1
Table of Contents
UTB/TSC Mission Statement…………………………………………………………................... 4
Executive Summary……………………………………………………………… ......................... 6
Summary of Enrollment Plan……………………………………………………………………. .. 7
Goals and Objectives
Institutional Profile……………………………………………………………………. .................. 9
History and Operation of Partnership……………………………………………………………. 19
Overview of Enrollment Management Plan................................................................................... 20
List of SUBCOMMITTEEs ............………………………………………………………………40
SUBCOMMITTEE Charges……………………………………………………………… .......... 41
Appendix A
Institutional Goal 1-To expand knowledge through research
Strategic Direction 1.1: Improve research
Research…………………………………………………………………………………44
Institutional Goal 2 – To promote excellence in teaching and learning
Strategic Direction: 2.3: Assess teaching and learning
Programs of Study/Program Review................................................................................. 51
Strategic Direction 2.5: Develop innovative programs
QEP…………………………… ....................................................................................... 55
Institutional Goal 3 – To provide accessible, affordable post-secondary education
Strategic Direction 3.1: Improve accessibility
Recruitment..……………….………………………………………………… ................ 59
Integrated Marketing/Advertising……………………………………………… ........... 122
Distance Education.……………….……………………………………………............ 136
Graduate Enrollment……………….………………………………………… .............. 142
P-16 Initiatives…………………… .. ............................................................................. 147
Dual Enrollment………………………………………………………. ......................... 150
Strategic Direction 3.2: Maintain affordability
Scholarships/Financial Aid…..……………….…………………………… .................. 156
Tuition Review Process .................................................................................................. 164
Strategic Direction 3.3: Improve efficiency
Orientation………… ...................................................................................................... 166
2
Institutional Goal 4 – To advance academic and economic development in the region
Strategic Direction 4.1: Develop and expand academic programs
Faculty Lines……........................................................................................................... 172
Review Programs/ Degrees/ Develop New Degrees....................................................... 174
Institutional Goal 5 – To enhance student success
Strategic Direction 5.1: Develop programs to enhance student success
Retention/First-Year Experience…..…………….…………………………… .............. 183
Academic Advising
.............................................................................................. 194
Developmental/General Education..……………….…………………………… .......... 214
International.……………….……………………………………………… .................. 224
Strategic Direction 5.2: Program and build facilities to enhance student success
Classroom Capacity/Faculty Offices/Parking ................................................................. 244
Appendix B
Financial Aid Awarded…………………………………………………………………….251
Appendix C
Closing the Gap Targets…………………………………………………………………....252
Appendix D
Fall Semester Student Data………………………………………………………………...255
Appendix E
Fall Semester Credit Hours………………………………………………………………...257
Appendix F
First-time Freshman………………………………………………………………………..259
Appendix G
Student Profile……………………………………………………………………………..260
Appendix H
Enrollment Funnels………………………………………………………………..............261
3
The University of Texas at Brownsville and Texas Southmost College
Mission Statement
The mission of The University of Texas at Brownsville and Texas Southmost College (UTB/TSC)
partnership is to provide accessible, affordable, post-secondary education of high quality, to conduct
research which expands knowledge and to present programs of workforce training and continuing
education, public service, and cultural value. The partnership combines the strengths of the community
college and those of a university by increasing student access and eliminating inter-institutional barriers
while fulfilling the distinctive responsibilities of each type of institution.
The University of Texas at Brownsville and Texas Southmost College Partnership offers certificates,
associate, baccalaureate, and graduate degrees in liberal arts, the sciences, and professional programs
designed to meet student demand as well as regional, national, and international needs.
UTB/TSC places excellence in learning and teaching at the core of its commitments. It seeks to help
students at all levels develop the skills of critical thinking, quantitative analysis, and effective
communications which will sustain lifelong learning. It seeks to be a community university which
respects the dignity of each learner and addresses the needs of the entire community.
UTB/TSC advances economic and social development, enhances the quality of life, fosters respect for the
environment, provides for personal enrichment, and expands knowledge through programs of research,
service, continuing education and training. It convenes the cultures of its community, fosters an
appreciation of the unique heritage of the Lower Rio Grande Valley and encourages the development and
application of bilingual abilities of students. It provides academic leadership to the intellectual, cultural,
social and economic life of the binational urban region it serves.
Institutional Goals
1. Provide accessible, affordable post-secondary education by eliminating inter-institutional barriers.
2. Promote excellence in teaching and learning.
3. Enhance student success.
4. Advance academic and economic development for our region.
5. Expand knowledge through research.
These goals are developed from the institutional mission statement and aligned with various documents
(Strategic Plan 2001-05, Campus Compacts 04-05 and 06-07, Futures Commission, UT System Strategic
Plan 2006-2015, and Institutional Effectiveness Partnership Measures).
Source: Provost
Office of Institutional Effectiveness
(1-25-07)
4
The Philosophy
UTB/TSC is committed to excellence. It is dedicated to stewardship, service, openness,
accessibility, efficiency and citizenship. UTB/TSC is committed to students, participatory
governance, liberal education, the expansion of the application of knowledge, human dignity, the
convening of cultures, and respect for the environment.
The University of Texas at Brownsville
The University of Texas at Brownsville is part of The University of Texas System. The
university’s offerings are approved by the Texas Higher Education Coordinating Board and the
University of Texas System. The University of Texas at Brownsville is approved for teacher
education by the Texas Education Agency.
Accreditations
The University of Texas at Brownsville is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools to award bachelor’s, master’s and doctoral
degrees.
Affiliations
American Association of Colleges for Teacher Education
American Council on Education
Association of American Colleges
Association of Texas Colleges and Universities
Southern Association of Colleges and Schools
Texas Southmost College
Texas Southmost College’s offerings are approved by the Texas Higher Education Coordinating
Board, Texas Southmost College Board of Trustees and The University of Texas System, and the
Texas Education Agency. Texas Southmost College is authorized under federal law to enroll nonimmigrant alien students.
Accreditations
Texas Southmost College is accredited by the Commission on Colleges of the Southern
Association of Colleges and Schools to award associate level degrees.
Affiliations
Texas Association of Community Colleges
Association of Texas Colleges and Universities
Southern Association of Colleges and Schools
American Association of Community and Junior Colleges
5
Enrollment Management Advisory Committee
Strategic Plan 2008-2013
Executive Summary
This report is the result of many months of work by The University of Texas at Brownsville and Texas
Southmost College Strategic Plan Task Force to create a strategic plan to complement The University of
Texas at Brownsville and Texas Southmost College mission and vision. The task force members are to
be congratulated on the outstanding work that they did to create this plan. Subcommittees will continue
to work during the coming years to monitor the implementation of the plan. The subcommittee chairs
will report regularly on the progress of the plan implementation and an annual attainment report will be
produced.
Although the budget outlook from state funds is not positive for the future, the recommendation of the
task force is that alternative funding sources be explored to implement this plan. Many of the objectives
and activities included in the Enrollment Management Plan do not require additional resources, and some
of them are already being implemented by the appropriate work groups. The Enrollment Management
Advisory Committee will continue to work with the Provost, to implement this Plan.
