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
1
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
Stevens Point
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.
2

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
STUDENT DEMOGRAPHIC
CHARACTERISTICS
Students who receive some form of
financial aid (source: Director of Financial
Aid)
Students receiving federal or state financial
aid (source: Director of Financial Aid)
Pell-eligible students
Students with family EFC < $5000
First-generation students
Incoming students testing into low
(remedial) math
Students placed on academic probation and
suspension.
Freshmen who start undeclared in major
Student ACT scores <20
Number of entering students waitlist admits
PERCENT
74%
65%
34%
42%
47%
8%
10.9%
20%
19%
5%
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
3
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.
UWSP Program Accreditations
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
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
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.
4
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
2010-11 Resident Undergraduate
Cost of Attendance
Institution
Madison
Milwaukee
Stout
La Crosse
Eau Claire
Oshkosh
Parkside
Platteville
Stevens
Point
Green Bay
Superior
River Falls
Whitewater
Total
COA
17,389
15,857
14,214
14,069
13,774
13,123
13,122
13,013
13,012
Tuition
& Fees
9,665
8,675
8,370
8,139
7,827
6,995
6,960
6,971
7,010
Room &
Meals
7,724
8,182
5,844
5,930
5,947
6,128
6,192
6,042
6,002
12,982
12,956
12,848
12,596
7,282
7,536
7,133
7,042
5,700
5,420
5,915
5,554
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
5
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
6
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





Goal 2:
Increase
Opportunities for
Learning







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
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
1. UWSP has a
strong tradition of
employing of high
impact practices
(HIPs).






2. UWSP has
demonstrated
success programs
for first year
students.



3. UWSP STEM
graduates are
successful and
persist to terminal
degree
completion.



1. Persistence
rates in STEM
courses are low.



2. Critical
Gateway STEM
courses are also
‘bottlenecks’ for
entry to STEM
majors.



Academic Program STRENGTHS
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.
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.
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
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.
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.



4. Career
planning is not a
priority.
5. Students with
low academic
aptitude do not
succeed.
6. Current highimpact retention
practices are
insufficient.











1. Visionary
administrative
leadership



2. Prudent,
strategic decisionmaking


3. UWSP created
an Enrollment
Management
Division.





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.
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.
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
Wisconsin is phasing out the WI Covenant program which provides funding to lowincome, 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
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.
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.
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
9
1. Academic
support services
lack coordination


2. Remedial and
skill-building
support courses
and programs are
lacking

3. Lack of training
and support for
faculty
development.







4. More graduates
are needed to
meet regional
workforce
demands.


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
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.
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 4year 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 skillbuilding in the areas of time-management, study skills, navigating financial aid,
navigating academic probation, and intrusive advising.
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.
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


2. Demonstrated
fiscal
accountability
with extramural
funds



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%.
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 postaward kick-off conferences with the UWSP grants accountant, submit annual budgets,
10
and provide agency approval for budget changes as required by funder policy.
3. UWSP is
pursuing all
funding streams.


4. Differential
tuition request


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.
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.





2. UWSP has
significantly lower
tuition revenue
per student FTE
as compared to
other UW System
universities.


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.
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 highimpact 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.
12
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, underrepresented 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
URM
Non-URM
Pell Recipients
Non-Pell
First Generation
Non-First Gen
ACT <20
ACT > 20
HS Rank < 50
HS Rank > 50
Undecided Major
Decided Major
Retention
Performance Gap
Graduation
Performance Gap
-6.8%
-7.3%
-1.3%
-3.0%
-6.2%
na
-8.3%
-7.9%
-9.9%
-15.0%
-7.9%
-5.5%
13
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 startup 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
UWSP Projected Tution Revenue with 0.5% Retention
Rate Increase
Year 5 (84.5%)
$733,069
Year 4 (84.0)%
turn will be utilized to support
the project beyond the 5-year
grant request. Shown in the
$472,948
Year 3 (83.5%)
graph below, 0.5% retention
$307,416
Year 1 (83.0%)
$141,885
Year 1 (82.5%)
improvements will yield
$70,942
$0
$200,000
$400,000
$600,000
$800,000
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
14
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.
15
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
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


Weaknesses Addressed
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.
16
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.

Activity 1d: Intrusive Advising
Program: Decrease the gap in
retention of undeclared students and
their declared counterparts to less
than 2%.









