Semester Conversion Task Force Draft 6/29/10
ACADEMIC ADVISEMENT PROPOSAL FOR SEMESTER CONVERSION
INTRODUCTION
The Semester Conversion Academic Advisement Subcommittee (SCAAS) believes this
is an opportunity to earnestly take into account the recommendations that have been
considered and documented by numerous groups on campus who have an investment in
quality advisement at California State University, Los Angeles (CSULA) (Ad Hoc Task
Force, 2005; NSS, 2009). Using the previous work the SCAAS first focused on specific
goals for the purpose of recommending an advisement plan for a quarter to a semester
conversion. The goals of the SCAAS were to:
1. Seek information and guidance from various university entities in the event there
will be a quarter to semester conversion.
2. Identify major issues for advisement related to transition from a quarter to a
semester system.
Recommendations for Academic Advisement Plan for Semester Conversation
The following recommendations are presented:
1. Develop a pledge to students to assure graduation.
2. Develop Individualized Advising Plans (IAPs ) for transition.
3. Implement a mandatory advisement system for the transition period and
conversion periods.
4. Develop and implement an outreach plan to assure that all students will receive
mandatory transition and conversion advisement by (a) contact of students by
departments and programs, (b) utilization of technology for outreach, (c)
utilization of a variety of communication methods regarding curriculum changes,
and (d) informational sessions for the transition period.
5. Develop Program Plans/Roadmaps to Graduation and an online advisement and
degree audit system previous to semester conversion.
6. Increase academic advisement capacity in the University Academic Advisement
Center and Departments as needed and include Student Affairs Student Services
Professionals for G.E. advisement during transition and the conversion periods.
7. Implement a comprehensive plan of advisement training for faculty and staff.
8. Revise the current academic advisement approach to a Holistic Integrated
Systematic Advisement Plan.
The SCAAS’s recommendations are presented as guidelines in expectations that a
successful academic advisement plan will lead to a smooth transition to a semester
system and to implementation of an integrated systematic advisement plan.
The SCAAS has determined some of the actions needed to develop and implement the
semester conversion plan as well as divisions and units who could potentially perform the
actions. These actions would be ongoing as the semester conversion would evolve (See
Table 1). In addition there are numerous elements of a semester conversion plan that
need to be addressed, revised/modified or developed by the different University
Semester Conversion Task Force Draft 6/29/10
divisions/units, Colleges, and Departments, and the University Academic Advisement
Center (UAAC) for a smooth transition. A Timeline (See Table 2 attached at the end of
this report) is presented detailing tasks and who is responsible for implementing the
suggested activities. Key elements presented in the Timeline are highlighted in the
various sections of the recommended plan. Further key elements are emphasized in the
holistic, integrated systematic advisement plan.
1. PLEDGE TO STUDENTS TO ASSURE GRADUATION
For a successful transition it is essential that students feel a sense of security during a
time which may create numerous concerns for completion of a degree. CSULA needs to
make a commitment to partner with students in a way that promotes the successful
transition from academic quarters to semesters. A sample pledge is presented in
Appendix A, which includes three major elements:
No loss of academic progress,
No delay to degree completion, and
No increased costs of degree completion.
2. INDIVIDUALIZED ADVISING PLANS (IAPS) FOR TRANSITION
The SCAAS recommends guidelines for the advisement of transition students throughout
the conversion from the quarter calendar to the semester calendar. A process for
development and implementation of Individualized Advising Plans (IAPs) is available in
Appendix B. An effective transition plan needs IAPs for all students.
3. MANDATORY ADVISEMENT SYSTEM FOR THE TRANSITION AND
CONVERSION PERIODS
The UAAC will be responsible to see all students regarding their General Education
(G.E.) plan, not just Freshmen/Undeclared majors.
It is recommended that majors in each department/school assign advisors based on
individual department/school or program needs. A faculty member or a professional staff
member will be assigned to each student as the “transition advisor”. It is the
responsibility of the department or program to determine advisement assignment duties.
It is recommended that a case management model is utilized for enhanced oversight. The
advisement capacity formula for case management is described in this report.
Fall quarter 20XX is the quarter during which all students must schedule a meeting with
an advisor to decide on either Quarter Option or Semester Option (see IAP process in
Appendix B) and to develop an IAP (see Appendix B).
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4. OUTREACH PLAN TO ASSURE MANDATORY TRANSITION AND
CONVERSION ADVISEMENT
The following elements are essential to assure that all students will receive mandatory
advisement: (a) contact of students by departments and programs, (b) utilization of
technology for outreach, (c) utilization of a variety of communication methods regarding
curriculum changes, and (d) informational sessions for the transition period.
a. Contact of Students by Departments and Programs
1. In Fall 20XX, each department or program will inform their students of the
transition and conversion plan. Then all majors will be contacted during the
20XX _____ quarter to inform them of department/school or program advisement
plans and to arrange appointments with specific advisors. Students may make
online appointments with an advisor. By 20XX ______quarter all students must
meet with an advisor to choose either option and to develop an IAP.
2. Special effort needs to be made to contact students enrolled in senior-level
courses by the department chairperson and/or program coordinator to make an
appointment to review their academic records and file for graduation. Colleges
may assist in the notification of students. Every effort must be made to assist
these students in completing their programs prior to Fall 20XX. For example,
students can be informed about how to make appointments with advisors by
faculty in each class.
3. Students that should be contacted and advised by the UAAC:
 First time Freshmen and Sophomores
 Transfer students (Check off list – GE certification)
 Undeclared majors
 Pre-Nursing majors
 Undeclared and Pre-Nursing students on academic probation or who have
been disqualified
4. Students that should see a faculty advisor in their major department:
 Students who have a declared major
 Juniors and Seniors
 Students taking major courses who have not declared a major
 Entering transfer students who have met with a UAAC advisor for G. E.
clearance
b. Utilization of Technology for Outreach
1. Develop a specialized advisement website on semester conversion with advisors
clearly identified with office hours and contact information. Add all relevant
information regarding advisement on the centralized semester conversion website.
Include the development of the capability to make appointments with advisors
online.
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2. Revise all Advisement websites and links for the UAAC, Colleges, Departments,
and Programs.
3. Place holds on all students until they are able to get advisement—needs to be
done in a timely and early manner so that holds are gone by the time they register
for the quarter the hold is placed.
4. Send email blast(s) reminding students of the importance of meeting with an
advisor and informing them that the hold will remain on their record until they do
get advised. Make announcements in all classes to reinforce this message.
c. Utilization of a Variety of Communication Methods Regarding Curriculum
Changes
Changes in the curriculum will be communicated to transitional students through printed
materials, information available on the web page, in the CSULA newsletter, the
University Times, and student information sessions.
d. Utilization of Informational Sessions for the Transition Period
Beginning in 20XX _____quarter the UAAC and Departments should offer a series of
workshops for all transitional students. Workshops should be delivered by staff/faculty
advisor members from each department/school and at least one academic advisor.
Students will be informed of these workshops through posters, email, and/or in-class
announcements. Each workshop should be targeted at transitional students who are in a
specific major and at a specific point in their program progression (e.g., sophomore prenursing majors, or marketing majors who have completed all core courses). Freshmen
will be expected to attend a workshop prior to their individual meeting with an advisor.
Prior to the workshop, a revised curriculum sheet should be completed for each student.
This sheet will indicate the degree requirements, requirements that have been met with
quarter courses, and the remaining degree requirements to be met on the semester system.
At each workshop students should receive the following materials:
1. Curriculum sheet outlining the equivalent semester courses to be taken for
students who have completed most of his/her program on the quarter system.
2. A revised curriculum sheet and a copy of the current curriculum sheet.
3. A schedule of courses for expected sequence.
4. A Course Equivalency sheet for all CSULA courses.
5. PROGRAM PLANS/ROADMAPS TO GRADUATION PREVIOUS TO
SEMESTER CONVERSION
Degree audits with new changes must be created prior to advising students . New
academic programs need to be ready one year ahead to give students a year to clear
advising holds and enroll in courses that are changing.
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Program plans for a given major that include University, G.E. and major required and
elective courses are developed to assist students in their progress toward degree
completion. Graduation roadmaps are suggested course-by-course articulation by term of
the program plan designed to inform students about the sequence of courses needed to
satisfy degree requirements. Program plans and roadmaps serve as a critical tool in the
advisement of new and continuing students. The roadmaps are not meant to cover every
possibility, but are simple guides to help students to progress in a timely manner towards
graduation. Entering freshmen and transfer students choose the "Roadmap" that best fits
their situation and study needs. Freshmen may choose a 4-year roadmap plan for fulltime students or a 6-year roadmap plan for part-time students. Transfer students have the
option of choosing between a 2-year roadmap plan for full-time students and a 4-year
roadmap plan for part-time students.
a. Guidelines for the Development of Academic Roadmaps and Major Program Plans
The SCAAS recommends the following guidelines for the development of academic
roadmaps and major program plans for students starting in the semester conversion year.
The specific tasks and recommended timelines for development and completion are
presented in Table 3.
1. Review the approved GE courses and major program courses (required and
elective) for degrees that were developed through the curricular process for the
semester conversion.
2. Develop program plans that reflect all University requirements, G.E. and major
course requirements for each degree program.
3. Create a “Roadmap to Graduation” by sequencing and integrating GE course
requirements, University required courses and courses in the major for the degree.
4. Prepare a four year roadmap plan of courses for full-time freshmen and a six year
roadmap plan for part-time students.
5. Prepare a two year roadmap plan of courses for full-time transfer students and a
four year roadmap plan for part-time students.
6. Sequence the courses and units for each semester by academic year in the
program. A full-time student semester program load will range between 12-15
units per semester.
7. Assess and ensure accuracy of program plans and roadmaps for each degree.
8. Complete the development of program plans and roadmaps.
9. Make program plans easily accessible and available in each academic unit and on
the web.
10. Consult with ITC technician and prominently display the roadmaps to graduation
on the department and college webpage.
11. Utilize the completed program plans and roadmaps in advising students.
b. Online Advisement and Degree Audit
The SCAAS recommends an on-line advisement and degree audit that provides an easy
to read comprehensive snapshot for the student to review throughout their academic
career at CSULA. With an online system students and their advisors can assure that
Semester Conversion Task Force Draft 6/29/10
courses being taken satisfy G.E. and degree requirements and that students meet their
goals without any unnecessary delay. The UAAC with support from Records and
Enrollment can offer workshops on using on-line advisement and degree audit system.
6. INCREASE ACADEMIC ADVISEMENT CAPACITY
A more robust advising system which includes increasing the number of professional
advisors in the UAAC trained to work on developmental and life management issues
would serve as a critical foundation for student success. These relationships would
allow and encourage “teachable moments” that are especially important for first
generation students, who often need additional encouragement to be engaged and more
actively involved in their education (Lundberg, et.al, 2007).
Advisement begins before the 1st day on campus and continues through graduation.
Students receive advisement through in person sessions, online advisement, “live” email
sessions, and phone sessions. Advisement is delivered by faculty, staff, graduate
students, and peer advisors. Such advisement encompasses information regarding student
support services such as financial aid and tutoring. This is the basis for a holistic
approach to advisement and therefore recommendations include:
 Increase of Academic Advisors for “New” Fall Admissions Students. Currently
the UAAC is required to advise ALL students regarding their G.E. (G.E.)
requirements. If faculty advisors and staff in the Division of Student participate
in G.E. advisement the total number of advisors needed for the Conversion period
could be reduced.
 Addition of Student Services Professionals to the Advisement Staff. The SCAAS
recommends the involvement of Student Services Professionals in the offices of
Outreach and Recruitment, Early Opportunity Program (EOP), Office of Students
with Disabilities (OSD), and the Career Center and “temporary” advisors
(graduate students) to work through the conversion period focused on G.E.
advisement.
 “Case Management” Approach. The SCAAS recommends a ‘case management”
approach for Department and Program which is briefly described later in this
report.
a. Academic Advisement Capacity
The academic advising system must be staffed adequately by individuals qualified to
accomplish its mission and goals. Within established guidelines of the institution,
procedures for staff selection, training, and evaluation must be set as well as
opportunities for professional development.
Academic advising personnel may be full-time or part-time professionals who have
advising as their primary function or may be faculty whose responsibilities include
academic advising. Paraprofessionals (e.g., graduate students, interns, or assistants) may
also assist advisors.
Semester Conversion Task Force Draft 6/29/10

