, Director of the Physical Plant
Dr. Bruce C. Walker, Assistant Professor of Management &
Marketing
Ms. Frances W. Gregory, Chair, Assistant Dean of Arts and Sciences

Retention Task Force Members and
Retention Planning Workshop Participants
Task Force Members:
Mr. Jarrod Breithaupt, Computing Center
Ms. Peggy Buffington, Director of Child Development Center
Dr. Pearson Cross, Assistant Professor of Government
Mr. Camile Currier, Assistant Vice President for Student Affairs
Mr. Larry Ellerman, Director of University Police
Mr. Chance Eppinette, Computing Center
Ms. Valerie Fields, Director of Student Development
Mr. Robert Flowers, CASS
Ms. Karen Foster, Director of Counseling Center
Mr. Carlos Funchess, Coordinator of Student Athletic Services
Mr. Rob Glaze, Computing Center
Mr. Todd Godlewski, Student Affairs
Ms. Kara Hatten, Public Affairs
Ms. Pamela Jackson, Residential Life
Dr. Rena Jackson, Associate Professor of Family & Consumer Sciences
Mr. Duke Johnson, CASS
Mr. Courtney Joiner, Student
Dr. Melissa Melancon, Assistant Professor of Economics and Finance
Ms. Tracie Murphy, Athletic Training
Dr. Eric Pani, Associate Dean of Arts and Sciences

Dr. Charles Pryor, Assoc. Prof. of Educational Leadership & Counseling
Ms. Jarrett Reeves, Director of Student Publications
Mr. Jason Roubique, Safety Officer
Mr. Trappey, Student
Ms. Erin Turner, Public Affairs
Dr. Martha Upshaw, Assistant Vice President for Student Affairs
Ms. Ilana Walder, CASS
Mr. Ray Watson, Career Services
Mr. Tom Whatley, Director of Computing Center
Workshop Participants:
Dr. Sandra Davis, Assistant Professor of Biology
Ms. Jo Kindrix, Indian Bank
Ms. Joyce Pruitt, Bookstore
Mr. Ken Robideaux, University Police

Organizational Chart for Retention Implementation
Early
Alert
Director of Freshman Programs
(Including FRYS)
Freshman
Advising
Special
Projects
Special
Populations
LUIO
Advising
Freshman
Advising
Director of Retention
Undeclared
Students
LUIO
Advising
Coordinator of Retention &
(Director of Title III
Aug. 2002 – Sept. 2004)
Career
Exploration
Career
Services
Career
Placement
Learning
Resource
Center
** Please see the following pages for an explanation regarding
the above staff positions.

Coordinator of Retention and Director of Title III is responsible for:
? Supervise undeclared advisors and other staff as needed
? Create and monitor Title III and CASS/Career Services
university and agency account budgets
? Interview, hire, and supervise graduate assistants, student
workers, and other staff for retention programs
? Coordinate and supervise the activities of the CASS Learning
Resource Center, Career Services, and University Wide Early
Alert
? Maintain and update the ULM Retention Plan
Director of Freshman Programs is responsible for:
? Securing instructors and teaching assistants for all FRYS
courses.
? Work with publishing company and the ULM bookstore to
create a customized textbook for FRYS
? Maintain materials used in FRYS course
? Copy and disseminate all printed materials including syllabi
and grade monitors for FRYS course
? Interview, hire, and supervise freshman advisors, graduate
assistants, and student workers
? Create and maintain budgets associated with freshman
programs
Freshman advisors are responsible for:
? Two required semester visits by each freshman and others visits
as needed
? Academic advising for all Early Alert issues regarding
Freshman including:
absence reporting
processing the Noel-Levitz CSI Form B
referrals and focus groups where needed
? Supporting the FRYS program by teaching one section each
semester and training instructors and teaching assistants
? Brief career and personal counseling as needed

Special Projects include:
? Workshops
? Early alert for all students (with the exception of freshmen and
LUIO students)
? Special population projects including:
Athletic issues
Dorm, organization and class presentations
African-American and other minority group support
services and presentations
Transfer student support
FRYS, extended hours and information for adult learners
Student Leaders Projects including the scholarship class,
community service projects, speaker’s bureau and
continued leadership training
LUIO Advisors are responsible for:
? Academic advising for all undeclared students (approximately
450-500 students)
? Career counseling for undeclared students
? Brief personal counseling as needed for undeclared students
? Two required semester visits for undeclared students in addition
to other visits when needed
? Intrusive interventions regarding Early Alert issues and
referrals for Career Exploration
? Maintenance of Departmental Information Binders, degree
plans, and syllabi as used in advising undeclared students
Career Services includes:
? Career exploration and cooperative work with the LRC
? Assistance with resumes and cover letters
? Assistance with interviewing skills
? Planning and hosting Career and Interview Days
? Scheduling and hosting on-campus interviews

? Maintenance of E-recruiting website
? Maintenance of current job postings
? Attending High School events at the request of Recruitment and
Admissions
Learning Resource Center includes:
? Math, Biology, and Chemistry tutoring
? Supplemental Instruction
? PRAXIS practice tests
? Computer Lab
? Career Resources
? Supervision of Career Counselor Interns
? Maintenance of DISCOVER
? Coordinating class visits to the LRC for the purpose of using
Learning Plus, PLATO, and/or DISCOVER.

CORE CURRICULUM COMMITTEE
Chris Blackburn, Chair, Associate Professor, History and Government
Ron Berry, Department Head and Associate Professor, Computer
Information Systems
Mike Camille, Associate Professor, Geosciences
Mary Ann Goodwyn, Associate Professor, Psychology
Charles Holloway, Professor, Foreign Languages
Brian Kelly, Assistant Professor, Computer Science, Mathematics & Physics
Jo Galle, Associate Professor, English
Frank Pezold, Professor, Biology
Greg Leader, Clinical Administrative Services
ACADEMIC PLANNING COMMITTEE
Stephen Richters, Chair, Vice President for Academic Affairs
Jose Cordova, Associate Professor, Computer Science, Mathematics &
Physics
Michael Crider, Basic Pharmaceutical Sciences
Jeff Galle, Department Head and Associate Professor, English
Elizabeth Guerriero, Associate Professor, Economics and Finance
Glenda Holland, Dept. Head and Assoc. Professor, Education Leadership &
Counseling
Joe McGahan, Professor, Psychology

Paxton Oliver, Department Head and Professor, Communicative Disorders
Eric Pani, Associate Dean, College of Arts and Sciences
John Rettenmayer, Professor, Computer Information Systems
Ruth Smith, Department Head and Professor, Foreign Languages

SHORT RANGE INITIATIVES
AND ACCOMPLISHMENTS

Short Range Initiatives and Accomplishments as
Recommendations from the ULM Retention Committee
On November 11, 2002, the ULM Retention Committee adopted the
following seven retention initiatives which could immediately implemented:
Initiative: Provide Supplemental Instruction for Chemistry
Accomplishment: Chemistry tutoring has been heavily promoted and
student use of this service has increased. As a
result the Chemistry faculty are poised to support
the implementation of the Chemistry Supplemental
Instruction for Fall 2003.
Initiative: Increase Math 113 from 3 credits to 5 credits
Accomplishment: No Action on this Initiative.
Initiative: Require Workshop participation for students on
academic probation
Accomplishment: While participation has not been required, there
has been an increased awareness of the workshops
offered by CASS, the Counseling Center and the
Activity Center. This initiative could be used in
the Early Alert system for Freshmen and other
students.
Initiative: Increase Biology tutoring
Accomplishment: There has not been faculty support or student
participation for this initiative.
Initiative: Stress absence reporting by faculty and instructors
Accomplishment: This initiative has remained at current levels with
some faculty and instructors reporting absences.

Initiative: Increase student referrals for career counseling
Accomplishment: There has been a substantial increase in the
number of current and prospective students
utilizing the Career counseling services offered by
three career interns in the CASS LRC and the
Strong Interest Inventory offered by the
Counseling Center.
Initiative: Encourage faculty and staff support for and student
participation in University Student Organizations.
Accomplishment: Organization participation has improved. The
Mardi Gras Ball created excitement about the
possibilities for positive interaction with students.
The Student Activities Referendum was approved
by the ULM student body during an election on
April 22 and 23. Funding from this referendum
will support renovations of the Student Union
Building, and the Activities of the Student
Government Association and the Campus
Activities Board.

Short Range Initiatives and Accomplishments as
Recommendations from Dr. Courtney Stryker, Noel-
Levitz Retention Consultant
Following Dr. Courtney Stryker’s first visit to the ULM campus on
December 2 and 3, 2002, she made the following short range initiative
recommendations in her January 7, 2003 report.
Short-Term Strategies for Immediate Impact at ULM
Although most of the planning for the retention initiative at ULM will be
long-term, it is important that students know and see the immediate changes
being made.
Communication of University Responses to Student Concerns
Before the end of the Spring Semester, accomplish the following and
publicize widely:
Initiative: Appoint a customer service task force to address
quality service issues across campus.
Accomplishment: Required customer service workshops began in
February and will be offered again in late May or
early June.
Initiative: Implement an internal marketing campaign
focusing on enhancing the image of ULM to
students, faculty, and staff at the University.
Accomplishment: The strong leadership at ULM has created a belief
that things are changing and improving at ULM.
When external media attempt to promote a
negative image, the administrators respond with
comments about the exciting things occurring at
ULM. The student newspaper, Pow-Wow, has
cooperated in publishing articles about student
accomplishment, faculty- student engagement, and
other positive messages.

Recruit-Back Activities
Dr. Cofer has been diligent in disseminating his
messages of expectations and hope to the ULM
community. This message was well received at
the recent Browse on the Bayou and was addressed
in his State of the University Message.
During visit three, the consultant will review a process with the retention
committee designed to reach out to students who may consider not returning
to ULM the next semester (Fall 2003). The following procedures are
proposed for advance consideration:
Registrar creates a list of student (by major or advisor) who did not preregister;
Registrar submits the list to advisors;
Advisors assist in contacting non-registered students and getting students to
pre-register for courses;
Advisors send the findings to the Retention Coordinator within a specified
timeframe; and
Coodinate follow-ups with advisors.
A literature review reveals that students who pre-register before they leave
campus are more likely to return to the university. The goal of this process is
to have as many students pre-register as possible before they leave for the
summer break..

ACTION PLANS

Goal 1:
Increase retention of all first-time Fall
2002 students from 58.7 percent to 59.7
percent.

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY A: Enhance customer service by extending operating hours in critical service areas by
March 1, 2003. These include the Bookstore, Indian Bank, ID Card Center, Registrar, Student Account
Services, Financial Aid & Scholarships, Housing, CASS, Tutoring, Labs, and Admissions.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Decide on exact meeting dates and format, current office hours
are 8:00 to 4:30
Letters to financial aid, CASS, Housing, Admissions, CASS
LRC.
Dr.Brumfield, Dr.
Bruno, and Dr.
Richters
June 26, 2003
Dr. Brumfield July 1, 2003
Letters to Bookstore, Indian Banks, ID Card Center, and SACS. Dr. Bruno July 1, 2003
Letters to Registrar, Academic Dept. Heads, Academic Support
Labs.
Implement extended hours to enhance payment and other needs
for Fall (confirm that the computers will remain operational).
Meet with groups in Mid-Fall, to assess usage and needs for the
Spring.
Coordinators: Drs. Brumfield, Richters & Bruno
Retention Committee Contact: Dr. Wayne Brumfield
Dr. Richters, July 1, 2003
Each Department
or Budget Head.
Dr.Brumfield, Dr.
Bruno, and Dr.
Richters.
August 23, 2003
October 1, 2003
Budget/Reallocation Plan:
No additional cost. Will be accomplished through flex-time.
There are concerns about earning compensatory time not due to the University’s support but due to the time
demands made on current employees.
Evaluation/Control:
Collect data on the use of offices open for extended hours.
What is service like?
Are users satisfied with the available hours and services? (Capture satisfaction data—cards like at restaurants)
SOS Data and/or separate survey could be used to ascertain student satisfaction.

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY B: Communicate directly with the President to inform him of the consensus of the
Retention Committee regarding the importance of directly addressing constituents with the message:
Retention is an important priority.
Description/Explanation: This action plan is derived from the general discussion of the Retention
Committee. It became clear through these discussions that the retention efforts of the university will be best
served if the importance of enhancing retention is addressed in very direct terms and plain language, and if the
message is uniform throughout all administrative levels. The deliberations also encourage that the message be
delivered at a meeting of all faculty, or staff (and possibly students) and that the strength of the message could
be enhanced by the presence of active endorsement of the President of the Board of Supervisors and the
Commissioner of Higher Education.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Call the President to step up an appointments Roane Feb 28
Meet with the President, or send him a letter, or both Roane April 7
Coordinator: Dr. Richters
Retention Committee Contact: Dr. David Roane
Budget/Reallocation Plan:
No dollars, but some time will be required.
Evaluation/Control:
Whether or not direct communication with the President occurred will be self-evident. (This call occurred on
Feb. 28 th ).
Did the meeting with the President occur? (This occurred on April 7 th , with a successful outcome of an
acknowledgement of the importance of the retention issues. The President will address the importance on
student retention in his speech to the university on April 29 th .)
Was the message communicated to the target audience(s)?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY C: Design an internal communication plan to keep faculty and staff informed about
issues and initiative related to the quality of student life and learning.
Description/Explanation: At the recommendation of the ULM Retention Committee this strategy includes
improving cross-campus communication (kiosks, TV screens, student newspaper, etc.)
IMPLEMENTATION SCHEDULE/TIMETABLE
Activity Responsibility Target Date /
Completion Date
Identify stringers, people who impact the news, from Student
Affairs, CASS, Business Affairs, and each college.
Brumfield,
Bratton, and each
Dean
Identify editor for internal communications plan. Frances Gregory
in consultation
with the
administration.
June 30, 2003
June 30, 2003
Meeting of editor and stringers to discuss details of plans. Editor May 15, 2003
Meeting of editor and media contacts to discuss details of plan.
Media contact is those persons already responsible for current
media outlets on campus.
Develop information forms (electronic if possible, so they can
be distributed by email and eliminate paper costs),
placement/submission logs, and quarterly report forms.
Editor May 15, 2003
Editor, Kara
Hatten
May 15, 2003
First submission date. Editor, Stringers June 16, 2003
(Third Monday of
every month)
First distribution by editor. Editor June 23, 2003
(Fourth Monday of
every month)
Distribution by media. Media Contact Next Cycle
First Quarterly Report Ed itor September 30, 2003

Coordinator: Dr. Hood
Retention Committee Contact:: Dr. Richard Baxter
Budget/Reallocation Plan:
No cost involved since no new media are being created (Suggest that college use this activity as university
service for promotion & tenure).
Evaluation/Control:
Editor will maintain a submission log of departments sending information and a placement log to show that
media received information. Log information will be used to create a quarterly report to the deans and
division heads.
“Has communication improved?” (Establish baseline with general survey and compare a year from now)

ACTION PLAN
GOAL 1: To increase retention of all first-time Fall 2002 students from 58.7% to 59.7%.
KEY STRATEGY D: Develop an internal marketing campaign of the Retention Plan with four key
concepts: access, engagement, success and student-centeredness.
DESCRIPTION/EXPLANATION: For the retention plan to be supported by all stakeholders, there
must be a concise directive theme that promotes the proposed plan. In order to create this marketing
message, the University will partner with a marketing firm to develop key messages segmented by
audience to be used in a university-wide communications plan.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date / Completion Date
Form a stakeholders committee Lisa June 1
Stakeholders partner with
marketing firm to create a slogan
and plan for retention campaign
Lisa and Kevin June 15
Coordinate a kickoff event for
campaign where President will
reveal slogan and plan to faculty,
staff, and students
Lisa August 25
Letters will be sent to all parents
and students addressing retention
efforts
Lisa and Kevin August 25
Posters will displayed across
campus to promote campaign
Lisa and Kevin August 25
Picnic celebration will be held at
end of spring semester
Lisa May 2004
Coordinator: Dr. Hood
Retention Committee Contact: Lisa Miller, Director of Recruitment/Admissions
Budget/Reallocation Plan:
Engage a marketing firm – shared with marketing group currently on contract $3,000
Develop additional university graphics $5,000
Picnic $2000
Evaluation/Control:
Survey given to each stakeholder group to evaluate their reactions to the internal marketing plan. This
survey will be given at the picnic in May.

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY E: Include faculty in retention equation in a purposeful and deliberate manner.
Steps
IMPLEMENTATION SCHEDULE/TIMETABLE
Responsibility Target Date /
Completion Date
Acknowledgement letters to all students at the end New Automated Fall 2003
semesters
System
Put the “best faculty” in freshmen courses/rotation Department Heads Fall 2003
system
Implement programs that give faculty and staff a
comprehensive snapshot of ULM’s retention efforts.
TLRC Fall 2003
Ask faculty advisors to write letters for advisees. Provost Office End of Semester for
Spring 2004
Echo Retention Efforts through departments Department Heads Start in Summer 2004
Include retention activities in annual performance
reporting system.
Director of Retention will visit with each dean and/or
department head with information about retention
efforts. The Director will also provide presentations for
faculty meetings.
Deans/Department
Heads
June 2004
Director of Retention December 31, 2004
Publicize student awards and activities Public Affairs Ongoing
Coordinator: Dr. Richters
Retention Committee Contact: Dr. Lesa Lawrence
Budget/Reallocation Plan: No Additional Cost
Evaluation/Control:
Benchmark annual reports in 2003 and then compare to future year trends. Measure faculty attitudes
towards retention efforts and monitor.
Did an effective communication of Faculty & Student rights and responsibilities occur?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY F(1): Determine which faculty and staff are retention-friendly and enlist their help in the
retention process with improved communication and selected activities.
Description/Explanation: Informal Student Mentoring
Steps
IMPLEMENTATION SCHEDULE/TIMETABLE
Responsibility Target Date /
Completion Date
Integrate one to two questions regarding faculty student advocacy and
professionalism as part of the University Core Questions of the
Faculty Evaluation. The answers from these questions will help to
identify faculty who are doing a good job in this area.
Enlist broad student input in identifying retention-friendly
faculty/staff by initiating a campaign for nominations of
Student-Centered ULM Faculty and Staff. Students can
nominate any ULM employee who has made a positive impact
or done something kind, or even provided consistent
outstanding service. The campaign could be a Student
Government Association (SGA) project.
Collect and review the student complaints protocols in place in
an effort to discover if our present system is being used or is
even well-defined or published to the students. The goal is to
assure that the students have a secure systematic feedback
protocol for their concerns. This protocol may be in place, but
yet the students don’t know about it or how to use it. Publicize
student rights and responsibilities as well as faculty rights and
responsibilities targeting students and key faculty.
Establish a volunteer mentoring program for Faculty/Staff to
provide students with contact outside of the academic advisor
who can ask the student about their well-being, address
concerns and be a friendly face. This mentoring program would
also look to add a peer mentoring component.
Dr. Richters
Dr. Martha Upshaw
Fall 2003
Fall 2003
Treina Landrum Fall 2003
Treina Landrum
Coordinator: Dr. Richters
Retention Committee Contact:: Treina Landrum, Director of Recreational Services
Budget/Reallocation Plan:
No additional dollars needed at this time.
Fall 2003