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.

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.




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.
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.
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.
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.
17

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
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.
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.






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.

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.

Activity 2e: Career Outreach
Program: Expand students’
utilization of resources to obtain
internships and effectively market
their skills and experience to future
employers.





Weaknesses Addressed
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%.
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.
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.
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.
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
18




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.
Project Objective 2: Increase the 4-year graduation rate by 3% by the conclusion of project year five.
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).
19

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 highlyinteractive 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 selfappraisal, 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.
20
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 first year to second
year retention rates of
conditionally admitted
students will increase
by 5%.
Pilot Spring 2014
Admissions.
Fall of 2014 full
implementation
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
21
Specific Tasks
Primary Participants
Methods Involved
Tangible Results
Timeframe
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.
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.
High DFW courses have a higher level of faculty
turnover than average so closely monitoring DFW rates
and recruiting faculty members is essential.
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
22
Specific Tasks
Primary Participants
Methods Involved
Tangible Results
semester 2017. Constantly
monitor DFW rates
expanding the program as
needed which datagathering, 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.
Timeframe
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
30 minute pre-advising meetings
Personnel responsible:
Advising peer mentors,
under the direction of the
Intrusive Advising
Coordinator
2nd semester meeting – campus involvement
opportunities, major and career information
1st semester meeting – orientation to navigating
academic exploration and planning
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.
Track completion of appointments through AdvisorTrac
software.
23
Specific Tasks
Require mandatory
interventions for
probationary students
Primary Participants
Target audience:
undeclared students on
academic probation
Methods Involved


Required meetings with advisor, focused on the
development of an academic plan
Required group meeting about campus resources
and coping skills.
Personnel involved:
Intrusive advising
coordinator and staff from
the Tutoring-Learning
Center
Practice intrusive advising
through the use of
MAPWorks (early alert
system)
Target audience: All firstyear students at UWSP,
with a focus on undeclared
students