Ideal Ratio of Staff and Faculty Academic Advisors to Students
There are different advising models on campus that range between 100% faculty
models to 100% professional staff models. Recommended advisor-to-student ratios
are suggested based upon the National Academic Advising Association (NACADA)
and Council for the Advancement of Standards (CAS) recommended by other
universities converting to a semester system (University of Cincinnati Report;
University of Rochester). According to several documents published by NACADA
advisor load for full-time advisors should be about 300/1, however suggesting that
many institutional factors should be considered in determining a reasonable advisor
load. The SCAAS recommends the 300/1 ratio while the transition is taking place.
Staff-based, flexible curricula and/or high need:
Staff only, very high advising need:
Case management by faculty or staff advisor
300 Students / Advisor
80-200 Students / Advisor
20 students /1
CSULA has a mix of models with the UAAC responsible for G.E. advisement for all
students and departments responsible for major advisement. A survey developed by
the SCAAS identifies the various models with suggested number of advisors needed
(See Appendix C, Appendix D, and Table 4).
b. Fiscal Implications and Cost/Benefit Analysis
The SCAAS recommends an increase in “temporary staff” for the UAAC for G.E.
requirements and to assist with completion of degree during a 21 month timeline.
Following the conversion, the staff needs will decrease and a different advisement
formula can be determined.
Since faculty is assigned time for advisement and some departments have assigned
Student Services Professionals, this cost estimate is based on hiring graduate students for
G.E. advisement only. The entry level salary for graduate students is $1,744 per month.
It is expected that “temporary” advisors will need a minimum of 6 months of training and
will actively participate in advisement for 5 quarters during the transition period. An
estimate of costs per advisor is presented followed by an estimate of the total costs for
undergraduate student population sizes (see Table 5) and for new freshman and transfer
populations (see Table 6).