Evaluation/Control:
Were the questions regarding faculty professionalism and student advocacy incorporated into the University core
questions of the Faculty Evaluation?
Was a student organization driven campaign for identifying and honoring student-centered faculty & staff
initiated?
Were the current protocols for student grievances collected and reviewed?
Were any volunteer Faculty & Staff mentoring programs beyond outside of the academic arena created for
students?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY F(2): Establish Academic based mentoring programs.
Description/Explanation: Establish mentoring programs similar to the one in the Department of Geosciences,
Atmospheric Science Program. This program has a student lounge/weather which serves as a learning center as
well as a facility for informal social interaction among students and between students and faculty. The lounge
contains chairs, tables, TVs, coffee pots, a refrigerator, tables and sofas and is maintained by the students. The
room also houses computers and monitors for displaying weather data. The interaction mentioned above is
further fostered by the activities of our student chapter of the American Meteorological Society. All students are
encouraged to become members of this “weather club”, which meets regulgarly and sponsors social activitie s as
well as field trips and guest speakers on weather related subjects. Students are further encouraged to participated
in the National Collegiate Weather Forecasting Contest as part of the ULM team. The availability of the lounge
within the department, along with the activities of the weather club create a family environment for the students
which has a very positive effect on their morale and attitude and aids in the retention of students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Letter to the Deans outlining the actions to be taken and requesting
that departments be nominated for participation. The nomination
would include a faculty member from the participating department
Meet with participating faculty members / Department Heads.
Tour the Atmospheric Science Facility and explain the concept
of integrating the student club, lounge and faculty participation
in scholarly and social activities so that a family “home-awayfrom-home”
environment is created.
Participating departments identify a room suitable for a student
lounge and furnish it to the extent resources permit. Take action
to form an appropriate “student club” for that academic program
if non exists. Identify upper class students within the program
to organize the club if non exist.
Conduct the first student club meeting. Strongly encourage new
freshmen to attend and introduce them to upper class students
and faculty. Organize some king of social activity (picnic,
cook-out, pool party, etc….) to be held within the first few
weeks of school so that the new students can meet faculty and
upper class students in a relaxed and informal setting.
Continue meetings on a monthly basis to plan activities for the
year …. Scholarly, social, or service oriented.
June 20, 2003
July 20, 2003
August 12, 2003
September 1, 2003

Coordinator: Dr. Richters
Retention Committee Contact:: Dr. Lynn LeBlanc
Budget/Reallocation Plan:
Student Lounge Furnishings and Materials.
Evaluation/Control:

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY G: Improve faculty morale by clearly delineating faculty and staff roles and expectations
regarding retention and subsequent rewards from the top down. Centralize this message to faculty across all
colleges (Dr. Cofer, Dr. Richters, Dr. Pryor, Dr. Roane). This strategy is closely linked with Strategy B also
in Goal 1 and includes communication with the president and provost regarding the perceived importance of
devising and implementing an effective strategy to “get faculty and administration on board” with the goals of
the university’s retention efforts.
Description/Explanation: Deliberations in the Retention Committee revealed the sense that the optimal
course for a successful outcome to retention efforts would be one which could accomplish generalized
changes in attitudes among the faculty (and staff). It is granted that implementing such a change is a large
task. The problem at hand seemed to be a problem of low morale. The committee voiced agreement that one
of the biggest obstacles to be overcome was the belief by the faculty and staff that altered behaviors
promoting retention would not be recognized, appreciated and/or rewarded. For example, it was generally
agreed that there was no “check-box” on any annual evaluation form to indicate that any university employee
had engaged in retention-promoting activities. It was further agreed that retention-friendly behavior was not a
requirement for promotion or tenure. The committee agreed that it was unlikely that meaningful, sustainable
changes in faculty and staff behaviors would occur without clear mechanism for rewarding or recognizing
these behaviors, and correctly or not, creating, or initiating the creation of such a mechanism was the
responsibility of the upper administration of the university and to do so with the utmost spirit of cooperation
and collegiality.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Call the President to step up an appointment Roane February 28
Meet with the President or send him a letter, or both Roane April 7
Coordinator: Dr. Richters
Retention Committee Contact:: Dr. David Roane
Budget/Reallocation Plan: No dollars, but some time will be required.

Evaluation/Control:
In a meeting with President Cofer, the president acknowledged the importance of these issues and the fact that
accomplishing “buy-in” through specific forms of recognition would be a challenge. He also stated that is
was an issues he intended to work on. At the most recent (April 11) meeting of the retention committee, Dr.
Walker suggested that this goal might be approached if the president would address this issue directly in a
meeting with the college deans, and possibly, department heads. Dr. Stryker offered to put a suggestion to
this effect in her cover letter to the president.

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY H: Develop and maintain a simplified, unified web page and expand the student-based Web
service ARROW (Academic Records & Registration on the Web) by March 2003.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Redesign ULM website from top down incorporating a unified
design, color and linking scheme. Indicate a link with efforts in
recruitment
Investigating feasibility of providing a centralized management
system for web page creation for the lower tiers
Hire additional staff to assist with maintaining unified web page or
full time staff responsible for web page maintenance.
Developing web page design template, based on upper tier designs
to departments/programs/groups on limited bases.
Expand ARROW web services to include Add/Drop and
resignations for only the first 3 days of each semester. After that
point, students will resign or add/drop a course the traditional way.
Coordinator: Dr. Bruno
Retention Committee Contact:: Dr. Jay Bulot
Rob Glaze Ongoing
Rob Glaze,
Chance Eppinette
Chance Eppinette,
Rob Glaze-
University
Staffing
Semester 2004
Open – Depending upon
feasibility study
mentioned above.
Rob Glaze Ongoing on a limited
basis.
James Robertson Estimated 2004
semester
Budget/Reallocation Plan:
As of right now, most of the changes are being instituted using existing personnel and resources. Depending upon
the feasibility study of instituting a centralized web design for all departments, colleges, organizations, additional
staff will need to be hired, or current staff will need to move full time.

Evaluation/Control:
Staff and student opinions will be gathered to determine to what extent the new web page design has been
successful, as well as monitoring which segments of the web pages have been most utilized. This could be done in a
casual way or in a formal manner, ie develop a good evaluation instrument, a university-wide demographic chose,
etc ….. the instrument could even be on-line.

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY I: Design a campus safety campaign highlighting basic safety issues as well as new safety
initiatives: 16 Call Boxes (coming in April ‘03), and new, improved lighting to begin Summer 2003.
Description/Explanation: Improve campus safety by providing safer facilities through various campus-wide
improvements. Improve students’ sense of well being through safety awareness programs.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Increase police presence to the campus on a more personal level
by requiring officers to spend at least one hour a day visiting
students, faculty, and staff.
Campus police March 2003
Improve campus lighting – Phase I – Dorms Physical Plant Summer 2003
Add emergency call boxes through out campus Phase I – 8
boxes
Provide safety and security seminars for students living on
campus
Computing center
Physical Plant
Begin providing card access control to dormitories Physical Plant,
Residential Life,
Environmental
Health and Safety
Provide Automated External Defibrillator for Campus – start
with 3 AEDS
Begin implementing digital video surveillance at lobbys and
exterior doors of dormatories
Provide CPR and AED training to selected employees; offer to
students
May 2003
Campus Police Beginning of each
semester
Environmental
Health & Safety
Prior to Fall Semester
Prior to Fall 2003
Semester
Campus Police Fall 2003
Recreational
Services
Publicize campus safety campaigns through web & newspapers Environmental
Health & Safety,
Campus Police
Prior to Fall Semester
Each Semester

Conduct fire drills twice a semester in dorms Residential Life March 2003
Evaluate unsafe conditions on campus Physical Plant March 2003
Coordinator: Dr. Bruno
Retention Committee Contact:: Bryan Thorn
Budget/Reallocation Plan:
Campus lighting $200,000
Emergency call boxes Phase 1 $75,000, Phase 2 $65,000
Safety seminars $5,000 YR
Card access $100,000
AEDS training AEDS $6,345, Trainer $400, Actar D- Fib (20 ea) $1,380, Manuals $15/person, Cards
$5/person
First Responder Training, Manuals $800, Cards $200
Digital Surveillance Equipment $70,000
Publicize safety campaigns is minimal cost
Improve Community Policing will be no cost
Fire drills are no cost
Evaluate unsafe conditions at no cost
Evaluation/Control:
Are fixtures installed and working?
How many students in attendance at seminars?
Have the card access, AED, and digital surveillance equipment been purchased and installed? How many
people were trained?
Are the community and students aware of safely campaign? Do students feel secure?
Are the fire drills documented each semester?
Are safety issues been addressed as they are discovered?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY J: Establish an academic advising committee by March 2003 charged with developing a
comprehensive, university-wide advising plan.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Meet with Courtney about adding Early Alert Bratton March 10, 2003
Meet with Gregory & Campbell to discuss University wide
advising plan
Meet with Dr. Richters re: Academic advising for the Freshmen Bratton, Campbell
& Gregory
The Provost should establish a committee that represents all
colleges, to help develop a university-wide advising plan. The
committee should investigate current advising plan; Noel-
Levitz, CASS Center Models, and etc
Committee meeting Campbell &
Committee
Campbell March 13, 2003
June 9, 2003
Dr. Richters June 13, 2003
Before July 8, 2003
Present to full committee Campbell July 8, 2003
Train faculty in Advising Model Campbell, Bratton August 18 & 19 2003
Coordinator: Dr. Richters
Retention Committee Contact:: Dr. Wilson Campbell
Budget/Reallocation Plan:
There are Title III dollars available to support this.
2002-2003$3,300 2003-2004 $1,800
Evaluation/Control:
Was the proposed model accepted? If not, were other models identified and explained?
Were the faculty trained in use of the Academic Advising Model?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY K: Require customer service training for all staff- workshops to be delivered in February
2003 and June 2003.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Initial training of university staff, regarding customer service. Human Resources
and Business
Affairs
Continue to train all staff who did not attend the February
meeting.
Continue to offer this training twice a year for new employees
or as a refresher.
Coordinator: Dr. Wayne Brumfield
Retention Committee Contact:: Dr. Wayne Brumfield
Human Resources
and Business
Affairs
Human Resources
and Business
Affairs
February 11, 12, 13, and
14.
June Dates TBA
February and June of
each year.
Budget/Reallocation Plan:
Paid for by the State – Comprehensive Public Training Program
Per Sam Breen with the Comprehensive Public Training Program these programs cost the state approximately
$1500/day and $400 in travel expenses per trip. A typical presentation at ULM last two and a half days.
Therefore the cost for the February training was approximately $4150 and the late May or early June training
will also cost the state approximately $4150.
Evaluation/Control:
Was the training delivered? How was the training rated by participants?
Was the “Secret Shopper” concept implemented to determine the quality of actual student experiences as they
flow through the ULM service providers?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY L: Form a planning committee in March 2003 that includes faculty, staff, and students to
design, market, and employ an Adopt-a-Campus program to improve facilities and grounds.
Description/Explanation: Monthly Maintenance program of zoned areas by adopting groups. With reward of
sign (identifying group) after 2 consecutive month of upkeep.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Form a committee Thorn July 1, 2003
Develop zones/designate on campus map Thorn & Murphy July 1, 2003
Design campus pride signs for adopted zones Thorn July 1, 2003
Develop Protocol for clean-up procedures/supplies Murphy July 1, 2003
Purchase supplies/pickers – bags/gloves Thorn July 1, 2003
Outline guidelines for beautification Pani-Donovan July 1, 2003
Buy hand tools for check-out Donovan July 1, 2003
Establish check-out procedures for tools and supplies Fields July 1, 2003
Market program through student development and Student
Organization Dinner
Fields October 2, 2003
Hold informational meeting with Presidents of organizations Fields Fall 2003
E-mail faculty and staff; target – Chataqua – Nexus Pani-McGahan Fall 2003
Zone Adoption Thorn Fall 2003
Academic Kick-off Fields Fall 2003
Coordinator: Dr. Bruno
Retention Committee Contact:: Bryan Thorn
Budget/Reallocation Plan:
$4,000 Start-Up Expenses
$1,500 /Year to replace Signs, Tools, and Bags

Evaluation/Control:
Were contracts signed?
Were duty sheet completed and turned-in by groups after each monthly clean-up?
Is a Log Book maintained for the Equipment Borrowing?
Was the plan developed and implemented?
Did organizations participate?
Has the quality/appearance of campus had measurable improvement? Do the Zones look better?

ACTION PLAN
GOAL 1: Increase retention of all first-time Fall 2002 students from 58.7 percent to 59.7 percent.
KEY STRATEGY M: Establish a multi-dimensional Early Alert system.
Description/Explanation: This strategy relates to Goal 1 Strategy J and Goal 2 Strategies B and E.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Submit a timeline to Dr. Brumfield regarding FRYS and Early
Alert
Submit a request to Dr. Dale Welch requesting the FRYS
committee’s approval to offer the Noel-Levitz College Student
Inventory – Form B as part of the FRYS course.
Review previous Early Alert Committee information with Ilana
Wahlder, Chair of the Early Alert Committee
Re-Establish the Early Alert Committee – Suggestions include
Dr. Eric Pani, Rosalyn Pogue, Pamela Jackson (or Mindy
Hollan), Dr. Wilson Campbell, Robert Flowers, Dr. John
Rettenmeyer (Business), representatives from Arts & Science,
Education, and Health Sciences, Ilana Wahlder, Cynthia
Bratton, and the Dir. Of Retention.
Review and revise the Early Alert Component of the proposed
advising plan
Provide available information and requests to the group working
on Goal 2 Strategy B
Coordinator: Dr. Richters & Brumfield
Retention Committee Contact:: Cynthia Bratton
Cynthia Bratton
and Patti Porter
Cynthia Bratton
and Patti Porter
April 11, 2003
April 22, 2003
Cynthia Bratton May 15, 2003
Cynthia Bratton July 15, 2003
Early Alert
Committee
Director of
Retention
July 31, 2003
Fall 2003
Budget/Reallocation Plan:
Dollars are required as part of Goal 2 Strategy B but in the other strategies time rather than dollars is required.

Evaluation/Control:
Was the timeline submitted to Dr. Brumfield?
Was the request submitted to Dr. Welch? Was a response received from the committee? If the committee
agreed with the request, was the textbook publisher notified to package the assessment with the text?
Did the Early Alert Committee resume meetings?
Was the Early Alert portion of the Advising Plan evaluated and modified as needed?
Was the web-based early alert supported by the Early Alert committee?

Goal 2:
Increase retention of all first-time Fall
2003 students by six percentage points.

ACTION PLAN
GOAL 2: Increase retention of first-time, Fall 2003 students by six percentage points.
KEY STRATEGY A: Develop one-stop-shopping model for student and academic services in Sandel
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Planning Meeting of Student Affairs Departments affected by
the proposed SUB renovations
Camile Currier
(for Brumfield),
Bratton, Porter,
Wahlder, Miller,
Jackson, Fields,
Currier, Upshaw,
Ellerman, Dir
Career Srvs,
Hatten, & Swopes
Relocate Bookstore Bruno and
Campus
Committee
Relocate Recruitment and Admissions Brumfield and
Miller
Relocate Housing and Programming Brumfield, Bruno,
and Jackson
July 3, 2003
Fall 2003
January 2003
Pending
Relocate ID Card Center Bruno Pending
Relocate Indian Bank Bruno Pending
Relocate Student Accounts and Services Bruno Pending
Relocate Computer Labs – Student (STAP) Epinette and
Richters
Pending
Relocate CASS Learning Resource Center Patti Porter Pending
Relocate University Police Substation Chief Ellerman
and Brumfield
Pending

Relocate Student Life and Development Brumfield,
Upshaw, and
Currier
Coordinator: Dr. Brumfield – assisted by Camille Currier
Retention Committee Contact:: Dr. Wayne Brumfield
Budget/Reallocation Plan:
Recruiting & Admission Planning Money - $180,000
Pending
Bookstore – Campus Corner – Per Lee Waskom with Campus Corner, the total cost is approximately $350,000
for the renovations and to construct a coffee shop.
Balance – Capital Outlay - $4,000,000
Permanent Future Moves will include Financial Aid and the Registrar’s Office to the One Stop Center.
Evaluation/Control:
Did the One-Stop Facility Open with all of the planned departments successfully located in Sandel?

ACTION PLAN
GOAL 2: Increase retention of first–time, Fall 2003 students by six percentage points.
KEY STRATEGY B: Research options to increase web-base services for early-alert programs, referrals,
resignation, drops/adds curriculum changes, etc. and eliminate cumbersome, paper-based processes.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Research and decided to buy or not - EMAS Retention Pro (or
similar software package) into the advising process on ULM
campus.
If purchase EMAS - Train ULM Advisors to utilize features of
Retention Pro – At least monthly monitoring of at risk students
by Registrar or other appointed individuals/groups
Adjust Retention Pro regularly to correspond to those factors
that are directly related to retention at ULM.
Make Retention Pro features available to essential (lower level)
instructors in order that they might be able to add additional
information for at risk students
Coordinator: Dr. Bruno
Retention Committee Contact:: Dr. Jay Bulot
Cabinet, James
Robertson / CASS
Retention
Committee/CASS-
University
Administration?
Retention
Committee/CASS-
University
Administration?
Registrar (or other
entity responsible
for administration
of EMAS)
Completion Date
Budget/Reallocation Plan:
EMAS or a similar software program may need to be purchased by the ULM administration as part of the
recruitment/retention plan. EMAS appears to be the software which is preferred. Education Systems, Inc. has
submitted a proposal to provide EMAS Pro Suite (EMAS Recruitment Pro, Student Web-inquiry, EMAS
Retention Pro, EMAS Financial Aid, and EMAS Loyalty Pro prospects alumni web-portal) for approximately
$87, 070. This includes License, Implementation Support, & Training.
Evaluation/Control:
Successful use of Retention Pro will be identified by the number of students not only identified as being at risk,
but also the number of student interventions which have been instituted. It will also be useful in identifying
which student advisors are more successful than others, based on withdrawal rates.

ACTION PLAN
GOAL 2: Increase retention of first–time, Fall 2003 students by six percentage points.
KEY STRATEGY C: Develop strategies that will encourage formal and informal contact between
faculty/staff and students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Use Pharmacy’s “Spirit Day” event on Fridays before home
football games as an example to expand to a University-Wide
“Spirit Day on the Bayou” before home football games; can
then expand to special monthly events with registrations for
drawing for tickets or Grove specials, etc.; should include spirit
groups.
Better utilize Blackboard as a tool for faculty/student
interactions (i.e. expand to include faculty and student “chat
discussions).
Expand popularity of Nexus programs with alternative times
and days to encourage as much inclusiveness as possible.
Broaden participation of faculty and staff as advisors for student
organizations by enhancing ways to acknowledge and/or reward
them for their involvement (Ideal results would be they will
better promote the organizations and student involvement in
them).
Coordinator: Dr. Hood
Retention Committee Contact:: Anne Lockhart
Pres. Cofer
appoints a Special
Events Committee
of faculty, staff,
and students.
Teaching Learning
Resource Center
Budget/Reallocation Plan:
Spirit Day on the Bayou – with attendance of 600 the estimated cost is $3,000
All other steps require time but no dollars.
Completion Date
June 15, 2003
Incorporate in the Fall
Program Schedule
Dr. Joe McGahan Incorporate in the Fall
Program Schedule
Student Affairs Fall 2003

Evaluation/Control:
Was the “Spirit Day on the Bayou” event cost effective and did the turnout equal or exceed what was
anticipated?
Was there positive feedback from increased interaction between faculty and students during “chat rooms” on
Blackboard?
Did participation in Nexus meetings increase as a result of offering alternative times and days?
Was participation by faculty as student organization advisors broadened due to enhanced acknowledgements of
their involvement?