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
Tangible Results
Timeframe
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
2014implementation of
academic plans
100% of undeclared
student reports will be
viewed by an advisor
Implementation
Fall 2013and
continuing
throughout the
grant cycle.
Personnel responsible:
Intrusive advising
coordinator and academic
advisers
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
Develop and provide career
development training
modules for use in FYS
sections
Target audience: FYS
faculty, for distribution to
FYS students
Personnel responsible:
Intrusive Advising
Coordinator and Career
Outreach Coordinator
Personnel responsible:
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.
The Career Outreach Coordinator will develop readymade 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.
24
Specific Tasks
Primary Participants
Methods Involved
Career Outreach
Coordinator
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
Personnel responsible:
Intrusive Advising
Coordinator
Tangible Results
Timeframe
students.
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
Personnel responsible:
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 firstyear 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
Develop and implement
peer mentoring program
Target audience: All
UWSP students
Hire and train peer mentors to assist with career
exploration and outreach efforts
Personnel responsible:
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
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
Hire and train peer
mentor staff in
Spring 2014 to
25
Specific Tasks
Primary Participants
Career Outreach
Specialist; peer mentors
Methods Involved
undeclared and exploratory students
Tangible Results
career development
Timeframe
begin Fall 2015
Students will report
high levels of
satisfaction with their
experience with peer
mentors
Project Objective 2: Increase the 4-year graduation rate by 3% by the conclusion of project year five.
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.
A 5% graduation rate
increase.
Spring of 2020
The student will be connected with the appropriate
resources and advising to continue with their success.
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.
Target audience: Students
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 atrisk students in SI
groups will
achieve a grade
better than the
class average.
26
Specific Tasks
Primary Participants
Methods Involved
Tangible Results
students from year 2 are on track for graduation or have
graduated and adjust program as needed.
Timeframe
Year3: 50% of atrisk students in SI
groups will
achieve a grade
better than the
class average.
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.
Year4: 70% of atrisk students in SI
groups will
achieve a grade
better than the
class average.
Year 5: 75% of atrisk 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
Target audience: Students
who are not meeting
academic requirements
within specified majors
Personnel responsible:
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
27
Specific Tasks
Primary Participants
Methods Involved
Tangible Results
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.
Hold office hours at UW
Marathon County and UW
Marshfield
Target audience: Students
at two-years colleges who
are considering
transferring to UWSP
Be available for appointments at least one day/semester
to engage potential transfer students in academic and
career planning before their eventual transfer
Personnel responsible:
Intrusive Advising
Coordinator
Increase the percentage
of transfer students
from the two-year
colleges graduating
within 4 years by 5%
by the year 2018.
Timeframe
students at
orientation
Year 5:
strategically plan
for future
Spring 2014: meet
with faculty and
staff from UWColleges 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.
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.
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
Personnel responsible:
Intrusive Advising
Coordinator and Career
Outreach Coordinator
Present interactive
programs and presentations
related to academic and
Target audience: Students
enrolled in Diversity and
College Access services,
residence halls students,
28
Specific Tasks
career planning
Primary Participants
Methods Involved
students involved with
student organizations
Tangible Results
knowledge/skills have
increased as a result of
the program
outcomes and
assessment tools,
developed by
Spring 2015.
At least 100 students
will participate in open
office hours.
Beginning in Fall
2013 and
continuing
throughout the
duration of the
grant cycle.
Personnel responsible:
Intrusive Advising
Coordinator and Career
Outreach Coordinator
Open office hours
Target audience: UWSP
students who are not
getting academic and
career information
elsewhere
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)
Personnel responsible:
Intrusive Advising
Coordinator and Career
Outreach Coordinator
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.
Timeframe
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.
Target audience: All
UWSP students,
Departmental intern
coordinators, employers
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
The number of students
participating in creditbearing internships will
increase
Personnel responsible:
Career Outreach
Specialist, departmental
intern coordinators
Develop a marketing campaign to communicate to
students the importance of internships and strategies for
securing an internship
Students will have a
greater awareness of
the importance of
internships
Provide training and/or resources for faculty who serve
as intern coordinators
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
29
Specific Tasks
Enhance the use of
technology and social
media as a tool to explore
careers, network with
potential employers, and
find jobs.
Primary Participants
Target audience: All
UWSP students
Personnel responsible:
Career Outreach Specialist
Methods Involved
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
Help students learn how to
effectively market their
skills and experiences
Target Audience: All
UWSP students, with
particular focus on at-risk
students
Personnel responsible:
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
Tangible Results
Timeframe
The number of students
utilizing online career
resources will increase
Year 1 and 2:
Promote LinkedIn
to students and
faculty and revise
online career
resources
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
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 3: Develop
online career
workshops
information
Year 4-5:
Continue to create,
update , and
promote website
and social media
resources
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
30
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
Master’s Degree in College Student Personnel,
Education, or other related field.
Minimum of 7 years’ experience advising college
students.



Responsibilities
Coordinating the conditional admissions program.
Enforcing academic contracts and compliance.
Serving as a direct contact in MAPWorks for
31























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
100%, 10-Month Appointment
Qualifications
Responsibilities
Master’s Degree in College Student Personnel,
 Identify high D, F, and W courses and encourage
Education, or other related field.
faculty and instructors to engage collaboratively to
arrange an SI group for their courses.
Minimum of 5 years’ experience in higher
education.
 Recruit, hire, train, observe, supervise, mentor, and
evaluate a staff of 20+ undergraduate group leaders
Familiar with Supplemental Instruction©.
annually to maintain high quality of instruction and
Experience working with Supplemental
ethical conduct.
Instruction© will prioritize the candidate.

Schedule SI groups and actively engage in the
Minimum of 2 years’ experience in supervising
inclusion of low income students, underprepared
undergraduate students.
students and students with learning differences.
Minimum of 2 years’ experience in budget

Maintain ongoing contact with faculty for exam
development and management.
grades and reporting same during the semester to
Excellent organizational skills.
monitor student progress.
Excellent written and oral communication skills.

Publicize Supplemental Instruction by speaking or
Demonstrated experience with assessment
presenting to students, faculty members, and
techniques and reporting.
groups; preparing brochures and handouts; and
Experience with MAPWorks or other early warning
distributing information at student workshops and
systems/programs.
through campus publications.
Demonstrated experience working with a diverse
 Monitor and modify the program's services to meet
population.
the changing needs of the student population.
Demonstrated experience working with databases.
 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
100%, 12-Month Appointment
Qualifications
Responsibilities
Master’s Degree in College Student Personnel,
 Overseeing the peer mentoring program within
Education, or other related field.
SAAC.
Minimum of 5 years’ experience advising college
 Serving as the office liaison to the MAPWorks
students.
implementation committee and ensuring that
advisors are proactively addressing student
Experience with intentional interventions for
concerns.
students on academic probation.
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.