Cost Estimate Based on Entry Level Salary of $1,744/Month for Graduate Students.
2 quarters of Training during the academic year 2011-2012 Winter Quarter through
Spring Quarter (Jan-June) = 6 months x $1,744.00/mo = $10,464.00 per advisor
5 quarters of Advising during the academic year 2012-2013 Spring (already paid
for) through Summer (mid June 2012-mid Sept 2013) = 15 months x $1,744.00/mo =
$26,160 per advisor
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For the total 21 months x $1,744.00 = $36,624.00 per advisor
Table 5. Estimated Costs Based on Range of Undergraduate Student Populations.
Estimate of Fall 2010
Undergraduate
Student Population
21,000
23,000
No. of Advisors
Minus Current
UAAC Advisors
70 – 6 = 64
77 – 6 = 71
Estimated Costs based on 7 Quarters
of the Transition Period
64 x $36,624.00 = $2,343,936.00
71 x $36,624.00 = $2,600,304.00
Table 6. Estimated Costs Based on Freshmen and Transfer Student Population.
Estimate of Fall 2010
Freshmen and Transfer
Student Population
4,500 students
No. of Advisors
Minus Current
UAAC Advisors
15 – 6 = 9
Estimated Costs based on 7 Quarters
of the Transition Period
9 x $36,624.00
= $ 329,616.00
7. PROVISION OF TRAINING TO FACULTY AND STAFF
a. Elements of Comprehensive Training for Advisors
A more robust advising system which includes hiring more professional advisors in the
University Academic Advising Center, Student Services Professionals in offices of
Recruitment and Outreach, EOP, OSD, and the Career Center trained to work on
developmental and life management issues would serve as a critical foundation for
student success. These relationships would allow and encourage “teachable moments”
that are especially important for first generation students, who often need additional
encouragement to be engaged and more actively involved in their education (Lundberg,
et.al, 2007).
Advisement training is essential for all advisors; faculty, staff, or graduate student peers.
Training of advisors must occur prior to the year starting the conversion. Appendix E has
an example table of contents for an advisement handbook. Appendix F provides a listing
of the University Academic Advisement Center Listing of Links for use by advisors.
b. Responsibility for Training of Faculty and Staff Advisors on the GET System

The point persons for the coordination of training of faculty and staff within each
of the six Colleges should be the Associate Dean and the Dean of Undergraduate
Studies.

Training could be offered in partnership with:
1. ITS – Navigation through the GET system
2. Registrar’s Office (Associate Registrar, Graduation Office)
3. Advisors using GET
4. UAAC Advisors using GET
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8. HOLISTIC INTEGRATED SYSTEMATIC ADVISEMENT PLAN
During the process of addressing the goals, the SCAAS focused on the well known fact
that quality advisement leads to successful and satisfied students as well as solid financial
and academic outcomes for the University. This led to a proposal of a holistic seamless
collaborative approach to academic advisement beginning with pre-admission contacts
with the University until completion of the degree. Implementation of holistic integrated
systematic advisement plan would be a cost saving endeavor as well as lead to positive
retention rates and higher graduation rates.
The Graduation Initiative Plan: Focus on Graduation, submitted to the Chancellor’s
Office in February 2010, summarizes the literature on increasing retention and graduation
rates, particularly for institutions that serve a large population of students from
underrepresented groups and low income backgrounds. The plan specifies targets for 6year graduation rates for full-time first-time freshmen as well as 4-year graduation rates
for full-time transfer students.
The Plan includes the following information from two ACT reports, What Works in
Student Retention and The Role of Academic and Non-Academic Factors in Improving
College Retention. The reports indicate that the practices responsible for the greatest
contribution to retention in four-year public colleges fall into three main categories:



Academic advising: including advising interventions with selected student
populations, increased advising staff, academic advising center, integration of
academic advising with first-year transition programs and centers that combine
advising and counseling with career/life planning.
First-year programs: including freshman seminar/university 101 for credit/noncredit, learning communities, honors college, and integration of academic
advising with first-year programs.
Learning support: including supplemental instructions, a comprehensive learning
assistance center/lab, reading center/lab, tutoring program and Summer Bridge
Program.
In addition, the contextual statement from the Council for the Advancement of Standards
in Higher Education provides further support for the importance and the role of academic
advising (See Appendix G).
According to the Office of Institutional Research, 55.3% of first-time freshmen at
CSULA in 2008 were from families in which neither parent attended college. Of these
first-generation college students, over two-thirds (68%) were from families where neither
parent graduated from high school. Students whose families have no college experiences
are often unprepared to navigate the university, make academic decisions, and balance
multiple responsibilities. Research indicates that first-generation college students benefit
greatly from the assistance of “college agents” such as faculty, counselors and advisors
who regularly and intentionally reach out to them for support, advice, and
encouragement.
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Among the recommendations for Latina/o student success in the brief on Latina/o
College Success: A Realizable Goal, published by the Department of Educational
Leadership and Policy Studies of Iowa State University, is a recommendation for a “one
stop shop” where low-income, first-generation students can get the help they need to
navigate successfully through college. Among the services recommended in such a center
are:
 Transfer student experience program to assist students with the transition from
community college to the university
 Financial assistance via applying for financial aid and both short-term and longterm financial planning
 Assistance in identifying where and how to get tutoring
 Counseling and advising to minimize errors and lost time in degree completion
 Academic planning
As such, the SCAAS of the Semester Conversion Task Force considered the followings
elements of a holistic and systematic advising system.
a. Developmental and Intrusive Advisement: Three Phases

The Pre-Enrollment Phase. This phase occurs from students’ first contact with
the University through Outreach and Recruitment efforts at various local high
schools and Community Colleges, a Summer Bridge Program or their initial
orientation and registration as incoming students. It is recommended that first
generation, unprepared and undecided students who are most at risk and need of
intrusive advisement are contacted early to participate in pre-enrollment activities.
Students will be mandated to attend the orientation program.
A seamless transition from Orientation to UAAC to faculty advisors to the Career
Center involves the assignment of freshmen and transfer students assigned to
advisors and meet with them during orientation. Subsequent contacts will help to
develop community and culture of advising. Transfer students will be assigned to
designated transfer advisors in UAAC for GE clearances and for assistance in
navigating the University. Undecided students can receive assistance in decisionmaking through referrals to the Career Center for interest inventories and career
counseling (undecided students with no defined “purpose” are most at risk for
leaving the university).

