The 2006-07 Comprehensive Enrollment Management Plan
(as of November 27, 2006)
Introduction
Enrollment management covers a range of functions to provide access to collegiate study and to facilitate admission
and progress to graduation. In part, the California Master Plan along with the CSU defines access (i.e., specifies
admissions requirements for freshmen, transfer, graduate/post baccalaureate and international students). The
California Master Plan for Education provides for admission to the California State University (CSU) for all eligible
applicants. Eligible applicants include first-time freshmen from the top-third of California high school graduates and
transfers from California community colleges to enroll in a CSU.
However, due to high demand (i.e., impaction) some campuses are authorized to have higher standards
(supplementary admission criteria) for specific majors and/or all students. Students who are CSU-eligible but who do
not meet an impacted campus’ supplemental admission criteria may be denied admission to that specific campus. If
so, they are encouraged to apply to a campus that is still accepting applications. Further, campuses may use local
admission guarantee policies for students who graduate or transfer from high schools and colleges that are
historically served by a CSU campus in that region.
Tracking Enrollment
Headcount and full-time equivalent students (FTES) are two measures used within the CSU to summarize student
enrollment. Headcount enrollment refers to the number of students participating in academic programs whereas
FTES is used as a measure of instructional units associated with a given headcount enrollment. The CSU sets
enrollment targets for its 23 campuses in terms of FTES and has a system-wide accountability process to analyze
educational effectiveness in meeting the state’s educational objectives. The CSU accountability process requires
reporting outcomes on a regular, cyclical basis. To understand how students persist to degree, annual retention and
graduation rates are used.
Enrollment Management at SJSU
Context for Comprehensive Enrollment Management (CEM) Goals
Historically, SJSU has focused enrollment management activity around meeting FTES targets set for SJSU by the
CSU Chancellor's office in consultation with the President. The process entails having the Provost identify (following
consultation with Deans) enrollment targets at the College level that will result in the University meeting its overall
FTES target. From the College level, Deans often set enrollment targets for the departments in their college. In all
cases, decisions have been driven by available resources (e.g. physical, human, and technology), student demand,
regional demand, and changes in disciplines and industry. This has served to make the process a dynamic one as
can be seen in Table 1.
Table 1. Full Time Equivalent Students (FTES) data by academic unit with assigned targets and actual enrollment.
College
App. Sci and Arts
Business
Education
Engineering
GS&R (Library Sci)
Humanities & Arts
Science
Social Science
Social Work
Other
University Total
01/02 FTES
02/03 FTES
03/04 FTES
04/05 FTES
05/06 FTES
Assigned
Actual
Assigned
Actual
Assigned
Actual
Assigned
Actual
Assigned
2535
3000
1525
2025
175
4078
3605
2925
535
173
20576
2363
2839
1510
2076
172
4113
3676
2892
479
81
20201
2462
3250
1700
2210
250
4349
3849
3085
505
60
21720
2453
2948
1709
2282
208
4388
3729
3281
528
87
21613
2520
3265
1780
2300
280
4390
3792
3250
515
100
22192
2591
2928
1730
2258
190
4168
3404
3289
512
60
21146
2604
3093
1768
2258
279
4271
3526
3295
510
61
21655
2998
3003
1610
2198
**
4141
3261
3304
544
64
21122
3175
3193
1645
2321
**
4440
3301
3505
546
70
22196
Actual
** Library and Information Science moved to College of Applied Sciences and Arts
Page 1 of 9
The 2006-07 Comprehensive Enrollment Management Plan
While this process was responsive to internal and external changes at the department level, there were no university
level goals guiding decision making with respect to program and student mix. The comprehensive enrollment
management plan, developed within the strategic planning process overall, provides a framework that can be used to
guide recruitment efforts as well as align resources with university goals. In addition, the 2010 Goals clearly express
the important relationship between retention, graduation and enrollment management.
Current Status of Enrollment Management
At SJSU, enrollment management planning, as envisioned in the Comprehensive Enrollment Management Plan,
involves determining the long-term shape (i.e., size, composition) and nature (i.e., type of degree programs) of the
University as well as improving student learning and daily operations. The real question for SJSU is how to balance
issues related to access, quality, retention and graduation as we serve our mission.
As part of the SJSU strategic planning process, the following goals were set for enrollment management.
Goal 2.0. By 2010 SJSU will have:
Goal 2.1. Developed and implemented a comprehensive enrollment management plan that sets an annual
enrollment growth target in consultation with the CSU (currently set at 2.3% per annum). Incorporated in that plan are
recommended targets for:






