TABLE OF CONTENTS OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT 2 · 2013-12-13 · TABLE OF CONTENTS OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT ... (remedial)

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TABLE OF CONTENTS

OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT........................ 2

Student Characteristics ................................................................................................................ 3

Faculty, Staff and Administration ............................................................................................... 3

Academic Programs and Accreditation ....................................................................................... 4

Funding and Support ................................................................................................................... 5

PART A: COMPREHENSIVE DEVELOPMENT PLAN ....................................................... 5

Comprehensive Analysis Resulting from Major Institutional Stakeholder Collaboration ......... 5

I. Strengths, Weaknesses and Significant Problems ................................................................... 8

II. Institutional Goals................................................................................................................. 12

III. Institutional Objectives ....................................................................................................... 12

PART B: ACTIVITY OBJECTIVES ...................................................................................... 15

II. Correlation of Activity Objectives to Stated Problems and Goals of the CDP .................... 19

PART C: IMPLEMENTATION STRATEGY ........................................................................ 21

PART D: KEY PERSONNEL ................................................................................................... 31

PART E: PROJECT MANAGEMENT PLAN ........................................................................ 36

PART F: EVALUATION PLAN ............................................................................................... 39

PART G: BUDGET JUSTIFICATION .................................................................................... 43

COMPETITIVE PREFERENCE PRIORITIES ..................................................................... 46

Increasing Postsecondary Success (CPP1) ................................................................................ 46

Improving Productivity (CPP2): ............................................................................................... 48

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OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT

Founded in 1894 as a teacher college, the University of Wisconsin-Stevens

Point (UWSP) is part of the 13-campus UW System and is located in the geographic center of

Wisconsin. UWSP draws over 50% of its students from

surrounding counties, whose economies have historically

relied on the paper industry, agriculture, and manufacturing.

While these industries have steadily declined, healthcare and

related industries have emerged as the future of economic

growth and sustainability due to increased demand for health

services in rural, northern Wisconsin communities.

Currently, the region is host to numerous medical facilities, clinics and will soon host a

regional, satellite campus for Medical Colleges of Wisconsin in partnership with UWSP. Given

current demographic trends which include an increase in an aged population in central and

northern Wisconsin, the need for health and wellness professionals will only grow more extreme.

The UWSP mission, vision and goals are appropriately defined to meet and sustain this

burgeoning economic shift.

Mission: Through the discovery and dissemination of knowledge, UWSP stimulates

intellectual growth, provides a liberal education, and prepares students for a diverse and

sustainable world.

Vision: The University of Wisconsin-Stevens Point will be recognized for its preparation

of students and development of citizens who will affect local, regional, and global affairs

and engage with the concerns of the world.

Select Goals and Responsibilities of UWSP are to:

Provide a broad foundation of liberal studies and selected degree programs in the fine arts, humanities, natural

sciences, and social sciences, imparting the heritage of human civilization, critical intelligence, and the skills

necessary for a lifetime of learning and upon which education in the professional fields may be built.

Provide quality undergraduate and graduate instruction through innovative methods using print and nonprint

library resources, computing, communication technology, and direct student assistance.

Stevens Point

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Expect scholarly activity, including research, scholarship and creative endeavors, that support its programs at

the associate and baccalaureate degree level, its selected graduate programs, and its special mission.

Student Characteristics

During the 2011-12 academic year, 9,098 students were enrolled at UWSP. Nearly three

out four UWSP students receive financial assistance. Of those students receiving federal

assistance, nearly half come from families

with very low estimated family

contributions. In addition to financial

hardship, UWSP students also struggle

with the lack of academic preparedness and

knowledge of college necessary in

navigation college expectations. 47% of

UWSP students are first-generation college

bound, arriving with little if any support system to successfully comprehend, adapt and persist in

college. Additionally, incoming UWSP students are not academically prepared to handle

college-level academics, particularly in mathematics where 8% test into remedial courses.

Faculty, Staff and Administration

UWSP employs 375 faculty members, 80% of whom hold terminal degrees. The average

class size at UWSP is 27 and the student to faculty ratio is 20:1, a statistic reflective of the

institutional commitment to quality education for its students. UWSP maintains the highest

percentage of undergraduate courses taught by full-time faculty in the entire UW System. To

further demonstrate this commitment to learning are the UWSP, National Survey of Student

Engagement (NSSE) scores. When compared to other UW comprehensive campuses, UWSP has

STUDENT DEMOGRAPHIC

CHARACTERISTICS

PERCENT

Students who receive some form of

financial aid (source: Director of Financial

Aid)

74%

Students receiving federal or state financial

aid (source: Director of Financial Aid)

65%

Pell-eligible students 34%

Students with family EFC < $5000 42%

First-generation students 47%

Incoming students testing into low

(remedial) math

8%

Students placed on academic probation and

suspension. 10.9%

Freshmen who start undeclared in major 20%

Student ACT scores <20 19%

Number of entering students waitlist admits 5%

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higher Student Faculty Interaction, Educational Experiences, and Active and Collaborative

Learning (NSSE, 2011).

The University of Wisconsin-Stevens Point is led by Chancellor Bernie Patterson and as

a member campus in the UW System the campus is governed by the Governor appointed Board

of Regents. UWSP has four primary administrative divisions: Academic Affairs, Student

Affairs, Advancement, and Business Affairs. Stakeholder-shared governance is conducted

through an elected Faculty Senate, Academic Staff Council, Student Government Association

and Classified Staff Committee, all of whom work closely with UWSP administration in

recommending policy, strategic planning initiatives which is accompanied by a prioritization of

our limited campus resources.

Academic Programs and Accreditation

The 117 programs of study at UWSP are

dispersed amongst four Colleges (Letters &

Science, Natural Resources, Fine Arts &

Communication, and Professional Studies) and

provide pathways to undergraduate degrees (B.S.,

B.A., B.F.A., B.M. (Music), and A.D.) as well as

graduate degrees (M.S., M.A., and Au.D.) UWSP

is accredited by the Higher Learning Commission

of the North Central Association of Colleges and Schools. Individual departments and programs

within UW-Stevens Point hold various professional accreditations including those listed in the

table to the right.

UWSP Program Accreditations ABET

American Chemical Society

American Speech, Language and Hearing

Association

Commission on Accreditation of Athletic Training

Education

Commission on Accreditation for Dietetics

Education of the American Dietetic Association

Council for Interior Design Accreditation

Council on Academic Accreditation in Audiology

and Speech-Language Pathology

National Accrediting Agency for Clinical

Laboratory Sciences

National Association of Schools of Art and Design

National Association of Schools of Dance

National Association of Schools of Music

National Association of Schools of Theatre

National Wellness Institute

Society of American Foresters

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Funding and Support

The UWSP annual budget is $214M, with less than 16% provided by the State. In

addition, UWSP receives $7M in federal and private grants and sponsored programs excluding

federal financial aid. UWSP endowment assets total $16M, a pale comparison to that of other

UW comprehensive campuses where endowments are nearly double; $29M at UW-Eau Claire

(UWSA, Office of Policy Analysis and Research, FY11). As such, UWSP has minimal financial

flexibility and is heavily reliant on tuition dollars as a main source of revenue. To further distress

the financial outlook for UWSP, the Wisconsin State Legislature’s Joint Finance Committee

voted on 5/23/13 to cut UW-System state funding by $65M and freeze tuition for two years

beginning July 1 (FY14), to reject the UWSP proposal for differential tuition, and deny any and

all campus requests for student segregated fee increases

(including that of UWSP). For the UWSP campus, the

compounding effect of enormous state funding

reductions and tuition freeze will require cuts to the

already distressed UWSP operational budget.

Despite this dire financial outlook, out-of-pocket

expenses for UWSP students are spared with our low

cost of attendance and biennial tuition freeze beginning

Fall 2013. UW campus resident, undergraduate cost of

attendance is outlined in the table to the right.

Part A: COMPREHENSIVE DEVELOPMENT PLAN

Comprehensive Analysis Resulting from Major Institutional Stakeholder Collaboration

The UW-Stevens Point campus community has been involved in extensive strategic

planning, implementation and growth during the past three years. These processes have included

2010-11 Resident Undergraduate

Cost of Attendance Institution Total

COA

Tuition

& Fees

Room &

Meals

Madison 17,389 9,665 7,724

Milwaukee 15,857 8,675 8,182

Stout 14,214 8,370 5,844

La Crosse 14,069 8,139 5,930

Eau Claire 13,774 7,827 5,947

Oshkosh 13,123 6,995 6,128

Parkside 13,122 6,960 6,192

Platteville 13,013 6,971 6,042

Stevens

Point

13,012 7,010 6,002

Green Bay 12,982 7,282 5,700

Superior 12,956 7,536 5,420

River Falls 12,848 7,133 5,915

Whitewater 12,596 7,042 5,554

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a complete revision to our General Education Program, significant assessment projects including

Higher Learning Commission accreditation activities, and campus-wide strategic planning.

The newly revised General Education Program (GEP) will be initiated in the fall of

2013. The GEP is steeped in the belief that a liberal education is essential to living in today’s

global society and incorporates high-impact programs and practices that lead to student success.

The GEP program includes a first year seminar for all freshmen, a senior capstone experience, an

interdisciplinary studies requirement, and an experiential learning component.

To assure successful implementation of our new GEP and other campus initiatives,

UWSP is engaged in a variety of internal assessment processes including training opportunities

offered by our accreditation agency, Higher Learning Commission, to strengthen our internal

academic assessment program. Every academic department has a comprehensive assessment

plan with learning outcomes and program and service units complete regular self-assessment

activities with campus stakeholder participation. Department and unit assessment reports are

shared through campus wide presentations. At UWSP, the assessment of student learning and

the transparent processes are a cornerstone of the campus strategic plan.

Beginning in the fall of 2010, the University of Wisconsin-Stevens Point embarked on an

open, inclusive, and collaborative strategic planning process designed to position the university for

the immediate future. The UWSP strategic plan is driven by the institution’s mission and guided by

its vision and goals. It is a plan that is based on a comprehensive analysis of the environment in

which the university operates; its place within the University of Wisconsin System; and its distinctive

relationship with the Central Wisconsin region.

The strategic planning process, chartered by the Chancellor and led by the Strategic Planning

Steering Committee, was unprecedented inasmuch as it attracted the participation of more than 200

faculty and staff members, students, alumni and community members who served on four task force

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committees. Included in the table below are the student-related institutional strategic goals and action

steps which have set a direction for UWSP’s immediate future and assessment of strategic elements.

The plan provides guidance to the entire university - across divisions, colleges, departments, and

units - to undertake tactical initiatives for the purpose of achieving strategic goals.

Strategic Goal Action Steps Goal 1:

Create a Culture of

Student Success

Foster timely degree completion

Reduce the achievement gap among all underrepresented groups

Provide comprehensive support services to enhance the quality of experiences for all

students

Promote the values of wellness to develop students’ emotional and physical well-being

in tandem with their intellectual growth

Promote students’ development of personal and professional integrity, and social and

civic responsibility

Goal 2:

Increase

Opportunities for

Learning

Articulate clear and measurable learning outcomes in all academic programs and

related student services areas

Implement the revised General Education program

Support a culture of continuous improvement through assessment of student learning,

programs and services

Expand opportunities for faculty/student interaction

Provide a range of high-impact and experiential learning opportunities

Support and expand faculty and staff professional development opportunities that focus

on teaching and learning

Upgrade teaching and learning technologies

An immediate result of the UWSP strategic planning process was an inter-divisional action

plan to identify resources to advance Goal 1: Create a culture of student success. UWSP leadership

recognized the natural fit between this goal and the intent of Title III’s Strengthening Institutions

Program to expand capacity for the improvement of academic quality, institutional management, and

fiscal stability. Analysis of UWSP’s strengths, weaknesses and significant problems associated with

these three areas follow.

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I. Strengths, Weaknesses and Significant Problems

Academic Program STRENGTHS

1. UWSP has a

strong tradition of

employing of high

impact practices

(HIPs).

22% of seniors report working with a faculty on a research project. UWSP celebrates

undergraduate research, scholarship and creative activities (URSCA) through college

symposia, art exhibitions, performances and support of UWSP student participation in

UW System symposia/events, regional meetings and conference presentations, and

national events including NCUR and Posters on the Hill.

In 2011-2012, over 18% of UWSP students participated in a Study Abroad program, one

of the highest in the UW-System.

Academic advising is required of every student prior to registration for the next term.