UTB/TSC Enrollment Projections
Fall 2009
Fall 2010
Fall 2011
Fall 2012
Fall 2013
Fall 2014
Total Enrollment
17,407
17,629
17,856
18,086
18,322
18,562
Enrollment Subgroups
New Freshman Students
New Transfer Students
New Graduate Students
Returning Students
Dual Enrollment Students
1,833
332
219
8,828
6,195
1,870
338
221
9,005
6,195
1,907
345
224
9,185
6,195
1,945
352
226
9,368
6,195
1,984
359
228
9,556
6,195
2,024
366
230
9,747
6,195
Note1: Enrollment projections used the following percentages recommended by EMAC Plan 2009 Committee:
2% annual increase for New Freshman, New Transfer, and Returning Students
1% annual increase for New Graduate Students
0% annual increase for Dual Enrollment Students
Note2: Total Enrollment increased by 1.3% annually
6
Summary of Uniform and Recruitment and Retention Plan
AY 2007-2008 to AY 2012-2013
The goals and strategic directions set forth in the Enrollment Management Plan for The University of
Texas at Brownsville in Partnership with Texas Southmost College (UTB/TSC) focus on the growth in
enrollment and increase in retention needed to close the gaps in participation and ensure student success.
Since the establishment of the university in 1991, the master plans created for the campus have been
based on economic, population, and educational data that reflect a fast-growing region with a serious
educational deficit. An educational deficit defined for our purposes as a region where on average people
attend college at half the rate as anywhere else in the state of Texas. Growing the university to 20,000
would address this deficit. All growth in majors, degree programs, faculty, services, and scholarships are
components of a plan that guide our work toward this goal.
The Enrollment Management Plan is organized according to the five institutional goals: (1) to provide
accessible, affordable post-secondary education by eliminating inter-institutional barriers; (2) to promote
excellence in teaching and learning; (3) to enhance student success; (4) advance academic and economic
development for our region; and (5) to expand knowledge through research.
UTB/TSC serves a student population with a majority of first-generation and lower income level college
students. In fiscal year 2008-2009, almost three quarters of baccalaureate graduates were first-generation
students. In addition, more than 90% of UTB/TSC students reside in Cameron County, in which the
largest city is Brownsville. According to the Census Bureau’s 2006 American Community Survey,
Brownsville was cited the most impoverished of cities between 65,000 and 249,999 people in the nation.
Therefore not surprisingly, 40% of part-time students and 59% of full-time students receive Pell. Most
UTB/TSC students work as well as attend school, resulting in a large percentage of students (62%)
attending college on a part-time basis. Furthermore, as an open access institution, a majority of
UTB/TSC first-time freshmen students were required to enroll in developmental courses in fiscal year
2006-07. Consistent with state goals, the university is working closely with school districts to help
decrease that percentage and increase the percentage of college-ready students.
The university has recently revised its Satisfactory Academic Progress (SAP) policy. Beginning in the
2007-2008 academic year, students are required to earn a cumulative GPA of 2.0 and a cumulative
completion rate of 70% to remain in good standing. If at the end of a semester, a student's cumulative
GPA falls below 2.0 and/or a student’s cumulative completion rate falls below 70 percent, the student is
placed on probation. While on probation, the student is limited to 12 hours of course work and must meet
appropriate intervention requirements. Students who earn at least a 2.0 GPA and 70 percent completion
for the course work that semester can continue on probation or return to good standing if their cumulative
GPA is 2.0 and their cumulative completion rate is 70 percent. Students who earn below a 2.0 GPA and
70 percent completion that semester are suspended and must wait until the end of the next long semester
to return. The longer term enrollment impact of this revised policy is just surfacing. However, early
indications are that it will cause an initial reduction in undergraduate campus enrollment, in
undergraduate distance education enrollment, and in dual enrollment.
Concurrent with the revision of the SAP policy, all scholarship programs and financial aid requirements
were revised to be in concert with the new SAP policy. This strategy was intended to simplify and clarify
student expectations and to encourage and promote students to make more timely progress toward
graduation.
7
Early indications are that the revised SAP policy is already having impact. In the fall of 2007, the
percentage of credit hours completed increased from 80% to 82%, and the number of credit hours
withdrawn from by students decreased by almost half from 9% to 5%. However, because students
retained more classes, there was a slight increase in failing grades from 11% to 12% of all hours taken.
Going into the spring semester, early indications are that the number of students on probation increased
from 15% to 20% and the number on suspension increased from 2.3% to 6.5%. It appears that revising
SAP and the criteria for receiving scholarship and financial aid will result in guiding more of our students
toward more thoughtful planning about their degree plans and providing them incentives for reaching
their degree goals in a more timely fashion.
Despite the daunting challenges faced by many of our students, many student success indicators continue
to climb at UTB/TSC. Students are graduating in record numbers at the associate, baccalaureate and
graduate level; passing external certification exams well into the 90th percentiles; and increasing their
participation in service learning. This success has occurred as a result of a concerted campus-wide effort
dedicated to providing high quality higher education to the region. Faculty from across the world dedicate
themselves to the mission of the university and to increasing knowledge that affects the region as well as
adds to their specific disciplines. As another measure of quality, the university recently obtained
prestigious national accreditations in its early childcare education program and in its music program.
UTB/TSC is committed to fostering a culture of evidence, in which we will analyze data on student
performance and on the delivery of our programs in order to ensure that institutional decision making is
evidence based. For over a decade, the university has benefited from a committee on Institutional
Effectiveness and has most recently invested in the Blackboard Outcomes System as an additional means
of analyzing data on student performance in order to make informed decisions based on evidence.
Enrollment Targets: Five-year enrollment projections
With the impact of SAP, an uncertainty, the financial effects of SAP are the university’s immediate
priority and it is difficult to provide baseline data to build financial projections. Once we have identified
the full impacts of SAP, we will be in a better position to evaluate which strategies generate positive gains
to the university and which strategies will be prioritized for funding in future budget. We anticipate
building a comprehensive financial management plan as an ongoing process to accompany this plan.
Enrollment efforts and targeted enrollment growth will require additional resources in many areas of the
university. To achieve enrollment growth, marketing expenditures are needed to expand the message of
opportunity to our future students. With the achievement of enrollment growth, the university will need
increases in faculty positions and staff positions and will need to have the resources to achieve
efficiencies in the operations. The identified elements for potential implementation have been quantified,
and we have estimated that the faculty lines will need to increase by 28 positions to support the
enrollment growth in both the undergraduate and graduate programs. The increase in faculty positions
will cost approximately $2,380,000 by 2013. Total quantified costs including increases in faculty
positions, staff positions, marketing expenditures, and incremental costs for the dual enrollment program
will need an additional $5.0 million by 2013. In addition, the need to provide for a new on-campus
housing facility has been identified which will cost $20.0 million for the construction cost which will be
dependent on the financial viability of the housing proformas.
The expenditures identified in this plan fall within projected estimates of state appropriations and tuition
and fee increases from the enrollment target of 2015. However, the focus of the upcoming budget process
will be to address the impacts of SAP and the current operations of the university. All funding needed for
items within the enrollment management plan will compete directly for funding in the budget process
with all the other needs and priorities of the university.
8
Institutional Profile
Access