Enrollment distribution between undergraduate and graduate students;
Enrollment distribution between general fund and self-support programs;
Enrollment distribution between residential and non-residential students;
Enrollment distribution between classroom-based and distance-learning instruction;
Recruitment of specific majors and high-achieving students; and
Recruitment of high school graduates from entire service area and beyond including state, national and
international areas.
Goal 2.2. Enhanced advising programs to increase retention and reduce time to graduation for all students.
Goal 2.3. Obtained measurable improvement in recruitment and retention rates thereby increasing graduation rates
by five percentage points.
Strategy
Our strategy is to implement strong practices to facilitate admission and achievement of the baccalaureate/graduate
degree at SJSU. We use capacity and performance information to set targets, assess outcomes and plan actions for
improvement. The primary indicators related to effective enrollment management are summarized in Table 2.
Table 2. Enrollment Management Functions
Function
Academic Program
Management
Recruitment
Enrollment
Role
Determine Shape &
Nature of University
Increase # of
applications to SJSU
Enroll new & continuing
students
Administration/
Communication
Provide support services
Academic
Experience
Provide advising services
(faculty connections,
curricular and cocurricular activities &
events) and tools
(degree roadmaps,
degree audits)
Outcome
Academic Program design and a
set of enrollment targets including
at the program level
Meet overall and program level
targets related to admissions and
improved service quality
Meet overall and program level
targets related to retention,
progress to degree and graduation
Goals
References
2.1, 2.3
Pages
4,5
2.3
Page 5
2.3
Page 6
2.3
Page 6
2.2
Pages
7, 8, 9
Through these EM functions, more fully described below, SJSU expects to achieve the Goals in 2.0 identified above.
To accomplish these goals, SJSU intends to implement actions to improve academic program planning; campus
monitoring and reporting for undergraduate, credential, and graduate programs; quality in operations; student support
services; and advising.
Page 2 of 9
The 2006-07 Comprehensive Enrollment Management Plan
Academic Program Management - The Provost, in consultation with Deans, reviews a wide array of information (e.g. program
planning documentation, department and college curriculum committee recommendations; senate curriculum and research
recommendations) in the determination of the range of programs to offer and targets set for the number and level (e.g.
graduate/undergraduate) of students served. Key variables considered in the decision-making process include capacity and
performance. Capacity relates to available resources including personnel (the distribution and expertise of faculty and staff), as
well as physical (classrooms, labs), technology, and fiscal (adequate finances to support the delivery of instruction and
infrastructure) resources. Performance relates to assessing student learning, the quality of instruction, and retention and
graduation. Improved academic program management is expected to enhance efficiency in program design and the processes
employed to monitor and disseminate information related to undergraduate, credential, and graduate programs.
Recruitment - Influence the decision of prospective students to apply to SJSU and influence key decision-makers (e.g.,
counselors in high schools, community colleges) to encourage application to SJSU. Targeted recruitment efforts are intended to
increase the number and type of applications to SJSU particularly for programs targeted for growth.