The First Year Phase. This phase is defined as the first two semesters at the
University. The UAAC is responsible for G.E. advisement, with focus on
completion of the G.E. and university requirements and assuring that all new
incoming students attend and participate in the “first year programs.” This
initiative will facilitate campus efforts in increasing student retention and
graduation rates.
Upon completion of the mandatory orientation program, students identified as
most at risk (undeclared and criteria utilized for learning community cohorts) will
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participate in three mandatory advising sessions during the first semester. The
first is held before the first day of class, the second within the first six weeks of
the semester to follow up and check on attendance, and the third is designed to
help students register for the next semester.
Students will be encouraged to meet with a major advisor if the program is
structured so that students are expected to begin major courses.

The Second Year phase and therefore Second Year Advisement, begins in the
third semester, when students are engaged in their majors and developmental
advisement is delivered by faculty members in the academic departments.
After meeting with advisors in the UAAC, students will also be better prepared to
meet with faculty advisors once they declare their majors. Faculty advisors would
then be able to concentrate on helping students with major related issues and
graduate school preparation.
The case management approach (Richardson, 2008) to advisement is
recommended in that advisors are assigned a cohort of advisees who they follow
until graduation. Advisors will need to employ a “case management” model and
be informed about transportation, financial aid, employment, housing, family
issues, child care, etc.
Academic Advising Partners
The potential exists with a conversion from quarters to semesters, for CSULA to
strengthen academic advising by increasing staff within the University Academic
Advisement Center and by identifying and training advising partners (college agents)
throughout campus (Excelencia in Education, 2006). In addition, all new incoming
students will be required to attend and participate in the “first year programs.” This
initiative would facilitate campus efforts in increasing student retention and graduation
rates. Opportunity exists to enlist academic advising partners throughout campus to
further strengthen advising services.
The Beacon Advising Program at South Texas College has experienced considerable
success in improving retention, grades, and completion rates of students who received
case-management services in advising. Beginning with 21 certified case-managers from
the Office of Counseling and Advising serving First-Time-In-College (FTIC) students,
the program expanded to serve all students. More than 300 staff and faculty members
were trained in case-management services to assist in the delivery of these services
(Excelencia in Education, 2006).
The purpose of The Beacon Advising Program was to “increase the rate of student
success by encouraging students to establish a relationship of “open dialogue” with a
certified case manager to address personal and academic barriers they may encounter
throughout their collegiate career”(Excelencia in Education, 2006).
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b. Other Elements of Holistic Integrated Systematic Advisement Plan
 Website – Updated and Interactive
Link to G.E. and major program plan
Links to forms
Links to academic policies
Video clips explaining academic policies
Identify academic advisors, contact information, tips on how best to reach them
Academic Advisement Links and Toolkits (See Appendices F, I, and J.

Network of Contacts in Admissions, Financial Aid, Registrar’s Office, and
Graduation (explain further)

Data System for Monitoring Student Developmental Plan.
All divisions/units involved can monitor activities each student has participated
in, i.e., orientation, UAAC, Financial Aid, Career Center, Student Services
(Tutorial Center, Writing Center), major advisement, etc.

Early Warning System. Continue the process the UAAC uses which is contacting
students by email who have a 2.0-2.25 GPA letting them know they should come
in and speak to an advisor here in the UAAC since they may be in jeopardy of
academic probation or disqualification if they don’t improve. Develop early
warning checklist for freshmen and transfer students who have a 2.0 GPA, are in
danger of academic probation, or disqualification. Advisors need to intervene
with students who have a 2.0 GPA, early records of D’s, F’s, W’s, and I’s

Academic Success Workshops
How to use GET
Financial Aid
Graduation
How to read your degree audit
Freshmen information and Transfer information
Workshops on changes in academic requirements