The new General Education Program contains various components considered high

impact practices including a First Year Seminar, Capstone course in the major,

Experiential Learning requirement, and Interdisciplinary studies.

The Supplemental Instruction pilot project was successful as demonstrated by Math 109

course GPAs increased 0.76 points for SI-participants as compared to non-SI

participants. However, due to recently announced legislative cuts to the UW System,

there are no funds to continue this pilot or expand its reach to high-need academic

programs including Bio160, Chem 105 & 106, and Math 109 & 111.

The MAPWorks pilot was successful in providing valuable information on at-risk issues

relating college transition. On-going assessment will better clarify the degree of its

effectiveness.

2. UWSP has

demonstrated

success programs

for first year

students.

In Fall of 2012, a retention study of UWSP First Year Program (FYP) participants found

the 85% first to second year retention rate was significantly higher than the 79.7% rate

for non-FYP participants.

UWSP FYPs include a living and learning community (Freshman Interest Group), a

residence based peer educator program (Academic Resource Coordinators), First Year

Seminar, intrusive advising program (Pointers on a Path), and the WI Covenant Program.

UWSP has extensive data illustrating the effectiveness of their Tutoring and Learning

Programs on persistence and success as well.

3. UWSP STEM

graduates are

successful and

persist to terminal

degree

completion.

UWSP maintains the highest number of graduates completing doctorates among the other

10 UW comprehensives. During the last 10 years, 270 UWSP graduates have earned

doctorates while the UW comprehensive university average was 141.

A high percentage of the doctorates completed by UWSP graduates were in STEM fields

(59%). This percentage is second only to UW-Platteville (61%), but higher than both

UW-Milwaukee and UW-Madison!

Most research doctorates were earned by UWSP graduates were in life sciences (n=117).

This accounts for 43% of all doctorates earned by UWSP alumni and 18% of all STEM

doctorates earned by alumni of UW comprehensive campuses.

Academic Program WEAKNESSES

1. Persistence

rates in STEM

courses are low.

High DFW rates (students withdrawing or receiving D or F letter grades) in STEM

gateway courses (introductory courses providing foundations to the major) include

introductory biology (25%), chemistry (22%), and math (29%).

Persistence STEM courses (those necessary in persisting with a STEM major course

sequence) with high DFW rates include biology (18%), chemistry (34%), and math

(28%) as compared to the average course DFW rate of 9%.

UWSP has no consistent, structured system to assist students in developing alternative

educational plans when they cannot persist in STEM fields.

2. Critical

Gateway STEM

courses are also

‘bottlenecks’ for

entry to STEM

majors.

STEM gateway courses with high DFW are bottlenecks: matriculation is inhibited when

students must retake courses results inhibiting space students entering STEM majors.

Of the courses offered at UWSP that typically overfill or run at over 100% capacity,

60% of them are STEM gateway courses which include introductory chemistry, biology,

physics, geology, and natural resources.

The average total credit-to-degree is 140 credits, one of the highest in the UW System.

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3. Undeclared

students lag in

retention and time

to graduation.

First to second year retention rates for undeclared first-time, full-time students average

4.2% lower than their counterparts who start at UWSP with a major.

The five-year average (2006-2011) shows that 75.1% of undeclared students were

retained in comparison with 79.3% of their declared counterparts.

Undeclared students are less committed to UWSP than their declared counterparts.

Results of the fall 2012 MAPWorks intrusive advising pilot found that undeclared

students were, on average, .42 points below declared students when describing their

commitment to the institution (on a 7-point scale).

43% of undeclared students at UWSP report being first generation college students.

4. Career

planning is not a

priority.

94% of UWSP first-year students list “preparing for a career/vocation” as a very

important reason why they attend college when less than 20% of the student body utilize

the Career Services Office in a given year.

26% of entering UWSP students are uncertain or have no idea with regard to career plans.

In 2011-12, only 17% of freshmen students had appointments in Career Services.

5. Students with

low academic

aptitude do not

succeed.

In the fall of 2012, 70.5 % of the students admitted to UWSP after being wait-listed were

retained to their second year. The campus average is 82%

In the fall of 2012, 24% of the students admitted to UWSP after being wait-listed were

suspended or on academic probation.

Fall 2007 Cohort had a 3% 4 year graduation rate as compared to 25% campus average

6. Current high-

impact retention

practices are

insufficient.

Wisconsin is phasing out the WI Covenant program which provides funding to low-

income, academically-at-risk students and no program is in place to replace it.

Supplemental Instruction and the intrusive advising program were both started as pilots

with one-time funding. Continued funding has not been identified.

Only 60% of the 2011 freshman cohort starting enrolled in a First Year Seminar program.

UWSP employs 4 career counselors which is low in comparison to staff sizes at

comparable UW campuses.

Institutional Management STRENGTHS

1. Visionary

administrative

leadership

Chancellor Bernie Patterson, appointed only two years ago, brought energy and vision to

the campus and a student-centered commitment to academic improvement.

Our newly appointed Provost, Dr. Greg Summers, is working collaboratively and

aggressively to lead and facility implementation of strategic initiatives.

The four college deans are committed to the collective effort of strengthening UWSP

academic and advising support services.

2. Prudent,

strategic decision-

making

In 2009, UWSP initiated the first step in development of a First Year Experience

Program with the first, First Year Seminar (FYS). As of Spring 2011, 1087 students have

participated in FYS Four years later, the UWSP Retention Task Force and recommended

and university leadership is committed to the fully-fledged First Year Experience

program to begin in the fall, 2013.

When presented with one-time funding through UW System Admin. (UWSA) in 2012, a

strategic decision was made to address bottleneck courses and to pilot Supplemental

Instruction and MAPWorks, an intrusive, early alert warning system for at-risk students.

3. UWSP created

an Enrollment

Management

Division.

Reporting to the Provost, the first UWSP Associate Vice Chancellor for Enrollment

Management was installed in August, 2012. The AVC overseas leadership and direction

of UWPS’s records and registration, admissions, and financial aid units.

With his expertise in Enterprise Resource Management (ERP) and Business Intelligence

Implementations, the new AVC for EM has initiated planning with the CIO for UWSP’s

first ERP and purchase of a new, commercial Student Information System (SIS).

The new AVC is also implementing a One Stop enrollment services model to improve

the quality of student service.

The new AVC has implemented use of the Ellucian Recruiter Relationship Management

system (CRM) to automate tracking of and communication with prospects and customize

marketing through contemporary phone, web, social networking and email transmissions.

Within months of his employment with UWSP, the new AVC for EM initiated the

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collaborative effort to develop an Enrollment Management Plan. This plan will

institutionalize retention and graduation goals. The EM Plan is near completion and will

be submitted to UWSP faculty governance in Fall 2013.

Institutional Management WEAKNESSES

1. Academic

support services

lack coordination

UWSP lacks sufficient and effective coordination of academic support services as

demonstrated by the 2012 Focus Group outcomes. Provided in narrative format, students

identified three main problems with access to services: 1. Not knowing where to retrieve

information regarding majors & minors; 2. Miscommunicated or conflicting information

provided by perceived ‘advisors’ regarding course selection; and 3. Difficulty accessing

support services due to lack of guidance, scheduling conflicts and fear.

The pilot of MAPWorks has given us rich data about our student experience at UWSP,

including the challenges they experience. Identifying the challenges students experience

is only part of the solution; we must have identified personnel to administer interventions

and reach out to students to address their needs.

2. Remedial and

skill-building

support courses

and programs are

lacking

Current policies permitting admittance of students with low ACT scores and or lower HS

GPA have lower retention (70.5%) and 4-year graduation rates (3%) and 6-year

graduation rates (43%). Regularly admitted students have a retention rate of 82%, a 4-

year graduation rate of 24% and 6-year graduation rate of 60%.

Only 1 remedial math course; no remedial/ developmental English or writing courses.

UWSP does not have an established conditional admission program.

UWSP does not have an established program to provide at-risk students with skill-

building in the areas of time-management, study skills, navigating financial aid,

navigating academic probation, and intrusive advising.

3. Lack of training

and support for

faculty

development.

Due to reductions in State funding, UWSP was forced to make extreme operational cuts

and eliminated its Center for Academic Excellence and Student Engagement, the entity

supporting faculty & staff development.

In the last several years, there have been only three assessment workshops, two teaching

workshops and two Teaching and Learning Conferences (annual event).

In a recent Teaching and Learning survey, 36% of faculty and staff responses stated the

need for more trainings and conferences.

Results of the Spring 2013 external assessment of UWSP academic advising (by the

National Academic Advising Association Consulting Group) revealed a lack of

professional training for UWSP academic advising personnel and recommended that

UWSP create a comprehensive, on-going training program for advisor development.

4. More graduates

are needed to

meet regional

workforce

demands.

The local economy is currently dominated by professional and technical jobs requiring

bachelor’s degrees; the future economy will require even more.

Wisconsin ranks 27th

among the states in percentage of population over 25 with BA/BS

degrees and with the demand for healthcare and related services in northern and central

Wisconsin, the need for graduates in STEM fields is imperative.

Fiscal Stability STRENGTHS 1. Effective Fiscal

Leadership While state support for UW campuses has steadily declined, UWSP leadership has

prudently planned for such reductions and managed to remain solvent and maintain a

budget structure that supports those costs necessary to support quality instruction and

student achievement.

UWSP spends 5.1% of its budget on administration; nationally, regional comprehensive

universities spend 6.53%.

2. Demonstrated

fiscal

accountability

with extramural

funds

UWSP has a long and successful history maintaining fiscal responsibility with

extramural funds. To date, UWSP has not been cited for fiscal compliance violations on

any extramurally-funded projects.

On average, the campus brings in $7M in extramural funds.

UWSP grants accounting maintains frequent and effective communication with project

principal investigators and submits timely and accurate fiscal performance reports

according to funder policy. All sponsored project PIs are required to participate in post-

award kick-off conferences with the UWSP grants accountant, submit annual budgets,

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and provide agency approval for budget changes as required by funder policy.

3. UWSP is

pursuing all

funding streams.

In addition to this grant proposal, key strategic task forces have developed and submitted

proposals to various funding agencies and grant programs including Dept. Ed. CCAMPIS

and the UW System Administration’s Growth Agenda Grant Program.

A UW System grant provided the funds to create a pilot intrusive advising program that

improved retention and decreased rates of academic probation.

4. Differential

tuition request Working in concert in 2011, UWSP administration, faculty and students planned, created

and approved an institutional request for differential tuition which met with approval by

the Student Government Association (SGA), Faculty Senate, Chancellor, UW System

President and the UW Board of Regents. UWSP may not institute differential tuition

though approved by UW System Administration, the UW Board of Regents, and

UWSP’s own Student Government Association (SGA).

During the 2012-13 academic year, SGA representatives met with 14 State legislators to

request the UWSP differential tuition request be included in the next biennial budget.

Fiscal Stability WEAKNESSES 1. UWSP has

experienced a

significant

decrease in state

support during

the past 10 years.

The portion of UWSP tuition the state supports has decreased 20% percentage points in

only 10 years. 36% in 2002-03 to 16% in 2012-13.

UWSP has had to return funds to remediate state deficits 7 of the last 10 years.

As a result of the decline in state support, tuition revenue is increasingly relied upon to

sustain fundamental operating costs. However, tuition revenue is legislatively controlled

preventing its universities from raising tuition to offset cuts in state allocations.

Wisconsin requires a 25-50% local contribution for new construction.

The May 23, 2013 vote of the Wisconsin Joint Finance Committee included $65M cut

the UW System budget and rejection of the UWSP request for differential tuition and

increased student segregated fees. Differential tuition is an additional segregated fee

charged above the regular or base tuition rate.

2. UWSP has

significantly lower

tuition revenue

per student FTE

as compared to

other UW System

universities.

In FY12, UWSP tuition revenue was $3.9M below the average of the four similarly sized

UW comprehensive institutions including UW-Eau Claire, Whitewater, Oshkosh and La

Crosse. By FY14, the disparity will grow to $5.6 million.

UWSP generates no differential tuition revenue. In FY12, UWSP lagged $1.2 to $10.6M

behind the four comparison campuses. By FY14, the gap will grow to $12M or higher.

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II. Institutional Goals

III. Institutional Objectives

UWSP recently completed a campus wide strategic planning process. Out of that process

core themes and goals were identified to guide the campus’ future planning and decision-making.