32
















Minimum of 2 years’ experience in supervising
undergraduate students.
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.
Demonstrated experience with budgetary matters.

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
100%, 10-Month Appointment
Qualifications
Responsibilities
Master’s Degree in College Student Personnel,
 Coordinate programs and interventions to support
Education, or other related field.
the grant outcomes.
Minimum of 2 years’ experience in Career Advising  Provide career counseling for at-risk students and
or demonstrated equivalent experience.
exploratory students to assist with major/career
exploration.
Minimum of 2 years’ experience in supervising
undergraduate students.
 Interpret career assessments for individuals and
groups.
Excellent organizational skills.
 Oversee peer mentors.
Excellent written and oral communication skills.
Experience with MAPWorks or other early warning  Monitor MAPWorks and follow up with students
with career-related concerns.
systems/programs.
 Serve as the office contact for students in the
Demonstrated experience working with a diverse
ACCESS program.
population.
 Serve as a liaison with intern coordinators in
Demonstrated experience with technology and
academic departments.
social media.
Demonstrated experience with marketing programs.  Conduct programs and outreach to campus to
increase awareness of services and provide
Demonstrated experience with budgetary matters.
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.
33
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.
34
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,
35
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
36
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.
37
Chancellor
Bernie Patterson
Provost and Vice Chancellor
for Academic Affairs
Greg Summers
Chief
Information
Offcier
Library
College
Deans
Associate Vice
Chancellor for
Enrollment
Managment
James Barrett
Tutoring Learning
Center
Director:
Maureen Giblin
Title III
Retention
Coordinator
Title III
Supplemental
Instruction
Coordinator
Title III
Program
Assistant
Executive Director
Academic Success
Kathy Davis
Associate Vice
Chancellor for
Teaching,
Learning &
Acad. Progs.
Asscoiate Vice
Chancello for
Personnel,
Budgets &
Grants
Student Academic
Advising Center
Director: Angie
Kellogg
Career Services
Director: Angie
Kellogg
Disability and
Assistive
Technology
Center
Title III Academic
Advising
Coordinator
Title III Career
Services
Coordinator
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.)
38
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.
39
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  In collaboration with Admissions identify students
 Title III
 Spring of 2015.
due to lower academic aptitude.
that are wait-listed due to lower academic aptitude.
Retention
Coordinator
 MAPWorks surveys and program
 Administer MAPWorks surveys.
participants.
 In collaboration with R&R get end of term grade
 End of term grade reports
reports.
 Qualitative feedback (evaluation
 Provide exit interviews with program participants to
forms, focus groups, surveys)
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.
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,
 In collaboration with R&R, identify LI URM, and
 SI Coordinator.  Year 4: Expand to 90% of
DFW lists, number of LI, URM
ACT<20 student enrolled in high DFW STEM
DFW>20% in courses with
 Records and
and ACT<20 students, faculty,
courses.
enrollment >35 in.
Registration.
staff, and student qualitative
gatekeeping courses.
 Administer Select Survey
 Faculty
feedback (evaluation forms, focus
 Year5: Maintain at goal and
 Conduct focus groups
teaching the SI
groups, surveys).
expand where possible.
courses.
 Create a market plan to recruit more LI, URM, and
ACT<20 students in SI groups, creating promotional  SI peer
material with a retention focus.
educators.
 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.
40
Project Evaluation Plan
Data Elements
Data Collection and Analysis Procedures
Persons
Possible Results or Timeline
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
 In collaboration with Registration and Records,
 Academic
 Collect and analyze data annually
freshmen cohort, as captured by
obtain each semester and year reports about
Advising
the 10th day of the semester.
undeclared students retention and
Coordinator
probation/suspension status.
 Academic probation rates
 Administer MAPWorks surveys; look for trends of
 MAPWorks data, including
self-reported scores in conjunction with persistence
student self-reported information
rates. Focus attention on weak areas.
on commitment to the institution
and satisfaction with institution.
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
 Each faculty who requests a module activity or
 Intrusive
 Ongoing, as determined by
student demonstrated learning.
presentation will be asked to answer a short survey
Advising
Director of General Education
about their experience. That data will be used to
Coordinator
modify and improve training materials and future
presentations.
 Collect and analyze data on a regular basis.
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
 Track numbers of students who take assessments (via  Career
 Reports run monthly
career assessments.
CareerPoint system).
Outreach
 Data disaggregated at the end of
Specialist.
 Students self-reported data on
 Distribute learning outcomes survey to students
each semester.
achievement of learning outcomes.
following the interpretation of assessments.
 Registration
 Distributed throughout the year
and Records.
 Number of students meeting with
 Disaggregate by demographic variables (SES, race,
and compiled annually.
peer mentors.
first-generation).
 Reports run monthly.
 Student satisfaction with peer
 Track numbers of appointments. through CareerPoint
 Distributed throughout the year
mentoring experience.
system.
and compiled annually.
 Distribute satisfaction survey to students following
their meeting with peer mentors.
 Analyze the data collected.
41
Project Evaluation Plan
Data Elements
Data Collection and Analysis Procedures
Persons
Responsible
Possible Results or Timeline
Project Objective 2: Increase the 4-year graduation rate by 3% by the conclusion of project year five.
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