UTB/TSC enrollment has increased 49% since Fall 2004 when there were 11,560 students. In
Fall 2008 there were 17,189 students enrolled.

The percentage of entering freshmen who enrolled with the recommended or distinguished High
School Plan increased from 60% in 2004 to 69% in 2008.

Applicants increased 56% between 2005 and 2007. In 2007, a total of 25,577 individuals applied
for admissions as compared to 14,359 that applied in 2005. Applicants enrolling increased by
34% from 6,128 applicants enrolling in 2007 to 8,260 enrolling in 2007. As of spring 2009 a
total of 6,136 applicants have enrolled.

Scorpion Scholar students receive a four-year renewable scholarship valued at up to $30,000.
This award covers tuition and fees for 15 semester credit hours, on-campus housing, and an
annual $1,000 book and supplies allowance ($500 per long semester).

27% of Classic Upward Bound students graduated from high school in three years and the
remaining 73% graduated in four years. Of the 2007-2008 cohort, more than 70 chose to attend
UTB/TSC.

Since Fall 2000, a total of 6,974 students were awarded Tech Prep credits on their transcripts.
These students earned 38,577 Tech Prep credits for an average of 5.5 credits per student.

In Fall 2008, 6,195 high school students were enrolled in UTB/TSC Dual Enrollment courses, an
increase of 807% from Fall 2004 when there were 683 students enrolled.

Financial aid awards totaled $73.8 million in 2007-2008. $27,293,179 in grants were disbursed to
7697 students; $28,174,779 in loans was disbursed to 5,529 students; $4,704,150 in scholarships
was awarded to 8293 students; $733,399 in Work-Study funds was awarded to 294 students; and
$12,923,765 in other financial aid was awarded to 8,060 students.

Scholarships awarded to students increased by 236% from $1.4 million in 2003-2004 to $4.7
million in 2007-2008.

8,293 (61.9%) of 13,390 students received some form of scholarship during 2007-2008 for
enrollment at UTB and/or TSC.

5,079 (37.9%) of 13,390 students enrolled during 2007-2008 qualified for the maximum Pell
Grant.

South Texas Rising Scholars (STARS) continue to provide scholarships in the amount of
$383,000 to 206 students.