Most pertinent to this Title III proposal is the core theme: Build a Culture of Success and the

UWSP goal of increasing retention by 0.5% over the next five years. The university estimates a

$1.5M increase in tuition revenue by Year 5 if this retention goal is met. It is also estimated that

the retention increase would improve the 4 year graduation rate. The UWSP Title III proposed

project will address this theme and goal through action steps to build and strengthen the

academic support service environment on which student success relies.

UW-Stevens Point Institutional Goals & Objectives

Related to the Title III Project: Strengthening Academic Success

Academic Program goal:

Improve academic success for students through

coordinated high-impact academic support

services.

Institutional Management goal:

Improve organizational efficiencies to support

coordination of key academic support services.

Fiscal Stability goal:

Generate tuition revenue to reinvest in high-

impact retention services and degree

completion programs.

Objectives:

1. Retention Objective:

Increase first to second year retention of

first-time, full-time freshman 0.5% each

year of the 5-year project period.

2. Graduation Objective:

Increase the 4-year graduation rate by 3%

by the conclusion of project year five.

Retention of students is a key component to university operations and while the strategy

to generate tuition revenue from retention rate increases is sound, the fiscal realities facing our

campus during the next biennium will prevent our ability to implement necessary retention

initiatives. Therefore the campus must seek other funding sources to bridge the gap.

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This proposal requests those funds to continue and increase retention program capacity as

well coordinate program enrollment and provide a tailor made prescription for student success

UWSP has several populations of students at a high risk for failure in their first year and

not matriculating towards graduation. For these students, there is an enormous need for

seamless, comprehensive academic support intervention. For the purposes of this proposal,

UWSP identifies at-risk populations to include, low-income, first generation students, under-

represented minority (URM) students, or students with academic needs as demonstrated by

undeclared majors, low ACT scores, and probationary status.

The Pell Institution Report recommends that institutions focus on the special

characteristics and circumstances of low-income and high risk students when developing and

implementing retention policies and practices (The Pell Institute, 2011). This ensures that the

needs of these are addressed. Furthermore, the literature suggests that services designed for

special populations are oftentimes effective for the general population. (The Pell Institute, 2011,

p. 7). The tables below depict the performance gaps of first to second year retention rates and 6

year graduation rates of the at risk populations at UWSP.

UW-Stevens Point Entering Full Time Freshmen

2nd

Year Retention & 6-Year Graduation Rates

2009 Fall Cohort

Retention

Performance Gap

Graduation

Performance Gap

URM -6.8% -7.3%

Non-URM

Pell Recipients -1.3% -3.0%

Non-Pell

First Generation -6.2% na

Non-First Gen

ACT <20 -8.3% -7.9%

ACT > 20

HS Rank < 50 -9.9% -15.0%

HS Rank > 50

Undecided Major -7.9% -5.5%

Decided Major

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IV. Plan for Institutionalization of Project Improvements

The proposed Title III Project: Strengthening Academic Success will be sustained beyond

the scope of the requested funding. The monies we are requesting are intended to provide start-

up or bridge funding for the effort. The plan for institutionalization and sustaining the project is

straightforward and sound. Retention increases as a result of the project’s implementation will

generate tuition revenue that in

turn will be utilized to support

the project beyond the 5-year

grant request. Shown in the

graph below, 0.5% retention

improvements will yield

significant gains in tuition

revenue, over $700K in year 5 of

the project. We have confidence in this project and the results it will produce and for good

reason. We invest our resources wisely. Two of the proposed project high-impact activities were

piloted at UWSP during 2012-13 (through one-time state funds) and were highly successful, as

demonstrated in the Comprehensive Development Plan. As mentioned, strategic planning

processes clarified target areas of improvement and assessed the high-impact services and

programs proven to address academic success.

The programs that UWSP identified as having the potential for greatest impact and also supported

in the literature as best practices, were intrusive/peer advising program and Supplemental Instruction

program. These programs address academic barriers and are especially effective in assisting at-risk

populations. First, the programs are free to all students. Low-income students often are left to their own

$70,942

$141,885

$307,416

$472,948

$733,069

$0 $200,000 $400,000 $600,000 $800,000

Year 1 (82.5%)

Year 1 (83.0%)

Year 3 (83.5%)

Year 4 (84.0)%

Year 5 (84.5%)

UWSP Projected Tution Revenue with 0.5% Retention Rate Increase

15

devices when it comes to seeking support, and by having it available for all students and no specialized

registration alleviates inherent college-navigational issue. (The Pell Institute, 2011, pp. 4-5). In addition,

SI and the intrusive advising program services offer hours particularly useful to working students. (The

Pell Institute, 2011, pp. 4-5). Most importantly, offering these services to all students reduces or

eliminates any stigma associated with seeking help or special support (The Pell Institute, 2011, pp. 4-5).

To further demonstrate our confidence in the project as designed and commitment to its

sustainability, UWSP will commit matching funds to support 30% of two key project personnel in year 4

of the project and 60% for the positions in project year 5 (as outlined in the Budget Justification). This

investment will utilize generated tuition revenue upon completion impending biennial state budget which

includes such drastic UW-System reductions and particular hardship for UW-Stevens Point. The start-up

funds through this Title III SIP program will allow the campus time to appropriately plan for project

reinvestment and begin moving forward with critical retention efforts.

PART B: ACTIVITY OBJECTIVES

The specific retention efforts to be implemented in the UWSP Title III project will include four

activities: Supplemental Instruction, Intrusive academic advising, Career Services and a Conditional

Admit Retention Program. To ensure effective coordination of the project activities, the Title III

Retention Coordinator, directly supervised by Academic Success Executive Director, Dr. Kathy Davis,

will assist the Exec. Director in working with the implementation committee to assess and respond to

needed interventions and improvements to the coordination strategy. In addition, a Title III Advisory

Council will be charged by the Exec. Director to monitor project progress and ensure implementation

strategies are responsive to necessary changes. The Title III Advisory Council will include Dr. Kathy

Davis (Chair), Associate Vice Chancellor for Teaching and Learning, Title III Retention Coordinator,

Enrollment Management Director, Director of Admissions, SAAC/Career Services Director, TLC

Director, Diversity and College Access Director, Faculty Senate Representative, and Student Government

Representative.

16

Described in the following chart are the four project activities: Supplemental Instruction,

Intrusive Academic Advising, Career Services and a Conditional Admit Retention Program. The

Intrusive Advising Program is a combination of initiatives that aim to increase the personalized

attention each student receives, provide peer support, and initiate interventions when students need it most

and is currently housed in the Student Academic Advising Center.

Supplemental Instruction (SI) is a student assistance program that improves academic

performance and aids in retention through use of collaborative learning in peer-led small discussion

groups that allow students at differing levels of academic readiness to talk about their learning in a

structured, yet relaxed environment.

Specialized career advising and outreach services will develop strategies to assist students with

major/career exploration, and will enhance the utilization of career assessments as a way to help students

find majors/careers that match their interests and skills. Furthermore the coordinator will help promote

student internships, and provide resources and services to help students effectively network and market

their skills and experiences.

The Conditional Admit Program will focus on students that have lower high school GPA’s

and/or lower ACT scores than our traditional population. The program will function as a turn-style for

students and the Title III Retention Coordinator will be charged with developing support plans for

students and ensure they are properly advised, aware of and provided an academic plan and packaged

support services, and are transitioning and learning to navigate the campus infrastructure.

ACTIVITY OBJECTIVES

Project Objective 1. Increase first to second year retention of first-time, full-time freshman 0.5% each year

of the 5-year project period.

Activity Objectives Weaknesses Addressed

Activity 1a: Conditional Admit

Program: The first to second year

retention rate of students participating

in the conditional admit program will

be 5% higher than previous cohorts of

students who meet the same

In Fall of 2012 70.5 % of the students admitted to UWSP after being

wait-listed were retained to their second year. The campus average is

82%.

In Fall of 2012 24% of the students admitted to UWSP after being

waitlisted were suspended or on academic probation.

17

admission criteria.

Activity 1b and 1c: Supplemental

Instruction: By 6/1/2018, 75% of LI,

URM, and ACT<20 freshmen will

participate in Supplemental

Instruction study groups, and those

who attend 5 or more SI sessions will

achieve grades higher than those who

do not attend, improving persistence

to a degree. By 10/9/18, 90% of

“gatekeeping” courses in

Mathematics and the sciences

(STEM) will have Supplemental

Instruction study groups to increase

student retention and success during

their first and second years on

campus.

Undeclared students and students considered at-risk in their majors are

more likely to achieve low grades in “gatekeeping” courses in STEM.

For the past 40 years, UWSP has offered tutoring in math and sciences

funded by various grants and departmental contributions; however,

attendance at groups was sporadic, group leaders had minimal contact

with faculty, and leaders did not have a presence in the classroom.

With increased enrollment at UWSP, the number of students wishing to

participate in group tutorials increased from 490 fall semester 2009 to

957 fall 2012 – an increase of 95.3%.

At UWSP, high risk courses fall in math and the sciences (STEM) and

have a D, F and W rate above 20%, and are often taken during the

freshman or sophomore year.

LI, ACT<20, and URM students come less prepared for these

challenging class in STEM and as a result, have a lower success and

subsequent persistence rate.

Activity 1d: Intrusive Advising

Program: Decrease the gap in

retention of undeclared students and

their declared counterparts to less

than 2%.

The gap between the first to second year retention rate for undeclared

students and their declared counterparts is 4.2% (five year average,

2006-2011).

Undeclared student report a lower commitment to UWSP than their

declared peers (.42 lower on a 7-point scale).

Undeclared students are an at-risk population and make up 20% of the

entering freshmen class.

The intrusive advising system that operates in the Student Academic

Advising Center is considered a high-impact First Year Program.

43% of undeclared freshmen are first generation college students.

Activity 1e: Intrusive Advising and

Career Outreach Programs:

Collaborate with the Director of

General Education and FYS faculty

and peer mentors to ensure the

learning outcome related to academic

and career planning is met in each

section of FYS.

While FYS faculty members are trained on the scholarship of teaching a

FYS, there is limited guidance on how specifically to meet individual

learning outcomes, including the outcome pertaining to academic and

career planning. FYS faculties have expressed a desire to collaborate

with the staff on campus who do this as their primary responsibility.

Student focus groups revealed that students don’t know where to find

information related to major/minors.

Activity 1f: Career Outreach

Program: Increase the number of

first-year students who report

participating in activities designed to

facilitate career exploration and foster

self-assessment of skills and interests.

Although a high number of first-year students are undecided in their

major and/or career plans, less than 1/5 utilize the resources in Career

Services. Early intervention is needed to help students view career

development as an ongoing process.

Undeclared and exploratory students are more “at risk” of attrition. In

addition, at-risk populations, such as low-income students and students

of color, face various issues that hinder their career planning including

limited access to role models in the workforce, lack of confidence in

their ability to obtain desired positions, and limited knowledge about

potential career opportunities (Nakkula, Danylchuk, Miller & Temerler,

2008).

Students have inadequate information about their interests/skills and

how these connect to potential career options.The College Board states

that first-generation students often are not encouraged to assess their

strengths and weaknesses and have minimal knowledge of the

requirements for certain professions.

18

Despite the growing need, Career Services is currently unable to expand

the use of career assessments due to insufficient staffing to facilitate the

time-intensive interpretation process.

Project Objective 2: Increase the 4-year graduation rate by 3% by the conclusion of project year five.

Activity Objectives Weaknesses Addressed

Activity 2a: Conditional Admit

Program: The 4-year graduation rates

of students participating in the

conditional admit program will be 5%

higher than previous cohorts of

students who meet the same

admission criteria.

The Fall of 2007 cohort of admitted students after being wait-listed had

only a 3% four year graduation rate compared to the campus average of

24%.

The Fall of 2007 cohort of admitted students after being wait-listed had

a six year graduation rate of 43% six year graduation rate compared to

the campus averages 60%.

Activity 2b: Supplemental

Instruction Program: By 6/1/2018,

75% of LI, URM, and ACT <20

students who attend 5 or more SI

sessions will achieve grades higher

than those who do not attend,

improving persistence to a degree.

Work, family and other commitments create time constraints that may

make it more difficulty for the target population to participate fully in

group tutorials, however, SI, with a tutor in the classroom and

additional meeting times and office hours, encourages broad

participation.

Low grades resulting from Ds, Fs, and Ws in these courses interrupt the

student’s progress to a degree because of withdrawal, changes in

majors, or time and money spent taking the course again.

SI is open to all students, removing the stigma attached to being

tutored.