With assistance from Registration and Records,
 Title III
 Summer 2018 will be the first 4track cohorts of conditionally admitted students to
Retention
year graduation for the first official
 Student feedback
track 4 and 6 year graduation rates
Coordinator
fall cohort of conditionally
admitted students.
 Collect information from students who do not
 Records and
graduate in 4 years about what they perceived cause
Registration
 Data collected and analyzed
their delays. Work to assist students with common
annually after that.
challenges related to on-time graduation
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

Identify all courses with DFW >20% and review courses by
 SI
 Year 5: 75% of target
catalog, attendance at SI sessions
semester to offer SI for appropriate courses.
Coordinator.
population in SI
by course, exam/course grades,
groups who attend five
 Frame and publicize SI as a retention tool to advisors and
 Records and
number of faculty teaching high
or more sessions will
student support programs.
Registration.
DFW courses, turnover of faculty,  Track SI participants to begin collecting graduation rates
achieve a grade better
retention rates for all students
than the class average
 Monitor targeted percentages of participating students to assure
graduation rates.
 Adjust program as needed.
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.  Brief surveys.
 Academic
 Beginning FY14, and
Advising
continuing for
 Time to new major.
 Tracking data.
coordinator
duration of the project.
 Graduation rates of transfer from
 Analyze survey results.
UW-Marshfield/Marathon Cnty.
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
 Utilization of MAPworks data and brief surveys after
 Academic Adv Ongoing through entire
grant duration.
presentations for students
Coordinator.
 Student surveys
 Career
Outreach
Coordinator
42
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
 Track numbers of students who participate in for-credit
 Career
 Internships compiled
in for-credit internships
internships
Outreach
at the end of each
Specialist
semester.
 Needs of Departmental Intern
 Distribute Needs Assessment Survey to Departmental Intern
Coordinators re: internship
Coordinators
 Departmental
 Website and LinkedIn
information and support
Intern
analyzed annually.
 Website and social media analytics
Coordinators
 “Hits” on website and online
 Student learning
 Look at LinkedIn to determine UWSP students developing
career resources
 Career
outcomes survey
LinkedIn profiles and joining relevant LinkedIn groups
Outreach
distributed throughout
 Quantity and quality of student
 Student focus group
Specialist.
the year and compiled
profiles on LinkedIn.
 Distribute learning outcomes survey to students following the
annually.

Web
and
 Feedback on usefulness of online
interpretation of assessments
Media

Employers surveyed in
resources
 Administer survey to employers
Services.
years 2 and 4.
 Students self-reported data on