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by six percentage points.
KEY STRATEGY D: Organize a parent/family participatory/support program.
Description/Explanation: At the present time there is no organized communication flow with parents/family.
The University supports family involvement as a necessary component of the retention plan.
In an effort to create a student-centered atmosphere at ULM, we believe a parent/family support system will
enhance the student’s ability to be successful while pursuing a degree. Research indicates universities whom
embrace the student’s support system tend to report higher retention rates than those who do not.
Steps
IMPLEMENTATION SCHEDULE/TIMETABLE
Responsibility Target Date /
Completion Date
Parent Orientation Program Jennifer Ables July 15, 2003
Coordinate an advisory parent/family board to include faculty, Lisa Miller & July 9, 2003
staff, family representatives, and students to make
recommendations for the Parent/Family Support Program.
Terrell Mickael
Freshman Parent/Family Newsletter Kevin Stuart August 25 and
February 1
Email updates for parents Kevin Stuart Ongoing
Promotional Items Kevin Stuart July 1
Implement parent phone hotline and email hotline
Terrell Mickael Begins August 1, 2003
Coordinator: Dr. Brumfield
Retention Committee Contact:: Lisa Miller, Director of Recruitment/Admissions
Budget/Reallocation Plan:
Newsletters (1500 @ .67 each, three times per year plus postage) $6,000
Promotional Items $2,500

Evaluation/Control:
Was the advisory board formed?
Did parents/families receive a newsletter?
Did the Parent Orientation Program take place?
Were e-mails sent to parents/families?
Did members of the parent/family organization receive promotional items?
Were phone and email hotlines established?

ACTION PLAN
GOAL 2: Increase retention of first–time, Fall 2003 students by six percentage points.
KEY STRATEGY E: Require all entering students to take FRYS 101 beginning in the Fall 2003 semester.
Description/Explanation: The Freshman Year Seminar course has proven to have a profound positive impact
on student retention. The students who took this course during the Fall 2002 semester persisted Fall 2002 to Fall
2003 at a rate of nine percentage higher than those students who did not take this course. This course provides
the necessary academic and social tools to aid students in their success.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Direct all departments that the FRYS 101 course will be added
to the list of requirements of all incoming freshmen students.
Dr. Richters April 2003
Investigate existing models of FRYS (FYE) programs FRYS committee
and Dean Fandal
Evaluate current structure of FRYS at ULM – Dev. FYE Dept FRYS committee
and Dean Fandal
Make recommendation of changes, if any FRYS committee
and Dean Fandal
Phase FRYS 101 into a 3 hr credit course that satisfies a core
curriculum requirement such as speech.
Coordinator: Dr. Richters
Retention Committee Contact:: Patti Porter
Dr. Richters and
FRYS committee
October 2003
November 2003
December 2003
January 2004
Budget/Reallocation Plan:
Faculty Cost to the University for Fall 2003 - $25,000 ($20,000 paid by Title III Grant.)
Teaching Assistant Cost to the University for Fall 2003 - $9,000 ($6,000 paid by Title III Grant)
Evaluation/Control:
Check FRYS enrollment data and persistence rates of FRYS participants.

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by six percentage points.
KEY STRATEGY F: Continue to expand Web Presence (FAQ for registration, advising, billing, etc.)
Closely related to Goal 1 Strategy H and Goal 2 Strategy B
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Streamline the Student portions of the ULM website to meet the
student needs as well as provide information that is beneficial to
students. Utilizing student surveys along with student and staff
input and user testing will do this.
Inform faculty and staff of additions and changes to the ULM
website and related services on a regular basis.
Developing a Frequently Asked Question (FAQs) site. Each
Office which provides direct services to students will be
required to list and answer the most common questions their
departments receive. This will first be organized as FAQ at
administrative, student services level. Eventually, individual
colleges/departments will be able to develop their own faqs for
their students.
Link FAQ to University web page was well as to Current and
Prospective student web pages. Future plans are to develop a
searchable database for campus wide situations.
Coordinator: Dr. Bruno
Retention Committee Contact:: Dr. Jay Bulot
Completion Date
Rob Glaze Currently Ongoing
Sheau Yun
Rob Glaze-
putting it online,
Departmental
University Staff
for information.
Chance Eppinette,
Rob Glaze
August 2003 –
October 2003
May/June 2004
Budget/Reallocation Plan:
All items can be completed using existing budgetary resources dedicated to maintenance and upgrade of web
resources, no additional funding is anticipated as being required.
Evaluation/Control:
Tracking usage will be the primary methods for evaluations.
FAQ should evolve to address future questions as situations change. It may be necessary for mandate
departmental evaluations of FAQ at least 1 a year, if not each semester.

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by 6 percentage points.
KEY STRATEGY G: Improve course availability (scheduling, changes in time blocks).
Description/Explanation: Since 40% of ULM students are non-traditional and a large percentage of traditional
students have part or full time jobs, there is a need for courses at times additional to the weekday, day-time
model.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Identify courses that can be taught in compressed format
(shorted time) through Internet and/or Blackboard.
Robertson August 2003
Identify courses that can be taught on Saturday. Robertson August 2003
Investigate scheduling at comparable institutions. Robertson September 2003
Conduct a market (student) survey to determine student
preferences concerning alternative class times and schedules.
Target 3 general education courses to offer in an alternative
format (pilot).
Respective
College Deans
Early September 2003
Arts and Sciences Mid September 2003
Inform advisors and market courses to students Robertson Early October 2003
Coordinator: Dr. Richters
Retention Committee Contact:: Dr. James Robertson
Budget/Reallocation Plan:
$20,000 (estimate provided by Dr. Steve Richters, VPAA & Provost)
Evaluation/Control:
Was the Market Survey conducted? What were the results?
Were the courses identified that could be taught in compressed format? on Saturdays?
Were advisors informed about the course offerings? Were the courses marketed to students?
Did the pilot for 3 general education courses occur? What were the outcomes of these course offerings?

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by six percentage points.
KEY STRATEGY H: Implement the Supplemental Instruction (SI) program for selected “killer courses” by
the Fall 2003 semester.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Identify Fall 2003 Chemistry 101 and 107 courses. Bratton February 26, 2003
Submit Fall 2003 SI Budget to Dr. Richters and Dr. Brumfield. Bratton February 28, 2003
Contact Instructors for identified courses. Dr. Richters April 1, 2003
Meeting to confirm SI structure and identify classrooms. Dr. Brotherton &
Bratton
June 26, 2003
Select students to serve as supplemental instructors. Dr. Brotherton June 30, 2003
Meet w/ supplemental instructors for training in the
Supplemental Instruction Model.
Bratton, Porter,
Brotherton &
Richters
Begin supplemental instruction for identified courses. Brotherton,
Bratton & Porter
Meet as a group to assess the successes and challenges of the
supplemental instruction program and look at expanding this
concept for Math 111, Math 113 and selected Biology Courses.
Coordinator: Dr. Richters
Retention Committee Contact:: Cynthia Bratton
Budget/Reallocation Plan:
Fall 2003 - $22,848 Academic Enhancement Funds
Spring 2004 - $25,000 Academic Enhancement Funds
Evaluation/Control: Were the SI students identified?
Did the late September assessment meeting occur?
Bratton, Porter,
Richters, Hill,
Brumfield,
Magoun, &
Brotherton,
July 31, 2003
Begin with the Fall 2003
Semester
September 30, 2003
Were grades from Fall 2002 and Fall 2003 compared for SI courses to determine the effectiveness?

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by six percentage points.
KEY STRATEGY I: Design high-interest residential living programs and activities.
Description/Explanation: To enhance the programs and events for students throughout the academic year, the
university has primarily focused on multicultural programming for all students. In order to change, the
university has assistance from Residential Life, CASS, SGA, CAB, and other campus organizations to increase
the variety of programming. These programs will be of interest and will motivate participation among students
living on campus.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Research interests and programs “Hall Brawl”. Todd Godlewski May 9, 2003
Develop structured staff and student orientation. Pamela Jackson,
Valerie Fields, and
Todd Godlewski
Use the gathered research to develop a weekend program
schedule.
Dept. Heads,
Todd, Pamela,
Duke, and CASS
Pilot selected living and learning communities. Dean Currier,
Todd, Pamela, and
Dr. Brumfield
Coordinator: Dr. Brumfield
Retention Committee Contact:s: Angela Elzy & Todd Go dlewski
Budget/Reallocation Plan:
Area Coordinator $24,000
Programming $30,000
Improvements $46,000
September 1, 2003
September 1, 2003
September 1, 2003

Evaluation/Control:
Were the programs of interest to residents?
What was the feedback about the weekend programs?
Did we meet our requirements for the living and learning communities?
Did we meet our requirements for the weekend programs? What was the percentage of the students participating
in the weekend programs?
How do we make better programs for next semester?
Did the residents have input about the living and learning communities? What can we do next semester to
improve the living and learning communities?

ACTION PLAN
GOAL 2: Increase retention of first – time, Fall 2003 students by six percentage points.
KEY STRATEGY J: Identify which students may be dropout prone by observing behavioral clues (e.g.
“ownership” of residence hall room, failing to apply for housing, financial aid, pre-registration, requesting a
transcript, etc.). Drawing on results of survey instrument.
Description/Explanation: Create an Early Alert Program, which allows the Director of Retention to identity
and monitor those students who exhibit at-risk behaviors. The process will establish a communication
mechanism between the Colleges, Administrative offices, Residential Life, Counseling Services, classroom
faculty/instructors, staff and other offices on campus that interact with students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Form a committee comprised of all participating Depts.
Dir. of Retention On Hold
Establish a plan to develop an at-risk notification pilot program
Committee On Hold
Evaluate system with pilot group of 100 students Dir. of Retention On Hold
Get feedback from participating Departments Committee On Hold
Continue committee meetings to measure and change processes
where applicable
Coordinator: Dr. Brumfield
Retention Committee Contact:: Ralph Perri
Committee On Hold
Budget/Reallocation Plan:
No dollars, but there are time requirements from the Director of Retention and the committee.

Evaluation/Control:
Was the Committee Created?
Was a plan developed?
How is data obtained?
What impact did this process have on retention and student engagement?
Was the program successful?
Do we need to expand the program to include all first-time freshmen?

Goal 3:
Increase retention of all first-time Fall
2004 students by another two percentage
points.

Goal 4:
Increase retention of all first-time
African-American, Fall 2003 students
from 60.1 percent to 61.1 percent.

ACTION PLAN
GOAL 4: Increase retention of first-time African-American, Fall 2003 students from 60.1 percent to 61.1
percent.
KEY STRATEGY A: Develop programs of interest that extend beyond the traditional February African
American History Month by reinstating the organization S.T.A.A.R.T. (Strategies Targeting African-American
Retention and Transition).
Description/Explanation: Reinstate the organization S.T.A.A.R.T (Strategies Targeting African-American
Retention and Transition). This organization will conduct activities like Lectures on African-American History,
Discussion Forums relating to AIDS/HIV, Cultural Awareness Month, ULM Theater presentation of African-
American plays, and ULM Choir performances of Gospel Concerts.
The purpose of this strategy is to extend the programs and events relating to African-American culture throughout
the academic year rather than the university’s primary focus on Black History Month in February. In order to
change the university culture, ULM needs to re-establish the S.T.A.A.R.T. organization and have the help of the
NAACP to educate the awareness of African-American History to all students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Contact Pamela Saulsberry, Advisor of S.T.A.A.R.T. Angela May 9, 2003
Contact Duke Johnson for the programming done during Black
History Month.
Valerie May 9, 2003
Contact the advisor of the ULM Choir and Theatre Angela May 9, 2003
Revise the S.T.A.A.R.T. handbook. Pamela, Valerie May-August 2003
Check on opportunities to teach Developmental Courses in High
Schools – utilizing High School Instructors – not University
Faculty.
Check the status of the Upward Bound Grant Angel & Todd
Lisa Miller August 15, 2003

Publicize positions for S.T.A.A.R.T. Valerie, Pamela ,
Todd, Resident
Assistant, ULM
Channel 8 Student
Development
Conduct Interviews Pamela, Todd,
ULM Faculty
Develop plans for events and programming The S.T.A.A.R.T.
staff
Promote the programs The S.T.A.A.R.T.
staff, Residents
Assistant
Receive feedback from students
Residents
Assistant
Continue programming The S.T.A.A.R.T.
staff
Coordinator: Dr. Brumfield
Retention Committee Contact:: Angela Elzy & Todd Godlewski
September 1, 2003
September 15, 2003
Sept. 18-30, 2003
Oct. 1, 2003
Dec. 1, 2003
Spring 2004
Budget/Reallocation Plan:
Electra Guest Speakers for 3 @ 5,000 (A speaker will come in the Spring, Summer, and Fall. We will provide
food and door prizes)
Cultural Awareness @ 5,000 (To provide food, art and craft, music, poetry, plays, and diversity workshops)
Discussion Forum @ $0 (To provide speakers with information relating to AIDS/HIV which are the ULM
Counseling Center and CASS Center. Have guest speakers and students talk about the impact and quality of life
living with AIDS/HIV. Provide pamphlets, handouts, door prizes, and supplies that promote safe sex to students).
Advising Budget @ 3,000 (Conference and/or workshop)
Evaluation/Control:
Were the programs educational and interesting?
Were students’ responses positive or negative towards programming?
Were the requirements met for the increase in African-American programming?
What was the percentage of student sand staff attendance at the programs?
Were programs publicized enough?
What modifications need to be made next year for the programs to be productive?
Did the staff exceed their job requirements?

GOAL 5:
Increase retention of first-time Fall 2004
African-American students by another 2
percentage points.

GOAL 6:
Increase retention of Fall 2003
Sophomores by one percent from 68.9
percent to 69.9 percent.

ACTION PLAN
GOAL 6: Increase retention of Fall 2003 Sophomores by one percent from 68.9 percent to 69.9 percent.
KEY STRATEGY A: Enhance opportunities for campus involvement.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Continue to renovate the residential halls to make them more
attractive to students and encouraging students to live on
campus.
Actively promote the passing of the student referendum for the
Student Union Building (SUB) renovations.
Add ULM Student Organizations to the list of those to
communicate with regarding University programs and activities
in order to promote the student organizations’ participation in
ULM events in general. (E-mail Accounts required as of Spring
’03)
Review policies regarding student organizations, making
revisions that facilitate creating new student organizations.
Hire an experienced Coordinator of Greek Life and Leadership
in order to revive the Greek system on campus and create
cohesion, vision and direction amongst the Greek system on the
whole as well as develop student leadership.
Review Student Organization Advising Policies, streamlining in
order to make advising easier and more appealing to present and
potential advisors. Ensure that each advisor is a good match to
the student organization
Have all ULM student organizations participate in the
Organizational Fair during WOW
Promote cohesion among student organizations by bringing all
organization officers together in a council for
leadership/organizational development and to facilitate
communication. (SOS Program – Mandatory Participation)
Restore financial/Personnel resources to the entire division of
student affairs – hire Coordinator of Greek Life and Leadership
and Substance Abuse Counselor, fill vacant positions in order to
re-establish manpower needed to administer and implement
student affairs programming and make needed salary equity
adjustments in order to keep staff.
Dr. Bruno, Dr.
Brumfield, Pamela
Jackson & Mindy
Hollan
Duke Johnson and
Martha Upshaw
Duke Johnson and
Valerie Fields
Valerie Fields and
Duke Johnson
Dr. Brumfield,
Camile Currier,
Valerie Fields
Duke Johnson and
Valerie Fields
Lisa Miller and
Valerie Fields
Duke Johnson and
Josh Nichols
Dr. Brumfield and
Dr. Bruno
Completion Date
Ongoing
April 2003
Spring 2003
Spring 2003
Until Position is Filled
Summer 2003
August 2003
Begin Fall 2003
Fall 2003

Coordinator: Dr. Brumfield
Retention Committee Contact:: Adam Holland & Treina Landrum
Budget/Reallocation Plan:
Residence Hall Renovations Designed Amounts Unknown
Coordinator of Greek Life and Leadership: $30, 000
Substance Abuse Counselor: $30,000
Filling Established Vacant Positions: $70,000
Salary Equity Adjustments: $50,000
Evaluation/Control:
What renovations have been made to the Residence Halls?
Define the long term renovation plan for the Residence Halls.
Were the high student traffic areas on campus determined and were promotional material put in those areas?
Were student organization policies reviewed and revision made?
Were student organization advising policies reviewed and revised?
List the incentives created to encourage faculty to become student organization advisors.
List the promotions strategies used to promote the passing of the student referendum for the SUB renovations.
Did the referendum pass?
Were ULM Student Organizations placed on a contact list in order to promote participation in ULM activities
and events?
Was a student organization officers council created? How often do they meet? What is the meeeing format?
Were the Coordinator of Greek Life and Leadership and the Substance Abuse Counselor hired in the Division
of Student Affairs?
Were vacant positions filled and salary equity adjustments made for the staff in the Division of Student
Affairs?

ACTION PLAN
GOAL 6: Increase retention of all Fall 2003 sophomores by 1 percent from 68.9 percent to 69.9 percent.
KEY STRATEGY B: Institute a “recruit back program.”
Description/Explanation: At the present time, this effort is being conducted on a basic level by Recruitment
staff.
Steps
IMPLEMENTATION SCHEDULE/TIMETABLE
Responsibility Target Date /
Completion Date
Compile report of unregistered students Robin Evans Bi-Weekly
Generate email blast encouraging students to register before the
end of the semester
Robin Evans Bi-Weekly
Generate letter encouraging students to return and register Kevin Stuart & Monthly during
Mary Schmeer Summer 2003
Form a committee to investigate the feasibility of a phone bank Aimee Weems Begins July 1, 2003
manned by a student tele-counseling team.
Coordinator: Dr. Brumfield
Retention Committee Contact:: Lisa Miller, Director of Recruitment/Admissions
Budget/Reallocation Plan:
Postcard to unregistered (printing and postage) $4,500
Letter to unregistered (postage) $1,000
Phone Bank $1,000
Evaluation/Control:
Were emails generate to students who did not register? Were letters sent to students who did no register?
Was the committee formed to investigate the feasibility of a phone bank to encourage students to register? If
feasible, was the phone bank manned by student tele-counselors established?
Was a customer service center established for to assist students encountering registration road blocks?

ACTION PLAN
GOAL 6: Increase retention of all Fall 2003 sophomores by 1 percent from 68.9 percent to 69.9 percent.
KEY STRATEGY C: Provide opportunities for career exploration especially as it relates to students in preprofessional
majors.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Partner with the Monroe Chamber of Commerce for Job
Shadowing.
Provide outreach to area high schools through career counselor
interns.
Ray Watson February 25, 2003
Patti Porter Began Spring 2003
Identify first semester career exploration courses. Cynthia Bratton July 15, 2003
Market DISCOVER and career exploration opportunities. Patti Porter August 30, 2003
Develop and market internship sites available for various
majors.
Request that the Deans require students to attend pertinent
career days which are provided by Career Services
Develop and market Career Workshops offered at various
times/days throughout the semester where student can get help
with resumes, Interviewing skills, career exploration, etc.
Develop a continuing student Browse (for Spring 2004
implementation)
Develop a career-based class for 2nd semester.
Freshmen/sophomores to take to enhance job finding skills
Ann Smith and
Dir. of Career
Services
Dir. of Career
Services and
Deans
Dir. of Career
Services
Lisa Miller and
Dir. of Career
Services
Dir. of Career
Services
October 1, 2003
October 1, 2003
October 1, 2003
October 15, 2003
December 1, 2003

Coordinator: Dr. Brumfield
Retention Committee Contact:: Patti Porter
Budget/Reallocation Plan:
Travel Expenses (professional conferences) $5,000
Materials $3,000
Evaluation/Control:
Did Career Services partner with the Monroe Chamber of Commerce?
Were the first semester career exploration courses identified? What are they?
Did counselor interns visit area high schools to provide outreach and career exploration opportunities?
How are DISCOVER and other career exploration opportunities marketed on campus and in the community?
Did Career Services develop and market intern sites for ULM student in various majors?
Were students in various departments required to attend career days pertinent to their major?