SI is proactive and participatory; peer collaborative learning

experiences promote assimilation into campus culture promoting

persistence to graduation if target population students can be

encouraged to fully participate and transfer the habits learned to other

university courses.

Activity 2c: Intrusive Advising

Program: Increase the number of

students utilizing the Student

Academic Advising Center to plan for

alternative majors when they need or

desire to change their selected

academic program.

Currently there is no consistent system for assisting students develop

alternative educational plans when they cannot persist in the STEM

fields.

40% of UWSP freshmen do not enroll in a First Year Program during

their first semester of the freshmen year. The intrusive advising

program in the Student Academic Advising Center is an appropriate

First Year Program with demonstrated success for students who need to

examine alternative plans.

Activity 2d: Intrusive Advising

Program and Career Outreach

Programs: Increase the amount of

intentional advising and career

counseling outreach and

programming for at-risk students.

Faculty and staff must provide support to students who indicate their

challenges in the MAPWorks early alert system.

UWSP does not have a formalized conditional admit program that helps

students especially at risk develop educational and career goals.

94% of UWSP students list “preparing for a career/vocation” as a very

important reason why they attend college. These students need and

deserve assistance related to academic and career planning.

Activity 2e: Career Outreach

Program: Expand students’

utilization of resources to obtain

internships and effectively market

their skills and experience to future

employers.

Students don’t see the connection between their education and their

eventual career and life.

UWSP has a decentralized internship system on campus, and thus there

is sometimes a lack of coordination and consistency. Some departments

do not have an internship course, and thus students in those majors

19

cannot do an internship for credit within their major, which could

potentially add to time-to-degree completion.

The new General Education Program has a required Experiential

Learning requirement, yet additional support will be needed to help

students clearly understand and articulate the outcomes of these

experiences.

Employer surveys and feedback indicate that students struggle with

how to articulate their skills and experiences.

At-risk students often under-utilize career resources on campus and lack

understanding of the importance of the career center in meeting their

needs (Belvin & Richmond, 2009).

UWSP cannot provide the number of graduates needed to meet local or

state economic demands

II. Correlation of Activity Objectives to Stated Problems and Goals of the CDP

RATIONALE

Project Objective 1: Increase first to second year retention of first-time, full-time freshman 0.5% each

year of the 5-year project period.


Activity 1: Implementation of a Conditional Admissions Program.

Students that come to college under prepared for the rigors of college will not succeed simply through a

modicum effort and ‘being there’. Students need intentional advising and an academic plan for success

that is straightforward and unique to them to foster success. (Hunter 2006)

An intentional, well thought out first year program for students that includes conditional admissions are

factors that we can intentionally “shape, using institutional data to maximize the intellectual capacity of the

learning environments we create for our students”. (Evenbeck & Hamiliton, 2005)

According to the American Association of Colleges and Universities students participating in a Conditional

Admit program were retained at 62% from first to second year as compared to 56% of non-participants.

(Evenbeck, 2010).

Activity 2: Expansion of Supplemental Instruction©.

Supplemental Instruction (SI), which provides peer-assisted academic support to students in introductory

courses with high failure rates, builds strong ties among faculty, peer educators, and students in high D F W

courses.

Research by Kuhl (2005) and Tinto (2003) among others has consistently shown that positive interaction

with faculty, staff and other students is one of the strongest predictors of student persistence and academic

success.

Referencing work by Lotkowski et all (2004), Pascarella & Terenzini (2005), and Upcraft et all (2004) the

2011 Pell Institute report, Demography is not Destiny, further states that high-performing institutions have

recently focused attention on “gatekeeping” introductory courses with low attendance and high failure

rates, particularly in mathematics

At UWSP, high risk courses fall in math and the sciences (STEM); have a D, F and W rate above 20%, and

are often taken during the freshman or sophomore year.

SI targets high risk courses that can pose difficulty for all students, particularly low income and first

generation students. As SI is open to all students taking the course, modeling by more prepared students

can scaffold for those less prepared. This is consistent with the literature that suggests active and

collaborative learning strategies have been shown to increase the interaction and engagement in the

classroom (Braxton, et al, 2000).

20

UWSP Comprehensive Development Plan (CDP) calls for creating a culture of student success by

providing comprehensive support services to reduce the achievement gap among underrepresented groups

and foster timely degree completion. SI, a well-researched program using high impact practice, increases

opportunities for learning in a collaborative environment contributing to retention in “gatekeeping” courses

in STEM.

With SI, academic assistance begins the first week of the term; SI leaders work collaboratively with

faculty; and the leader attends lecture with the students over the course of the semester. Since SI is not

perceived to be remedial, there is no stigma attached that may cause motivation problems for students

identified as at-risk. Academic success strategies are integrated into course content during the highly-

interactive sessions encouraging the transferal of these skills to other university courses allowing the

student to persist to graduation.

SI has a record of success on other campuses for over 30 years. Research on first generation college

students as well as minority students tells us that this at-risk population needs opportunities to interact with

successful students who can model effective practices for college level learning and can integrate them to

the languages and “ways of being” in a post-secondary environment (Gee).

Regardless of the student’s prior achievement, SI is proven to increase mean final course grades for

students of all levels of ability. The research claims that the SI Program makes were validated by the U.S.

Department of Education, and are as follows: 1) SI participants receive a lower rate of D, F, or course

withdrawals; 2) SI participants earn higher mean final course grades; 3) SI participants persist (reenroll and

graduate) at higher rates.

With one-time funding, UWSP had a pilot SI Program spring semester for 3 DFW>20 courses. In Math

109, a course with a 30% DFW Fall semester 2012, students participating in SI achieved grades .76 better

than the class average.

Activity 3: Expansion of the Intrusive Advising Program.

According to the ACT Office for the Enhancement of Educational Practices, academic advising has a

powerful influence on retention. They state “Institutions that are most successful in retaining their students

make significant use of advising interventions to enhance retention and degree completion.” (What Works

in Student Retention, ACT 2006).

Tinto (2006) found that advising increases retention when advisors focused on undecided students, those

who decide to change their major, and first-generation students who are not familiar with how to navigate

higher education.

Astin (2007) reports that an increasing number of students report attending college as a way to obtain a

high paying job, but students lack realistic plans for achieving their academic, career, and life goals.

Kuhn, Gordon, and Webber (2006) cite advisors as being the “front lines” of support for students going

through transition.

Activity 4: Expansion of Career Outreach Programs.

Tinto (1993) indicated a lack of clear academic focus and career goals as factors for students "stopping" or

dropping out. Furthermore, noted FYE scholar, Joe Cuseo (2005), stated that “retention research suggests

that student commitment to educational and career goals is perhaps the strongest factor associated with

persistence to degree completion.” If students develop a viable plan for identifying a college major and

related career that is compatible with their abilities, interests and values, then their overall level of

satisfaction with college should increase, which in turn has been shown to increase retention.

Reports from the National Association of Colleges and Employers found that students who used the broad

array of services in Career Services Offices tend to do much better in the job search than those graduates

who do not (NACE, 2011).

Career assessment instruments are valuable tools assist in achieving the following objectives: realistic self-

appraisal, clarification of values and goals, implementation of an academic plan/strategy, and success in

achieving academic and career goals.

Internships are considered a High Impact Practice which can increase rates of student engagement and

retention. Internships provide students with direct experience in a work setting, and to give them the benefit

of mentoring from professionals in the field (Kuh, 2008). Furthermore, surveys show that employers are

increasingly turning to students who’ve completed internships as they recruit new hires. A recent NACE

survey (2012) indicated that students who did paid internships fared better in the job market than those who

did not.

21

PART C: IMPLEMENTATION STRATEGY

The table below outlines the specific activities to be completed in order to reach project objectives and include the primary

participants involved, planned methodology, and timelines for implementation and completion.

Specific Tasks Primary Participants Methods Involved Tangible Results Timeframe

Project Objective 1: Increase first to second year retention of first-time, full-time freshman 0.5% each year of the 5-year project period.

Activity Objective 1a: Conditional Admit Program: The first to second year retention rate of students participating in the conditional admit program will be

5% higher than previous cohorts of students who meet the same admission criteria.

Develop and implement a

Conditional Admission

program for students that

otherwise would be denied

admission or put on a wait

list for admission.

Target audience: Students

with lower ACT scores

lower GPA than average

first year student.

Personnel responsible:

Title III Retention

coordinator

The Title III Retention Coordinator reviews the

student’s application and discusses with the student a

potential Academic success plan.

Title III Retention Coordinator convenes the

Conditional Admission Committee and reviews the

student’s case. At this time the committee, will

determine an Academic Plan for the student. This may

include testing for a learning disability, enrollment in

intrusive advising, and the student must receive weekly

advising.

The plan will also specifically point out who is to

monitor compliance (in most cases the Title III

Retention Coordinator), the time line that each task

must be completed by, and consequences of failure to

follow the IEP.

The Title III Retention Coordinator will use MAPWorks

to monitor the progress of the student’s compliance with

their conditional admissions’ Academic Plan

The first year to second

year retention rates of

conditionally admitted

students will increase

by 5%.

Pilot Spring 2014

Admissions.

Fall of 2014 full

implementation

22


Activity Objective 1b: Supplemental Instruction Program: By 6/1/2018, 75% of LI, URM, and ACT<20 freshmen will participate in Supplemental Instruction©

study groups, and those who attend 5 or more SI sessions will achieve grades higher than those who do not attend, improving persistence to a degree.

Implement a Supplemental

Instruction© program that is

proactive and participatory

to provide peer

collaborative learning

experiences for all students,

encouraging active

involvement of LI, URM,

and ACT< 20 students most

at risk for failure in STEM

courses.

Target audience: All

students enrolled in high

DFW courses in

Mathematics and the

Sciences (STEM)

Personnel responsible: SI

Coordinator

Faculty “buy in” is at the core of Supplemental

Instruction as an SI group cannot be put in place

without faculty consent and assistance in recruiting SI

leaders. The SI Coordinator will begin year one

recruiting interested faculty members to have an SI

group attached to the course.

SI leaders are required to commit 10 hours a week to

their SI course including attending lectures. Recruitment

of qualified group leaders is and must be done in

collaboration with faculty.

High DFW courses have a higher level of faculty

turnover than average so closely monitoring DFW rates

and recruiting faculty members is essential.

End-of semester

reporting on grades and

retention of all students

and of LI, URM, and

ACT<20 students who

attend 5 or more SI

sessions will result in

higher grades for SI

participants when

compared to those who

did not participate.

Year 1: Expand

from the Pilot 3

courses/ 9 sections

to 5 courses/15

sections.

Year 2: Expand SI

to 6 courses/18

Year3: Review

pattern of courses

with persistent

DFW >20% DFW

rates and target

those courses for

expansion.

Year 4: Expand to

80% of

DFW>20% in

courses with

enrollment >35

Year 5: Maintain

and expand where

needed.

Activity Objective 1c: Supplemental Instruction Program: By 10/9/18 90% of “gatekeeping” courses in Mathematics and the sciences (STEM) will have

Supplemental Instruction© study groups in order to increase student retention and success during their first and second years on campus.

Secure departmental “buy

in” for expanded SI

programs in high DFW

courses with large enough

enrollment to adequately

support SI (35) by fall

In addition to students

using SI study groups,

critical support staff on

campus will become

involved in the

identification of target

Using data from year one and faculty and student

responses to the program, the SI coordinator will

network with key agents to promote the retention

benefits of SI. The SI coordinator will also publicize

the program to students, student orgs, and SI courses to

increase participation. Also, the SI coordinator will

The expansion of

Supplemental

Instruction© sections in

DFW>20%, and a

correspondent

reduction in the

Year 1: Identify

gateway courses

with DFW>20% in

STEM & establish

SI groups.

Year2: Target 2

23


semester 2017. Constantly

monitor DFW rates

expanding the program as

needed which data-

gathering, statistical

analysis, collaboration with

key personnel, and program

promotion.

courses and promotion of

SI. Included in the support

staff would be course

instructors, department

chairs, the AVC for

Enrollment Management

the AVC for Teaching and

Learning, and the Director

of First Year Experience.

work closely with academic support programs in both

Academic and Student Affairs, primarily Student

Academic Advising, Diversity and College Access,

Office of Disability Services and Assistive Technology,

Pointers on a Path Coordinator, MAPWorks

Coordinator, the Academic Literacies Specialist in the

Tutoring-Learning Center, and student mentors in

various programs.

numbers of DFW>20%

courses at UWSP. As

the number of

DFW>20% courses

decrease, group tutorial

opportunities will be

made available for

STEM courses in the

TLC Tutoring in Math

and Science (TIMS)

courses.

more DFW>20

courses/ 6-8

sections for

program

expansion.