Enrollment - Influence the decision of newly admitted applicants to enroll (particularly in targeted programs) and all continuing
students to re-enroll (persist) at SJSU. Improved quality in operations will be central to strengthening not only the enrollment
component of the EM plan but also the recruitment and administrative functions.
Administration/Communication - Process applications and inquiries related to admission, registration, graduation, transcripts,
financial aid and housing in a responsive and timely manner with accurate and complete communications. Conduct daily
operations to meet enrollment targets related to number and type of applications, admissions, registration (enrollment) and
delivery of support services.
Academic Experience - Coordinate curricular and co-curricular programs and activities (with special attention on advising) to
support students in choosing a major, selecting courses, attaining their degree, and transitioning to their chosen career.
Improvements designed to enhance the students' academic experience will play a key role in keeping students on an efficient
pathway to their degree objective.
Implementation Plan
This implementation plan is designed to attain the SJSU Goals 2010 related to enrollment management. Our actions
are intended to enhance performance reporting, target recruitment activities, and explore best practices in advising
and support services. Over the long term, our actions are intended to evolve the current Program Planning process
to more effectively support Academic Program Management, improve the quality of services (admissions, enrollment
and support) and implement more effective advising practices to facilitate graduation.
Table 3 provides the details of the Implementation Plan by Enrollment Management Function and Goal number.
Table 3. Implementation Plan
Table 3A. Academic Program Management
SJSU Goal 2.1: Efficiency in Academic Program Design
Actions
Milestones
Owner
Status
Phase I
1a. Revised Program Planning Guidelines
1.
Program Planning
2.
GE Review
3.
Learning Outcomes Assessment
4.
Reduce required units in programs
leading to the baccalaureate degree to
120 units where appropriate
5.
Degree Programs Learning Outcomes
Summary Report
Page 3 of 9
1b. Required Data Elements, Senate Policy
(Part of the Program Planning Guidelines)
2. Learning Outcomes Summary Report – GE
3. Student Affairs and Academic Services Learning
Outcomes
4a. List of Degree Programs Undergoing 120 Unit
Review
4b. Report to Chancellor’s Office “Facilitating
Graduation”
5a. Degree Programs Learning Outcomes
Summary Report
5b. The completed assessment reports for each
college as well as the division of Student Affairs,
Bob
Cooper
Bob
Cooper,
Pam
Stacks,
Debra
David
Gail
Evans
Bethany
Shifflett
Bob
Cooper
Bob
Cooper
Bethany
Shifflett
Bethany
Shifflett
Completed
Completed
Completed
In progress
Completed
Completed
Completed
Completed
The 2006-07 Comprehensive Enrollment Management Plan
Actions
Milestones
Owner
academic services, and enrollment services **
5c. Leadership transfer to the director of
assessment. Data on feedback loop on program
assessment completed. This info will be obtained
via the assessment reports.
5d. Revised program planning guidelines (that
include the degree program assessment report as
a data element) makes its way through the senate
and subsequently adopted.
Status
Bethany
Shifflett
Completed
Bethany
Shifflett
Completed
** For inventory of learning outcomes for each program, visit www2.sjsu.edu/ugs/PA/pa-learningobjective.htm
Phases II and III
6.
Set enrollment distribution targets
(using current profile as baseline and
fiscal impact analyses) to achieve
CSU assigned FTES target in terms
of:

% Undergraduate vs. Graduate
Students

% Regular vs. Special Session

% Residential vs. NonResidential Students

% Classroom Instruction vs.
Distance Learning vs. Hybrid
Model

% Native vs. Transfer (LDT &
UDT)

% Freshmen Needing
Remediation

% CA Resident (local, state) vs.
Non-Residential (US, Foreign)

% Special Admits
Current Profile 2003–2010
6a. University enrollment data analyses showing
the current student profile mix within the
identified categories. (December 2006)
6b. The effect of rebenching enrollments using
the newly implemented graduate enrollment
differential (as opposed to the historical
uniform FTES formula) within the student
profile mix categories. (May 2007)
6c. The effect of CA resident and non-resident
students. (May 2007)
Future Target Profile
6d. Enrollment Target matrix completed
showing target student profile mix within the
identified categories. (May, 2009)
Fiscal Impact Study
6e. The full costs associated with instructional
programs (a) and academic support activities
needs determined in the aggregate for the
university as a whole. (May, 2006)
6f. The instructional and academic support
activity costs broken down by student profile
mix categories (b) (May 2007) **
Bill
Nance/Sutee
Sujitparapitaya
In progress.
In progress.
Bill
Nance/Sutee
Sujitparapitaya
Bill
Nance/Sutee
Sujitparapitaya
Carmen
Sigler/Bill
Nance/Sutee
Sujitparapitaya
In progress.
No action
taken.
6e.
Completed.
6f.
In progress.
Bill Nance
(a) At dept salary level faculty, staff and chair = $3800/FTES before benefits – budgeted at $3500/FTES
(b) Rebenching results in a higher FTES, since the graduate student headcount preferentially increases the FTES
Page 4 of 9
The 2006-07 Comprehensive Enrollment Management Plan
Table 3A. Academic Program Management
SJSU Goal 2.3: Campus Monitoring & Feedback of Undergraduate, Graduate & Credential Programs
Actions
Develop and use scorecards for
monitoring performance related to
retention and graduation for our
students and other areas as follows:
Our Students

Admissions

Enrollment

Progress to Graduation
Our Academic Programs (By College &
Department)

Enrollment

Program Planning

Finances

Faculty

Capacity Utilization
Our Resources

People

Finances

Facilities
Our Strategic Goals

Enhancing Academic Quality

Enriching the Student Experience

Improving the Campus Work
Environment & Infrastructure

Strengthening Community Alliances
8. Develop and use scorecards for
monitoring, reporting and improving
performance related to admissions and
graduation in order to improve
retention, progress to degree and
graduation rates
Milestones
Owner
Status
7.
President's Dashboard
7a. Develop set of measures and thresholds
(May, 2005 – May, 2006)
7b. Identified Software Applications (completed
August, 2005)
7c. Issued RFQ (completed September, 2005)
7d. Selected Vendor (completed October, 2005)
7e. Tested/Piloted Application (completed
November, 2005)
7f. Purchase Infrastructure Equipment
(completed December, 2005)
7g. Project Kick-off Meeting with Vendor (March,
2006)
7h. Design & Development (April, 2006)
7i. Testing (April)
7j. Implementation (May, 2006)
7k. Training (June, 2006)
Dorothy
Poole
.
8. Same as above
Dorothy
Poole
.
9a. Budgetary Process
9.
Provide appropriate funding and
support to facilitate graduation
9b. RPB Allocations
9c. Financial Reporting
Page 5 of 9
Sally
Veregge
Sally
Veregge
Shawn
Bibb,
Sally
Veregge
Completed
Completed
In progress
Completed
Completed
The 2006-07 Comprehensive Enrollment Management Plan
Table 3B. Recruitment
SJSU Goal 2.3: Quality in Operations - Admissions, Enrollment, Administration/Communication
Actions
10. Targeted recruitment for specific
majors, high-achieving students and
graduate students
11. Targeted recruitment of high school
graduates from service area and
beyond
Milestones
10a. Recruitment Plan
10b. Develop global/living recruitment plan (Oct
’05)
10c. Implemented Software Applications: EMTConnect 2
10d. Develop recruitment collateral (based on
target populations; Grad, Undergrad,
International) (Mar ’06)
10e. Development of performance measures for
recruiting
10f. Engage and measure faculty and campus
community in recruitment
Owner
Status
Marshall
Rose
Marshall
Rose
11. Same as above
Table 3C. Enrollment
SJSU Goal 2.3: Quality in Operations - Admissions, Enrollment, Administration/Communication
Actions
12. Improve enrollment rate of newly
admitted undergraduate and graduate
students
13. Improve enrollment and retention rate
of continuing undergraduate and
graduate students
Milestones
Provost's Dashboard
12a. Develop set of measures and thresholds
(May, 2005 – May, 2006)
12b. Identified Software Applications (completed
August, 2005)
12c. Issued RFQ (completed September, 2005)
12d. Selected Vendor (completed October, 2005)
12e. Tested/Piloted Application (completed
November, 2005)
12f. Purchase Infrastructure Equipment
(completed December, 2005)
12g. Project Kick-off Meeting with Vendor (March,
2006)
12h. Design & Development (April, 2006)
12i. Testing (April)
12j. Implementation (May, 2006)
12k. Training (June, 2006)
13.
Same as above
Owner
Status
Bill Nance
Bill Nance
Table 3D. Administration / Communications
SJSU Goal 2.3: Quality in Operations - Admissions, Enrollment, Administration / Communication
Actions
14. Improve registration practices (best
practices study)
Milestones
14. Discussion Guide & Campus Visits