GOAL 7:
Increase retention of Fall 2004
Sophomores by one percent.

ACTION PLAN
GOAL 7: Increase retention of all Fall 2004 sophomores by 1 percent.
KEY STRATEGY A: Target Sophomores for Leadership.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Investigate what other schools are doing. Cynthia Bratton
and Patti Porter
Determine what ULM organizations target upper classmen and
how do they recruit.
Form a Leadership Committee; suggestions:
Jeff Galle, Stacey Lamb, Lynn Williamson, Jean Cottingham,
Bill McConkey, George Roberts, Sharon Roach, Coordinator of
Career Services, Martha Upshaw, and Amie Weems.
Cynthia Bratton
and Valerie Fields
Cynthia Bratton
and Valerie Fields
April 30, 2003
June 30, 2003
July 31, 2003
Continue to utilize Teaching Assistants in FRYS. Patti Porter Fall 2003
Develop a syllabus and submit it to Dr. Richters for Sophomore,
Junior, and Senior Student Leadership Courses. Work with Lisa
Miller using Indian Tracker Model & Course.
Recognition of students to stand to identify classification at
convocation.
Faculty and staff recommend students to run for leadership
positions and create a list of leadership opportunities for
students, suggest English 102, Speech 118, Psychology 201, and
EDFN 201.
Coordinator: Drs. Brumfield & Richters
Retention Committee Contact:: Cynthia Bratton
Budget/Reallocation Plan:
Title III Funds Available – 2002-2003 - $17,500
2003-2004 - $36,500
Cynthia Bratton Fall 2003
Dr. Robertson August 25th , 2003.
Cynthia Bratton Spring 2004

Evaluation/Control:
Did the investigation of other programs occur? What was discovered?
Was the Leadership Committee formed?
Was a request sent to the US Department of Education to spend Title III funds differently than the original
Grant Application?
Were teaching assistant recruited, hired, and trained to assist FRYS?
Were other student leadership ideas identified & explored? Are faculty recommending students for leadership
position?
Did the recognition of students occur at convocation?

GOAL 8:
Increase retention of Fall 2002 nontraditional
students by 1 percent from the
six year average of 43.15 percent to 44.15
percent.

ACTION PLAN
GOAL 8: Increase the retention of Fall 2002 non-traditional students by 1 percent (from the six year average of
43.15 percent to 44.15 percent).
KEY STRATEGY A: Provide extended office hours for all essential student and academic services (directly
relates to Goal 1, Strategy A).
Description/Explanation: Approximately 40% of the ULM student body population is nontraditional students.
The strategy detailed here is to determine whether or not more evening courses and the introduction of more
weekend courses would help recruit new nontraditional students, as well as retain greater numbers of these
students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
A pilot of these services began for the month of April 2003 on
each Wednesday Evening from 4:30 – 6:30.
Ilana Wahlder April 2003
Coordinator: Dr. Brumfield (w/the Non-Traditional Recruiter)
Retention Committee Contact:: Dr. Brumfield
Budget/Reallocation Plan:
Major budget item would involve personnel time requirements.
Evaluation/Control:
Were the extended hours established?
How did students utilizing these services rate them for convenience? Services provided?

ACTION PLAN
GOAL 8: Increase the retention of Fall 2002 non-traditional students by 1 percent.
KEY STRATEGY B: Develop FRYS sections specifically for non-traditional students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Form nontraditional committees to determine needs of students. Ilana Wahlder April, 30, 2003
Determine course availability, days, times, and length of class. Ilana Wahlder April, 30, 2003
Design Syllabus for the nontraditional students FRYS. Ilana Wahlder and
Patti Porter
April, 30,2003
Recruit teaching assistants for nontraditional FRYS sections Patti Porter May 1, 2003
Provide nontraditional students with an orientation (Return to
Learn).
Offer two sections of FRYS 101 for nontraditional students for
Fall 2003.
Research validity of online or at different locations FRYS 101
for nontraditional students.
Increase the number of FRYS 101 sections available (for Fall
2004) if need is determined.
Pilot an on-line component for nontraditional students taking the
FRYS course during the FALL 2004 semester.
Lisa Miller June 28, 2003
Patti Porter and
Ilana Wahlder
Ilana Wahlder and
Patti Porter
August 1, 2003
March 1, 2004
Patti Porter Spring 2004
Ilana Wahlder and
Patti Porter
Fall 2004

Coordinator : Dr. Richters
Retention Committee Contact:: Patti Porter
Budget/Reallocation Plan:
Instructors Materials – Estimated at $250 per semester
Fall 2003 Costs - Instructors 2 @ $1000 = $2,000 & Teaching Assistants 2 @ $300 = $ 600
Fall 2004 Costs - Instructors 3 @ $1000 = $3,000 & Teaching Assistants 3 @ $300 = $ 900
Evaluation/Control:
Was a nontraditional FRYS committee formed to determine the needs of students including but not limited to
availability, days, times, and length of courses?
Was a syllabus and FRYS course designed to specifically meet the needs of ULM’s nontraditional students?
Were the planned sections offered during the Fall 2003 semester?
What research was conducted and what were the results of the research on the validity of offering an on-line
FRYS course for nontraditional students?

ACTION PLAN
GOAL 8: Increase the retention of Fall 2002 non-traditional students by 1 percent.
KEY STRATEGY C: Provide on-campus child/elder care for students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Expand childcare program for nontraditional students. Rene Jackson September 2003
Early Headstart (ages 0 – 3) grant with volunteers. Peggy Buffington
Finalize buildings and license stipulations. Peggy Buffington
Advertise openings for children of nontraditional students. Peggy Buffington
Distribute flyers with applications. Lisa Miller
List information on ULM website. Bowman
Media blitz on Early Headstart grant. Volunteers of
United Way,
FCSC Dept., etc.
Take applications and have an open house. Peggy Buffington
and Family &
Consumer
Sciences
Take applications in
March 2003 & open
house August 2003.

Coordinator: Dr. Bruno
Retention Committee Contact:: Dr. Jay Bulot
Budget/Reallocation Plan:
Advertising and flyers $2,000
Open House $ 500
Web Design $500 - $2000
License(s) Child Care - $25 appl fee & 25 – 250 annual fee based on number of children
Elder Care - $175 annual fee
Elder Care Needs Assessment: Approximately $1500-2000 will be needed to do a needs assessment study of
ULM students, faculty and staff as to do the actual need for elder care on or near ULM campus. Assessment
will either be done through either a mailed or telephone survey. Analysis of data will be conducted through the
Institute staff and dissemination of findings will take place during the spring/summer 2004.
Evaluation/Control:
Data on use broken down by faculty, staff, and students, versus current utilization before the expansion.

ACTION PLAN
GOAL 8: Increase the retention of Fall 2002 non-traditional students by 1 percent.
KEY STRATEGY D: Institute a “Return to Learn” orientation program.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Design a nontraditional orientation program on a Saturday. This
orientation should include a survey of non-traditional students
preferences for course offerings, services, and needs relating to
their role as a ULM student.
Partner with Family & Consumer Sciences to offer childcare
during the orientation
Gain approval from Dept. Heads, Deans, and Registrar to block
courses for nontraditional students.
Reserve course availability for FRYS, Math, English for a core
of incoming nontraditional students (090, 093, 101, 111; 3
sections with 10 seats).
Mathew Canales March 2003
Rene Jackson and
Jan Bowman
Ilana Wahlder and
Jan Bowman
Respective
College Deans to
Registrar
Expand the nontraditional course offerings. Dr. Richters
Written evaluation and retention of nontraditional students for
the following semester.
Mathew Canales
Explore offering on-line orientation. Mathew Canales
Coordinator: Drs. Brumfield & Richters
Retention Committee Contact: Dr. Jan Bowman
Budget/Reallocation Plan:
Title III Grant Funds Available 2002-2003 $10,100
2003-2004 $10,000
Evaluation/Control:
Was the program established?
How did the participants rate the program?
Data on newly enrolled non-traditional students.

ACTION PLAN
GOAL 8: Increase the retention of Fall 2002 non-traditional students by 1 percent.
KEY STRATEGY E: Investigate viability and cost requirements for more weekend and web-based courses in
specific areas/majors.
Description/Explanation: Approximately 40% of the ULM student body population is nontraditional students.
The strategy detailed here is to determine whether or not more evening courses and the introduction of more
weekend courses would help recruit new nontraditional students, as well as retain greater numbers of these
students.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Identify (by individual college) what % of current course
offerings are at night, the weekend, both night/weekend, and
“blended” courses (i.e., part in-class, part on-line).
Identify by course level (i.e., 1xxx, 2xxx, 3xxx, 4xxx, graduate).
Identify (by individual college) the status of existing and
planned web-based courses.
Identify specific 1xxx and 2xxx level courses within each
college that are required for multiple majors (i.e. English
101,102, Psyc 201, Math 111, etc.) Identify what % of these
courses are offered at night, on the weekend, night/weekend.
Based on above input, identify specific additional administrative
support (bookstore, technical support, Indian Bank, Wig
Wam/Cafes, child care, student advising) that would be
required for weekend courses.
Calculate additional costs associated with adding weekend
classes. These costs include utility, security, technology and
child care.
Identify potential personnel costs (adjunct faculty, staff
additions, technology support, reward/incentives – comp time,
OT, flex time, added benefits costs and added liability costs).
James Robertson
(with information
provided by 4
College Deans)
Bruce Walker
(obtain through
individual
college’s Tech
committee)
June 16, 2003
June 16, 2003
James Robertson June 16, 2003
Dr. Bruno Summer 2003
Dr. Bruno July 31, 2003
Dr. Richter July 31, 2003

Develop an overall master plan (night, weekend, night/weekend
and blended) of courses geared to nontraditional students.
Based on the outcomes of this assessment, develop a series of
recommendations and implementation steps / timetables
Dr. Richters &
Academic Deans
Dr. Richters
August 29, 2003
Market the master plan to nontraditional students Dr. Richters October 1, 2003
Implement master plan to nontraditional students Dr. Richters Spring, 2004
Coordinator: Dr. Richters
Retention Committee Contact:: Dr. Bruce Walker
Budget/Reallocation Plan:
Major budget item would involve personnel time requirements, if it is found that a weekend and/or web based
curriculum is feasible then there will be additional costs incurred (i.e., marketing and implementation costs).
Evaluation/Control:
Were all time lines met?
Was a full assessment within each college completed?
Is a weekend college a viable option for individual colleges and the university as a whole?
Is a web-based curriculum a viable option, and, if so, to what extent should web-based courses be used?

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY A: Develop a Fiscal Analysis of Retention/ Cost Benefit Analysis worksheet for faculty,
administrators, staff, students and other stakeholders.
Description/Explanation: Assign the individual based on their experience, knowledge, availability and
willingness to participate for this project. To produce a document that will clearly identify the costs and
benefits of retention based on a scale of 1%, 5%, and 10% increases and decreases in enrollment. The process
must be kept simple and evaluate only tuition and fee revenue. The document must be developed in a manner
that all audiences involved in student engagement can understand it.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Assign an individual from Business Affairs to develop a
cost/benefit analysis document
Perform research and data analysis of data available Controller
Create document to be issued with retention plan Controller
Allow document to be analyzed by a mock group of constituents Controller
Create final output document Controller
Evaluate and analyze on a semester basis the data to fiscally
measure the retention efforts of the University’s Retention Plan
Coordinator: Dr. Bruno
Retention Committee Contact:: Ralph Perri
Budget/Reallocation Plan:
No Dollars, but time will be required.
Evaluation:
Was the proper individual chosen?
Was a document created to meet the needs of all constituents?
Were the document and data available in a timely fashion?
VPBA May 1
Controller Oct 1
Did the VPBA and the controller meet on a semester basis to revaluate the process and data?

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY B: Conduct a cost-benefit analysis (economics impact study/report) of ULM on Monroe
(connected to Other Action Item A).
Description/Explanation: Assign the appropriate individual/department based on their experience,
knowledge, availability and willingness to participate for this project.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Develop survey materials concerning demographic
characteristics and consumer behavior (student leve l)
Develop survey materials concerning demographic
characteristics and consumer behavior, including rank/level,
household characteristics, community involvement, etc.
(faculty/staff level)
Develop survey materials concerning employment of ULM
graduates and students, % of business attributed to ULM,
perceived influences of ULM on site location decisions, use of
university facilities, satisfaction indicators about ULM and its
services. (community/business level)
Center for
Business and
Economic
Research/Dean of
College of
Business
Administration
CBER and Dean
of CoBA
CBER/Dean of
CoBA/VP for
Business Affairs
Jan – March 2003
Jan – March 2003
Jan – March 2003
Administer survey of student population CBER Late April 2003
Administer survey of faculty/staff population CBER Late April/Early May
2003
Administer survey of community/business population CBER Late April/Early May
2003

Collect data about/from the university itself, including: student
counts, staffing levels, dormitory use, ULM sponsored events,
financial aid, etc.
Compile/analyze survey data for student, faculty/staff, and
community populations
CBER/University
Planning and
Analysis/
Computing Center
and other
University
departments as
needed
April - June 2003
CBER June – August 2003
Create final output document CBER September 1, 2003
Final revisions and presentation of materials CBER October 1, 2003
Coordinator: Dr. Richters
Retention Committee Contact:: Robin Evans
Budget/Reallocation Plan:
Student Worker Budget $ 750 (to input data)
Graduate Assistants Budgets $1,000
Stipends - faculty who participate in the analysis/writing of documents $Donated (in load)
Printing and postage costs $ 500
Telephone costs $ negligible
Computer and software costs $ (CBER Absorbs – in load)
Programming time $ (CBER Absorbs – in load)
Evaluation/Control:
Were population samples appropriate for each group?
Was data collected in a timely fashion?
Was the data collected useful and relevant?
Was document created to meet the needs of all constituents?
Was the document and data available in a timely fashion?

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY C: Conclude the search for a Director of Retention.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Write a Job Description Brumfield November 2002
Run ads in Chronicle on-line, New Orleans Picayune, Baton
Rouge Morning Advocate.
Review Applicants Brumfield, Cofer,
and Hood
Brumfield November 2002 –
January 14, 2003
March 3, 2003
Letters to interviewer Brumfield March 17, 2003
Meet with retention committee to plan interviews Brumfield When Courtney Stryker
visits in March
Conduct interview Misc. Groups April 16 and 17, 2003
Offer Position Brumfield May 1, 2003
Director of Retention begins and will begin the process to hire
the secretary
Coordinator: Dr. Brumfield
Retention Committee Contact:: Dr. Wayne Brumfield
Budget/Reallocation Plan:
Salary Range – Director : $ 45,000 - $65,000
Secretary: $ 15,000 - $19,000
Evaluation/Control:
Was a Director hired?
Was a Secretary hired?
Brumfield June 1, 2003

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY D: Identify specific retention issues with student athletes.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Athletic Representation at Browse on Bayou. Courtney Joiner March 22, 2003
Conduct Exit Interviews Murphy May 2003 then On-
Going - Benchmark
these against a
developed baseline.
Increase Academic Advising Focus Bruce Hanks May 23, 2003
Hold a retention workshop for coaches Murphy and
Hanks
August 1, 2003
Create Attendance Commitment and Contract Murphy Begin Fall 2003
Institute Student Mentor Program Murphy Fall 2003
Encourage athletic involvement in learning communities for
social support
Todd Godlewski
& Mindy Hollan
Fall 2003
Enhance CHAMPS life-skills program Murphy Fall 2003
Develop first year seminar (FRYS 101) for athletes Murphy and
Flowers
Fall 2003
Enhance study skills workshop and tutoring Flowers Fall 2003
Create electronic attendance reporting system Carlos Funchess

Coordinator: Bruce Hanks & Tracie Murphy
Retention Committee Contact:: Dr. Dawn Hardin
Budget/Reallocation Plan:
Study skills workshop and tutoring $25,000
Academic Advising $ 3,500
CHAMPS Life Skills Programming and Conference $10,000
Browse on the Bayou $ 100
Coachs’ Retention Workshop $ 500
FRYS Instructors and Teaching Assistants $ 3,900
Evaluation/Control:
Conduct Exit Interviews to evaluate the objective value of the athletic focused retention efforts.
Did the Retention Rates, GPAs, and Graduation Rates of athletes increase?

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY E: Identify specific retention issues as they relate to special needs services/ADA
accommodations.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Review list of ADA issues on campus. Dr. Bruno April 1, 2003
Determine priority and begin addressing accessibility issues. Dr. Bruno June 30, 2003
Mandate that faculty include special needs information on
syllabi
Each semester report improvements on accessibility concerns to
students, faculty, and staff through various media.
Coordinator: Dr. Brumfield
Retention Committee Contact:: Patti Porter
Dr. Richters July 31, 2003
Dr. Bruno September 1, 2003
Budget/Reallocation Plan:
ADA Estimates:
The estimate of cost was provided by Brian Thorn, Interim Director of the Physical Plant. He used the
attached list of ADA issues on campus to compose cost based on needed changes, additions, and/or
renovations.
Elevators:
Garrett $150,000.00
Brown $200,000.00
Curb-cuts and sidewalks: $5,000.00
Handicap Parking Paint: $1,500.00
Restrooms: $250,000.00
Total: $606,500.00

Evaluation/Control:
Was there a meeting held between OT, Psychology, CODI, Karen Foster, and Dr. Brumfield?
Did each area at the meeting provide a brief explanation of services they can provide ULM students?
Were ADA accommodation issues prioritized and addressed?
Was there a mandate from Dr. Richters for all faculty to include services on the syllabus?
Has a report been generated to report on improvements made on campus.

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY F: Identify specific retention issues as they relate to academic and personal needs
accomodations.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Investigate what academic departments on other campuses do
regarding student assessments and services.
Initiate a meeting between CODI, OT, Pam Newman,
Psychology, Karen Foster, Cindy Fisher-West, Dr. Brumfield,
and Dr. Richters.
CODI, OT, Counseling, and Psychology provide a brief
explanation of services.
Mandate that faculty include special needs information on
syllabus.
Facilitate departmental meetings and/or TLRC presentations to
provide explanation of special needs services.
Karen Foster &
Patti Porter
July 7, 2003
Karen Foster July 31, 2003
Karen Foster July 31, 2003
Dr. Richters July 31, 2003
Karen Foster &
Rhonda Adams-
Jones
Fall 2003
Incorporate special needs services into the recruitment process Lisa Miller November 1, 2003
Annually attend nationally recognized professional development
conferences to enhance knowledge.
Karen Foster March 2004
Identify grant opportunities that support special needs. Karen Foster 2004
As special needs services expand, assess the need for more
personnel.
Dr. Brumfield and
Karen Foster
If determined the need for more personnel, hire and train them. Dr. Brumfield and
Karen Foster
March 31, 2004
June 30, 2004

Coordinator: Dr. Brumfield
Retention Committee Contact:: Patti Porter
Budget/Reallocation Plan:
Forms $ 500 (check w/Lisa Miller)
Conference $ 2,500 (annually)
Personnel $35,000 (salary, training, secretary, student workers, special needs counselor)
Assessments $ 3,000 (materials and training)
Evaluation/Control:
Was the LPC Board contacted regarding the assessments? What were the findings?
Did the meeting between the concerned parties occur? What were the findings? Recommendations?
Has Dr. Richters issued a mandate that all faculty include the special needs information of their syllabi?
Have any grant opportunities been identified?
Has Karen met with the departments to provide an explanation of special services?
Was Lisa able to use the special needs services as a recruitment incentive?
Did Karen attend any state or national conferences regarding special needs services?