Year3: Review

pattern of

persistent DFW

>20%, courses

and target for

expansion.

Year4: Expand to

90% of

DFW>20% in

gateway courses

with enrollment

>35

Year5: Maintain at

goal and expand

where possible.

Activity Objective 1d: Intrusive Advising Program: Decrease the gap in retention of undeclared students and their declared counterparts to less than 2%.

Ensure holistic advising

through the utilization of

peer mentors for “nuts and

bolts” information, allowing

more time for advisors to

discuss major exploration

and transitional issues.

Target audience:

undeclared freshmen and

new transfer students


Advising peer mentors,

under the direction of the

Intrusive Advising

Coordinator

30 minute pre-advising meetings

1st semester meeting – orientation to navigating

academic exploration and planning

2nd semester meeting – campus involvement

opportunities, major and career information

Track completion of appointments through AdvisorTrac

software.

Students will come to

their advising

appointments able to

demonstrate an

understanding of the

material covered in the

peer mentor meetings.

Implementation in

Fall 2013, and

continuous

throughout the

grant cycle.

24


Require mandatory

interventions for

probationary students

Target audience:

undeclared students on

academic probation

Personnel involved:

Intrusive advising

coordinator and staff from

the Tutoring-Learning

Center

Required meetings with advisor, focused on the

development of an academic plan

Required group meeting about campus resources

and coping skills.

75% of students who

participate in both

interventions, and use

the services of the

Tutoring-Learning

Center, will be in good

academic standing after

one semester

Fall 2013 – group

meeting and

individual

meetings. Fall

2014-

implementation of

academic plans

Practice intrusive advising

through the use of

MAPWorks (early alert

system)

Target audience: All first-

year students at UWSP,

with a focus on undeclared

students


Intrusive advising

coordinator and academic

advisers

Advisers address students self-reported strengths

and weaknesses in advising appointments

Intrusive Advising Coordinator will monitor

aggregate data and utilize technology/programming

to meet group needs

100% of undeclared

student reports will be

viewed by an advisor

Implementation

Fall 2013and

continuing

throughout the

grant cycle.

Activity Objective 1e: Intrusive Advising and Career Outreach Programs: Collaborate with the Director of General Education and FYS faculty and peer

mentors to ensure the learning outcome related to academic and career planning is met in each section of FYS.

Training for FYS faculty

and peer mentors regarding

academic and career

planning

Target audience: First

Year Seminar faculty


Intrusive Advising

Coordinator and Career

Outreach Coordinator

The Intrusive Advising Coordinator and the Career

Outreach Coordinator will host an informational

training revolving around how to meet learning

outcomes related to academic and career planning. This

will happen in the summer, when faculty write their

syllabi. Emails will be sent to faculty and peer mentors

unable to attend.

FYS faculty will report

greater confidence that

they are fully

addressing learning

outcomes related to

academic and career

planning.

Collaborate with

the Director of

General Education

and pilot

initiatives starting

Fall 2013. Full

implementation

Fall 2014.

Develop and provide career

development training

modules for use in FYS

sections

Target audience: FYS

faculty, for distribution to

FYS students


The Career Outreach Coordinator will develop ready-

made modules for faculty use with freshmen in FYS.

80% of faculty who

utilize a module will

report perceived

demonstration of the

learning outcomes by

Develop FY13;

Pilot FY 14;

Widely marketed

FY 15.

25


Career Outreach

Coordinator

students.

Offer a “menu” of programs

that advising peer mentors

and/or the intrusive

advising coordinator can

present in classrooms

Target audience: FYS

faculty, for distribution to

FYS students


Intrusive Advising

Coordinator

The intrusive advising coordinator and/or advising peer

mentors will present to students in FYS classrooms

when invited in by faculty. They will be able to present

on a wide range of topics related to advising,

registration, and academic planning.

80% of faculty who

invite advising staff in

for a presentation will

report perceived

demonstration of the

learning outcomes by

students.

Develop Fall

2013; Pilot Spring

2014; Widely

market Fall 2014

and beyond.

Activity Objective 1f: Career Outreach Program: Increase the number of first-year students who report participating in activities designed to facilitate career

exploration and foster self-assessment of skills and interests.

Actively promote the use of

career assessments

(Meyers-Briggs Type

Inventory and Campbell

Interest and Skills Survey).

Target audience:

Undeclared students and

other students exploring

major/career options


Career Outreach

Specialist; Intrusive

Advising Coordinator;

MAP-Works Coordinator

Market the use of assessments to first-year students,

with particular focus on at-risk students. Waive the fee

for assessments for neediest students.

Work closely with SAAC to ensure an effective referral

system for undeclared students and follow-up for

students who have expressed major/career needs

through MAP-Works.

Administer and interpret assessments for students

referred to Career Services as part of the ACCESS

program

The number of first-

year students taking

assessments will

increase.

Students will

understand how their

work values, interests

and skills are

interrelated with choice

of major/career and

knowledge

Students will know

where to locate

info/resources to

further investigate

major and career

options

Year 1:

Coordinator gains

certification to

interpret

assessments;

begins marketing

plan and building

relationships with

units.

Year 2-5:

Implement plan

and expand use of

career assessments

Develop and implement

peer mentoring program


UWSP students


Hire and train peer mentors to assist with career

exploration and outreach efforts

Collaborate with SAAC peer mentors to meet needs of

Students will develop a

connection with a peer

who can assist them

with various stages of

Hire and train peer

mentor staff in

Spring 2014 to

26


Career Outreach

Specialist; peer mentors

undeclared and exploratory students career development

Students will report

high levels of

satisfaction with their

experience with peer

mentors

begin Fall 2015


Activity Objective 2a: Conditional Admit Program: The 4-year graduation rate for conditional admit, program participants will be 5% higher than previous

cohorts of students who meet the same admission criteria.

Conditional Admissions

Transition Program Conditional Admissions

Participants that are

successful in being

retained to their second

year

Title III Retention

coordinator

Students that are successfully retained to their second

year will have an exit interview with the Title III

Retention Coordinator to identify needs that will

continue to be addressed.

The student will be connected with the appropriate

resources and advising to continue with their success.

A 5% graduation rate

increase.

Spring of 2020

Activity Objective 2b: Supplemental Instruction Program: By 6/1/2018, 75% of LI, URM, and ACT<20 students who attend 5 or more SI sessions will achieve

grades higher than those who do not attend, improving persistence to a degree.

Continually monitor student

participation in SI, work

with faculty and other

support services to

encourage full participation

in SI, and publicize the

program widely.

Collect data and write

appropriate reports.


from at-risk populations as

identified in the grant,

including LI, URM, and

ACT<20.

Personnel responsible: SI

Coordinator

Conduct focus groups from students participating in

Pilot SI spring 2013 and participating students in the

2013-2014 academic year to create promotional

material with a retention focus.

Incorporate retention promotion into publicity and

recruitment for SI to academic support staff across

campus.

Track SI participants from at-risk populations to begin

collecting graduation rates.

Year 3, monitor for a target 50% of participating

By the June 2018, 75%

of students who fully

participated in SI (5 or

more sessions in one or

more SI group) should

be on tract to graduate

or have graduated.

Year 1: Establish

percentage of the

target class

average for a base

number.

Year2: 25% of at-

risk students in SI

groups will

achieve a grade

better than the

class average.

27


students from year 2 are on track for graduation or have

graduated and adjust program as needed.

Year 4, track participating students from year 3 to see if

75% of participating students are on track for

graduation or have graduated and make program

adjustments as needed.

Year3: 50% of at-

risk students in SI

groups will

achieve a grade

better than the

class average.

Year4: 70% of at-

risk students in SI

groups will

achieve a grade

better than the

class average.

Year 5: 75% of at-

risk students in SI

groups will

achieve a grade

better than the

class average

Activity Objective 2c: Intrusive Advising Program: Increase the number of students utilizing the Student Academic Advising Center to plan for alternative

majors when they need or desire to change their selected academic program.

Develop ACCESS

(Academic and Career

Counseling Enabling

Student Success), a

purposeful program that

helps students explore

major and career

alternatives


who are not meeting

academic requirements

within specified majors


Intrusive Advising

Coordinator, in

collaboration with faculty

in academic departments,

academic advisors, and the

Career Outreach

Coordinator

Target departments with a high number of students

“displaced” after academic requirements are enforced.

Collaborate with department chairs to develop a referral

system so that students needing to examine alternatives

are given resources and assistance at the same time they

are told they need to engage in this process.

Meet with students to provide individualized academic

and career planning to ensure a successful transition to a

new academic program.

Track and communicate about students through

AdvisorTrac.

85% of department

representations will

report high satisfaction

with the referral

process.

50% of students who

meet with the intrusive

advising coordinator

and/or the career

outreach coordinator

will declare a new

major within one

semester and 75%

Year 1: Determine

needs/write

implementation

plan

Year 2: market to

2-4 academic

departments

Year 3: analyze

data, expand, and

develop website

Year4: market to

28


within two semesters.

90% of students who

meet with the intrusive

advising coordinator

and/or career outreach

coordinator will report

high satisfaction with

the process.

students at

orientation

Year 5:

strategically plan

for future

Hold office hours at UW

Marathon County and UW

Marshfield


at two-years colleges who

are considering

transferring to UWSP


Intrusive Advising

Coordinator

Be available for appointments at least one day/semester

to engage potential transfer students in academic and

career planning before their eventual transfer

Increase the percentage

of transfer students

from the two-year

colleges graduating

within 4 years by 5%

by the year 2018.

Spring 2014: meet

with faculty and

staff from UW-

Colleges to

develop action

plan. Fall 2014:

implement office

hours and

marketing

materials.

Activity Objective 2d: Intrusive Advising and Career Outreach Programs: Increase the amount of intentional advising and career counseling outreach and

programming for at-risk students

Use MAPworks as a tool to

identify and assist students

who are dissatisfied with

their academic and career

plans and goals.

Target audience: students

experiencing stress in

relation to their academic

major.


Intrusive Advising



Monitor MAPWorks data regularly; meet with students

who indicate dissatisfication with their chosen

major/career to discuss educational goals and alternative

plans.

100% of students who

indicate stress and/or

dissatisfaction with

their choice of major

will be contacted and

informed of the

services in the

Advising Center and

Career Services.

Begin Fall 2013

and continuation

throughout

duration of grant.

Present interactive

programs and presentations

related to academic and


enrolled in Diversity and

College Access services,

residence halls students,

Develop “menu” of programs, with clearly stated

learning outcomes, that can be presented in student

organizations, classrooms, or residence halls

75% of students

participating in the

learning outcomes will

self-report that their

Draft started in

Fall 2013.

Complete menu,

with learning

29


career planning students involved with

student organizations


Intrusive Advising



knowledge/skills have

increased as a result of

the program

outcomes and

assessment tools,

developed by

Spring 2015.

Open office hours Target audience: UWSP

students who are not

getting academic and

career information

elsewhere


Intrusive Advising



Hold office hours is highly visible locations on campus

(dining hall, University Center) and spaces that high

numbers of at-risk students tend to spend time

(Multicultural Resourc Center, vets club meeting space,

etc)

Also, hold “virtual” office hours using a instant

messaging system during key periods, such as after

summer orientation, during the first week of the

semester, and during registration week.

At least 100 students

will participate in open

office hours.

Beginning in Fall

2013 and

continuing

throughout the

duration of the

grant cycle.

Activity Objective 2e: Career Outreach Program: Expand students’ utilization of resources to obtain internships and effectively market their skills and

experience to future employers.

Expand the awareness and

availability of internship

opportunities for students.


UWSP students,

Departmental intern

coordinators, employers


Career Outreach

Specialist, departmental

intern coordinators

Serve as a liaison with departmental intern coordinators;

meet with faculty in academic departments without

internship programs to discuss possibility of developing

a program for students in their major

Develop a marketing campaign to communicate to

students the importance of internships and strategies for

securing an internship

Provide training and/or resources for faculty who serve

as intern coordinators

The number of students

participating in credit-

bearing internships will

increase

Students will have a

greater awareness of

the importance of

internships

Departmental intern

coordinators will gain

relevant information to

enhance the intern

experience for students

in their departments

Year 1: Begin to

establish

relationships with

intern

coordinators;

determine needs

Year 2-5: Launch

marketing efforts

to students;

Provide training

and resources for

intern coordinators

30


Enhance the use of

technology and social

media as a tool to explore

careers, network with

potential employers, and

find jobs.