11,031 (82%) of 13,390 students received some form of financial aid during 2007-2008.
9

9,655 (72%) of 13,390 students enrolled during 2007-2008 provided Total Family Income
information on their Financial Aid application. The median income for this population was
$20,198.

The UTB/TSC Go/Center/Info-shops have added additional computer support services. In July of
2008 UTB/TSC in partnership with AT&T implemented the My UTBTSC Virtual Info Shops
that provide a 24 hours day, seven days week service ability to our community. These kiosks
provide accessibility of registering, accessing the internet, accessing our library, paying online,
and printing transcripts.

As of this date, the Go Center Info Shops have fulfilled over 40,000 interactions. Since this first
analysis of activity at the Tandy Building and with the new center operational in the library since
July 2004, 44,200 visitors, prospects, students, staff, and faculty have been served. An estimated
40% of all registration activities have been conducted via the web.

Fall 2009 3,375 UTB/TSC Students taking at least one 100% online course via MyUTBTSC
Blackboard http://myutbtsc.blackboard.com .

500 Online Course Sections and 14 Online Degrees are offered by UTB/TSC in 2008.

In 2008 there were 21,426 MyUTBTSC Blackboard users (faculty, students and staff).

The 2008 Tegrity National Award was given to UTB/TSC for 3,696 recorded classroom hours
online by 225 instructors with 26,000 student hits to review course recordings online via
MyUTBTSC Blackboard.

1,100 high school seniors participated in the annual Texas Scorpion Day event held at the
UTB/TSC campus in March 2009.

A successful First Generation grant was secured in fall 2003 and has provided services that
assisted 2,359 Brownsville Independent School District (BISD) juniors and seniors to access
post-secondary education.

In 2008, the Enrollment Management websites were redesigned for student success.

In 2008, 700 parents participated in a dual parent symposium with all bilingual sessions focusing
on preparing for higher education.

13 middle schools were visited in 2008 as part of outreach initiative to focus on educating middle
school students about the dual enrollment program. Over 3,600 students were in attendance.

In Fall 2008, 6,195 students enrolled in dual enrollment classes.

74,373 parent newsletters were distributed throughout the year at the 21 schools served by the
GEAR UP grant.

In 2008, Go Centers were operated in eight UTB/TSC G.E.A.R. U.P. high schools. Satellite Go
Centers were set up in the remaining nine schools (middle and ninth grade campus) served
through the G.E.A.R. U.P. grant.
10

Since fall 2004, a total of 16 sessions of the Return To Learn Series provided services and
information to 474 attendees. Events provided information about college programs of study,
admissions, and financial aid. Fifteen of the 16 events were held at about campus in centrally
located sites and during the evening hours. The events facilitated increased access to services and
information. Sessions were conducted in Brownsville, Harlingen and Matamoros.
Marketing
 The number of publications with the “family look” increased during FY 2004. Advertising via
radio, television, and print using the “family look” also increased to support enrollment goals as
funding allocations became available. In 2005, the university contracted with an agency to
conduct an intensive telemarketing research survey of UTB/TSC’s geographical market to
monitor awareness of UTB/TSC as a high quality educational institution and the market’s
perception of quality of programs and affordability. Also in 2005, the agency developed graphic
design standards in attempt to unify the university brand. In 2008, UTB/TSC published its first
institutional style guidelines including official name, titles, logos, mascot, and colors to further
unify the university image. Also in 2008, internally produced publications and advertisement
began to use the institutional family look following the agency graphic design standards. In 2007
and 2008, radio marketing increased while print advertising decreased in response to changes in
the marketplace. In 2008, for the first time, UTB/TSC utilized internet advertising with presences
on collegeview.com, banner ads as well as social networking including Face Book and Twitter. In
2009, the collaboration of marketing funds by Institutional Advancement, Enrollment
Management, News and Information, and Distance Education will allow for television, radio,
print, and internet marketing to be purchased through pre-planning and quantity media buying
upfront to support enrollment goals.
11

In 2008, in partnerships with local newspapers ( The Brownsville Herald and Valley Morning
Star) began producing a once monthly Career Center page reaching more than 11,600 juniors and
seniors (public and private schools) as well as the general newspaper distribution featuring a
successor within a degree program. The page also features career paths and potential salaries by
graduates within degree plans. The Career Center additionally promotes financial aid programs
and registration periods.

The number of alumni contacts made increased by 285% between 2002 and 2003. At the end of
the fiscal year 2003, 37,000 additional names and addresses were added to the UTB/TSC Alumni
database, an increase from the previous number of about 13,000. The new names and addresses
were part of a database cleanup and purchase that was made during the fiscal year.

In summer of 200,5 UTB/TSC launched Talisma, a relationship management software for
prospective students, parents, stopped-out students, and current students. Enrollment
Management manages the software system allowing for an increase in personalized
communication to prospects, parents, stopped-out students, and current students via direct mail
and e-mail. Communications such as lead generation marketing to prospective students, responses
to inquiry regarding admissions, announcements of registration dates, financial aid deadlines, and
resources available to students are made through this specialized software. The software is able
to track inquiries, inbound and outbound communications and detailed activity reports.

In Spring of 2009, UTB/TSC established the Integrated Marketing Committee. The committee
consists of representatives appointed by each university division vice president. The committee
meets monthly to discuss marketing efforts from each division as well as offer input to
institutional-wide marketing, keep marketing messages consistent with the university strategic
plan, graphic standards, and encourage collaboration between divisions.
Recruitment
 During fall 2008, there were 1,797 first-time freshmen enrolled at UTB/TSC, a slight increase
from the 1,785 enrolled in fall 2004.