Career
achievement of learning outcomes
Outreach
 Employer perception of student
Specialist.
preparedness
 Employers.
PART G: BUDGET JUSTIFICATION
Budget Item Description
PERSONNEL
Executive Director, Academic Success to
oversee management, implementation and
assessment of the Title III project
Title III Retention Coordinator, 100%
FTE, 10 month appointment
Supplemental Instruction (SI)
Coordinator, 100% FTE, 10 month
appointment
Year One
Year Two
Year Three
Year Four
Match
Year Five
Federal
Match
Federal
Match
Federal
Match
Federal
Federal
Match
0
12,006
0
12,126
0
12,247
0
12,370
0
12,493
47,500
0
47,975
0
48,455
0
29,364
14,682
14,829
29,657
47,500
0
47,975
0
48,455
0
29,364
14,682
14,829
29,657
Total
Federal
Request
43
Academic Advising Coordinator, 100%
FTE, 12 month appointment to provide
both academic year and summer advising
services including comprehensive
summer orientation advising
Career Services Coordinator, 100% FTE,
10 month appointment
Title III Program Assistant, 100% FTE,
10 month appointment
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.
*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.
*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.
Total Personnel
FRINGE BENEFITS
Academic Staff (four coordinators) @
39.1% in Year 1 and incrementally
increasing by 3%/year thereafter.
Classified Staff (program assistant) @
61.6% and incrementally increasing by
3%/year thereafter.
45,000
0
45,450
0
45,905
0
46,364
0
46,827
0
37,500
0
37,875
0
38,254
0
38,636
0
39,023
0
0
22,500
0
22,725
0
22,952
0
23,182
0
23,414
60,000
0
60,000
0
60,000
0
60,000
0
60,000
0
28,800
0
28,800
0
28,800
0
28,800
0
28,800
0
24,000
0
24,000
0
24,000
0
24,000
0
24,000
0
290,300
34,506
292,075
34,851
293,869
35,199
256,528
64,916
228,308
95,221
69,403
4,694
75,475
5,105
81,662
5,524
69,133
20,074
59,024
36,694
0
13,860
0
14,680
0
15,516
0
16,366
0
17,232
1,361,080
44
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
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.
74,366
18,554
81,566
19,785
88,881
21,040
77,480
36,440
68,499
53,926
8,000
0
8,000
0
8,000
0
8,000
0
8,000
0
Total Travel
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);
8,000
0
8,000
0
8,000
0
8,000
0
8,000
0
18,485
0
0
0
0
0
0
0
0
0
3,350
0
3,350
0
3,350
0
3,350
0
3,350
0
0
8,500
0
2,500
0
2,500
0
2,500
0
3,500
Total Supplies
CONTRACTUAL
External Evaluator
21,835
8,500
3,350
2,500
3,350
2,500
3,350
2,500
3,350
3,500
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
399,501
61,560
389,991
57,136
399,100
58,739
350,358
103,856
313,157
151,647
1,852,107
On-going Instructional Supply Costs:
Career Assessments ($12/student for 200
students=$2,400); AdvisorTrac annual
maintenance fee, $950.
Estimated start-up ($6K) and on-going
($2.5K) operational supplies & equip.:
phones, computers, printers, tablets, office
furniture & consumables, printing, &
photocopying.
TOTAL DIRECT COSTS
390,792
40,000
35,235
45
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
Race/Ethnicity
African
American
American
Indian
SE Asian
Asian
Pac Islander
Hispanic
Two or More
Races
White/Unknown
Total
Pell
Eligible
103
Average
ACT
18.7
41
21.1
220
30
1
88
24
19.9
25.4
22.3
22.0
22.9
2,320
2,827
23.3
23.2
retention/graduation rates include: Pell-recipients, first generation students, under-represented
46
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
75%
year graduation rates (-3.0%) as compared to
60%
First-Generation Freshmen at UWSP
51%
49%
46%
47%
45%
the overall student pop-ulation. As
30%
data indicates that those students with lower
than an average ACT scores (below 23) have
15%
0%
1999
2000
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
previously mentioned, UWSP institutional
lower retention and graduation rates.
10 Year Diversity of the Freshman Class
On average, UWSP enrolls
nearly 5,000 first generation college
12.0%
10.3%
10.0%
8.0%
6.0%
bound students each year, a statistic
7.2%
5.4%
4.0%
2.0%
0.0%
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.
47
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
48
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
Supplemental Instruction
Coordinator
Intrusive Advising Coordinator
Career Outreach Coordinator














Director of Diversity and College Access
Director of Admissions
Associate Vice Chancellor for Enrollment Management
all other Title III positions
Faculty in disciplines with course with high DFW rates
Tutoring Learning Center Director and staff
Career Outreach Coordinator
Director of General Education and First Year Seminar faculty
Staff in Diversity and College Access
Staff in the Tutoring-Learning Center
Intrusive Advising Coordinator
Faculty in academic departments (internship coordination)
Director of General Education and First Year Seminar faculty
Staff in Diversity and College Access
49