UWSP students


Career Outreach Specialist

Enhance career resources on website

Promote use of LinkedIn and teach students how to

develop a strong online brand

Develop strategies to move career workshop content

into online format, and seek other creative ways to

develop online information that will engage and inform

students

Share information with faculty regarding the benefits of

LinkedIn for students in their majors

The number of students

utilizing online career

resources will increase

Students will

understand the value of

Linked In and will

know how to develop

an effective profile.

Online career resources

will be available for

students to utilize 24/7

Year 1 and 2:

Promote LinkedIn

to students and

faculty and revise

online career

resources

Year 3: Develop

online career

workshops

information

Year 4-5:

Continue to create,

update , and

promote website

and social media

resources

Help students learn how to

effectively market their

skills and experiences

Target Audience: All

UWSP students, with

particular focus on at-risk

students


Career Outreach

Specialist; GEO Director;

employers

Develop programming to connect students/alumni with

employers for information on career-related

competencies and employment opportunities.

Conduct workshops to help students articulate the skills

gained in the Experiential Learning requirement in the

new GEP and other curricular and co-curricular

experiences

Develop strategies to share information and provide

opportunities for at-risk students

Students will reflect on

their skills and

experiences, and learn

how these skills relate

to their education and

future career.

Employers will

positively rate students’

ability to market

themselves in

interviews and career

events.

Year 1: New GEP

launched—meet

with GEP Director

to discuss

Experiential

Learning

requirement; Meet

with employers

Year 2-5: Develop

& implement

programming;

Outreach to

special

populations

31

PART D: KEY PERSONNEL

The project will employ highly qualified personnel who, by education and experience, are

well-qualified to meet its objectives. Oversight of the project will be managed by Dr. Kathy

Davis, Executive Director for Academic Success.

As Title III Director, Dr. Davis will ensure that objectives are met. She will monitor the

evaluation plan and manage the overall grant budget. Her responsibilities will include the hiring

and evaluating of all associated staff, including the Title III Retention Coordinator and the Title

III Program Assistant. She will also monitor units directly related to Supplemental Instruction

(SI), Intrusive academic advising, and Career Services. Dr. Davis will identify training

requirements and coordinate group and advanced training for each activity coordinator: identify

external trainers, schedule training sessions and arrange logistics. Part of her responsibilities will

include contracting services for the external evaluation of project performance and arrange for

consulting visits (in person and virtual). Additional responsibilities will involve supervision of

the marketing and outreach for services and preparing, presenting and distributing reports to the

T3 Advisory council as well as the annual reports to the U.S. Department of Education.

The UWSP Title III project will employ four key personnel to coordinate each activity of

the project. The Executive Director for Academic Success will oversee the expedited

recruitment, selection and hiring for each of these positions. The individuals selected will have

the necessary qualifications, experience, and devoted time to the project to manage each

respective activity as outlined in the table below.

Title III Retention Coordinator

100%, 10-Month Appointment

Qualifications Responsibilities

Master’s Degree in College Student Personnel,

Education, or other related field.

Minimum of 7 years’ experience advising college

students.

Coordinating the conditional admissions program.

Enforcing academic contracts and compliance.

Serving as a direct contact in MAPWorks for

32

Experience in working with several offices to

develop individual academic success plans.

Excellent organizational skills.

Excellent written and oral communication skills.

Experience with MAPWorks or other early warning

systems/programs.

Demonstrated experience working with a diverse

population.

Familiarity with or direct experience in the concepts

of conditional admissions policies.

Demonstrated experience in assessment techniques.

Demonstrated experience with budgetary matters.

conditional admits.

Collaboration with various student services’ offices.

Member of the Enrollment Management

Committee.

Chair the Conditional Admissions Committee.

Chair the Title III Coordinators’ Committee.

Coordinate the Title III Advisory Council meetings.

Budget management.

Coordinate assessment, including external

evaluator.

Program Manager for Title III responsible for

implementing all changes deemed required by

assessment results.

Supplemental Instruction (SI) Coordinator





Minimum of 5 years’ experience in higher

education.

Familiar with Supplemental Instruction©.

Experience working with Supplemental

Instruction© will prioritize the candidate.

Minimum of 2 years’ experience in supervising

undergraduate students.

Minimum of 2 years’ experience in budget

development and management.



Demonstrated experience with assessment

techniques and reporting.


systems/programs.


population.

Demonstrated experience working with databases.

Identify high D, F, and W courses and encourage

faculty and instructors to engage collaboratively to

arrange an SI group for their courses.

Recruit, hire, train, observe, supervise, mentor, and

evaluate a staff of 20+ undergraduate group leaders

annually to maintain high quality of instruction and

ethical conduct.

Schedule SI groups and actively engage in the

inclusion of low income students, underprepared

students and students with learning differences.

Maintain ongoing contact with faculty for exam

grades and reporting same during the semester to

monitor student progress.

Publicize Supplemental Instruction by speaking or

presenting to students, faculty members, and

groups; preparing brochures and handouts; and

distributing information at student workshops and

through campus publications.

Monitor and modify the program's services to meet

the changing needs of the student population.

Gather students and leader assessment/evaluation

data each semester and report on program efficacy.

Prepare the program budget.

Monitor the expenditure of funds to guarantee

accountability and proper use of federal monies.

Maintain a data base to provide accurate statistical

information on enrollment and participation.

Supervise 1 honors intern.

Approve payroll as needed.

Academic Advising Coordinator





Minimum of 5 years’ experience advising college

students.

Experience with intentional interventions for

students on academic probation.

Overseeing the peer mentoring program within

SAAC.

Serving as the office liaison to the MAPWorks

implementation committee and ensuring that

advisors are proactively addressing student

concerns.

33






systems/programs.


population.


Coordinating intentional interventions for students

on academic probation.

Outreaching to diverse campus population who may

benefit from supplemental advising information.

Overseeing the ACCESS program to ensure

students who need to examine major alternatives

have the support required.

Collaborating with First Year Seminar faculty to

assist in meeting the learning outcomes related to

academic and career planning.

Outreaching to UW-Marathon and UW-Marshfield

(the 2-year campuses nearest to UW-Stevens Point).

Working with transfer and freshmen undeclared

students over the summer to prepare them for a

successful transition to UWSP.

Career Services Coordinator





Minimum of 2 years’ experience in Career Advising

or demonstrated equivalent experience.






systems/programs.


population.

Demonstrated experience with technology and

social media.

Demonstrated experience with marketing programs.


Coordinate programs and interventions to support

the grant outcomes.

Provide career counseling for at-risk students and

exploratory students to assist with major/career

exploration.

Interpret career assessments for individuals and

groups.

Oversee peer mentors.

Monitor MAPWorks and follow up with students

with career-related concerns.

Serve as the office contact for students in the

ACCESS program.

Serve as a liaison with intern coordinators in

academic departments.

Conduct programs and outreach to campus to

increase awareness of services and provide

information to address student needs.

Enhance technology and social media to improve

communication to students.

Develop publications and marketing.

Monitor the expenditures of funds.

Coordinate program assessment.

In addition to the key personnel identified above, the UWSP Title III project will also

recruit, select, hire and train 22 student SI course leaders and 20 peer advising and career

services mentors. The SI, Intrusive Academic Advising, and Career Services Coordinators will

supervise, train and evaluate student project employees.

34

In addition to the project-funded key positions outlined above, UW-Stevens Point will

fund a program assistant to assist the Retention and SI Coordinators in monitoring student

support staff time and effort and payroll; prepare peer educator and mentor application and hiring

forms; monitor supplies; order publicity materials as required; maintain the Title III project web

pages including scheduling; arrange meetings for the Title III Implementation Committee, Title

III Advisory Council, and training schedules; maintain the project database as well as appropriate

record-keeping of student intakes, academic support plans, and conducting general office duties

including photocopying, answering phones, filing, and ordering supplies.

Finally, to ensure objectivity and Title III project assessment expertise, the UWSP project

will contract with Bill Campbell of Campbell Grants & Research, LLC. Bill has 20 years of

experience in research administration with UW-River Falls, significant consulting experience

with Title III projects throughout UW-System campuses and has served as a Title III Activity

Director, Title III external evaluator, and reader for Title III competitions. In addition, Bill has a

strong background in strategic planning and program assessment which when combined with his

other credentials will make his assessment work particularly valuable to the UWSP project.

The table below outlines the qualifications of other key personnel funded by the intuition

and whose contributions are vital to the successful completion of the project.

INSTITUTIONALLY-FUNDED KEY PERSONNEL

ROLE AND QUALIFICATIONS

Dr. Kathy Davis holds an Ed.D. in Curriculum, Supervision and Instruction with an emphasis on Education Media and

Technology as well as an M.L.S in Library Science and M.S. in Educational Technology. She has over 30 years of

experience in project, budget, personnel, program, and facility management. Dr. Davis has directed Instructional

Media Services, Campus-wide Assessment, Learning Resources and is now the Executive Director of Academic

Success during her long career in higher education. She currently supervises over 40 staff and 100 students and

manages a budget over $3,000,000. Her areas of supervision include the University Library, Student Academic

Advising, Tutoring and Learning Center, Career Center, and Disability and Assistive Technology Center. Included in

her university service activities are Academic Assessment, University Technology, Campus Wide Advising Review,

Higher Learning Commission Planning Task Force, Academic Affairs Advisory Committee and the task force for

Healthy Community planning.

35

Dr. Angela Kellogg as the Director of the Student Academic Advising Center and Career Services will provide office

space and additional clerical support as well as supervision of the Program Coordinator in Career Services and the

Pointers on a Path Program Coordinator. Dr. Kellogg’s Ph.D. is in Student Affairs Administration and Research with a

focus on diversity and academic affairs/student affairs partnerships that enhance student engagement and success. She

has worked in higher education for 16 years in advising, student activities, and multicultural student services.

Dr. Maureen Giblin, as Director of the Tutoring-Learning Center, will provide office space and additional clerical

support as well as supervision of the Supplemental Instruction Coordinator in personnel matters as the SI coordinator

will become a member of the TLC staff. Dr. Giblin’s degree is in Curriculum and Instruction with a focus on issues of

access and retention of first generation college students. She has coordinated the TLC’s Writing Lab and developed the

Tutoring in Math and Science program that serves faculty and courses that are not eligible for Supplemental Instruction.

In addition, Dr. Giblin holds Wisconsin Secondary English Teaching Certification.

Ron Strege, Director of Diversity and College Access, will provide assistance to the Title III Retention Coordinator and

serve on the Conditional Admissions Committee. Mr. Strege will also serve as a liaison/mentor for the Title III

Retention Coordinator and assist with their transition and navigation of UWSP. Mr. Strege holds a Master’s Degree in

Counseling and has been working with student success programs for 19 years.

The table below outlines the qualifications of campus partners funded by the institution

whose contributions are vital for the successful completion of the project.

PROJECT PARTNERS ROLE AND QUALIFICATIONS

Vice Chancellor for Student Affairs Dr. Al Thompson: Al S. Thompson, Jr. is returning to Wisconsin, having

previously directed programs at UW-Platteville and UW-La Crosse for a total of 20 years. Named dean of Student Life

and associate vice president for Student Affairs at Eastern Washington University in 2008, Thompson managed the

operations, financial, and human resources of the campus' Student Life division, including the Office of Student

Activities, Campus Recreation, Residential Life, and Student Leadership. While at UW-La Crosse from 1997-2008, he

was the assistant to the chancellor for Affirmative Action and Diversity and a member of the graduate faculty. He

worked at UW-Platteville from 1988 to 1997, serving as the assistant to the chancellor for Minority Affairs, and

director of Multicultural Services and the Ethnic Studies program.

Susan Rufledt holds a doctorate in Educational Leadership and Policy Studies from the University of Kansas. She is a

National Certified Counselor, a K-12 School Counselor, and has a master's degree in Educational Psychology -

counseling. Susan has taught courses in education at the University of Kansas, and in psychology, sociology, human

development, and race and ethnic relations at Upper Iowa University and at Northcentral Technical College. Dr.

Rufledt collaborates with faculty, staff and students across campus to provide intentional initiatives for new students to

integrate them with the University community. In particular, Susan directs Orientation, Step 1 Registration; Step 2

Welcome Week, the MAP-Works early alert system, and the FYE Peer Mentor program.