During the previous three years, transfer student enrollments increased from 338 in fall 2005 to
429 in fall 2007 but then decreased to 325 in fall 2008.

Graduate student enrollment decreased slightly from 877 in fall 2004 to 849 in fall 2008.

Since fall 2006, the University Scorpion Scholars Program has recruited 299 students. The
program is currently in its third year and is currently working on recruiting another cohort of 100
students for fall 2009.

Since fall 2004, bed space in the residence hall has increased from 214 to 334, an increase of
56%. During the fall semester of 2008, 99% occupancy was maintained with 90% occupancy in
Spring 2009.

UTB/TSC exceeded the “Closing the Gaps” 2010 institutional goal for the higher education
participation rate for the Hispanic population. The number of Hispanic students enrolled for Fall
2008 was 16,131. The “Closing the Gaps” goal for Fall 2010 is 16,020.

From fall 2004 to fall 2008 the number of students enrolled in the Bachelor of Applied
Technology (BAT) program increased from 183 to 282, an increase of 54%. During this same
period, the number of BAT degrees awarded increased from 22 to 41, an increase of 86%.

Workforce Training and Continuing Education departments generated $4.1million in revenue
from 25 grants and training programs.
Retention and Success
 Of the baccalaureate graduates in 2007-2008, 46% were former developmental education
students, a decrease from 2003-2004 when 57% of the graduating students were former
developmental students
12

From its inception in fall 2003 until Spring 2009, there were 4,016 students enrolled in Dual
Language Program courses and 34 have earned the Dual Language Certification.

In the Spring 2009, there are currently 231 students enrolled in the Dual Language Program.

Over the period of 2003 through 2004, Workforce Training and Continuing Education had
student enrollments of 12,550.

During the past three fall semesters, the number of students bridging from Continuing Education
to credit classes totaled to 256.

Since fall 2005, approximately 80 students have participated in the Student Employment
Initiative each semester, and to date a total of 451 students have participated in this program.
They serve in more than 50 departments at UTB/TSC and perform a myriad of duties vital to the
institution’s success, such as: peer mentors/tutors, peer facilitators, lab coordinators,
supplemental instruction leaders and instructor assistants.

The SEI program was recognized by the Texas Higher Education Coordinating Board as a Star
Award recipient in December 2008 for exemplifying a successful retention program. Additional
funding is being sought to support additional student participation. The following table
summarizes the success of SEI students in meeting the program goals.

Eligibility for the SEI program requires the following:
 Students must be enrolled in at least 15 semester credit hours (6 summer hours);
 Students must have and maintain a minimum 2.75 GPA;
 Students will work in a job related to their major field of study for a maximum of 20
hours per week and for up-to 32 weeks each semester;
 Students receive a wage of $8/hr, the Student Employment Initiative covers 75% of
the salary and the assigned department covers the remaining 25%.
.
SEI Cohort
Fall 2005
Spring 2006
Fall 2006
Spring 2007
Fall 2007
Spring 2008
13
Number of
Participants
31
75
76
81
85
103
Hours
Completed
15.68
15.69
15.53
15.27
14.22
15.35
Semester GPA
3.374
3.176
3.311
3.298
3.172
3.233
Cumulative
GPA
3.282
3.257
3.282
3.279
3.287
3.236
Retention Rate
100%
97.22%
100%
99%
100%
Not Available

Student Activities continues to support the development of campus life through the support of
student organizations. Membership in student organizations for fall 2008 was 1,210 members
(59% female and 41% male). This level of participation has remained consistent during the past
2 years. Student Life staff have created programs and programming to support and sustain a
dynamic campus life environment. Programs to develop organization skills, personal leadership
development, and civically engaged students are being well attended by our students.
Programming that enrich students’ educational development through seminars, plays, cultural
awareness have supported the students’ cocurricular development.

Since 2004, the Student Government Association (SGA) has been very active.
 On March 3, 2004, SGA lead the effort to support and pass a student fee of $79 to build a
student recreation center. The Recreation Center opens this May 2009.
 The SGA established a new annual event in October called Halloween Extravaganza,
which is a community festival with a Halloween theme.
 The SGA passed and supported a new student athletic fee that was passed in spring 2007.
 The SGA created a student appropriations committee to help fund on campus student
organization projects.
 The SGA expanded their constitution to include three branches, a legislative, judicial and
executive branch.

The Leadership and Mentorship Program(L.A.M.P.) is in its fifth year for 2008-2009 and
continues to offer mentoring, support services, and leadership training to students on campus. The
program has grown from a goal of mentoring 100 students per semester to mentoring 300
students per semester.
 L.A.M.P. targets entering freshman and helps retain them in college through the guidance
of a student peer mentor.
 It provides a peer mentor who is a currently enrolled full time student with a minimum
cumulative 3.0 GPA
 On average, students who participate in the program have a cumulative 2.6 GPA and
complete 11.9 hours.
 L.A.M.P. offers leadership workshops to all UTB/TSC students and engages them in
campus life and civic engagement opportunities.
 L.A.M.P. coordinates a campus wide leadership conference called the “Learning to Lead
Institute” in the Spring.

As of fall 2008, UTB/TSC has recruited 299 students to the University Scorpion Scholars
program. Of these recruits, 276 (92.3%) of them still are enrolled at UTB/TSC.

The Collegian students won 17 awards at the 2008 Texas Intercollegiate Press Association
(TIPA). TIPA is the oldest intercollegiate press organization in the United States.

In 2007-2008, the Collegian met its goal of $50,000 in advertising revenue.