Transfer Center. Transfer students need a place to go for assistance to facilitate
open communication and to enhance customer service. A dedicated staff
specifically to assist transfer students is recommended as well as reinstatement of
Transition to higher Education (IHE 301) courses as soon as the budget permits.
In the mean time the transfer students should speak to advisors in the UAAC or
their major advisor. The Transfer Center would focus on:
1. Mandatory University orientation workshops specifically for transfers
2. Mandatory workshops for transfers in transition
3. Identified transfer advisors who can help students with the transition to
combat myths and assumption that a successful student elsewhere will also be
a successful student here
4. Transfer students may also need help testing out their “purpose”
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References
Ad Hoc Task Force (April 19, 2005). Report to address critical issues related to academic
advising. CSULA.
Council for Advancement of Standards in Higher Education (CAS). (2005).
http://www. Cas.edu/getpdf.cfm? pdf=
Excelencia in Education. (June 2008) Modeling Hispanic-Serving Institutions (HSIs): Campus
practices that work for Latino students.
Lundberg, C., L. Schreiner, K. Horaguimian, S. Miller. (2007). First-generation status and
student race/ethnicity as distinct predictors of student involvement and learning. NASPA
Journal, 44(3).
NSS Student Affairs Subcommittee (November 20, 2009). White paper report: The importance
of advisement to student success and retention. November 20, 2009.
Rendon, L.I., Nora, A., Cabrales, J.A., Ranero, J.J., & Vasquez, P.L. (2008). Latina/o college
success: A realizable goal. Educational Policy and Practice Perspective (EP3), 4. Ames:
Iowa State University, Department of Educational Leadership and Policy Studies. Latina/o
College Success: A Realizable Goal.
Richardson, R.C. (December 3, 2008). A case management approach to academic advising. The
Mentor: An Academic Advising Journal. Published by Penn State's Division of
Undergraduate Studies. Available online at www.psu.edu/dus/mentor/
Semester Transition Advising Plans (April 2, 2010). Youngstown State University,
http://cc.ysu.edu/q2s/advplan.html
Taskforce Plan for Converting to a Semester-Calendar System (Final Report) (2008). p.13; 24 26; 36. CSULA.
University of Cincinnati (May 21, 2008). Plan for converting University of Cincinnati to a
semester-calendar system report.
University of Rochester (June 22, 2009). Quarter to semester calendar conversion report.
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Table 1. Planning Actions Specific for the Semester Conversion Plan
Actions for Semester Conversion Plan
1. Consult with the Senate Academic Advisement Subcommittee.
2. Consult with Dean, Undergraduate Studies.
3. Identify the University committee(s) which will provide guidance to the divisions and units
responsible for conversion steps: Academic Senate Academic Advisement Subcommittee,
Associate Deans Committee, etc.
4. Review Cincinnati Semester Conversion Report and the University of Rochester Quarter to
semester calendar conversion regarding academic advisement.
5. Identify lead persons and staff for planning.
6. Consult with “major” faculty and staff academic advisors for their suggestions on elements
of a conversion plan, potential student problems, etc.
7. Consult with students and peer advisors to get their perspective on different elements of the
semester conversion plan.
8. Consult with Admissions regarding their role in the conversion plan.
9. Identify circumstances that may be problematic for completion of current degree plan such
as courses offered in series of 2 -3.
10. Determine elements of an appeals process for special advisement problems.
11. Consult with the CSULA Articulation Officer regarding plan for changing courses to meet
the current articulation agreements with various institutions.
12. Consult with Public Affairs regarding outreach to students.
13. Consult with Student Affairs in regards to orientation programs and career planning.
14. Consult with the Associate Registrar regarding PeopleSoft and implementation the Student
Academic Advisement system (GET, ADVIP, etc.)
15. Review CSULA, the 2005 Report of the Ad Hoc Task Force to Address Critical Issues
Related to Academic Advising.
16. Review the NSS Student Affairs Subcommittee, White Paper Report: The Importance of
Advisement to Student Success and Retention, NSS Student Affairs Subcommittee.
November 20, 2009.
17. Revisit the IHE class in regards to advisement content, co-teaching by Student Support.
18. Identify professionals who are knowledgeable about advisement, financial aid, student
support services, etc.
Semester Conversion Task Force Draft 6/29/10
Table 2. Timeline for Semester Conversion Academic Advisement Subcommittee
attached at the end of this report.
Semester Conversion Task Force Draft 6/29/10
Table 3. Timeline for Development of Academic Roadmaps and Major Program Plans.
Academic Advisement
1.
2.
3.
4.
5.
6.
TASK
Review the approved GE
courses and major
program courses
(required and elective)
for a degree that were
developed through the
curricular process for the
semester conversion.
Develop program plans
that reflect all University
requirements, general
education and major
course requirements for
each degree program.
Create a “Roadmap to
Graduation” by
sequencing and
integrating GE course
requirements, University
required courses and
courses in the major for
the degree.
Prepare a four year
roadmap plan of courses
for full-time freshmen
and a six year roadmap
plan for part-time
students.
Prepare a two year
roadmap plan of courses
for full-time transfer
students and a four year
roadmap plan for parttime students.
Sequence the courses and
units for each semester
by academic year in the
program. A full-time
student semester
program load will range
between 12-15 units per
semester.
2010
SU
2010
F
W
SP
2011
SU
F
W
2011 – 2012
SP
SU
F
2012 – 2013
W
SP
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
2013
SU
F
2013 - 2014
SP
SU
Semester Conversion Task Force Draft 6/29/10
Table 3….continued
Academic Advisement
7.
8.
9.
2010
SU
2010
F
W
SP
2011
SU
F
W
2011 – 2012
SP
SU
F
2012 – 2013
W
SP
TASK
Assess and ensure
accuracy of program
plans and roadmaps for
each degree.
Winter 2013
Complete the
development of program
plans and roadmaps.
Winter 2013
Make program plans
easily accessible and
available in each
academic unit and on the
web.
Winter 2013
10. Consult with ITC
technician and
prominently display the
roadmaps to graduation
on the department and
college webpage.
Winter 2013
11. Utilize the completed
program plans and
roadmaps in advising
students.
Spring 2013
2013
SU
F
2013 - 2014
SP
SU
Semester Conversion Task Force Draft 6/29/10
Table 4. Example of Advising Ratios for Undergraduate Students Based on Fall 2010
Enrollment.
College
Department
Advising Model
Faculty
Only
HHS/DEPT A
X
Staff
Only
Mixed
Faculty
Based
U.G.
Count
Ratio
Mixed
Staff
Based
No. of FTE Advisors
Required
1000
20/1
Actual
Deficit
Semester Conversion Task Force Draft 6/29/10
Appendix A. Pledge to Students
California State University, Los Angeles (CSULA) will make a commitment to partner with
students in a way that promotes the successful transition from academic quarters to semesters.

Cal State L.A. commits to a partnership with students that promotes the successful transition
from academic quarters to semesters. As with any partnership, expectations exist between the
parties.

Each student currently enrolled under the quarter-calendar system can expect that advising
resources will be available to assist him or her in defining a specific path to degree
completion that plans for the transition from quarter to semester classes and credit. This path
will be determined by consultation with an appropriate advisor and will be recorded through
the completion of a written Individual Advising Plan (IAP).

The University will expect that each and every student meets with an academic advisor to
develop an Individual Advising Plan (IAP) that contains a specific path toward program
completion during and following the conversion from quarters to semesters. The University
will make the following pledge to students who meet with an advisor and complete an IAP:
No loss of academic progress,
No delay to degree completion, and
No increased costs of degree completion.

The University, however, expects that each and every student will work with an advisor to
create an IAP. Students who do not meet with a Department, program, or other assigned
advisors o create an IAP should not expect the University to honor the following pledge:

University and Program web materials will be provided with information to students
regarding course equivalencies. The current “Roadmaps” will be revised for students at all
stages of their programs at the time of conversion.
Semester Conversion Task Force Draft 6/29/10
Appendix B. Process for Development/Implementation of Individualized Advising Plans
An effective transition plan needs Individualized Advising Plans (IAPs) for all students. Each
department or program is in charge of developing IAPs for their students by the start of Fall
20XX. The IAP identifies the specific courses that should be taken by transitional students during
the final year on quarters and then on semesters.

Department chairs and program directors have ultimate responsibility of developing their
majors for transition. The IAPs will be reviewed at the department level and will be
submitted to the Graduation /Dean's office during spring/summer 20XX. Individual
completion plans should be structured to present the best possible conversion of courses and
credits available to the student. This may include substitutions and waivers while still
protecting the integrity of the program and the student's best interests.
 General Education IAPs. It is recommended that the UAAC develop G.E. IAPs for all
students required to seek advisement.
c. Quarter Option and Semester Option. Each degree program needs to develop Academic
Program Completion Guidelines. Each department or program should develop two
graduation plans: Quarter Option and Semester Option. Quarter Option explains the
procedure for fulfillment of a quarter program requirements using semester system courses.
Semester Option explains the procedure for fulfillment of a semester program requirements
using quarter system courses. Students may select from either option.
 Distribution of copies of the final evaluation for each student will be as follows:
Student, Department File, and the Records Office. It is expected that an ADVIP report with
changes will be available through GET.
d. Process for Students with Special Advisement Problems. Flexible IAPs will be developed to
offer the most viable conversion of courses and credits to the student. This could incorporate
substitutions and waivers while maintaining integrity of the program. The department
chairperson or program coordinator will recommend solutions to transition problems
encountered by the advisors and students on an individual basis. If a student feels that his/her
IAP is unreasonable, he/she must consult with the department chairperson or program
coordinator. If still unsatisfied, the student must appeal to the Dean of the College. The Dean
will work with the advisor and the student to attempt to resolve the grievance to the
satisfaction of both. If the issue is still not resolved in the Office of the Dean, the matter will
be forwarded to the Office of Undergraduate Studies.
 Develop specific plans for advising first time freshmen and transfer students regarding
semester conversion.
 Degree audits with new changes must be created prior to advising students .
 Place holds on all students until they are able to get advisement—needs to be done in a timely
and early manner so that holds are gone by the time they register for the quarter the hold is
placed. (Question: Can the Registrar place holds on all students at once?)
 Students who anticipate graduating prior to 20XX will be encouraged to work with advisors
to develop active completion plans. All reasonable efforts will be made to assist these nontransitional students to graduate before the conversion to semesters occurs.
Semester Conversion Task Force Draft 6/29/10
Appendix C. Survey to Determine Academic Advisement Capacity
The Semester Conversion Academic Advisement Subcommittee is in the process of identifying
the classification and number of the academic advisement staff currently at CSULA.