Vice Chancellor for Academic Affairs and Provost, Dr. Greg Summers serves as the Provost and Vice Chancellor for

Academic Affairs. Greg joined UWSP as a faculty member in the Department of History in 2001. His research and

teaching interests are in U.S. environmental history, the history of technology, and consumerism. He is author of the

book Consuming Nature: Environmentalism in the Fox River Valley, 1850-1950 (University Press of Kansas, 2006).

Although currently serving in an administrative role, he continues to work on his next book project, entitled "The

Comforts of Nature: A Brief Natural History of the American Home" (University of Washington Press, in progress).

Jim Barrett, Associate Vice Chancellor for Enrollment Management. Jim Barrett heads the new enrollment

management unit at UWSP which includes Admissions, Financial Aid and Registration and Records. Barrett has more

than a decade of experience in enrollment management, most recently as the registrar at UW-Eau Claire. His resume

also includes experience at Fayetteville Technical Community College, Mid-State Technical College and

Massachusetts Bay Community College. Jim Barrett will head a new enrollment management unit at the university,

https://www.uwsp.edu/history/gsummers/gsummers.aspx

36

which includes Admissions, Financial Aid and Registration and Records. Jim Barrett has expertise in the areas of

student retention as well as the challenges faced by at-risk student persistence and academic success.

Dr. Shari Summers, Institutional Research. Dr. Summers currently manages the Institutional Research Office at

UWSP. Dr. Summers has nearly a decade of experience in higher education and just completed her doctorate in Higher

Education Leadership and Policy Studies. Prior to joining UWSP, she spent over 15 years employed in the

environmental field as a hydrogeologist, water quality chemist, and project manager in both the private and public

sector. In addition to her current UWSP position, she currently is holds an Adjunct Faculty position and teaches

research and assessment courses as well as advises doctoral students for Edgewood College in Madison, Wisconsin.

PART E: PROJECT MANAGEMENT PLAN

The project will be managed by Dr. Kathy Davis, Executive Director for Academic

Success. Through weekly meetings with the Title III Retention Coordinator and unit directors,

Maureen Giblin (The Tutoring Learning Center) and Angie Kellogg (Student Academic

Advising Center), the group will evaluate data and assess performance and progress toward

attaining activity objectives. Where results or evaluative data indicate a problem, strategies to

address the issue will be prioritized, implemented and the results assessed in future planning

meetings.

To assist the Executive Director and Coordinators, a project implementation committee

will be established and comprised of key project personnel and Academic Success unit directors,

Dr. Maureen Giblin and Dr. Angie Kellogg. This committee will meet weekly during year one

and bi-weekly thereafter. Dr. Davis will chair and convene the committees and request from

members suggestions for addressing training needs, strategies to improve any identified activity

weaknesses or challenges, and aid in supporting the transformation from a separate but

connected collection of academic support services to a seamless and cohesive package of

services that can be individualized to foster student success. To ensure project success, the

implementation committee will invite others to join meetings as appropriate.

The Title III Advisory Committee, comprised of faculty, staff and student stakeholders,

will review on-going, assessment activities, provide valuable input on the project implementation

37

strategy and evaluation plan, and contribute to plans for resolving any issues that impact the

academic needs of students. The Advisory Council will meet twice yearly.

Each month, Executive Director Davis will brief UWSP Chancellor Patterson on project

performance and progress. Chancellor Patterson’s leadership has been critical in facilitating

institutional strategic planning efforts which led to development of this Title III retention project.

He is an enthusiastic supporter of the project and is keenly interested in seeing its impact on

student retention, graduation, and service to workforce demands in our region. Since his arrival

two years ago, Chancellor Patterson has encouraged faculty, staff and students to participate in

and own strategic planning and implementation processes in order to strengthen UWSP. Letters

of commitment are appended.

The organization chart depicts structure of the project’s management and its proximity to

institutional leadership. The project’s day-to-day activities will be managed by the four project

coordinators. Each is committed to the project at 100% time and effort, on either 10 or 12-month

contracts. Each Coordinator will report to the project leader, Dr. Kathy Davis (Executive

Director for Academic Success), by means of the implementation committee outlined above. For

her critical leadership role, UWSP will provide in-kind support of 10% of Dr. Davis’

appointment; she reports to the Provost and Vice Chancellor for Academic Affairs Greg

Summers, thence to Chancellor Patterson.

38

Chancellor

Bernie Patterson

Provost and Vice Chancellor for Academic Affairs

Greg Summers

Chief Information

Offcier

College Deans

Associate Vice Chancellor for

Enrollment Managment

James Barrett

Executive Director Academic Success

Kathy Davis

Title III Retention

Coordinator

Title III Program Assistant

Career Services

Director: Angie Kellogg

Title III Career Services

Coordinator

Tutoring Learning Center

Director: Maureen Giblin

Title III Supplemental

Instruction Coordinator

Student Academic Advising Center

Director: Angie Kellogg

Title III Academic Advising

Coordinator

Library

Disability and Assistive

Technology Center

Associate Vice Chancellor for

Teaching, Learning &

Acad. Progs.

Asscoiate Vice Chancello for

Personnel, Budgets &

Grants

UWSP student support staff will commit varying time and effort to the project, up to 50%

FTE (or 20 hours per week) throughout the duration of the project. The Title III Retention

Coordinator will work in consultation with the other three coordinators to collect and analyze

data for monitoring and assessment of project activities, reporting to Executive Director Davis

Kimber Goodwin, the UWSP grants accountant, will work closely with Dr. Davis and the

Title III Program Assistant, to ensure: project expenditures are accurate, appropriate and

compliant as well as invoiced and reconciled judiciously; accurate annual financial reports are

accurate and accessible for internal use and submitted to the Department of Education as

required.

UWSP is committed to providing equal access to opportunities and services regardless of

gender, race, national origin, color, disability or age. (See attached GEPA Statement.)

39

PART F: EVALUATION PLAN

Evaluation of the UWSP Title III project will involve both external and internal

assessments. The Executive Director for Academic Success will oversee an evaluation team

including the Title III coordinator to assist with data management, institutional research staff

who will compile student demographic and performance data as well as provide reports from

ongoing campus-wide assessment activities, and the members of the T3 Advisory Council who

will serve as liaisons to their respective areas for quantitative and qualitative data collection.

The Executive Director will work with the external evaluator on interpreting assessment

results, determining project objective attainment and strategies for necessary improvements. As

part of project ‘start-up’ activities, the evaluator will assist in finalizing the project evaluation

design and will conduct annual, summative, end-of-year program reviews.

The T3 Advisory Council will conduct on-going, formative progress assessments each

semester in order to provide the Executive Director with timely information in responding to

necessary project implementation modifications.

The following table outlines the evaluation plan including identification of data elements,

plan for data collection, analysis and timeline, and identification of project staff and institutional

partner responsibilities.

40

Project Evaluation Plan

Data Elements Data Collection and Analysis Procedures Persons

Responsible

Possible Results or Timeline

Project Objective 1: Increase first to second year retention of first-time, full-time freshman 0.5% each year of the 5-year project period.

Activity 1a: Conditional Admit Program: The first to second year retention rate of students participating in the conditional admit program will be 5%

higher than previous cohorts of students who meet the same admission criteria.

List of students that are wait listed

due to lower academic aptitude.

MAPWorks surveys and program

participants.

End of term grade reports

Qualitative feedback (evaluation

forms, focus groups, surveys)

In collaboration with Admissions identify students

that are wait-listed due to lower academic aptitude.

Administer MAPWorks surveys.

In collaboration with R&R get end of term grade

reports.

Provide exit interviews with program participants to

discuss efficacy.

Analyze students individual strengths and

weaknesses and develop an academic success plan.

Analyze and respond to MAPWorks survey results.

Make changes as deemed necessary.

Title III

Retention

Coordinator

Spring of 2015.

Activity 1b and 1c: Supplemental Instruction: By 6/1/2018, 75% of LI, URM, and ACT<20 freshmen will participate in Supplemental Instruction study

groups, and those who attend 5 or more SI sessions will achieve grades higher than those who do not attend, improving persistence to a degree. By 10/9/18,

90% of “gatekeeping” courses in Mathematics and the sciences (STEM) will have Supplemental Instruction study groups to increase student retention and

success during their first and second years on campus.

Class lists of SI-attached courses,

DFW lists, number of LI, URM

and ACT<20 students, faculty,

staff, and student qualitative

feedback (evaluation forms, focus

groups, surveys).

In collaboration with R&R, identify LI URM, and

ACT<20 student enrolled in high DFW STEM

courses.

Administer Select Survey

Conduct focus groups

Create a market plan to recruit more LI, URM, and

ACT<20 students in SI groups, creating promotional

material with a retention focus.

Fall 2014 begin with incoming freshmen to

aggressively promote SI.

Analyze Select Survey results

Review Spring 2014 focus group recommendations.

Make program changes as needed.

SI Coordinator.

Records and

Registration.

Faculty

teaching the SI

courses.

SI peer

educators.

Year 4: Expand to 90% of

DFW>20% in courses with

enrollment >35 in.

gatekeeping courses.

Year5: Maintain at goal and

expand where possible.

41



Responsible


Activity 1d: Intrusive Advising Program: Decrease the gap in retention of undeclared students and their declared counterparts to less than 2%.

Retention rates for undeclared

freshmen cohort, as captured by

the 10th

day of the semester.

Academic probation rates

MAPWorks data, including

student self-reported information

on commitment to the institution

and satisfaction with institution.

In collaboration with Registration and Records,

obtain each semester and year reports about

undeclared students retention and

probation/suspension status.

Administer MAPWorks surveys; look for trends of

self-reported scores in conjunction with persistence

rates. Focus attention on weak areas.

Academic

Advising

Coordinator

Collect and analyze data annually

Activity 1e: Intrusive Advising and Career Outreach Programs: Collaborate with the Director of General Education and FYS faculty and peer mentors to

ensure the learning outcome related to academic and career planning is met in each section of FYS.

Faculty-reported perception of

student demonstrated learning.

Each faculty who requests a module activity or

presentation will be asked to answer a short survey

about their experience. That data will be used to

modify and improve training materials and future

presentations.

Collect and analyze data on a regular basis.

Intrusive

Advising

Coordinator

Ongoing, as determined by

Director of General Education

Activity 1f: Career Outreach Program Increase the number of first-year students who report participating in activities designed to facilitate career

exploration and foster self-assessment of skills and interests.

Numbers of students who take

career assessments.

Students self-reported data on

achievement of learning outcomes.

Number of students meeting with

peer mentors.

Student satisfaction with peer

mentoring experience.

Track numbers of students who take assessments (via

CareerPoint system).

Distribute learning outcomes survey to students

following the interpretation of assessments.

Disaggregate by demographic variables (SES, race,

first-generation).

Track numbers of appointments. through CareerPoint

system.

Distribute satisfaction survey to students following

their meeting with peer mentors.

Analyze the data collected.

Career

Outreach

Specialist.

Registration

and Records.

Reports run monthly

Data disaggregated at the end of

each semester.

Distributed throughout the year

and compiled annually.

Reports run monthly.

Distributed throughout the year

and compiled annually.

42



Responsible



Activity 2a: Conditional Admit Program: The 4-year graduation rate of students participating in the conditional admit program will be 5% higher than

previous cohorts of students who meet the same admission criteria.

Graduation reports

Student feedback

With assistance from Registration and Records,

track cohorts of conditionally admitted students to

track 4 and 6 year graduation rates

Collect information from students who do not

graduate in 4 years about what they perceived cause

their delays. Work to assist students with common

challenges related to on-time graduation

Title III

Retention

Coordinator

Records and

Registration

Summer 2018 will be the first 4-

year graduation for the first official

fall cohort of conditionally

admitted students.

Data collected and analyzed

annually after that.

Activity 2b: Supplemental Instruction Program: By 6/1/2018, 75% of LI, URM, and ACT <20 students who attend 5 or more SI sessions will achieve

grades higher than those who do not attend, improving persistence to a degree.

DFW lists, timetable, course

catalog, attendance at SI sessions

by course, exam/course grades,

number of faculty teaching high

DFW courses, turnover of faculty,

retention rates for all students

Identify all courses with DFW >20% and review courses by

semester to offer SI for appropriate courses.

Frame and publicize SI as a retention tool to advisors and

student support programs.

Track SI participants to begin collecting graduation rates

Monitor targeted percentages of participating students to assure

graduation rates.

Adjust program as needed.

SI

Coordinator.

Records and

Registration.