Support services for students increased the retention of project students. A.S.P.I.R.E., a TRIO
program that targets 275 first generation, low income students who meet federal income
guidelines and that provides opportunities for academic development, assists students with basic
college requirements and motivates students toward the successful completion of their
postsecondary education, retained 80% of first time freshmen students enrolled in the program
from fall of 2008 to fall 2009. In addition, the program retained 88% of all A.S.P.I.R.E. students
from fall 2008 to fall 2009.

Student Success Center provided services for all students, but there are certain clusters of students
(academically challenged, students appealing suspension and athletes) who directly seek their
services. The following chart illustrates the retention rate and SAP compliance of the
unduplicated students visiting the Student Success Center for various services during the fall
2008.
Spring
2009
Enrolled Graduated
Did Not
Return
Met SAP
Total
Retention %
Mentorship
6
1
7
5
14
42%
Career
Counseling
Assistant
Director
Academic
Counseling
223
0
55
220
278
80%
40
0
5
36
45
88%
110
3
33
82
146
75%
14
Childcare
TOTAL
52
0
0
39
52
100%
535*
Note: *15 of the 535 students served were not enrolled in fall 2008 and no record was found for 1
student. SAP rating is based on semester GPA & Completion rate rather than cumulative.

The goal of the College Assistance Migrant Program (C.A.M.P.) is to identify first time freshmen
who come from a Migrant background and want to pursue higher education. This program works
with 50 FTF and assists in their transition to university life. Our C.A.M.P. program has received
continued funding through 2012.
 C.A.M.P. extended its recruitment efforts to include visits to 16 school districts in the Rio
Grande Valley, and 23 high schools.
 65% of the C.A.M.P. students participated in the University’s administration of the Noel
Levitz Retention Management System College Student Inventory (LASSI).
 63% of the C.A.M.P. students earned a 2.0 or better GPA.
 As a result of tutoring and mentoring services, C.A.M.P. saw an 8% increase in retention
from the previous year. 80% of the C.A.M.P. students were retained for their third
semester.
 UTB/TSC hosted the Texas C.A.M.P. Student Leadership Conference. This three-day
conference started with an inspirational greeting by Martin Curiel, President from the
Rising Farmworkers Dream Fund; and concluded at South Padre Island with team
physical challenges that stressed teamwork and cooperation. Seventy students
participated from UTB/TSC, The University of Texas–El Paso, Texas State Technical
College, and Texas A&M International.

The STING program had 82% student retention from fall 2008 to spring 2009. As of fall 2008,
62% of program participants who attained a satisfactory grade had a minimum GPA of 2.0.

TRIO Pre-College Programs
 Three of the four pre-college programs that had graduating students assisted at least 87% of
program students to matriculate to college. Adjustments to add early alert benchmarks have
been implemented to monitor and adjust program outcomes more effectively. Benchmarks
for students meeting graduating requirements, FAFSA applications, college admission
applications, and COMPASS/e-write exams have been established to be reported every
semester. Additionally, benchmarks indicating guidance on the importance of college and the
applications process have also been implemented to be monitored each semester. It is
anticipated that these adjustments will improve future outcomes.
Spring 2008
Pre-College High
Students in the 2008 Graduates
Students enrolled in Percent
School Program
program
college Fall after
matriculated to
Grades 9-12
graduation
UTB/TSC
2007-08
CUB-Brownsville
60
15
13 (87%)
46%
CUB-Rivera
60
0
2 (28%)
N/A
CUB –Rio Hondo
60
7
Yr. 1 –No seniors
75%
UBMS – San
74
9
11 (92%)
4
Benito/Harlingen
UBMS –
57
0
Yr. 1 –No seniors
N/A
15
Brownsville
Talent Search
YEP
Total
Fall 2008
Pre-College High
School Program
CUB-Brownsville
CUB-Rivera
CUB –Rio Hondo
UBMS – San
Benito/Harlingen
UBMS –
Brownsville
Talent Search
Total
Students in the
program
Grades 9-12
2008-09
50
57
55
77
77
0
117
76 (92%)
No Seniors
102 (87%)
74%
N/A
UTB/TSC Dual Enrollment Fall 2008
Number of DE
students
(% of 11-12 grade
students)
29 (90%)
30 (53%)
7 (32%)
12 (25%)
78
28 (64%)
556
42
915
28 (17%)
29 (69%)
163 (39%)
Average DE UTB/TSC
GPA at
completion rate
UTB/TSC
3.20
95.3%
3.30
95.5%
3.15
2.93
3.17
96.7%
95.7%
95.7%

UTB/TSC received a new Upward Bound Grant in 2004 to work closely with Rio Hondo High
School totaling $276,600.00. In 2007-2008, 64 students ranging from eighth grade to 12th grade
were served by this grant.

A new Upward Bound Grant was funded in 2007 to serve students at Rivera High School totaling
$250,000. The grant currently serves 60 students from nineth to 12th grade.

The Classic Upward Bound Program was originally awarded to UTB/TSC in 1995. The grant
was renewed in 2008 and serves 66 students.

In 2008, Learning Enrichment had 56,395 contacts, an increase of 5,254 contracts or 10.27%
increase when compared to 2007, which had 51,141 contacts. When compared to 2006 contacts
of 37,628, Learning Enrichment saw an increase of 18,767conracts or 49.88%.
In 2008, Supplemental Instruction had 5,355 contact, an increase of 688 or 14.74% when
compared to 4,667 Supplemental Instruction contacts in 2007.

16
346
40
915

Supplemental Instruction measures its impact by two measures, final average grade point and D,
F, and withdrawal rate of students.