It is anticipated that advisement will increase during the conversion period especially for
students who are near completion of a degree on the quarter system and students who will
need to change their degree plan to a semester degree plan.

This survey will assist in developing a recommendation for the size of advisement staff
needed for a conversion period.

The Subcommittee will be utilizing recommendations from the Council for the
Advancement of Standards in Higher Education (CAS) and the National Academic
Advising Association (NACADA).

Advisement ratios for Undergraduate students and Graduate students will be based on
the Fall 2010 enrollment.
1. What Department are you representing? ____________________
2. Which best describes your current advisement staffing? Check all that apply. Indicate
the number of advisors for each of the categories you have checked.
Type of Advisor
No. in This Category
 Faculty
______
 Student Services Professional (SSP)
______
 Graduate Peer Advisers
______
 Staff (Not SSP)
______
 Other. Please describe.______________________
______
3. Please feel free to submit comments or suggestions in regards to advisement
capacity.
Semester Conversion Task Force Draft 6/29/10
Appendix D. Email Message to Request Completion of Survey
of Academic Advisement Capacity
Email Text:
To Department Chairs/Directors and Program Directors,
The Semester Conversion Academic Advisement Subcommittee of the Task Force on Conversion
Planning has been asked to recommend a plan for advisement in the event a conversion to
semester is approved.
The Semester Conversion Academic Advisement Subcommittee is in the process of identifying
the classification and number of the academic advisement staff currently at CSULA.

It is anticipated that advisement will increase during the conversion period especially for
students who are near completion of a degree on the quarter system and students who will
need to change their degree plan to a semester degree plan.

This survey will assist in developing a recommendation for the size of advisement staff
needed for a conversion period.

The Subcommittee will be utilizing recommendations from the Council for the
Advancement of Standards in Higher Education (CAS) and the National Academic
Advising Association (NACADA).
Please submit your response by Monday June 7, 2010.
You can click on the link below and/or copy and paste the URL into a web browser.
The survey is located at the following URL web address:
Thank you in advance!
Semester Conversion Task Force Draft 6/29/10
Appendix E. Golden Eagle Academic Handbook Example Table of Contents
1. Introduction and Mission Statement
2. Advisement Responsibilities
a. UAAC responsibility to the University Community
b. Advisor’s Responsibilities
c. Student’s Responsibilities
3. Strategies for Effective Advisement
4. Advising Various Populations (CSULA data)
a. Diverse population
b. Freshmen and transfer students
1. “How to work with first-generation students”
2. “Transfers - the “other” first year students and “Transfer shock”
c. Advising “at risk” students (probation/disqualification), etc.
d. EOP students and services
e. International students
f. Students with disabilities and services
5. Legal Aspects of Advisement
a. Family Educational Rights and Privacy Act of 1974 (FERPA)
b. Academic integrity
6. Technology and Advisement
a. Admissions process including the use of ASSIST.org
b. GET Degree audit – ADVIP, Transfer Credit, Catalog year, Graduation Check, etc
c. Online and email advising
d. Online Advisement Schedule
7. General Education Requirements
8. Academic Roadmaps and Major Plans
9. Academic Policies and Procedures
10. Entrance Exams: ELM, EPT, SAT, etc
11. Written Proficiency Examination (WPE)
12. Academic Learning Outcomes
13. Advisement Development
a. National Academic Advising Association (NACADA) Guidelines
b. Advisement Modules
14. Learning Communities
15. Orientation for Freshman and Transfer Students
16. Resources and References for Faculty, Staff, and Students
17. Other topics and services:
a. Financial Aid and financial planning
b. Satisfaction of Academic Advisement
c. Student Affairs – comprehensive resources and services available
d. Counseling ( how to make referrals) and Career counseling
e. Student Support Services (Tutorial Center and Writing Center)
f. EPIC and service learning
g. Co-curricular activities – Leadership opportunities
h. G.E. Honors
Semester Conversion Task Force Draft 6/29/10
Appendix F. University Academic Advisement Center Listing of Links
Incorporate into “Advisement Handbook” and Use in advisement workshops and
orientation. http://www.calstatela.edu/univ/advise/






UAAC At A Glance
Forms
o Appeal Form
o Drop Request form
o Excess Unit Petition
o General Academic Petition for Undergraduate Requirements
o Mid-Quarter Academic Progress Report
o Petition for Academic Renewal by Course Repetition
o Petition for Student Leave of Absence
o Program Change Form (Request to Add)
o Request for New Undergraduate Major (New/Change Major)
Handouts
o General Education Chart
o General Education & University Requirements Checklist
o GE Pre-Nursing Chart
o GE Upper Division Theme
o Freshman Graduation Requirements
o Transfer Graduation Requirements
o Nursing Admission Criteria
Major Exploration
o Academic Programs Index
o How to Choose a Major
o What Can I Do With This Major
Probation/ Disqualification Information
o Probation - Students
o Disqualification - Students
o Workshops - Students
University Resources
o Admissions
o Career Development Center
o Counseling
o Enrollment Services
o Financial Aid
o Golden Eagle Service Center
o John F. Kennedy Memorial Library
o My Blackboard Courses
o Student Health Center
o Testing Center
o Tutorial Center
o University Student Union
o Writing Center
Semester Conversion Task Force Draft 6/29/10
Appendix F. University Academic Advisement Center Listing of Links continued
Incorporate into “Advisement Handbook” and Use in advisement workshops and
orientation. http://www.calstatela.edu/univ/advise/