GOAL: Other Action Items
ACTION PLAN
KEY STRATEGY G: Institute a Weekend of Welcome (WOW)
Description/Explanation: The creation of a WOW will promote engagement with new students, returning
students, parents, faculty, staff, and the community. A festival atmosphere will be created during WOW with
tents, music, food, and special activities located in the hub of campus.
IMPLEMENTATION SCHEDULE/TIMETABLE
Steps Responsibility Target Date /
Completion Date
Form a committee of staff, faculty, current students, and
community representatives to organize a series of activities for
new and returning students that creates a festival atmosphere
Conduct a follow-up meeting with committee representative to
determine which organization will be responsible for various
activities to be held during WOW week.
Lisa Miller May 23, 2003
Lisa Miller July 1
Promote the Week of Welcome to new students during PREP. Gloria Arnold,
Jennifer Ables,
and the PREP staff
Coordinate with local businesses to encourage them to promote
Welcoming everyone back to campus during this week through
advertisements. For example Johnny’s Pizza Welcomes ULM
students, parents, and faculty to Monroe for the Fall 2003
Semester.
Create mailings and posters to be distributed to new and current
students, faculty, and staff promoting the Week of Welcome.
Lisa Miller July 1
PREP Dates
Kevin Stuart July 1

Coordinator: Dr. Brumfield
Retention Committee Contact:: Lisa Miller, Director of Recruitment/Admissions
Budget/Reallocation Plan:
WOW T-shirts (1000 @ $3.00) $3,000
Postcard to students $700
Evaluation/Control:
Where the meeting held?
Did mailings and posters get distributed to participants?
Did the event occur? What was the general consensus on its success?

SUMMARY OF RESOURCE
REQUIREMENTS

Resource Requirements
Goal 1 Increase retention of all first-time Fall 2002 students from 58.7% to
59.7% percent.
Action Plan Anticipated Savings or
Increased Expenditures
A Enhance customer
service by extending hours.
B Communicating directly to
the President that Retention
is a priority.
C Design internal
communication system to
keep faculty and staff
informed.
D Develop internal marketing
campaign.
E Include faculty in retention
equation.
Accomplished through flextime.
Neutral
Explanation
For expanded extended
customer service.
Neutral Possible service for
promotion and tenure.
$10,000 To deliver the retention
message and support
the success of the
Retention Plan.
Neutral Evaluate faculty
attitudes toward
retention efforts.
Neutral
F Determine retention-friendly
faculty to enlist.
G Improve faculty morale. Neutral Dedication of time.
H Develop web page. Available Resources
Reallocated.
I Design a campus safety
campaign.
$550,745 The lighting and call box
are being installed. Bids
are being received for
the card access. The
seminars, AEDS,
training and digital
surveillance are needed
safety measures.
J Establish an academic Available Title III Funds:
advising committee and 2002-2003=$3,300
develop a comprehensive,
university-wide advising
plan.
2003-2004=$1,800
K Customer service training Funding thru CPTP
for all staff.
program at a cost of $4,150
for each two and a half day
cluster of training sessions.
L Form planning committee $4,000 start up
for Adopt-a-Campus
program.
$1,500 to replace signs,
tools, and bags
M Establish Early Alert
system.
Reallocation of time.

Goal 2 Increase retention of all first-time Fall 2003 students by six percent.
Action Plan Anticipated Savings or
Increased Expenditures
A Develop one-stop-shopping Recruiting & Admission
model for academic services. Planning =$180,000
Bookstore=$350,000 by
Campus Corner
Balance-$4,000,000
B Increase web-base services. License, Implementation &
Training= $87,070
C Strategies to encourage formal
and informal contact between
faculty and students.
Spirit Day on Bayou=$3,000
D Organize a parent/family
participatory/support program. Newsletter=$6,000
Promotional Items=$2,500
E Require all entering students
to take FRYS 101 in Fall
2003.
F Continue to expand Web
presence (registration,
advising, belling, etc.).
G Improve course availability. $20,000
H Implement the Supplemental
Instruction (SI) program for
selected “killer courses” by
Fall 2003.
I Design high-interest
residential living programs
and activities.
J
Identify dropout students by
observing behavior cues.
Faculty Cost=$25,000
($20,000 paid by Title III)
TA’s=$9,000 ($6,000 paid
by Title III).
Use existing budgetary
resources.
Fall 2003 - $22,848
Spring 2004 - $25,000
Area Coordinator=$24,000
Programming=$30,000
Improvements=$46,000
Time commitment from Dir.
Of Retention
Explanation
Goal 3 Increase retention of all first-time Fall 2004 students by another two
percent.

Goal 4 Increase retention of first-time African American, Fall 2003 students
from 60.1 percent to 61.1 percent
A
Action Plan Anticipated Savings
or Increased
Develop interests by
reinstating S.T.A.A.R.T
Expenditures
Guest
Speakers=$15,000
Cultural
Awareness=$5,000
Advising
Budget=$3,000
Explanation
Goal 5 Increase retention of first-time African American, Fall 2004 students
by another 2 percentage points.

Goal 6 Increase retention of Fall 2003 sophomores by 1 percent from 68.9
percent to 69.9 percent.
Action Plan Anticipated Savings
or Increased
Expenditures
A Enhance opportunities
for campus involvement. Coordinator=$30,000
Counselor=$30,000
Other
Positions=$70,000
Salary
B Institute a “recruit back
program”.
C Provide opportunities for
career exploration.
Adjustments=$50,000
Postcards=$4,500
Letters=$1,000
Phone Bank=$1,000
Travel
Expenses=$5,000
Materials=$3,000
Goal 7 Increase retention of Fall 2004 sophomores by 1 percent.
A Target Sophomores for
Leadership.
Action Plan Anticipated Savings
or Increased
Expenditures
Title III funds
available:
2002-2003=$17,500
2003-2004=$36,500
Explanation
Explanation

Goal 8 Increase the retention of Fall 2002 non-traditional students by 1
percent (from a six year unweighted average of 43.15% to 44.15%).
A Extend office hours. Personnel time
requirements.
B Develop FRYS sections These dollars are
specifically for nontraditional
students.
reflected in Goal 2 E.
C Provide on-campus
child/elder care for
students.
D Institute a “Return to
Learn” orientation
program.
E Investigate viability of
costs for weekend and
web-based courses.
Initial Expenses
$4500
Annual Licenses
$425
Title III funds
available
2002-2003=$10,100
2003-2004=$10,000
Time Reallocation
Syllabus and course
design to meet the
needs of nontraditional
students .

Other Action Items Action Plan Anticipated
Savings or
Increased
Expenditures
A Fiscal Analysis of Time Reallocation
Retention/Cost benefits.
B Cost-benefit analysis
(economic impact
study/report) of ULM on
Monroe.
C Conclude the search for a
Director of Retention.
D Identify specific retention
issues with student
athletes.
E Identify specific retention
issues as it relates to
special services.
F Identify specific retention
issues as they relate to
learning accommodations.
G Institute a Weekend of
Welcome (WOW).
$2250
Dir. $45 – 65,000
Sec. $15 – 19,000
$43,000
Explanation
$606,500 Needed changes, additions,
and renovations for
sidewalks, parking,
restrooms, and etc.
$41,000 Forms, Conferences,
Personnel, and
Assessments.
$3,700

APPENDICES

APPENDIX A
CASS’s Evaluation of ULM Retention
Efforts – Early Fall 2002

Evaluation of ULM Retention Efforts – Early Fall 2002
Communication Skills:
What we are doing?
As counselors, the CASS staff is in a unique position within the university setting to
recognize the importance of communication skills. Communication skills are often
addressed in individual sessions with students. As students are ready to declare a major,
they are encouraged to talk to faculty, department heads, and professionals in their
selected major and career area.
LUIO students are encouraged to talk to their professors regarding absences, poor grades,
accommodations, and other concerns or interests in a course.
In the FRYS course, the value of AI@ statements as well as effective communication skills
are taught. Through a Aspaghetti tower@ exercise, the role of non-verbal communication
and the importance of teamwork are experienced by the students. FRYS students are also
required to interview one of the instructors as a requirement of the class. Diversity is also
taught in a way that barriers to communication are addressed.
Several workshops, including Conflict Management, Relationships, Stress Management,
Gender and Communication issues are routinely offered through both the CASS Office
and the ULM Counseling Center.
In the CASS Office and CASS LRC communication skills are modeled by the staff,
graduate assistants, and student workers. Job descriptions include direct references to the
importance of communication with students. These behaviors are further modeled and
utilized through our e-mails to classes, ULM employees, and letters and telephone calls
to students. We do practice what we preach
The True Colors workshop, required for all FRYS students, is a communication tool
utilized in academic, professional, and business settings. The FRYS instructors and
CASS staff recognize the need for students to gain a broader understanding, not only of
their preferences in communication and motivation, but how to effectively
communication with and motivate others based on their preferred style.
Current Research/Information:
In Billings, Montana, at Blackfeet Community College, a retention model has been
developed that addresses the unique needs of American Indian students. Research at
Blackfeet has identified successful students as those who have a closely knit support
network. The College realizes that they must schedule Aas many events as possible that
will bring extended families onto campuses.@ Further, they recognize that families of
students need to be taught or informed about the demands of a post-secondary education,
and understand the time commitments. AFort Peck Community College has developed

campus-wide >search and rescue= teams to help identify high-risk students and work with
them before their problems become critical.
The main components of the Blackfeet retention model incorporate networking, cultural
activities, counseling, mentoring and teaching various life skills such as stress
management, problem-solving, parenting, and enhanced interpersonal communication.
Jefferson Community College in Kentucky has developed 63 ideas for faculty use in
dealing with retention/attrition. Faculty/Student Interaction include such basic ideas as
faculty learning each student=s name as quickly as possible and using the student=s name
in class; telling students by what name they prefer to be called; at the end of each class
period, asking one student to stay for a minute to chat (or compliment, tell you missed
him/her if absent, etc.); and asking students to stop by the faculty person=s office to pick
up returned quizzes, tests, themes, etc. These provide an opportunity to talk informally
with students, call students when they are absent, make appointments to discuss
attendance, make-up work, etc., get feedback from students about their perceptions about
faculty attitudes toward them, socialize as the faculty person=s style permits, conduct
personal interview with all students sometime during the semester, provide positive
reinforcement when possible, and give respectful answers to any questions they may ask,
listen intently to students= comments and opinions, be aware of differences between
students= classroom mistakes and their personal successes/failures, be honest about their
feelings, opinions, and attitudes toward students and toward the subject matter (don=t be
afraid to admit don=t know all answers; if student tells you something in confidence,
respect that confidence; avoid making value judgements about confidences), lend and
borrow some books with students (initiate process with AI=ve just read a great book on
_________@), give your telephone number and office location to students, at the first class
meeting pair up students and have them get acquainted and switch every five minutes,
and have students establish a buddy system for absences, work missed, assignments,
tutoring (exchange telephone numbers or pair them by majors or geographical proximity).
On the hcc.hawaii.edu website, Culturally Effective Communication is addressed as an
essential skills for all teachers. It is critically important that teachers be culturally
competent communicators, and for them to identify belief systems of both the students
and themselves to spot blocks to communication. Areas to be examined need to include:
ethnocentrism (my way is best), discrimination (differential treatment due to minority
status), stereotyping (generalizing about a person while ignoring differences), cultural
blindness (ignore differences and proceed as though they do not exist), and cultural
imposition (belief that everyone should conform to the majority).
What can we do?
While ULM does not have a large American Indian population, a model similar to the
Blackfeet retention model could be used to address the retention of African American
students.

Faculty/student interaction ideas from Jefferson Community College could be
encouraged by ULM Department Heads in an effort to help ULM students interact with
the ULM Faculty.
ULM has a diverse population, and using a model such as that on the hcc.hawaii.edu
website might help raise the awareness in both faculty and staff of the different needs,
styles, and beliefs of ULM=s diverse student population. On this same website a Do=s and
Don=ts of Inclusive Language is given. It includes General Strategies, Disabilities,
Gender-Neutral Language, Traditionally Exclusive Domains : Sports and Home Life,
Names and Titles, Salutations in Letters, Pronouns, and More Do=s and Don=ts. This
article alone lends itself to development into a workshop which could be attended by
faculty, staff, and students.
Peer Mentoring:
What we are doing?
As of now, there is not a formal Peer Mentoring program. The ULM President=s Student
Leadership Program Scholarship recipients should play a major role in the future of Peer
Mentoring at ULM.
The Teaching Assistants in FRYS serve as peer mentors in the classroom. In some cases
this role has been expanded outside the classroom, but not to a great extent.
Peer Tutors are used in the CASS LRC for Math Tutoring.
Current Research/Information:
In the workshop by Stuart Hunter and Jean Henscheid, some of the reasons given to
promote Peer Mentoring include student ownership of the university (community and
pride), enhanced communications between students, peers, and instructors, provides a
support system, develops students= leadership skills (rounds out a curriculum), and helps
Freshmen through transition issues by modeling successful behaviors.
The University of Wisconsin at Milwaukee has developed an effective Links Peer
Outreach and Mentoring Center that offers the opportunity for students to give their peers
support and guidance. Their focus is on retention and graduation of historically targeted
disadvantaged groups including African American, American Indian,
Chicano/Hispanic/Latino, Asian American, low income and first generation college
students. They offer three (3) credits to sophomore, junior and senior students who
become Links Peer Mentors.
In the APA Monitor, the key ingredients of effective peer mentoring programs at Sam
Houston State University and the University of South Florida are identified as:

!Hold a workshop on how to mentor - train mentors about their role and function as a
mentor, what to expect, how to communicate with mentees, how to keep the relationship
going and how to set boundaries.
!Match pairs on common points - pair according to similarities in research and career
interests, faculty advisers, regional and ethnic backgrounds, and gender.
!Announce pairs early - let them know who one another are during the summer.AThey
need to feel they know the person when they arrive on the doorstep.@
!Bring pairs together when classes start - plan a meeting, luncheon, or other social
event. Keep it informal.
!Encourage the relationship=s development - keep running roster of social events and
urge mentors and mentees to attend.
In the article Minority Student Retention and Academic Achievement in Community
Colleges from ERIC Digests at www.ed.gov/databases/ERIC_Digests/ed451859 , it states
that AMentors by providing career-related and psycholosocial assistance to their proteges,
provide the individualized attention students need in dealing with the everyday problems
they encounter in the college environment.@ The AMIGOS (Arranged Mentor for
Instructional Guidance and Organization (or Other) Support is discussed. This model
encourages matching protégés with mentors based on a careful assessment of both
proteges and mentors personality types. The pairs participate in problem-based activities,
training and information sessions about classes, assignments and other institutional
resources. They also participate in social activities within and outside the organization.
A positive relationship has been found between participation in the mentoring program
and persistence rates of minority students.
Twenty-nine (29) pages of Mentoring Programs in Higher Education have been
published by the National Education Association. Descriptions, Achievements and
Quirks as well as contact names, numbers and e-mail address are given for 34 university
programs.
Mid Michigan Community College began its peer mentoring program in Fall 1999. Peer
Mentors are described as successful second year students hired to help first year students
become acclimated to college life. The Peer Mentors provide program information and
academic advising during orientations and peak registration, and are available throughout
the each semester for outreach, to meet with students, and provide campus-wide
assistance within departments. This program recognizes that students constantly seek,
obtain, and act on information they receive from other students. Therefore, they feel it
makes sense to have informed mentors provide this information. The 1999-2000 pilot
project realized a 10.2% increase in student retention from Fall to Winter semesters.
During 2000-2001 the retention increased 12.5%.
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What can we do?
We might expand our teaching assistants duties by requiring them to be available as peer
mentors for one hour per week in a designated location. This is effectively used by many
schools. We suggest visits to either LA Tech, Mississippi State, or Auburn University to
observe their programs. If a visit is not possible, any of the models mentioned above or
a combination of them could be implemented at ULM..
Career Development:
What are we doing?
CASS has exceptional Career Development resources in personnel (staff, graduate
assistants and counseling interns), literature (books and AWhat Can I Do With a Major
In...@) and computer technology. These are effectively utilized in a variety of ways.
CASS counselors refer LUIO (undeclared) students to counseling interns in the LRC for
career assessment using the DISCOVER program. The results are then processed with
the students= CASS counselor. The FRYS courses for LUIO students utilize the
DISCOVER program as part of their class requirements and LUIO students results are
given to their assigned counselor. The DISCOVER program utilizes well established
theories of career counseling to relate interests, values and abilities to success in the work
of work.
In the college specific FRYS sections, the DISCOVER program is made available to
enhance college specific career exploration.
All FRYS students are required to attend a True Colors workshop. By learning more
about themselves and their preferred communication and motivation style, students can
incorporate this information in their career decision making process. CASS has several
copies of Follow Your True Colors to the Work You Love, for use in understanding True
Colors and the world of work.
The CASS staff has developed a seven-step process for career exploration and
implementation which is available to all ULM students. This program is staffed by
counseling interns.
The ULM Job Shadowing Program is available to LUIO students, however, committed
counselor interns need to be utilized to promote this program.
Current Research/Information:
The University of Minnesota believe that they enhance the educational process and
increase student retention through individual career testing, counseling, groups,
workshops, computer guidance systems (DISCOVER), internet resources, and
career/educational planning library.
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In The National Career Development Guidelines: Progress and Possibilities, Acareer
development is a lifelong process through which individuals learn about themselves in
relation to the world of work.@ In addition, the process needs to include: gaining skills to
explore occupational and educational opportunities, making decisions, and planning
careers. Measures of self-concept, interpersonal skills, nature of growth and change,
benefits of education and training, relationship between education and work, career
information skills, job seeking, obtaining, maintaining and changing skills, relationship of
work and societal needs and functions, decision making, understanding interrelationship
of life roles and changes in males and female roles, and career planning skills all
increased between .5 to 1.75 on a 3.0 point scale when the Guidelines are used with
students.
What can we do?
The seven-step model developed by the Career Task Force addresses most of these
issues. The model is ready to implement through committed counseling interns to staff
the services and students to utilize them.
Self-Esteem and Motivation Skills:
What are we doing?
CASS counselors can work with students on an individual, but brief counseling basis.
Self-esteem issues have been effectively addressed through a variety of techniques and
exercises including Self-Esteem Boosters and Busters, Positive Focus, Examination of
Strengths, Weaknesses & Perceptions, Examination of Distorted Thinking, Support
Swap, Ways to Increase Your Self-Esteem, Characteristics of Positive Self-Esteem, Who
Am I?, and Assertive Rights.
True Colors, LEAD and PAP assessments given in FRYS help students better understand
themselves and in turn help them recognize positive qualities about their preferred
communication, motivation, and learning methods.
Several of the SDTLA groups address various self-esteem and motivation issues.
At Louisiana Tech and other universities, faculty/student mentoring programs have been
effective for pairing students with faculty members who can help students understand
themselves and their motivations. Through the mentoring relationship, the student gets a
support system, observed successful behaviors, and better understand how their unique
characteristics can help them succeed in both life and work.
Current Research/Information:
There does not appear to be one magical formula to motivate learning. However,
important factors do include interest in the subject matter, perception of its usefulness,
general desire to achieve, self-confidence and self-esteem as well as patience and
persistence. Further, educators and students must realize that not all students are
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motivated by the same values, needs, desires, or wants. Some things which have been
identified to enhance self-motivation include:
!Give frequent, early, positive feedback that supports students= belief that they can do
well.
!Ensure opportunities for students= success by not assigning tasks that are either too easy
or too difficult.
!Help students find personal meaning and value in material.
!Create an atmosphere that is open and positive.
!Help students feel that they are valued members of a learning community.
What can we do?
Research shows that good teaching practices do more to counter student apathy than
special efforts to motivate students. Courses need to be well-organized and taught by
enthusiastic instructors who have a genuine interest in students and what they learn.
ULM faculty and instructors need to become aware of different learning styles and
accommodate such styles in their instruction. Tips from the article Motivating Students
in Tools for Teaching, include capitalizing on student=s existing needs, making students
active participants in learning, and asking students to analyze what make classes more or
less Amotivating.@
Instructional behaviors that motivate students include holding high, but realistic
expectations for students, helping students set achievable goals for themselves, telling
students what they need to do to succeed in courses, strengthening students= selfmotivation,
avoiding the creation of intense competition among students, and being
enthusiastic about the subjects being taught.
Structuring courses to motivate students can be accomplished by working through
students= strengths and interests, when possible, let students have some say in choosing
what will be studied, increasing the difficulty of the material as the semester progresses,
and varying the teaching method. Mastery rather than grades should be emphasized with
tests designed to encourage the learning. Avoid using grades as threats.
Students may be motivated by response to their work. Tips include: giving students
feedback as quickly as possible, rewarding success, introducing students to good work
done by their peers, being specific when giving negative feedback, avoiding demeaning
comments, and avoiding giving in to students= pleas for Athe answer@ problems.
To motivate reading, assign reading at least two sessions before it is discussed, assign
study questions and if possible have students turn-in brief notes on the day=s reading.
Other tips for instructors include asking students to write one-word journals or one-word
sentences to summarize a reading then have them write a page explaining or justifying
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their word choice, asking non-threatening questions about the reading, using class time as
a reading period, preparing exam questions on readings for which the class was
unprepared to discuss, and giving written assignments to those students who have not
done assigned readings.
Values Clarification Exercises:
What are we doing?
The CASS counselors have several values clarification exercises available to them. They
include Simon, Howe, and Kirshenbaum=s Values Clarification, the Value Wheel, and the
values assessment in DISCOVER.
Current Research/Information:
At Wheaton College in Norton, MA, on course is the Resident Hall Staff selection
process in Development Issues for College Students. Three main issues addressed in the
course are leadership style, values clarification and interpersonal skills.
Charles Lauter in Values as Verbs, originally published in the Fall 2000 issue of
Lawrence Today, and available at www.lawrence.edu/news/pubs/values , discusses
values education. He feels he is often more comfortable with values education than other
educators is because he sees it as a process not a product. This fits with the saying
AEducation is a journey, not a destination.@ Values education is not about indoctrinating
people with isms, but rather Ahelping them learn the process of valuing, a way to arrive at
and enact values, rather then the content of those vales.@ Values clarification is one
educational process in dealing with values. Everyone comes to a university setting with
values. Students are not blank slates and have had to choose from alternatives to reach a
particular belief or value. The process of values education typically will include learning
the following:
!To choose from alternative - educate self about the myriad of alternatives.
!To choose wisely - must know and understand consequences.
!To understand - must inquire, analyze and criticize then recognize that the belief is a
choice (to be embraced, prized and cherished).
!To be effective - must put values into action.
Kirshenbaum, Howard, 1992, A Comprehensive Model for Values Education and Moral
Education, Phi Delta Kappan: v73 n10, outlines the history of values education from the
1950s until the early 1990s. The 50s values education is characterized as inculcating and
modeling with a consensus about parents, religions, and society regarding values, and
morality. During the turbulent 1960s and 1970s new attitudes about human sexuality,
religion, career options, lifestyles, and personal values were common and APower to the
People@ was a popular slogan. Educators were now encouraged to help students Aclarify
their own values, learn higher levels of moral reasoning, and learn the skills of value
analysis.@ In the 1980s, views were Amore politically conservative, economically fearful,
and socially disintegrating@ The yuppies= generation of the 80s might be characterized as
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ALook-Out-for-Number-One.@ Some educators took traditional Judeo-Christian American
positions and taught AJust say no .@ Others began an approach which included
Ainculcation of values and morality and developed programs and curricula to help
students understand, internalize, and act on such traditional values as respect, caring,
friendship, and cooperation. Due to increasing problems with drug usage, disintegration
of the family, teen pregnancy, teen suicide, and other indication of social upheaval and
collapse, parents, educators, and community leaders once again began to look to schools
as a place for values and morals education. Kirshenbaum=s values clarification process
includes four elements or steps. They are a value-laden topic or moral issue, a question
or activity introduces by a teacher or group leader, an activity or discussion where the
teacher or group leader ensures that all viewpoints are treated with respect and the
encouragement that students employ an array of Avaluing processes@ or Avaluing skills@
while considering the topic.
What can we do?
Since time management and goal setting actually begin with values clarification, this is
probably an area which could be developed either as a workshop or for inclusion in
FRYS.
The www.mtsu.edu/~u101irm website has values clarification exercises such as
Conducting a Values Action, Conducting a Values Shuffle, A Person Should Be ....., and
many more that could be incorporated in the FRYS class (time permitting) or as a group
or workshop. At the website, values are defined, and steps to ethical decision making
model are given. These are brief and easy to understand and could easily be incorporated
at the beginning of the Time Management portion of FRYS.
Pre-Registration Procedures:
What are we doing?
Each summer, the CASS staff participates in both the PREP and POP Orientation
sessions by providing information about ULM, CASS, tutoring, and FRYS. Judging by
the response of students and parents, they do hear what we have to say and begin to
develop a relationship with the counselor to whom either they or their children will be
assigned. During this year’s PREP sessions, the CASS counselors were invited to
actively participate in the scheduling activities of PREP. During Late Registration, one
or two of the CASS staff speak at the PREP session.
CASS also participates in Browse on the Bayou and the Northern Lights Career Fair in
order to promote the CASS. CASS made a special effort at the Northern Lights Career
Fair to distribute information about the undeclared option and CASS services into the
hands on high school counselors.
Special admissions and concurrent students are LUIO and have the services of the CASS
office available to them.
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The CASS staff understands how overwhelming the process of admissions, transcript
requests, financial aid, immunization requirements, parking permits, student IDs as well
as the normal fears of entering the university setting can be to students. In the CASS we
make every effort to give students the contact information or directions they need without
robbing them of the accomplishment of successfully navigating the systems themselves.
Current Research/Information:
As part of St. Louis Community College=s Student Retention Plan a formal orientation
process is considered important for all students but especially for Aat risk@ students it is
critical to their success. A recommendation has been made that at the Florissant Valley
location of STLCC, an intrusive Aheadstart@ summer program is offered for Aat risk@
student. The program will be aimed at identifying potential academic problem areas, and
introduce students to the resources of the College. An orientation program has been
recommended for all students prior to the beginning of the fall semester and a smaller
version prior to the spring semester.
In Brawer, Florence (1996), Retention-Attrition in the1990s, ERIC Digest ED393510
characteristics of persisters and non-persisters were examined. In the intervention
strategies, orientation programs are discussed. Effective programs help students by
providing information essential to their academic socialization. This information should
include:
!Descriptions of college program offerings
!The college=s expectations for students
!Information about assistance and services for examining interests, values, and abilities
!Encouragement to establish working relationships with faculty
!Information about services that help with adjustment to college
!Financial Aid information
The Educational Planning and Advising Center at Chattanooga State Technical
Community College has great website at www.cstcc.cc.tn.us which gives tips for first
time students and displays frequently asked questions to the Educational Planning and
Advising Center.
The University of Texas-Austin has a seven week Aheadstart@ program to provide an
introduction to life and learning at the university. The program is a one-week orientation
to UT, then students enroll in six semester hours of regular college courses during the
second summer term prior to the fall semester for which they have been admitted to UT.
They also attend tutorial sessions and receive Asupplemental instruction to master
concepts of the academic courses while improving relevant study skills. Students are
assigned a peer counselor with who they are required to meet during the program.
Students also attend weekly workshops on a variety of topics relevant to academic
success, cultural enrichment, and social events.@ Students also have the opportunity to
participate in recreational activities and interact with other students, staff, and faculty.
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What can we do?
Possible inclusion of a motivational speaker during PREP and POP might be considered.
If the ULM orientation program does not include all of the elements discussed in the
Brawer article, these should also be considered for inclusion. For example, only the
LUIO students hear our presentation. Maybe this could be expanded to all students.
ULM could consider a Aheadstart@ type program for Aat risk@ students.
Goal Setting:
What are we doing?
The CASS counselors typically address goal setting in an informal manner by asking
students their reason for attending college.
While most students have a vague idea of why they are in school and know what they
want, they typically do not have the skills to set short-term, intermediate, and long-term
goals with plans for action. We have many exercises available including Your Goal from
One Day to One Year, Glenna=s Goal Book & Another Check Mark on the List (brief
readings), How to Create Success and Failure, 32 Day Commitment, SMART, One Step
at a Time, Quotes for Goal Setting, Goal (9 areas of you life), Goals - Realistic &
Measurable Student=s Goal (with strengths, outside forces and limitations), Goal Cards,
and sentence completion exercises.
Goal Setting is taught in each FRYS class.
A Goal Setting workshop was successfully presented in a prior semester and can be
offered.
Current Research/Information:
Oregon State University has a website about goal setting which uses the SMART method.
The begin by stating that you cannot meet your goals until you know what they are.
College student need to realize that until this point in their lives, many goals may have
been short term but now the decisions they will be making can affect the rest of their
lives. The website is www.orst.edu/fye/about_osu/setgoal.
The Educational Planning and Advising Center at Chattanooga State Technical
Community College has website at www.cstcc.cc.tn.us begins the list of student
responsibilities in the Advising Process with ATo develop and clarify values and goals.@
The Ohio Department of Education, Adult Basic and Literacy Education project
(//archon.educ.kent.edu/adminmanual/145-154) identify goal setting as a means of
fostering student retention. They feel Aestablishing learner goals should be an integral
part of the intake process.@ Further, they feel the goal setting process can foster student
retention by aligning Astudent end-of-program@ goals and learning objectives. AStudent
learning objectives must relate to the student=s purpose for enrolling in the program.@
AInstructors can motivate students to commit themselves to their goals by helping
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students understand the ways in which program completion will be both desirable and
rewarding.@ Other tips for mandatory career assessment, updating goals with teachers and
counseling as needed, effective support, quality instruction, and structural elements in a
student retention system are also given and briefly discussed.
What can we do?
This questions is on the Adult Learners Survey and we could include a goal section on
our intake form or have students write their goals. This could be incorporated on the
ULM admission form. Students do have the opportunity to do this if they take a FRYS
course and Goal Setting is taught as given in the Instructor=s manual.
Conflict Management:
What are we doing?
Conflict management is taught in several ways. It may be addressed in individual
sessions with a CASS counselor. In addition, there is a specific FRYS lesson plan for
conflict management. A Conflict Resolution Styles grid is used to teach about
accommodation, collaboration, avoidance, competition and compromise as styles. The
appropriateness and strengths and weaknesses of each are analyzed. Students may
complete How Do You Act in a Conflict for bonus credit and to better understand their
response to conflict.
Each semester a conflict management workshop is offered. This workshop is available to
all ULM students on a first come - first serve basis.
Current Research/Information:
For Administrative Conflict Management - According to Bill Waters in Making the
Case for Campus Mediation (originally published in The Fourth R, Vol. 55, Feb/March
1995) and now available at www.campus-adr.org/CR_Services_Cntr/makecase.html ,
colleges and universities are unique entities when compared to more Arational-purposive@
organizations (such as industry, government bureaus, and business firms). Universities
grapple with rarely having a single clearly articulated mission and thus suffer goal
ambiguity and thus higher degrees of uncertainty and conflict; are Apeople processing@
institutions and clients demand a choice in the decision-making processes; technology is
problematic because it must be holistic and adaptable to a wide range of individual needs;
as professional organizations, employees demand control over institutional decision
processes; and they are becoming increasingly vulnerable to external political, economic,
and demographic pressures which make internal decision making more difficult.
(paraphrased and quoted)
For administrative effectiveness, researchers Cameron & Whetton (1985) have outlined
eight tenets for effectiveness:
!Place emphasis on process and outcome;
!Have low fear of failure, and willingness to take risks;
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!Nurture the support of strategic constituencies;
!Do not immediately succumb to the tyranny of Alegitimate demands@;
!Leave a distinctive imprint;
!Error in favor of over-communication, especially in time of flux;
!Respect the power of organization cultures; and
!Preserve and highlight sources of opportunity at the institution.
The Student Satisfaction Argument:
Students are Athe primary >customer= on campus@ and Amediation can help maintain
student satisfaction@ by providing a point of view option. Mediation is important to
students because:
!Students don=t want to have to Aturn in@ or Abust@ others in order to address problems;
!Students appreciate services that can address both off-campus as well as on-campus
life, and they appreciate tangible support in resolving disputes.
!ASmall@ problems can get address, instead of falling through the bureaucratic cracks;
!Mediation can help prevent escalation and prolongation of conflict that disrupt their
social and academic life;
!Students enjoy and benefit from the learning opportunities provided through training as
a volunteer or intern at a center;
!Mediation provided students with a new way to approach each other and deal with
disputes. This can mean a second chance for friendships that might otherwise have been
lost due to the negative effects that conflicts can have on emerging relationships;
!Mediation provided another tool for dealing with conflicts with roommates and club
members from diverse backgrounds and lifestyles.
Madison Area Technical College offers conflict management services through staff who
remain objective and neutral in Aassisting members of the campus community to address
student-related conflicts. The primary goal is to facilitate >win-win= agreements, where
better communication and understanding among community members ultimately improve
relationships, increase retention, and promote academic success.@
(//matcmadison.edu/matc.studentresources/rights/conflict.shtm) The goals, authority and
jurisdiction, procedures, and appeals process are briefly discussed.
What can we do?
ULM could establish a campus mediation center. It could be staffed by peer mentors like
the teen court concept or students majoring in areas of business, government, criminal
justice, and communication could staff the center as part of their education training.
Test Taking Strategies:
What are we doing?
CASS approaches this area in several ways by providing interactive workshops,
presenting classroom workshops when invited, one-on-one interaction with CASS
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students, handout material and topics covered in the FRYS 101 class. The CASS
workshops are interactive and cover topics which specifically deal with all aspects of test
taking strategies. Beginning with note taking styles, better ways to study and test anxiety,
CASS workshops provide students with needed academic tools. Another way CASS
approaches this area is with its unique ability to provide one-on-one interaction with its
students. CASS also provides handouts on these topics which can e picked up in the
CASS office an CASS LRC. The FRYS 101 class is taught by the CASS counselors and
selected faculty and staff, and provides a more in-depth coverage on these topics along
with allowing the student to practice these strategies.
This effort is important in providing students with as many viable academic skills to meet
the new challenges college life will present. Most students have not been taught how to
study or take notes. Providing this critical information is not only practical because the
students need it but it also shows the university cares about its students.
Current Research/Information:
The trend in providing such services is a nationwide trend taking on by colleges and
universities alike.
http://appl003.lsu.edu/slas/cas.nsf/index, http://www.uga.edu/dae/timemanagment.htm
http://www.usc.edu/student-affairs/gateway/programs_services/DIRprograms.html
http://www.uvm.edu/~learnco/skills/index.html
What can we do?
Continue the excellent way in which CASS provides this service and look for new and
innovated ways to improve.
Staff Mentoring Programs:
What are we doing?
CASS uses FRYS 101 class to mentor students who volunteer to work with instructors in
a teaching role as they work with students in the class.
Current Research/Information:
Results show participants thought it was a good idea, and it should last the full year
matched on educational level. The study stated 84% of students would recommend the
mentoring program.
What can we do?
Tips for Creating a Successful Peer Mentoring Program
In creating a Peer Mentoring Program, wel need to consider the needs and personality of
our particular institution and its students. Here are a few tips from our experience:
Clarify your primary goals:
Do you want students to receive academic as well as personal help?
Who is your target audience?
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Think big, but start small.
Build support from others - students, administrators, faculty, staff, parents,
community members.
Express expectations clearly to the mentors, preferably in written form.
Collaborate with both the mentors and the target population to create a
successful program. If the program is to last, it will need the support and
energy of many.
Create opportunities for connection - friendships will develop more
naturally in a comfortable and social environment. Put your energy into
creating meaningful social opportunities to bring people together.
Focus on success, not re-mediation. Rather than targeting at-risk students, focus
on the benefits that mentoring holds for everyone. Every successful person had a
mentor at some point.
Partnering and Tie-Ins with Housing, Police, Etc.:
What are we doing?
CASS works closely with many entities throughout our campus, from task force
meetings, developing Early Alert measures, instrusive advising following notification of
student absences, developing a change of major form, and coordinating the dissemination
of fliers throughout campus dorms. The development of task forces allow members from
different campus entities, with various ideas, concerns to come together and propose
solutions. Below is a list of entities we have partnered with:
?Library Mathemmatics Dept.?
?Housing RA=s English Dept.?
?Student Development Student Life and Sororities?
?ULM Counseling Services Recreational Services?
?SGA President ULM Union Board?
?ULM 31ers Alumni Association ULM Faculty Senate?
?ULM Teaching and Learning Resource Center Intramurals and Greek ?
?Lien ULM Athletics?
From marketing one another to brain storming on better serving ULM students, working
together, works best.
What can we do?
Continue with our strong efforts to utilize the unique qualities each partner brings to the
table.
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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.
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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.
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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.
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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.
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What can we do?
Get other departments and individuals on campus to provide what CASS is now
providing.
Continuous Counseling and Advising:
What are we doing?
!Provide a student intake.
!Meet with students a minimum of twice a semester for advising and check up.
!Use an intake form with over 75 counseling issues that can be marked.
!Have an open-door policy on seeing students if available.
!Do brief counseling as needed for our undeclared students
!Use referrals to appropriate facilities if more intensive counseling is needed.