In Spring 2008, students who attended at least one session earned an average grade point of 2.40.

Regular participants, those who attended five or more sessions, earned an average final grade
point of 2.83.

Students who did not attend Supplemental Instruction sessions earned an average final grade
point of 1.80.

Students who attended at least one session had a D, F, and withdrawal rate of 22.24%; students
who attended five or more sessions had a D, F, and withdrawal rate of 12.50%.

Students who did not attend Supplemental Instruction sessions had a D, F, and withdrawal rate of
42.10%.

In fall 2008, students who attended at least one session earned an average grade point of 2.58.

Regular participants-those who attended five or more sessions- earned an average final grade
point of 2.81.

Students who did not attend Supplemental Instruction sessions earned an average final grade
point of 2.05.

Students who attended at least one session had a D, F and withdrawal rate of 18.44%%; students
who attended five or more sessions had a D, F and withdrawal rate of 13.48%. Students who did
not attend Supplemental Instruction sessions had a D, F and withdrawal rate of 33.46%.






17
Scorpion Athletics Highlights
 Volleyball
 2007-2008 GPA – 2.62
 Fall 2008 GPA – 3.04
 Academic All American - Katie Japp
Men’s Soccer
 2007-2008 GPA – 2.38
 Fall 2008 GPA – 3.04
 2007 & 2008 Regular & Red River Athletic Conference (RRAC) Champs
 Qualified for first Round of the NAIA National Tournament
 David Purser (#5) signed a professional contract with FC Maryland
 Fernando Mendoza (#11) - 2008 NAIA All American Honorable Mention
Women’s Soccer
 2007-2008 GPA – 2.20
 Fall 2008 GPA –2.81
 2008 Conference Regular Season Co-Champs
Men’s Golf
 2007-2008 GPA – 2.37
 Fall 2008 GPA – 2.81
 Freshman Adam Haley was medalist in one tournament
Women’s Golf
 2007-2008 GPA - 2.51
 Fall 2008 GPA - 2.81
 Senior April Martinez -medalist in two tournaments & Senior Allison Valles
recorded a hole-in-one in tournament play
Baseball
 2007-2008 GPA – 2.43
 Fall 2008 GPA – 2.66
 First playoff appearance since 2000
 Finished third in RRAC tournament play

18
The faculty of UTB/TSC are subject to The University of Texas System minimum faculty
teaching requirements for general academic institutions. Faculty responsibilities include teaching,
advising, scholarship/professional development, research/performance and various forms of
professional service. UTB/TSC has emphasized teaching with the majority of instruction
occurring at the lower level since the community college enrollment accounts for the largest
portion of the Partnership. Over 50% of the full-time faculty hold a doctoral degree. In fall 2008,
UTB/TSC had 635 total faculty, and of this number 620 were teaching faculty. Of that total 393
were full-time, and 242 were part-time. Of the total, full-time faculty 176 were tenured and 143
were on tenure track, while 74 were non-tenured. 140 Hispanic full-time faculty represented
35.6% of the total. Female faculty members comprise 44.0% of the total. The student FTE to
faculty FTE ratio is 23 to 1.

The one-year retention rate for first-time freshmen increased from 61% in 2004 to 63% in 2007
but then decreased to 53% in 2008.

During the last three years retention rates for transfer students have increased from 47% in 2005
to 52% in 2008.

From Fall 2004 to Fall 2008, the percent of first-time freshmen who needed developmental
education decreased from 61% to 54%.

The number of certificates and degrees awarded increased from 1,924 in 2003-2004 to 2,163 in
2007-2008 for a percentage increase of 12%. A total of 263 certificates, 851 associate degrees,
900 bachelor degrees, and 149 master degrees were awarded in 2007-2008.

UTB/TSC continued to make progress towards reaching the “Closing the Gaps” institutional goal
for increasing the number of Hispanic students completing bachelor’s degrees, associate degrees
and certificates. During 2007-2008, 1,859 Hispanic students completed their degrees. The
“Closing the Gaps” goal for 2010 is 2,300.

The latest reporting data revealed that in 2007, 98.46% of the nurses passed the National Council
Licensure Exam for licensed vocational nurses (LVN’s) and 96.55% passed the NCLEX-RN
exam for Associate Degree nurses (ADN) in FY2008.

In 2007, 100% of the graduates of the Radiologic Technology program passed the national
certification examination.