EM panel created discussion guide.

Need to coordinate with EAS for final guidance
Owner
Pam
Stacks
Status
Canceled
15. Improve support services delivery
15. Specify Standards of Service; Provide Service
Training
Shawn
Bibb,
Marshall
Rose
Check with
Shawn &
Marshall
16. Improve timeliness and frequency of
communications with students
regarding admission and enrollment
Communication Plan & Report
16a. Develop living Communication Calendar with
impact measures (Completed Fall ’05)
16b. Develop communication hub for internal and
external constituents, e.g., Next Steps,
enrollment events
16c. Consolidated email system
16d. Develop additional media marketing
Marshall
Rose
Check
with
Marshall.
Page 6 of 9
The 2006-07 Comprehensive Enrollment Management Plan
Table 3E. Academic Experience
Goal 2.2: Supporting Students in Choosing an Efficient Pathway to the Baccalaureate
Actions
17. Emphasis on graduation in orientation
and First Year Experience (FYE)
programs for freshmen and transfer
students. Expand FYE to cover all
freshmen and transfer students
18. Strengthened support for GE for
Lower-Division Students
19. Strengthened support for Life/Career
Goal clarification for Lower-Division
Students
20. Prominent association of career
outcomes with undergraduate and
graduate degree majors in catalogs
and other student informational
materials & resources
Milestones
Owner
17. Senate Policies governing FYE (referral to FYE
panel which is evaluating FYE and transfer student
first year experience).
Sally
Veregge,
Terri
Thames
18. Revised GE Guidelines
Bob
Cooper
19. Draft FYE Goals
Bob
Cooper
20. Career Counseling (a)
- services, publications, website
Terri
Thames
21a. Undergraduate Advising (b)
Bob
Cooper
Pam
Stacks
Pam
Stacks,
Bob
Cooper
Bob
Cooper
Pam
Stacks
21b. Graduate Advising (b)
21. Emphasis on early choice of degree
major supported by learning
communities, and development of
personal study plan
21c. Learning Communities (Humanities Honors
Program, Housing?
21d. Peer Mentoring – Undergraduates (c)
21e. Peer Mentoring – Graduates (c)
Status
No action
taken.
Completed
Check with
Bob.
In progress
In progress
In progress
In progress
Check with
Bob
No action
taken
Notes:
(a) Appropriate persons in EAS coordinating with Career Center personnel to ensure all recruiting and advising material includes information on
links between majors and career options
(b) Greater Expectations Institute advising team proposes a structure to nurture a “culture of advising.” Advising team deadline of April 3 for
written proposal and budget requests. Advising team proposal includes baseline training and workshops, creation of an electronic HUB to
provide current, baseline information for advising.
(c) Advising team proposal includes baseline training and workshops which includes the use of peer mentors/advisors. (This is now a second
phase of the EM Panel proposal to the UPC).
Table 3E. Academic Experience
Goal 2.2: Tools to Keep Students on Efficient Pathways to the Baccalaureate, Credential & Masters Degree
Actions
22. Wide promulgation of roadmaps to
undergraduate/graduate degree
23. Alignment of Undergraduate and
Graduate Degree Program Class
Schedules to Roadmaps
24. Individual Student Study Plans mapped
to degree
25. Use of Cumulated Individual Student
Study Plans in planning Class
Schedules
Milestones
22. Roadmaps Published
23. Program Planning
Bob
Cooper
24. CMS Capability?
Shawn
Bibb
25. CMS Capability?
Shawn
Bibb
26a. Academic Success Center
26. Adoption of Strategies for Student
Success (a)
26b. Writing Center
26c. Peer Mentoring
26d. Tutoring
Page 7 of 9
Owner
Bob
Cooper
Marshall
Rose,
Bob
Cooper
Bob
Cooper
Bob
Cooper
Marshall
Status
Check
Check
Check with
Shawn
Check with
Shawn
Completed
In progress
Check with
Bob.
Check with
The 2006-07 Comprehensive Enrollment Management Plan
Actions
Milestones
26e. Plan for co-curricular activities
27. Enforce policies that limit or discourage
drops, withdrawals, and grades of
incomplete
26f. Regarding the Individual Student Study
plans, the Integrated Learning panel is also
tackling these issues – stay connected with
their recommendations.
26g. Incentives to Increase Student/Faculty
Contact
26h. Investment in Faculty Panel
recommendations (b)
27a. Reports of granted exceptions for drops and
withdrawals
27b. Policy of granted exceptions for drops and
withdrawals (c)
27c. -Senate Discussion- policy to discourage
Incompletes (d)
Owner
Rose
Terri
Thames
Gail
Evans,
Eloise
Stiglitz
Sally
Veregge,
John
Shawn
Bibb
Sally
Veregge
Sally
Veregge
Status
Marshall.
Check with
Terri.
In progress
In progress
Check with
Shawn
Check with
Sally
Check with
Sally
Notes:
(a) Strategies for Student Success