Colleges
o College of Arts and Letters
o College of Business and Economics
o Charter College of Education
o College of Engineering, Computer Science, and Technology
o College of Health and Human Services
o College of Natural and Social Science
Faculty/Staff Advisement Resources - Presentations
o General Education
o GET Advip
o General Education Workshops
Other Advisement Centers
o College of Business and Economics
o Charter College of Education Credential Advisement Office
o College of Engineering, Computer Science, and Technology
o Pre-Admission Advisement
o Teacher Preparation Advisement Center
o Health Careers Advisement Office
o Division of Intercollegiate Athletics
GPA Calculator
o Instructions for GPA Calculator
o GPA Calculator
GET Help for Students
FAQ's
Events Calendar
Semester Conversion Task Force Draft 6/29/10
Appendix G. The Role of Academic Advising
Academic advising is one of the very few institutional functions that connect all students to the
institution. As higher educational curricula become increasingly complex and as educational
options expand, pressure to make the academic experience as meaningful as possible for students
has increased as well. Higher education, in turn, has responded with renewed attention to the need
for quality academic advising.
“Once almost exclusively a faculty function, today academic advising has come forward as a
specialization within the higher education community. While remaining a role that faculty
members play, academic advising has emerged as an area of expertise in and of itself”
(NACADA, 2005). Habley (2005) expounds the notion that “advising bears the distinction of
being the only structured activity on campus in which all students have the opportunity for
ongoing, one-to-one interaction with a concerned representative of the institution, and this fact is
a source of its tremendous potential today” (NACADA, 2005). This, coupled with increasing
educational options, has brought pressure to make the student educational experiences as
meaningful as possible.
Academic advising is a crucial component of all students’ experiences in higher education.
Within this context, students can find meaning in their lives, make significant decisions about the
future, be supported to achieve to their maximum potential, and access all that higher education
has to offer. When practiced with competence and dedication, academic advising can enhance
retention rates. In an age often characterized by impersonality and detachment, academic advising
provides a vital personal connection that students need.
During the course of several meetings of the Academic Advising Subcommittee of the Semester
Conversion Task Force, it became clear that a possible conversion to a semester system may
provide an opportunity to strengthen the current advising system. Committee members agreed
that a holistic, systematic advising system can greatly facilitate student success, improve access to
student services, and maximize faculty expertise. This is supported by the CSULA Report of the
AD HOC TASK FORCE to ADDRESS CRITICAL ISSUES Related to ACADEMIC ADVISING in
April 2005.
In the 2005 report, it was noted that: While the Task Force feels very strongly that faculty have
the primary responsibility for advising students, as stated in the University’s “Philosophy of
Academic Advising,” it also believes that it is an “… all University function…” This is to say
that all “advising” need not be done by faculty. In fact, the Task Force believes that to have
faculty do all advising is a poor and inefficient use of faculty resources and expertise.
In order to maximize the use, time and expertise of those who deliver advisement services, and to
deliver the best possible advisement services, it is imperative that there be a thoughtfully
organized “system” for delivering advising services. Such a “system” should include all of the
entities that provide advisement, or advisement related services, in a coordinated manner that
integrates the respective services so that it is clear who or what entity provides what services.
Collectively the “system” should address all aspects of advising in a consistent (not
contradictory) manner, and in such a way that the information and services continue to reinforce
the themes that support student success. Only such a system will ensure that there is a logical
and efficient relationship between the advisement service that is being sought and the person
and/or entity that is providing that service.
Semester Conversion Task Force Draft 6/29/10
Appendix H. Academic Advisement Toolkit
UNIVERSITY ACADEMIC ADVISEMENT CENTER (UAAC)
http://www.calstatela.edu/univ/advise/
The UAAC is committed to providing students with accurate, up-to-date information on
General Education (GE) and University requirements and to empower students to become
active participants in determining their own success at the university as an engaged
student, active learner, self advocate, and to support their timely progress toward
graduation. In addition, the UAAC supports faculty and staff with training and
consultation on topics such as using GET; advising practices; GE and University
requirements, policies, procedures, and the techniques, skills and attitudes to help
students achieve their full potential.
FACULTY/STAFF ADVISEMENT RESOURCES – UAAC PRESENTATIONS
General Education Workshop Presentation
http://www.calstatela.edu/univ/advise/docs/geworkshop.pdf
The University Academic Advisement Center offers the General Education workshops
quarterly To sign up for a workshop, contact the UAAC.
Office Phone: (323) 343-3150
Email: aac@calstatela.edu
GET ADVIP – UAAC PRESENTATION
http://www.calstatela.edu/univ/advise/docs/advippdf.pdf
University Academic Advisement Center
http://www.calstatela.edu/univ/advise/
CSU Common Management System (CMS)
http://cms.calstatela.edu/ for GET, click on “Training”
Power point presentations, handout, and other links for using GET
General Education
http://www.calstatela.edu/academic/aa/ge/
Office of Undergraduate Studies
http://www.calstatela.edu/academic/aa/ugs/
California State University Executive Order 665
http://www.calstatela.edu/centers/testctr/csueo.htm
Academic Petitions
http://www.calstatela.edu/academic/aa/ugs/#Petitions
ASSIST.org
California Community Colleges Articulation with CSU – Course listing
Semester Conversion Task Force Draft 6/29/10
Appendix H. Academic Advisement Toolkit continued
National Academic Advising Association (NACADA)
http://www.nacada.ksu.edu/index.htm
NACADA is the leader within the global education community for the theory, delivery,
application and advancement of academic advising to enhance student learning and
development. promotes and supports quality academic advising in institutions of higher
education to enhance the educational development of students. NACADA provides a
forum for discussion, debate, and the exchange of ideas pertaining to academic advising
through numerous activities and publications.
NACADA Resources
http://www.nacada.ksu.edu/Resources/index.htm
Numerous resources or links to resources.
NACADA Journal
http://www.nacada.ksu.edu/Journal/journal_guidelines.htm
Promotes and supports quality academic advising in institutions of higher
education to enhance the educational development of students.
NACADA provides a forum for discussion, debate, and the exchange of
ideas pertaining to academic advising through numerous activities and
publications
NACADA Clearinghouse
Use the listing to find information on a specific topic or access various
pages within the Clearinghouse
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/index.htm
Semester Conversion Task Force Draft 6/29/10
Appendix I. Academic Advisement Handouts for Toolkit
General Education Chart
http://www.calstatela.edu/univ/advise/docs/gechart.pdf
General Education & University Requirements Checklist
http://www.calstatela.edu/univ/advise/docs/generaleducation&univers
ityreqchecklist.pdf
GE Pre-Nursing Chart
http://www.calstatela.edu/univ/advise/docs/geprenurschart.pdf
Nursing Admission Criteria
http://www.calstatela.edu/univ/advise/docs/nursingcriteria.pdf
GE Upper Division Theme
http://www.calstatela.edu/univ/advise/docs/geudthemes.pdf
Freshman Graduation Requirements
http://www.calstatela.edu/univ/advise/docs/orientationfreshman.pdf
Transfer Graduation Requirements
http://www.calstatela.edu/univ/advise/docs/orientationtransfer.pdf
Semester Conversion Task Force Draft 6/29/10
Appendix J. University Resources for Students for Toolkit
Admissions
http://www.calstatela.edu/univ/admiss/
Career Development Center
http://www.calstatela.edu/univ/cdc/
Counseling
http://www.calstatela.edu/univ/hlth_ctr/counseling.php
Enrollment Services
http://www.calstatela.edu/academic/registrar/enrolsrv.php
Financial Aid
http://www.calstatela.edu/univ/finaid/
Golden Eagle Service Center
http://www.calstatela.edu/univ/gec/
John F. Kennedy Memorial Library
http://www.calstatela.edu/library/
My Blackboard Courses
http://webct6.calstatela.edu/webct/entryPageIns.dowebct
Student Health Center
http://www.calstatela.edu/univ/hlth_ctr/
Testing Center
http://www.calstatela.edu/centers/testctr/
Tutorial Center
http://www.calstatela.edu/centers/tutorctr/
University Student Union
http://calstatelausu.org/
Writing Center
http://www.calstatela.edu/centers/write_cn/
Semester Conversion Task Force Draft 6/29/10
Table 2. Timeline for Semester Conversion Academic Advisement Subcommittee (SCAAS) Plan DRAFT Sp 2010*
Academic Advisement
TASK
1. Present a holistic, systematic
advisement plan.
2. Develop a pledge to students
regarding completion of degree
3. Present plan to Academic
Senate, Faculty, and Students.
4. Publicize and distribute
conversion advisement plan to
students including FAQs.
5. Modify ADVIP System
6. Revise advisement information
on websites.
7. Begin coordination for
implementation of holistic,
systematic advisement plan.
8. Conduct a preliminary
assessment of advisement
capacity which includes:
a. Existing advisement
resources and related support
services
b. Current enrollment patterns
to determine number of
advisors needed for transition
c. Cost(s) in terms of hours/or
number of advisors and
d. Type and number of
personnel needed for a
transition and semester
system.
RESPONSIBLE
2010
2010
SU
F
2011 – 2012
2011
W
SP
SU
Planning
F
W
SP
Transition
SU
2012 – 2013
**
F
W SP
2013
Complete
Transition
Open
SU
2013 - 2014
F
SP
SU
Semester
Semester Conversion
Academic Advisement
Subcommittee (SCAAS)
 SCAAS
 Semester Conversion Task
Force
 Semester Conversion
Task Force
 SCAAS
 All Divisions and Units
 IT
 Colleges/Departments
 University Academic
Advisement Center (UAAC)
 Undergraduate Studies
 UAAC
 Student Affairs
 Colleges
 Departments
 Undergraduate Studies
 UAAC
Please consider academic year rather than dates. These will change. ** Transition completion Sp 2013; Orientation Su 2013; Semester Fall
2013
Semester Conversion Task Force Draft 6/29/10
Table 2. Timeline for Semester Conversion Academic Advisement Subcommittee (SCAAS) Plan DRAFT Sp 2010*
Academic Advisement
TASK
RESPONSIBLE/LEAD
9. Create directory of decision
makers for approval of changes
or guidance on completion
problems.
10. Address potential problems that
may impact completion of the
quarter system by:
a. Assessment of current
enrollment patterns including
common course substitutions
b. Developing guidelines on
how to reach students to meet
with an advisor(s) during the
transition period
c. Determining a plan to best
assist qualified students to
complete their degree
program prior to conversion
and
d. Determining an appeals
process for students with
special advisement problems.
 Colleges
11. Develop and provide guidelines
and materials for a specific
advisement plan for:
a. A common Individualized
Advisement Plan (IDP) for
undergraduates and graduates
b. An individual plan based on
the major for the transition
period.
 Colleges
 Departments
 Undergraduate Studies
 UAAC: GE; Undeclared
Majors (UM)
2010
2010
SU
F
2011 – 2012
2011
W
SP SU
Planning
F
W SP
SU
Transition
2012 – 2013
**
F W
SP
Complete
Transition
2013
2013 - 2014
SU
Open
F
SP SU
Semester
 Colleges
 Departments
 Undergraduate Studies
 UAAC: GE; Undeclared
Majors (UM)
 Records and IT
Please consider academic year rather than dates. These will change. ** Transition completion Sp 2013; Orientation Su 2013; Semester Fall
2013
Semester Conversion Task Force Draft 6/29/10
Table 2. Timeline for Semester Conversion Academic Advisement Subcommittee (SCAAS) Plan DRAFT Sp 2010*
Academic Advisement
TASK
RESPONSIBLE
12. Provide advisement to students
on quarter system about
transition and completion of
degree.
 Colleges
 Departments
 UAAC
13. Revise guidelines for General
Education (GE) program for
semester conversion.
 Undergraduate Studies
 Senate Academic Advisement
Subcommittee
14. Develop GE Plan revisions for
the Catalog, Schedule of
Classes and handouts for
semester.
15. Develop academic roadmaps
and major programs for
semester with:
a. Timelines for deployment
of new roadmaps to
graduation and
b. Program plans for students
starting in the conversion
year.
16. Provide advisement to students
on semester track.
 Undergraduate Studies
 UAAC
17. Develop advisement training
program which includes:
a. Identifying who is
responsible for training of
faculty and staff advisors on
the GET system
b. Providing guidance on what
should be included in a
training program and
c. A consistent schedule.
2010
2010
SU
F
2011 – 2012
2011
W
SP
SU
Planning
F
W SP SU
Transition
2012 – 2013
**
F
W SP
Complete
Transition
2013
2013 - 2014
SU
Open
F
SP SU
Semester
 Colleges
 Departments
 Undergraduate Studies for UM