Year 5: 75% of target

population in SI

groups who attend five

or more sessions will

achieve a grade better

than the class average

Activity 2c: Intrusive Advising Program: Increase the number of students utilizing the Student Academic Advising Center to plan for alternative

majors when they need or desire to change their selected academic program.

Satisfaction from students/faculty.

Time to new major.

Graduation rates of transfer from

UW-Marshfield/Marathon Cnty.

Brief surveys.

Tracking data.

Analyze survey results.

Academic

Advising

coordinator

Beginning FY14, and

continuing for

duration of the project.

Activity 2d: Intrusive Advising Program and Career Outreach Programs: Increase the amount of intentional advising and career counseling outreach

and programming for at-risk students.

Tracking data

Student surveys

Utilization of MAPworks data and brief surveys after

presentations for students

Academic Adv

Coordinator.

Career

Outreach

Coordinator

Ongoing through entire

grant duration.

43

Activity 2e: Career Outreach Program: Expand students’ utilization of resources to obtain internships and effectively market their skills and

experience to future employers.

Number of students participating

in for-credit internships

Needs of Departmental Intern

Coordinators re: internship

information and support

“Hits” on website and online

career resources

Quantity and quality of student

profiles on LinkedIn.

Feedback on usefulness of online

resources

Students self-reported data on

achievement of learning outcomes

Employer perception of student

preparedness

Track numbers of students who participate in for-credit

internships

Distribute Needs Assessment Survey to Departmental Intern

Coordinators

Website and social media analytics

Look at LinkedIn to determine UWSP students developing

LinkedIn profiles and joining relevant LinkedIn groups

Student focus group

Distribute learning outcomes survey to students following the

interpretation of assessments

Administer survey to employers

Career

Outreach

Specialist

Departmental

Intern

Coordinators

Career

Outreach

Specialist.

Web and

Media

Services.

Career

Outreach

Specialist.

Employers.

Internships compiled

at the end of each

semester.

Website and LinkedIn

analyzed annually.

Student learning

outcomes survey

distributed throughout

the year and compiled

annually.

Employers surveyed in

years 2 and 4.

PART G: BUDGET JUSTIFICATION

Budget Item Description Year One Year Two Year Three Year Four Year Five

Total

Federal

Request PERSONNEL Federal Match Federal Match Federal Match Federal Match Federal Match

Executive Director, Academic Success to

oversee management, implementation and

assessment of the Title III project 0 12,006 0 12,126 0 12,247 0 12,370 0 12,493

Title III Retention Coordinator, 100%

FTE, 10 month appointment 47,500 0 47,975 0 48,455 0 29,364 14,682 14,829 29,657

Supplemental Instruction (SI)

Coordinator, 100% FTE, 10 month

appointment 47,500 0 47,975 0 48,455 0 29,364 14,682 14,829 29,657

44

Academic Advising Coordinator, 100%

FTE, 12 month appointment to provide

both academic year and summer advising

services including comprehensive

summer orientation advising 45,000 0 45,450 0 45,905 0 46,364 0 46,827 0

Career Services Coordinator, 100% FTE,

10 month appointment 37,500 0 37,875 0 38,254 0 38,636 0 39,023 0

Title III Program Assistant, 100% FTE,

10 month appointment 0 22,500 0 22,725 0 22,952 0 23,182 0 23,414

Student Support Staff:

*Supplemental Instruction Course

Leaders to attend DFW course lectures,

take notes, & conduct group tutoring: 20

course leaders @ $10/hour for 300 (10

hrs/wk. for 30 wks) hours per acad. yr. 60,000 0 60,000 0 60,000 0 60,000 0 60,000 0

*Academic Advising Peer Mentors to

lead individual and group peer advising

and assist with outreach FYE events,

presentations and activities: 12 @

$10/hour for 240 hours (8 hrs/wk for 30

wks) per academic year. 28,800 0 28,800 0 28,800 0 28,800 0 28,800 0

*Career Services Peer Mentors to

assist in outreach events, presentations

and activities: 10 @ $10/hour for 240

hours (8 hrs/wk for 30 wks) per academic

year. 24,000 0 24,000 0 24,000 0 24,000 0 24,000 0

Total Personnel 290,300 34,506 292,075 34,851 293,869 35,199 256,528 64,916 228,308 95,221 1,361,080

FRINGE BENEFITS

Academic Staff (four coordinators) @

39.1% in Year 1 and incrementally

increasing by 3%/year thereafter. 69,403 4,694 75,475 5,105 81,662 5,524 69,133 20,074 59,024 36,694

Classified Staff (program assistant) @

61.6% and incrementally increasing by

3%/year thereafter. 0 13,860 0 14,680 0 15,516 0 16,366 0 17,232

45

Student Hourly @ 4.4% and

incrementally increasing by 1% per year

thereafter. 4,963 0 6,091 0 7,219 0 8,347 0 9,475 0

Total Fringe Benefits 74,366 18,554 81,566 19,785 88,881 21,040 77,480 36,440 68,499 53,926 390,792

TRAVEL

Professional development training: One

annual training/Coordinator: 4 @ $2,000

ea. / year. The $2K estimate is based on:

$700 airfare + baggage fees; $500 hotel

(for up to 4 nights); $160 meals ($40 per

diem); $140 ground transportation

(taxi/shuttle) & pkg; $500 training reg.

fees. 8,000 0 8,000 0 8,000 0 8,000 0 8,000 0

Total Travel 8,000 0 8,000 0 8,000 0 8,000 0 8,000 0 40,000

SUPPLIES

Start-up Instructional technology:

AdvisorTrac software lifetime license fee

+survey module + messaging feature

($2,995 + $695 + $295= $3,985); Tablets

and smartpens for 20 SI course leaders to

link course notes & assignments to D2L

(20 x $600 +$125 = $14,500); 18,485 0 0 0 0 0 0 0 0 0

On-going Instructional Supply Costs:

Career Assessments ($12/student for 200

students=$2,400); AdvisorTrac annual

maintenance fee, $950. 3,350 0 3,350 0 3,350 0 3,350 0 3,350 0

Estimated start-up ($6K) and on-going

($2.5K) operational supplies & equip.:

phones, computers, printers, tablets, office

furniture & consumables, printing, &

photocopying. 0 8,500 0 2,500 0 2,500 0 2,500 0 3,500

Total Supplies 21,835 8,500 3,350 2,500 3,350 2,500 3,350 2,500 3,350 3,500 35,235

CONTRACTUAL

External Evaluator 5,000 0 5,000 0 5,000 0 5,000 0 5,000 0

Total Contractual 5,000 0 5,000 0 5,000 0 5,000 0 5,000 0 25,000

TOTAL DIRECT COSTS 399,501 61,560 389,991 57,136 399,100 58,739 350,358 103,856 313,157 151,647 1,852,107

46

COMPETITIVE PREFERENCE PRIORITIES

Increasing Postsecondary Success (CPP1)

This Title III grant proposal was borne out thoughtful and informed planning and analysis

to identify the root of retention and persistence problems, particularly that of our highest-risk

students. The resultant plan is not to just broaden our existing high-impact academic support

programs, but to coordinate and streamline these services in a seamless way in order to improve

awareness and utilization. To further demonstrate the great need for these improvements, it is

necessary to describe in more detail the students who attend UW-Stevens Point.

The majority of enrolled students UW-Stevens Point come from surrounding counties

comprised of some of the poorest and economically depressed areas of the State. As a result, the

UWSP student population that is at risk for not persisting and achieving their academic potential.

In addition to the financial burden our students face, other factors inhibit their academic success.

These factors include: lack of academic preparedness; limited transferrable skills needed in

navigating the college experience; difficulty utilizing academic and advising support programs;

and little knowledge of available academic program options, majors and careers.

A high percentage of UWSP students are at a high

risk for failure in their first year of college and/or have low

graduation rates. These students need increased support and

intervention to be successful. UWSP identifies “at risk

populations” by examining first to second year retention rates

as well as six- year graduation rates of cohorts. When

compared with their counterparts, populations with lower

retention/graduation rates include: Pell-recipients, first generation students, under-represented

Race/Ethnicity Pell

Eligible

Average

ACT

African

American

103 18.7

American

Indian

41 21.1

SE Asian 220 19.9

Asian 30 25.4

Pac Islander 1 22.3

Hispanic 88 22.0

Two or More

Races

24 22.9

White/Unknown 2,320 23.3

Total 2,827 23.2

47

minorities (URMs), undeclared students, and students that are academically underprepared

(ACT<20 and high school rank below 50). Additionally, many of these at- risk students have

overlapping characteristics. For example, the majority of URM students have lower ACT scores

as compared to our total student population, as well as being Pell-eligible. The same holds true

for first generation students: many are URM students, have high need for academic support, are

Pell-eligible and/or are undeclared students.

In 2012, nearly 35% of new freshman and 40% of new transfer students were Pell Grant

recipients. Pell students have a lower first to

second year retention rate (-1.8%) and six

year graduation rates (-3.0%) as compared to

the overall student pop-ulation. As

previously mentioned, UWSP institutional

data indicates that those students with lower

than an average ACT scores (below 23) have

lower retention and graduation rates.

On average, UWSP enrolls

nearly 5,000 first generation college

bound students each year, a statistic

which has remained relatively steady

over the past 10 years. First generation

students have a first to second year

retention rate 6.2% lower than the

overall incoming student population.

51% 49%

46% 47%

0%

15%

30%

45%

60%

75%

19

99

20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

First-Generation Freshmen at UWSP

5.4%

7.2%

10.3%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

10 Year Diversity of the Freshman Class

48

UWSP has reported one of the greatest increases in the enrollment of diversity students

over the past 10 year period. URM students have a first to second year retention rate 6.8%

lower than the overall incoming student population

The Pell Institute Report recommends that institutions focus on the special characteristic

and circumstances of low-income and high risk students when developing and implementing

retention policies and practices (The Pell Institute, 2011). This ensures that these students’ needs

are addressed. Furthermore, the literature suggests that services designed for special populations

are oftentimes effective for the general population; while the converse of this is not always true

(The Pell Institute, 2011, p. 7). Knowing our student demographics and the challenges our

campus faces in supporting students, we identified high-impact practices from four areas on

campus. Through collaboration, these programs will provide a seamless fill to holes in services

that currently exist.

Improving Productivity (CPP2):

This Title III grant request is a thoughtful combination of initiatives that will best meet

the most important needs of our highest-risk students. Although our proposal was crafted with

best practices for at-risk students, these services will be available to all students, thereby

eliminating duplication of services across multiple, disconnect niche programs. With our high

number of at-risk students, our proposed plan to create a coordinated, seamless structure for

academic and advising support services is vastly more efficient than our current practices and

structure. More importantly is the positive impact this project will have on student success.

Efficiencies:

Peer tutors/mentors: Peer-based education systems work because students respect the

legitimacy of peer guidance. Students innately trust and relate to their peers, a powerful

49

connection not easily replicated by faculty and professional staff. Peer mentoring

programs are proven high-impact practices that improve retention. Knowledgeable and

well-trained peers are better able to facilitate college navigation processes, freeing up

faculty and professional staff, time and effort for higher-level issues and concerns.

Title III Advisory Council: The Title III Advisory Council will bring together unit

leaders directly and indirectly involved in implementing Title III activities which will

ensure project success through regular assessment and process improvements.

Collaboration: By nature of the activities we are proposing, a high level of

collaboration will result from purposeful organizational design of the project in the

Division of Academic Success. Project coordinator offices are in close proximity and

will serve on retention and implementation committees of the Executive Director for

Academic Success. Monthly meetings of Title III Coordinators will allow an opportunity

for efficient formative assessment processes and management of time-sensitive issues.

Additionally, the following chart illustrates the collaborations purposefully structured in

proposed position descriptions.

Title III Retention Coordinator Director of Diversity and College Access

Director of Admissions

Associate Vice Chancellor for Enrollment Management

all other Title III positions

Supplemental Instruction

Coordinator Faculty in disciplines with course with high DFW rates

Tutoring Learning Center Director and staff

Intrusive Advising Coordinator Career Outreach Coordinator

Director of General Education and First Year Seminar faculty

Staff in Diversity and College Access

Staff in the Tutoring-Learning Center

Career Outreach Coordinator Intrusive Advising Coordinator

Faculty in academic departments (internship coordination)

Director of General Education and First Year Seminar faculty

Staff in Diversity and College Access

Documents

TABLE OF CONTENTS OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT 2 · 2013-12-13 · TABLE OF CONTENTS OVERVIEW OF THE UNIVERSITY OF WISCONSIN-STEVENS POINT ... (remedial)