Strategies included: Monitor work of Enriching Student Experience Panel for impact of their plans on retention

Appropriate persons in EAS coordinating with Student Life and Leadership personnel and with Undergraduate Studies on Orientation,
Welcome Week and Convocation

Increase funding for Welcome Week and Convocation (received $30K last year and were under-funded);

Funding for Welcome Event at beginning of Spring semester

Increase funding for Orientation – currently self-supported by student and parent fees; more funds needed to increase funding for

incentive for faculty involvement

Appropriate persons in EAS coordinating with Housing for recruitment literature, especially for families and tied to research showing
student success increased when live on campus

Partnership between Housing and Academic Division to establish Learning Communities (appropriate ownership of this one?)

Chancellor’s Office has mandated that all student organizations must have faculty or professional staff advisors – collaboration between
SLL and Academic Division to communicate requirement, emphasize in RTP process, and encourage faculty to participate
(b) Faculty Panel recommendations
1. Revision of Retention, Tenure, and Promotion Policy to specifically evaluate and reward activities that involve student/faculty contact.
Activities might include serving as advisors for student clubs or organizations, career and program advising, special advising for at-risk
students, involving undergraduate and graduate students in faculty research or creative activities, hanging out in commuter student
lounges or having occasional meals at the dormitories, taking students on field trips.
2. Provision of University resources so each regular faculty members can, if they wish, hire a student assistant for 5 hours per week.
Students might do an number of tasks for faculty members, including do library research, assist in a discussion or lab session, do
research in faculty labs or on faculty projects, serve as a peer mentor for a group of students in a class.
3. Reorganize faculty work to support student success. Divert a portion of the faculty assignment that is now directed at classroom
teaching to participation in activities that directly engage students outside the classroom.
4. Reorganize classroom experiences to enhance the engagement of faculty and students. Add an additional unit to some classes for the
purpose of having an addition hour that will engage students with the faculty member, beyond the traditional classroom activities.
5. Faculty Training. Train faculty on the finer points of advising and mentoring students.
(c)
The current policy to discourage drops (withdrawals after the end of the drop date) is very strong and does not need revision. The permission
to drop without penalty is given centrally (via EAS), which results in consistent responses to students, and requires documentation.
The policy regarding retroactive withdrawals is strong and strictly enforced centrally.
(d)
A referral will go to ISA: In order to receive an incomplete, a student must have complete 2/3rds of the class, be in good standing (C or
better), have a serious and compelling reason for which documentation is provided, and have the permission of the instructor. The
requirements to complete the class should be noted in writing and signed by the student and the instructor.
Page 8 of 9
The 2006-07 Comprehensive Enrollment Management Plan
Table 3E. Academic Experience
Goal 2.2: Strong Advising Strategies and Practices
Actions