!Send absence letters to students during the semester.
!Send letters to students in academic jeopardy at semester end and congratulation letters
for good work.
!Provide a career intake form to evaluate student progress.
Current Research/Information:
At many colleges, advising is offered until 6 or 6:30 at night. This allows non-traditional
students time to get advised if they work or have children. At another college, they
provide transfer students with a transfer student checklist online. It is a handy
information sheet to allow transfer students to easily check the information they need.
The other information found was on a center that housed advising, counseling, testing,
etc. in one place.
What can we do?
Suggestions: We are doing all that is necessary in this area except that we take too much
time away from our students with meetings and added duties that are not our
responsibility. Our worry is that with our increased student loads and more and more
duties that we may lose sight of our ultimate goal....to give our students open door service
with times that are convenient for them. We could also compile a comprehensive
academic advising handbook and offer advising suggestions to faculty as invited to do so.
Extended hours for non-traditional students would show that we value them.
Discussions Regarding Personal Responsibility(Locus of Control) in dealing with
sexuality, substance abuse, suicide, divorce, rape, wellness, stress, and relationships:
What are we doing?
!All of the above subjects are addressed in our Freshman Year Seminar (FRYS 101).
!Workshops have been provided on alcohol, stress, and relationships.
!Referrals to the Activity Center for more in depth wellness information.
!Undeclared students tour the activity center in FRYS.
!The intake form that students complete before meeting with a counselor covers all of
these subjects as areas of concerns.
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!Referrals are made to appropriate places when issue is out of the CASS office=s scope
of practice.
!A suicide prevention plan was created to help if such a crisis should arise.
Current Research/Information?
At University of California at Berkeley they have a Parent=s Network with
recommendations for therapists, counseling, and support groups on their website with
links, names, and numbers.
Other colleges have singles groups for students and alumni to meet. Most, also offer
support groups for divorce (children of divorce and divorcees), and sexual assault
victims. Many colleges offered grief groups, substance abuse groups, eating disorders,
and men only groups, so these problems seem to be extremely common on campuses.
Medical services and dieticians were housed at many campuses together, under a
common heading of Awellness centers.@ Many colleges offer more medical services to
their students, like allergy shots and have extended hours.
What can we do?
These sections do not need to be skipped in our FRYS classes. We also address these
issues very well when our clients complete intake forms. We need more workshops and
seminars in these areas, and need to offer extra incentives for our students to participate.
We can partner with the Counseling Center and the Activity Center to provide these
services. These workshops should not be the major area of CASS unless it is on an
individual basis, not in a workshop. Having counseling, medical, and all other wellness
entities together at one place with longer service hours for student convenience, will
show a greater respect to our students to let them know these services are greatly needed
and we (the University) care about their needs.
Promoting Out-Of-Class Interaction:
What are we doing?
FRYS promotes out-of-class interaction in the following ways:
!Requires community service
!Requires interviewing an instructor
!Requires a campus event of student=s choice
!Requires True Colors activity
!Requires a campus scavenger hunt
!Encourages workshops, clubs, fraternities, and use of campus facilities.
Undeclared students are able to Ajob shadow@ at a variety of companies and offices to
promote increased awareness of his/her possible career.
Students that are undeclared are encouraged to talk to professors in the departments that
they are interested in changing their majors to.
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Current Research/Information:
Clemson University gives students information on how to interact with their instructors
on their website. It includes 10 Things You Should Never Say or Do To Your Instructor.
In Virginia, to aid with Dropouts, college students served as Acampus mentors@ to these at
risk students.
What can we do?
To make campus activities a requirement and a way to make extra points in our FRYS
class. This way the students would have a way to get extra points and hopefully become
interested in an outside activity. They would also get extra points for becoming a
member of a campus club.
Adult Learners (AL):
What are we doing?
Developing an Adult Learner section of FRYS to meet the populations’ special needs.
Giving adult learners a sense of belonging on campus by planning a ULM Adult Learner
Service Center. Developing services that meet the needs of adult learners. Continuing to
have an Adult Learner task force to discuss and enhance ALs on this campus. Conducting
surveys. Holding AL focus group to get more insight into the population.
Current Research/Information:
Some colleges provide degrees that can be completely obtained during the evening.
Many colleges realize the importance of the adult learner community and have created an
Adult Learner Center like Middle Tennessee University. The Center has coffee and
snacks, parking permits, emergency contact services, admissions information, financial
aid information, schedules, drop/add forms, child care, evening child care, housing,
community resources and information on changing records on themselves. They have
also implemented an organization for the support and advocacy of ALs. They call
themselves the OWLS, Organization for Older, Wiser Learners.
Many programs have a nontraditional student week with programming that would appeal
to the AL. Others have a handbook for nontraditional students to help them navigate the
college system.
What can we do?
We are hoping to develop an Adult Learner center. This would be a place for AL=s to
congregate, learn, and share. We can continue to write grants to fund the center. We can
also prepare a worksheet with statistic to circulate to provide more information on this
population. Then, we can ask faculty/staff how to better serve our ALs. Our suggestion
would be to get a buy in from Enrollment Services and Student Affairs. By this we
mean, that they would recognize this population as a growing one and an important one
on campus. We can accomplish this by giving statistics of how many students we have
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that would meet our criteria of an AL. The other step that could be taken would be to
have a club for ALs. This would be like other universities have done with the example
being OWLS (Older Wiser Learners). This has been successful at other universities and
would be an asset to this campus.
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APPENDIX B
ACADEMIC ADVISING MANUAL
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Academic Advising
Manual
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TABLE OF CONTENTS
I. Definition of Academic Advising
II. Academic Advising Responsibilities
III. Student Advising Responsibilities
IV. Academic Advising Steps
V. Advising Forms
VI. Academic Advising Tools
VII. Auditing
VIII. Course Load
IX. Career Services
X. Evening College Program
XI. Honors Degree
XII. International Students
XIII. General Education Requirements
XIV. Learning Resource Center
XV. Student Health Services
XVI. Students with Special Services
XVII. Athletics
XVIII. Undeclared Students
XIX. Curriculums
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I. Academic Advising Defined
Academic advising is a process through which advisors assist students in
developing life plans and career goals and in clarifying institutional
requirements, polices procedures, resources, and educational options. The
goal of all academic advising is assisting students to complete their
academic programs and graduate from ULM.
Academic Advising Purpose
Advising is a process that includes a collection of information, data, and a
distribution of facts regarding educational programs, courses, resources,
policies, procedures, and career options. There are several conditions that are
essential to good advising. The following is a list of five qualities:
*Quality of life issues- the advisor has a responsibility to attend to the
quality of the students experience in college.
*Models for students- the advisor should be a model for the student
especially in demonstrating behaviors that lead to self- responsibility and
self-directedness.
*Integrate Services and expertise - the advisor should seek to integrate
services and expertise of both academic and student affairs professionals.
*Utilize Resources - the advisor should seek and utilize as many campus
and community resources as possible.
*Continuous Process- academic advising is a continuous process with an
accumulation of personal contacts between advisor and student. These
contacts should have both direction and purpose.
II. Academic Advisor’s Responsibilities
? Academic interest in what you are doing.
? Academic Advising and assistance with course selection.
? Information on Career Planning.
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? Advisors should take a role in identifying students who are
working toward certain majors which may be inappropriate
(e.g., a student with low math test scores and poor math
preparation seeking a major in computer science or
engineering).
? Help students understand academic information which will
enable them to move into the major as efficiently and as
well prepared as possible. Academic information vital to
progress through a major includes:
? Degree requirements
? Course prerequisites
? Proper sequencing
? Advisors should be aware that students transferring to ULM
after the freshman year have as great a need for detailed
information as do freshmen.
? Advisors should also be aware of any special academic and
physical accommodations of students they advise.
III. Student Advising Responsibilities
? Learn your:
advisor’s name
office location,
location of Department, and
telephone number.
? Periodically stop by to inform your advisor about how you are
getting along. Two semester check-ins are required.
? Schedule and keep all appointments.
? If must cancel, call prior to the day of the appointment, and then
call to reschedule.
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? Be aware academic advising is mandatory each semester.
Students cannot register until they have been advised.
? Familiarize yourself with the ULM Catalog and Student Policy
Manual.
? Ask questions???. The only wrong question is the one you don’t
ask!
? Respond to all letters and telephone calls you receive.
? Attend class and complete course assignments. If not, expect
absence letters and a meeting with your advisor.
? Always check with Financial Aid before major schedule
changes, such as dropping a course, to know what progress is
needed to retain Financial Aid.
? Always check with Scholarships before major schedule
changes, such as dropping a course, students are
responsible to know what requirements needed to retain
Scholarship Aid.
? Familiarize yourself each semester with Drop and Resignation
Dates.
? Be receptive to services/suggestions.
? Maintain a correct address and telephone number at Registrar’s
Office. Students are responsible for all correspondence
mailed to the address on file in the Registrar’s Office.
? Career Planning
? Career Resources
? Academic Enhancement Resources
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IV. Academic Advising Steps
1. Intake - Students are asked to fill out an intake sheet that will be used
for the advisor to assist the student in determining a career path,
identify issues of concern, and to document services provided by
ULM.
2. Initial Visit - In the initial visit, the intake will be used as a guide to
develop a relationship with the student. The advisor will be asking
questions about the intake information. These may include, why a
career or degree was chosen, and how the student reached the
decision, what academic and employment experiences they have
enjoyed and what are their future goals. A typical visit will proceed
as follows:
? Walk the student through the class scheduling process.
? Provide the student with possible classes through the core
curriculum.
? Have the student put together a schedule.
? Inform the student of the advisee’s role and number of visits per
semester that the student should see the advisor.
? Emphasize to students that they need to respond to letters or
phone calls from the advisor to come in for a visit.
? ULM Support resources.
3. Semester check up - Students are notified either by a telephone call,
letter, or postcard that it is time for their semester check in. The visit
typically proceeds as follows:
? Students are asked the status of their classes, to discuss their
attendance as well as if they are enjoying their classes.
Students are asked to assign a letter grade to each of their classes.
? The advisor will ask about experiences socially and personally.
? If needed the advisor will: suggest exploring career options using
DISCOVER, for academic help recommend. Ex: Tutoring,
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academic workshops. If needed refer for personal issues. Ex:
Counseling centers.
4. Second semester visit – Students are notified either by a telephone
call, letter, or postcard for academic advising. The visit typically
proceeds as follows:
? Academic Advising of class scheduling should take into
consideration the students work schedule and/or outside of
schools responsibilities along with insuring classes scheduled
follow the desired degree plan chosen by the student.
? Students are asked the status of their classes, to discuss their
attendance as well as if they are enjoying their classes.
Students are asked to assign a letter grade to each of their classes.
? The advisor will ask about experiences socially and personally.
? If needed the advisor will: suggest exploring career options using
DISCOVER, for academic help recommend. Ex: Tutoring,
academic workshops. If needed refer for personal issues. Ex:
Counseling centers.
V. Advising Forms
? Intake form- Students are asked to fill out an intake sheet that
will be used for the advisor to better assist the student in
determining a career path and to document services provided
by ULM.
? Summary of Academic Visits- Advisors must record the date
and reason of every student visit on the Summary of
Academic Visits (e.g., 10/09/02- Semester Check- up).
? Check Sheet for Courses Completed and/or Degree Plan-
On this sheet, advisor records the courses student has
completed.
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? Advising Notes- It is used to document student schedule for
upcoming semester. It is completed during academic
advising (e.g., Schedule for Fall/02: English 101, BIO 102,
Aviation, 101 and Math 091).
? Graduate in four- It outlines how students may graduate in
four years time.
? Semester Check list- These check lists provides students with
a guide to follow which will aid them through each semester,
from important dates, academic preparations and campus
telephone numbers.
VI. Academic Advising Tools
1. Career Intake - Students are asked to fill out an intake sheet
that will be used by the advisor to better assist the student
in determining a career path and to document services
provided by ULM. This intake is diagnostic and prescriptive.
2. DISCOVER - A career exploration software program which
provides information to help people make important career
and educational decisions.
? Research-based assessments of career-relevant
interests, abilities, and job values help individuals
consider career options that are a good match for
them.
? DISCOVER's guidance process provides a way for
individuals to make good decisions in choosing a career
and creating an achievable plan.
? The system offers complete, current databases of
occupations, college majors, schools and training
institutions, financial aid/scholarships, and military
options.
? Users can also learn how to develop effective resumes,
cover letters, job applications, and good interviewing
skills.
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3. 7 Step Career Model – is a step by step process where students
make an appropriate decision about their future career
utilizing information about the world load, their unique
characteristics, and their choice of life. The steps include:
? Step 1 - intake,
? Step 2 - self-exploration,
? Step 3 - review of Resources,
? Step 4 - research information,
? Step 5 - hands-on
? Step 6 - selecting major
? Step 7 - career plan
4. University Catalog – provides complete information of ULM
activities such as:
? University Calendar
? Undergraduate Degrees and Certificates
? Financial Aid
? University Regulations
? Students Organizations and Activities
? Admission
? Graduate Studies and Research
? Degree Requirements
? Grade Policies
? Appeal Policies
? Faculty Credentials
? Adjunct Instructor Information
5. Degree Plans – provides course requirements for specific
degrees.
6. Class Schedules – provides students with:
? Course listings
? General information
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VII. Auditing Courses
? Telephone registration
? Financial information
? Exam schedules
? Test out dates & times
? A list of Department Heads & locations
Students may be admitted to regular classes for audit by meeting admission
requirements, receiving the approval of the appropriate academic dean, and
by paying an audit fee. An audit may not be changed to credit, or vice versa,
after registration closes. Students auditing courses will not receive credit,
nor will they be permitted to take a credit examination (departmental exams)
on worked audited. Credit hours for courses audited are figured in fee
assessment but not for certification of full-time status. Any student using fee
waiver cannot register for audit.
VIII. Course Load
Undergraduate students are classified full time if they schedule 12 or more
semester hours for credit (not including audits). However, during a regular
semester, a schedule of fifteen to nineteen semester hours is considered a
standard load. Academic deans, at their discretion, may allow the student to
schedule more than nineteen semester hours. No student will be permitted to
register for more than twenty-one semester hours.
During the twelve-week summer session, a schedule of six hours per sixweek
term is considered a normal load; however, students are classified fulltime
if they schedule (for credit) four or more semester hours. Maximum
load is seven semester hours a summer term; developmental students may
schedule eight semester hours if one five-hour developmental course is
scheduled along with a three semester hour course.
The credit hour load for student teachers registered for six or more hours of
student teaching is limited to twelve semester hours except as approved by
the Dean of the College of Education and Human Development.
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The University does not guarantee that during a given semester a student
will be able to schedule every class which he or she might be required to take
or wish to take.
NOTE: See the section on the Graduate School for regulations concerning
load for graduate students.
IX. Career Services
The primary purpose of the Office of Career Services is to provide students
with career planning consultation, assessment and advisement, opportunities
to participate in Career and Interview Days on campus, interviews with
potential employers, and assistance in determining appropriate career
choices.
The Office of Career Services, located in Harris Hall North, offers a
comprehensive program to assist students in making the transition from the
academic world to the world of work. For more information or answers to
questions concerning career services and testing at ULM, you may call 318-
342-5338 for Career Services.
The University of Louisiana at Monroe graduating seniors, graduate students
and alumni are entitled to the free services of the Department of Career
Services. Students should register at the beginning of their last year of
college by establishing a credentials folder. Establishing a folder will enable
the registrant to participate in on-campus recruiting activities and to utilize
the various services of the department.
A permanent credentials file containing a transcript of grades and personal
data is maintained on each registrant. This folder can be mailed to
prospective employers at the request of the student or the prospective
employer. (The Department of Career Services and Testing Center reserves
the right to limit the number of folders mailed for each student.)
Although the University can provide academic instruction appropriate for
many educational and career objectives, ultimately the student is responsible
for obtaining employment. Neither faculty members teaching classes,
faculty advisers, Career Services personnel, Counseling Center counselors,
nor other University personnel assisting students can assume responsibility
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for educational and career decisions, or for employment. The Department of
Career Services and Testing is Located in Harris Hall - North Wing.
X. Evening College Program
The Evening College Program provides the convenience of earning either an
associate’s, bachelor’s, or master’s degree by enrolling in evening classes
only. It is designed to provide the student the opportunity to earn a degree
by taking sequenced courses scheduled within a time frame for the
completion of a degree.
Degree offerings in the Evening College Program include: Associate degrees
in Day Care Management, General Studies, and Office Information Systems;
Bachelor degrees in General Business, Insurance, and General Studies;
Master degree in Business Administration, Criminal Justice, Education, and
Gerontology; and an Education Specialist in Curriculum and Instruction.
Contact the Continuing Education Office to schedule a convenient time to
meet with an advisor and the Admissions Office for admission information.
Please refer to the Admissions Enrollment Eligibility Policy section for
additional information.
XII. International Students
The University of Louisiana at Monroe has welcomed international students
for many years. The International Student Adviser, whose office is located
in the Welcome and Admissions Center, 3601 DeSiard Street, provides
information and assistance to international students regarding University
regulations, legal requirements, immigration concerns, financial matters, and
personal affairs. All international students are urged to visit an International
Student Adviser as soon as they arrive on campus and maintain contact with
that person during their stay at the University.
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Undergraduate international students must submit following application
materials before eligibility admission can be determined:
1. Application for admission with the application (NOTE:
Students may visit the ULM website at www.ulm.edu and
connect to the Admissions Office to complete and submit an
application electronically.).
2. Statement of financial backing
3. Proof of immunization
4. ACT scores (if available)
5. Official TOEFL (Test of English as a Foreign Language) score
of no less than 480 or 157 (computer based)
6. Complete and official transcripts of all college or university
work or documents showing completion of secondary education
college work has been attempted (a 2.2 GPA as determined by
Admissions office, using a 4.0 scale; for student athletes
must meet NCAA requirements for all undergraduate and
transfer students.).
International students whose native language is English and score is less
than 600 on the TOEFL will take an English proficiency test upon arrival on
campus. Enrollment in English as a second language (ESL) course is
required if an English language deficiency is determined. International
students may apply for exemption from the ULM English proficiency test if
the students have attended four academic years and graduated from a U.S.
regionally-accredited college or university, or have submitted an official
minimum TOEFL score of 600, or have submitted a satisfactory passing
score in English Language on the University of Cambridge/London G.C.E.
examination. International students who earn the minimum score on the
English proficiency test, who complete the ULM English as a prescribed
exemption requirements are not required to enroll in developmental courses
(except mathematics).
All above materials must be submitted before the following deadlines: When
applying for fall semester, July 1; for spring semester, November 1; for
summer sessions, April 1. Graduate students should apply well in advance
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of these deadlines since admission to graduate programs is a lengthy
process, and some programs have earlier application deadlines.
Group hospitalization insurance is mandatory for all international students.
Enrollment in the student group hospitalization insurance program is
mandatory at time of registration unless proof of comparable coverage by a
government sponsored agency is provided. Proof of comparable coverage
will be determined by the Director of Student Life.
UNIVERSITY HEALTH SERCIVE
XV. STUDENT HEALTH CENTER SERVICES POLICY
The Student Health Center provides emergency health care, consultation and
referral as an out-patient clinic for FULL TIME STUDENTS. The cost of
these services is included in the student activity fees. Limited Student
Health Center facilities also serve students whose illnesses do not require
specialized care. Routine medical care is provided without charge, but items
of major medial care, including major and minor surgery, fractures,
specialized treatment, x-rays, and continued medication, are the
responsibility of the students and their families. The Student Health Center
DOES NOT provide service to the faculty, staff, or families of students. The
Student Health Canter is a primary health care facility and DOES NOT
provide after care (secondary health care) pursuant to injuries or illnesses.
The University Physician may make referrals to local physicians for these
needs, but they are the responsibilities of the students and their families.
The Student Health center is staffed by full time professional nurses. The
University Physician maintains specified office hours and is on call for
emergencies. The call must be made by an administrative officer of the
University or the nurse on duty at the Student Health Center when the
emergency arises.
Presently, the Student Health Center is open from 7 a.m-7p.m. Monday
through Friday. The Student Health Center is closed on weekends and in
University holidays that include staff. The Physician’s office hours in the
fall and spring semesters are presently Monday, Tuesday, Wednesday and
Thursday from 12:00 Noon until 2:00 P.M. Physician’s hours are posted at
the Student Health Center each semester.
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The Student Health Center is located on Bayou Drive, adjacent to the “Foot
Bridge”, with the entrance on the Bayou side. Students are urged to avail
themselves of the Student Health Center services whenever necessary or
desirable. Students must present their I.D. card and are served on a “First
Come, First Served” basis except in cases of emergency. Each student must
see a nurse before a doctor’s appointment will be made.
The Student Health Center Staff is the final review and approval agency for
students’ Proof of Immunization Compliance Forms (Louisiana R.S. 17:170)
and for students’ off –campus housing requests based in significant medical
conditions. The Student Health Center staff will assist students in
transferring records to the proper form and referring students to complete
proper immunization.
XVI. Services for students with Special Needs
The University Counseling Center offers a number of opportunities to students
with special needs. Whether a physical limitation or a learning disability, the
center works with the student to eliminate or lessen these obstacles to their
education. Services of the Center include the provision of support to students
with permanent or temporary exceptionalities, individual counseling, assistance
with academic accommodation recommendations to students and faculty, in
addition to heightening the awareness of the issues associated with special
needs obstacles to name but a few. Housing accommodations as well as
designated parking for these students are facilitated by this and other
departments on campus.
Parking Procedures for Students with Special Needs
Students with special needs are provided accommodating parking on the
university campus. The student, upon documentation of the special need, is
assigned a Special Needs Parking Pass by the University Police Department.
Procedures to secure a Special Needs pass can be obtained at the University
Counseling Center.
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XVII. INTERCOLLEGIATE ATHLETICS
The University of Louisiana at Monroe sponsors intercollegiate programs for
both men and women. The men’s program sponsors nine sports: baseball,
basketball, cross country, football, golf, swimming, tennis indoor and outdoor
track. The woman’s program sponsors nine sports: basketball, cross country,
soccer, softball, swimming, tennis, indoor and outdoor track, and volleyball.
These sports are conducted in the National Collegiate Athletic Association’s
highest classification Division I. The University is a member is a member in
good standing of the NCAA, the major governing body of intercollegiate
athletics. All sports programs at ULM are conducted within the framework of
NCAA and Southland Conference regulations and restrictions concerning
student eligibility and other facets of the program.
Athletic scholarships are provided to outstanding men and women athletes in
each sport.
XVIII. UNDECLARED/INTERM OPTION
This is a convenient temporary option for:
1. Entering students who have not declared majors but who plan later to
change to degree-granting curricula. During their crucial early
semesters, these students should complete the following basic courses:
Grammar and Composition 101/102 (6 hrs.); History 111/112 or 201/202 (6
hrs.); Mathematics 111/112,116, or 118 (6 hrs.); Arts Elective (3 hrs.);
Health and Physical Education (2 hrs.); Social Sciences (3 hrs.);
Freshman Year Seminar (1 hr.).
2. Students who do not presently meet the requirements for admission to the
professional program of their choice.
3. High school students who participate in the Collegiate Program for Superior
High School Students or the Concurrent Admissions Program, and have not
declared a major.
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4. Students who do not wish to pursue a degree, but who wish to take more
than six hours a semester.
NOTE: Students enrolled in the Undeclared/Interim Option are urged to decide
upon and/or qualify for a degree-granting program at the earliest opportunity.
In any event, students who have accumulated forty-eight semester hours or
more in the Undeclared/Interim Option at the outset of an enrollment period
must select and transfer to degree-granting majors. Students receiving veterans’
benefits are subject to additional regulations. (See section on Veterans Affairs.)
Students involved in intercollegiate athletics are subject to additional
restrictions and are advised to consult with their counselors regarding these
rules.
ADMISSION OF THE UNDECLARED/INTERIM OPTION
The Undeclared/Interim Option is administered by the Dean of the College of
Arts and Sciences. While temporarily enrolled in this special non-degree
classification until they select and/or qualify for admission too a major, students
will be assigned a special advisor.
183