Colleges
Departments
UAAC
UAAC
IT
Admissions and Records
Please consider academic year rather than dates. These will change. ** Transition completion Sp 2013; Orientation Su 2013; Semester Fall
2013
Semester Conversion Task Force Draft 6/29/10
Table 2. Timeline for Semester Conversion Academic Advisement Subcommittee (SCAAS) Plan DRAFT Sp 2010*
Academic Advisement
TASK
18. Provide training for
advisement.
19. Monitor University student
satisfaction of advisement
services, the studentadvisement process, and
student retention during the
transition to semesters.
20. Give input to Student Affairs in
regards to orientation programs
and career planning for revision
of advisement program for
orientation
21. Provide advisement during
orientation.
RESPONSIBLE





UAAC
Admissions Records
Colleges
Departments
Undergraduate Studies




Student Affairs
Colleges
Departments
UAAC




Student Affairs
Colleges
Departments
UAAC
2010
2010
SU
F
2011 – 2012
2011
W
SP
SU
Planning
F
W SP
SU
Transition
2012 –
2013 **
F W SP
Complete
Transition
2013
2013 - 2014
SU
Open
F
SP SU
Semester
Please consider academic year rather than dates. These will change. ** Transition completion Sp 2013; Orientation Su 2013; Semester Fall
2013
= 1 quarter
=2 quarters
=3 or more quarters