Milestones
Owner
Marshall
Rose,
Shawn Bibb
28a. Degree Audits
28. Provide rich CMS information and
communications environment for
Major Advising
28b. MySJSU
Shawn Bibb
28c. Individual Student Study Plans
Bob Cooper,
Shawn Bibb
29a. Best Practices Study (a)
29b. Best Practices Study
29c. Planning efforts between UPC EM panel,
advising providers, and Senate coordinated
(b)
29. Strengthen Advising – timely,
mandatory upon declaring or
changing a major
29d. Advising Holds (c)
29e. Mandatory Advising: Undergraduates
29f. Mandatory Advising: Graduates
(d)
(e)
Pam Stacks
Sally
Veregge
Pam Stacks,
Sally
Veregge
Pam Stacks,
Sally
Veregge
Sally
Veregge
Sally
Veregge
30. Frequent use of degree audits
30. CMS Tracking
Shawn Bibb
31. Degree audits in a declared major not
later than 70 semester units
31. Automated Degree Audits for Students with
60-80 units via MySJSU
Marshall
Rose
Marshall
Rose
Pam Stacks,
Sally
Veregge
Pam Stacks,
Sally
Veregge
32. Mandatory advising as student
approaches/ exceeds minimum units
required for degree
33. Mandatory advising for graduate
students before they register for third
semester
32a. Advising Holds (Major Declaration Policy)
32b. Advising Holds for Students with 90-100
units (New Policy)
33. Advising Holds (New Policy)
Status
Check with
Marshall &
Shawn
Check with
Shawn
Check with
Shawn &
Bob
Canceled
????
Completed
In progress
In progress
No action
taken.
Check with
Sally.
Check with
Shawn
Check with
Marshall
Check with
Marshall
In progress
In progress
Notes:
(a) Greater Expectations Institute (GEI) Advising Team “proofed” the best practices advising study.
(b) GEI Advising Team consisted of individuals from Senate committees (Student Success, FYE Board, Undergraduate Studies, Instruction and
Student Affairs, and Curriculum and Research), advising providers/programs (ASPIRE/McNAIR, Peer Mentors, LARC, and Student Advising
Center), and UPC EM Panel members. The Advising Team continues to meet and act as a liaison between all affected entities. Proposals
from the Advising Team will be vetted with all groups and submitted through the UPC EM Panel.
(c) The GEI Advising Team advising proposal includes a structure to mitigate workload associated with mandatory advising needs.
(d) This referral is currently being reviewed by the Undergraduate Studies Committee with input from the panel formed for Greater Expectations.
Advising holds will be placed on students for mandatory advising. Mandatory advising after 60 units is too late. The policy should state that
students should have mandatory advising prior to matriculating and at the end of their second semester (or after 24 units, in preparation for
the following fall. Students who earn less than a C- in any class should also be flagged for mandatory advising. Mandatory advising should
be required when a student earns their first grade below a C, prior to students getting on probation, and again, if students go onto probation.
Faculty members should get hard copies of grade reports for their advising, such that they can review them and determine if a student is
getting into trouble, and call the student in for advising if necessary.
(e) Advising holds will be placed on students for mandatory advising. This will be a referral to the Graduate Studies and Research Committee.
Mandatory advising for graduate students should occur prior to them matriculating and prior to registering for their third semester.
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The 2006-07 Comprehensive Enrollment Management Plan