APPENDIX C
SCORE IN FOUR
184

Score
Four
185
In

186

Freshman Check List
First Semester
? Locate the ULM Policy Manual On-Line
? Familiarize yourself with the ULM Catalog which you should have received at
PREP
? Get a Tribe e-mail account (342-5015)
? Get your Student ID (SACS Office- 342-5002)
? Keep a current address on file with the Register Office (ADM 342-5262)
? Find you Class Locations
? Get a parking permit and a map of parking zones - Campus Police (342-5350)
? Know important Financial Aid Dates (ADM 342-5320)
? Know the requirements to keep Financial Aid or Scholarship
? Know Drop/Add Dates
? Join a Club/Organization - List found @ ULM Catalog pg. 65
? Attend Campus Events - See the ULM Calendar @ ulm.edu
? See your Academic Advisor for 2 nd week semester Check-In
? Week 4 attend CASS Introduction
? Mid-October - Look for Spring Schedule
? Make a tentative Spring Course Schedule
? See your Academic Advisor for Spring Advising
? Know when Spring Telephone Registration begins & ends
? Know when your Finals are scheduled
? Know when the Fall Semester ends
Second Semester
? Find your Class Locations
? Know important Financial Aid Dates - By April you will need to file for next
year’s aid
? Know Final Date for removing “I” grade
? See your Academic Advisor for 2 nd semester Check-In
? Know Drop/Add Dates
? Meet with Department Advising Group
? Mid-March - Look for Summer & Fall Schedule
? Make a tentative Summer & Fall Course Schedules - Make sure you are aware of
all prerequisites and course sequencing
? See your Academic Advisor for Summer and/or Fall Advising
? Know when Summer & Fall Telephone Registrations begin & end
? Know when your Finals are scheduled
? Have at least 30 hours towards your major for Sophomore status
? Know when the Spring Semester ends
? Consider Summer Employment that will help with considered careers
? Do you need a course during the Summer Term to stay “on-track” with your
degree goals?
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Sophomore Check List
Third Semester
? Keep a current address on file with the Register Office (ADM 342- 5262)
? Find you Class Locations
? Know important Financial Aid Dates (ADM 342-5320)
? See your Academic Advisor for semester check up
? 4 th week Organization Fair
? Informal talk sessions
? Know Final Date for removing “I” grade
? Know Drop/Add Dates
? Go visit Career Services - Initial Interview
? Mid-October - look for Spring Schedule
? Make a tentative Spring Course Schedule
? See your Academic Advisor for Spring Advising
? Attend Campus Events - See the ULM Calendar @ ulm.edu
? Know when Spring Telephone Registration begins & ends
? Know when your Finals are scheduled
? Know when the Fall Semester ends
Fourth Semester
? Find your Class Locations
? Know important Financial Aid Dates - By April you will need to file for next
year’s aid
? Know Final Date for removing “I” grade
? See your Academic Advisor for semester check up
? 4 th week Career Information day
? Know Drop/Add Dates
? Go visit Career Services - This is a good time to explore an Internship for
Summer and subsequent semesters
? Mid-March – Look for Summer & Fall Schedule
? Make tentative Summer & Fall Course Schedules - Make sure you are aware of
all prerequisites and course sequencing
? See your Academic Advisor for Summer and/or Fall advising
? Know when Summer & Fall telephone Registration begins & ends
? Know when your Finals are scheduled
? Have at least 60 hours towards your major for Junior status
? Know when the Spring Semester ends
? Consider Summer Employment that will help with considered careers
? Do you need a course during the Summer Term to stay “on-track” with your
degree goals?
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Junior Check List
Fifth Semester
? Keep a current address on file with the Register Office (ADM 342-5362)
? Find you Class Locations
? Know important Financial Aid Dates (ADM 342-5320)
? Know Final Date for removing “I” grade
? See your Academic Advisor for semester check up
? Know Drop/Add Dates
? Go to the Career Services - Continue looking for an Internship opportunities and
begin to explore Employment opportunities
? Attend Career and Interview Days
? Mid-October - Look for Spring Schedule
? Make a tentative Spring Course Schedule
? See your Academic Advisor for Spring Advising
? Attend Campus Events - See the ULM Calendar @ ulm.edu
? Know when Spring Telephone Registration begins & ends
? Know when your Finals are scheduled
? Know when the Fall Semester ends
Sixth Semester
? Find your Class Locations
? Know important Financial Aid Dates - By April you will need to file for next
year’s aid
? Know Final Date for removing “I” grade
? See your Academic Advisor for semester Check-In
? Know Drop/Add Dates
? Go to the Career Services- start working on your resume and job search
? Attend Career and Interview Days
? Mid-March - Look for Summer & Fall Schedule
? Make tentative Summer & Fall Course Schedules - Make sure you are aware of
all prerequisites and course sequencing
? See your Academic Advisor for Summer and/or Fall Advising
? Know when Summer & Fall Telephone Registration begins & ends
? Know when your Finals are scheduled
? Have at least 90 hours towards your major for Senior status
? Know when the Spring Semester ends
? Consider Summer Employment that will help with considered careers
? Do you need a course during the Summer Term to stay “on-track” with your
degree goals?
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Senior Check List
Seventh Semester
? Keep a current address on file with the Register Office (ADM 342-5262)
? Find you Class Locations
? Know important Financial Aid Dates (ADM 342-5320)
? See your Academic Advisor for semester Check-In
? Know Final Date for removing “I” grade
? Know Drop/Add Dates
? If Graduating order cap and gown and see your Department Head
? Attend Career and Interview Days
? Go to the Career Services- Narrow your list of potential jobs and begin scheduling
job interviews
? Mid-October - Look for Spring Schedule
? See your Academic Advisor - Make sure you have all your Degree requirements –
Advise for Spring if needed
? Attend Campus Events – See the ULM Calendar @ ulm.edu
? Know when Spring Telephone Registration begins & ends
? Know when your Finals are scheduled
? Know when the Fall Semester ends
Eighth Semester
? Find your Class Locations
? Know important Financial Aid Dates
? Know Final Date for removing “I” grade
? See your Academic Advisor semester Check-In
? Know Drop/Add Dates
? If Graduating order cap and gown and see your Department Head
? Attend Career and Interview Days
? Go to the Career Services - Schedule job interviews
? See your Academic Advisor - check on degree requirements – advise for Summer
and/or Fall if needed
? Know when your Finals are scheduled
? Know when the Spring Semester ends
190

APPENDIX D
EARLY ALERT
191

Early
Alert
192

Early Alert
The University is working to assist ULM students to be aware of
academic skills and lack of career planning which may be a
hindrance to their academic success. Through the CASS &
Career Services freshmen will meet briefly with a CASS
Academic and Career Counselor during the 4 th week of the
semester to discuss academic behaviors and receive the
appropriate tools and information that may enable them to
succeed academically.
The University is working to assist the faculty and staff to better
recognize and respond to Early Alert for academic difficulty that
ULM students may display. Faculty and staff are the frontline of
defense in helping students avoid the pitfalls that may arise for
our students. From student attendance to work assignments not
completed, the goal of this University is to recognize the early
warnings of a student in trouble and respond swiftly and
appropriately. In doing so, our goal is ULM students will be able
to avert academic and career stumbling blocks. A form is
currently being developed. A “draft” form follows.
In each discussion regarding Early Alert, the need for mid-term
grade reporting is stressed. The viability of mid-terms grades
has been greatly increased by use of Blackboard and the Telnet
Advising Screen 148, however some mechanism or notification
devise needs to be implemented which “drives” an advisor or
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counselor to these reporting devises, when an Early Alert has
been either enter by an instructor or low grades or certain
behaviors would indicate that an Early Alert intervention is
needed.
The Noel-Levitz College Student Inventory Form B has been
approved for use in the Freshman Year Seminiar (FRYS 101)
course beginning in the Fall 2003 semester.
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Early Alert
Please mark the appropriate boxes to indicate the instructor’s concern, see example John Doe.
Make any comments you feel may assist in helping intervene with the students identified.
Students Name
& SS#
Ex: John Doe
SS# 444-55-3333 (D)
1.
SS# ( )
2.
SS# ( )
3.
SS# ( )
4.
SS# ( )
Student’s Abse Incomplete Missed
College nt Assignments Exams
AS ? ?
Recommendation:
195
Grades No
Notes
A-See Instructor B- Tutoring C- See CASS Counselor D- Drop the Class
Student’s College
AS- Arts & Sciences BA- Business Administration ED- Education & Human Development
HS- Health Sciences SP- GOAL/SNAP GR- Graduate School
Comments

APPENDIX E
WEEK OF WELCOME &
FRESHMAN CONNECTION
PROGRAMS
196

Week of Welcome
Anticipated activities to occur during the first week of the Fall Semester
and as a part of the Week of Welcome – WOW might include:
Move in Weekend-Current students, faculty, and staff assist students
while moving into dorms.
Lemonade Party on the library terrace for parents and students to
meet faculty and staff.
Bar-b-que for students and parents to meet current students and
faculty/staff. This would also be a time for student organizations to
promote their programs.
Coordinate with the Campus Activities Board to host a Movies on the
Wall event for Monday night.
Coordinate with the Activity Center to create an Evening of
Recreational Games.
Coordinate with a student organization to create a Scavenger Hunt
which would have new students go to important places on campus
such as Financial Aid, Scholarships, the library, the natatorium, the
registrar, etc. This would be an effort to familiarize students with
offices that students need to access during the year.
Have all freshmen attend Convocation and then attend our annual
Grovestock event. Establish a tradition that helps all freshmen to feel
a sense of belonging to the university.
Have Canoe Races on the Bayou one afternoon to celebrate the
bayou.
Coordinate with the Student Govenment Association to host a
Concert.
Host a Faculty/Staff/Student Dinner in Schulze Cafeteria.
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Freshman Connection
These events should occur through the year as some type of Freshman
Connection
Program:
Coordinate a group trip to Richland Parish's Pickin & Ginnin
Festival
Coordinate a group to attend Monroe's Folklife Festival.
Organizing freshmen students to attend ballgames as a group.
Encourage students who live in other areas to become "hometown
recruiters" to recruit prospective students while they are home for
holidays and various other reasons.
Coordinate a service-learning project with our local schools as part
of the Adopt-A-School program.
Attend the Christmas Lighting Ceremony together.
Develop a program for the Spring Semester similar to the fall.
198

APPENDIX F
OTHER RETENTION
SUGGESTIONS FROM
NOEL-LEVITZ
199

Other suggestions from Noel-Levitz as provided in the
January 22 & 23 Retention Planning Workshop:
75 Possible Retention-Related Actions/Strategies
1. Review all promotional materials to ensure that they are
creating accurate pre-entry expectations of the institutions.
2. Develop well-designed campus visit experiences that
realistically portray the institution to prospective students.
3. Determine if admissions criteria are enrolling students who are
likely to be successful at the institution.
4. Clarify institutional expectations of students via contracts or
other methods.
5. Develop outreach programs to inform, encourage, and prepare
disadvantaged students for college.
6. Design an intake system that includes a seamless orientation,
assessment, advising, and registration.
7. Encourage college credit courses for secondary school students.
8. Administer a retention instrument to identify dropout-proneness
in new students.
9. Offer summer bridge programs for academically underprepared
students.
10. Conduct summer orientation programs.
11. Change emphasis of orientation program from providing
information to activities designed to build more interpersonal
affiliations and bonding to the institution.
12. Design and deliver orientation experiences for special groups of
students (e.g. adults, transfers, international, athletes, selected
majors, commuters, resident students).
13. Mandate pre-entry assessment and placement.
14. Offer developmental courses to improve academic skills.
15. Provide supplemental instruction for "killer courses."
16. Establish academic support services (e.g., learning center, math
lab, writing lab).
17. Provide tutorial services.
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18. Strengthen and offer a wide array of student extracurricular
activities.
19. Implement an extended orientation course (e.g., freshman year
experience).
20. Offer a student success course (e.g., Becoming a Master
Student).
21. Provide a credit life/career-planning course.
22. Design high interest residential living programs and activities.
23. Establish a faculty/staff-mentoring program.
24. Develop strategies that will encourage formal and informal
contact between faculty/staff and students.
25. Encourage cooperative and collaborative teaching/learning
strategies.
26. Provide incentives and rewards for faculty and staff involved in
retention-related initiatives.
27. Organize student-to-student interactions and groups (e.g. peer
discussion groups, peer advisors).
28. Increase participation in campus activities whenever possible.
29. Conduct student satisfaction surveys on a systematic basis.
30. Focus on the "gaps" between student expectations and
satisfaction of educational programs and services.
31. Conduct exit interviews to ascertain student reasons for leaving.
32. Provide personal counseling and referral services where
appropriate to students experiencing personal or social
adjustment problems.
33. Conduct special workshops on topics of interest to students
(e.g. stress, time management, substance abuse, study skills).
34. Purchase a computer guidance system (e.g., DISCOVER, SIGI
PLUS).
35. Offer an academic capstone experience for upper-class students.
36. Use telecounseling to contact students experiencing difficulty
or planning not to return.
37. Organize a parent participatory/support program.
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38. Pay attention to issues of diversity and the development of an
inclusive campus climate.
39. Assure that there are appropriate faculty/staff role models for
minority students.
40. Review availability and when and where classes are offered to
be sure student needs are being met.
41. Require that students on academic probation participate in a
"survival" program.
42. Communicate with students who are in good standing who fail
to enroll.
43. Enhance the physical plan and facilities particularly important
to students (e.g., residence halls, recreation, student center,
computer lab).
44. Identify students who may be dropout-prone by observing
"behavioral cues" (e.g., residence hall rooms, failing to apply
for housing, financial aid, pre-registration, requesting a
transcript).
45. Review all policies, procedures, and processes to ensure that
they are student-centered and student-friendly.
46. Develop planned weekend activities for resident students.
47. Systematically survey/interview all new students within the first
six weeks.
48. Establish appropriate student support groups (e.g., OWLS,
multi-cultural).
49. Assist students with short-term loans for financial needs (e.g.,
childcare, transportation, textbooks).
50. Create a position of student ombudsman.
51. Establish a position devoted to providing financial aid
counseling.
52. Conduct loan-counseling sessions.
53. Encourage students to participate in college work-study
54. Design an early monitoring and alert system that routinely
identifies students who are experiencing some type of
difficulty.
55. Track a cohort group and describe their enrollment
behaviors/status each term by selected student characteristics.
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56. Establish a centrally located integrated student success center to
better meet student needs.
57. Develop a plan to routinely evaluate the effectiveness of all
retention-related initiatives and programs.
58. Provide ongoing quality service training for all front-line
support staff and supervisors.
59. Establish an office devoted exclusively to the improvement of
the teaching/learning process.
60. Design an internal communication plan to keep faculty and staff
informed about issues and initiatives related to the quality of
student life and learning.
61. Appoint a retention coordinator.
62. Develop and communicate a clear service strategy at all levels
of the institution.
63. Develop or acquire the computer software to implement an
effective retention monitoring/tracking system.
64. Initiate an integrated freshman program.
65. Establish an academic advising center.
66. Implement a comprehensive ongoing advisor development
program.
67. Develop an institutional academic advising plan that includes
the components that are associated with successful delivery and
organization of advising services.
68. Design an evaluation program that will assess the effectiveness
of the institution's advising program, as well as individual
advisor.
69. Develop or purchase a computerized degree audit system.
70. Eliminate low demand courses and increase availability of high
demand courses.
71. If a student cannot enroll in a required course because it is
filled, the tuition for the course would be waived when the
student enrolls in a subsequent term.
72. Identify the student subgroups that have special needs and
design appropriate educational programs/services for these
special populations (e.g., honors, adults, academically
unprepared, students of color, transfers, international,
exploratory/undecided).
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73. Establish a permanent institution-wide quality of student life
and learning (retention) committee as a structure and forum for
the on-going coordination, development, and review of all
retention-related issues and initiatives.
74. Cross your fingers (Just kidding!)
Noel-Levitz National Center for Enrollment Management
204