In 2002-2003, 94%; 2004, 94%; 2005, 97%; 2006, 95%; 2007, 95%; 2008 96% of UTB/TSC
education students passed the State Board for Educator Certification Test as compared to 90% in
2001-2002.
History and Operation of Partnership
The University of Texas at Brownsville and Texas Southmost College entered in 1991 into a bold new
partnership to provide expanding educational opportunities in the lower Rio Grande Valley and the state.
This creative initiative is designed to improve the continuity, quality, and efficiency of the educational
programs and support services offered by the university and the college.
It combines the administrative, instructional and support services of the upper-level university and the
community college and eliminates the artificial barriers between them. Continued program development,
new program implementation, systemic cooperation with local schools and partnerships with other
institutions of higher learning are major goals of this emerging partnership.
Texas Southmost College was created by the Brownsville Independent School District in 1926. It was the
second community college in the state of Texas. Originally known as the Junior College of the Lower Rio
Grande Valley, its name was changed in 1931 to Brownsville Junior College. Upon the establishment of
the Southmost Union Junior College District in 1949, it was renamed Texas Southmost College.
The bill that created The University of Texas at Brownsville in 1991 also authorized it to enter into a
partnership arrangement with Texas Southmost College. The partnership was created under the provisions
of Chapter 51, Subchapter L of the Texas Education Code. The establishment of that partnership and its
operational implementation in fall of 1992 began the history of The University of Texas at Brownsville in
partnership with Texas Southmost College.
The partnership has its foundation in the establishment of two higher education institutions: The
University of Texas at Brownsville and Texas Southmost College. The University of Texas at
Brownsville and the partnership were created by the Texas Legislature in May 1991. The foundation for
The University of Texas at Brownsville was laid in 1973 when Pan American University opened a center
on the campus of Texas Southmost College to teach upper-level and graduate courses. In 1977, the
Legislature approved the establishment of Pan American University at Brownsville. In 1989, Pan
American University at Brownsville became a part of The University of Texas System of The University
of Texas-Pan American merger with the US System. This was the prelude to the establishment in 1991 of
what is today The University of Texas at Brownsville, a freestanding, upper-division university.
The governing boards of The University of Texas at Brownsville and Texas Southmost College each
retain their statutory responsibilities. The University of Texas at Brownsville and the partnership are
governed by the nine-member Board of Regents of the UT System, appointed by the governor. The
Southmost Union Junior College District is governed by a seven-member board elected at large from the
ad valorem taxing district of the college, which includes most of Cameron County. Chapter 51 of the
Texas Education Code also provided for the governing board of each institution to appoint members to a
Partnership Advisory Committee which is composed of three members from each board. This committee
makes recommendations concerning the development of coordinated programs and services to meet the
needs of the communities served by the Partnership.
The operation of the Partnership consolidates the administrative, instructional and support services of the
two institutions. Under the provisions of the Partnership, Texas Southmost College retains all of its
property and assets. The University of Texas at Brownsville leases needed facilities from the District.
Through this unique partnership arrangement, The University of Texas at Brownsville and Texas
Southmost College have embarked on a quest to provide the finest educational opportunities that their
consolidated resources can create.
19
Overview of Uniform Recruitment and Retention Plan
External Conditions
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) is located one block
from the U.S. - Mexico Border in Cameron County, one of the fastest growing areas but also one of the
most economically disadvantaged areas of the state. UTB/TSC combines the state’s first public
accredited community college and The University of Texas at Brownsville into a unique partnership that
moves students from a two-year to a four-year institution. This community university serves a student
population of more than 93 percent Hispanics, most of whom are bilingual.
Cameron County is located at the southernmost tip of Texas and includes the cities of Brownsville,
Harlingen, San Benito, Los Fresnos, Port Isabel and South Padre Island. Brownsville, the largest city in
Cameron County, and has three border crossings to its closest neighboring city, Matamoros, Mexico.
Based on the most recent U.S. Census Data from the 2007 American Community Survey Profile:




Cameron County had a population of 387,210 that is 52 percent female. Thirty-four percent of the
population is under the age of 18.
Among people at least five years of age living in Cameron County in 2003, 62 percent spoke a
language other than English at home.
In 2007, for the employed population 16 years and older, the leading industries in Cameron County
were educational, health and social services (28%) and retail trade (13%).
The most common occupations were sales and office occupations (28%) and management and
professional occupations (25%).
The following table of U.S. Census Bureau demographics for Cameron County, Texas, and the United
States provides some comparative data for assessing the key challenges for this region.
Cameron County
Texas
United States
Percent Hispanic
86.2%
36%
15.1%
Median Age
28.7
33.2
36.7
Average Household Size
3.35
2.83
2.61
Percent Households receiving
Public Assistance
32.77%
13.74%
13.92%
Percent with less than
High School diploma
38.3%
20.9%
15.5%
Percent foreign born
25.97%
26.01%
12.61%
The Cross Border Institute for Regional Development (CBIRD), a regional policy research component of
The University of Texas at Brownsville and Texas Southmost College, has conducted extensive policy
studies on issues of economic development, the infrastructure of the Border Region, and most recently a
benchmarking study of both Cameron County and Matamoros, Mexico. In November of 2003, the
20
Census Bureau ranked the top 220 counties nationwide with a minimum population of 250,000 in terms
of ten poverty-related issues. In a recent CBIRD report, Cameron County/ Matamoros at the
Crossroads: Assets and Challenges for Accelerated Regional and Binational Development,
Cameron County and its neighbor Hidalgo County are ranked repeatedly at the low or lowest end of the
rankings as the worst locations in the country in terms of population in poverty, literacy, overall
education, labor force participation, median family income, housing availability and inordinate costs
associated with rental property.
*Poverty Rankings
Cameron
Hidalgo
Percent of People below Poverty Level
2
1
Percent under 18 below Poverty Level
2
1
Percent 65+ below Poverty Level
2
1
Education Rankings
Less than a High School Diploma
2
1
Percent of High School Graduate or Higher
233
232
Percent of People with a Bachelor’s Degree or More
220
231
Economy Rankings
Percent in Labor Force
219
220
Median Household Income
232
233
Median Family Income
232
233
Median Value
218
219
Other Related Issues
Fertility of Unmarried Women: All women with Birth
134
182
Fertility: Rate per 1,000 Women 15 to 19 years old
44
1
Percent of children Under 6 with all parents in
Work Force
220
219
Speaking a language other than English
3
4
Speaking Spanish at Home
3
4
Percent Owner-Occupied Housing Units
61
47
Median Monthly Housing Cost for Renters
232
233
Median Monthly Housing Cost for Mortgaged Owners
224
225
*(Statistics provided by the Census Bureau)
These major challenges significantly impact a region’s capacity to improve the quality of life through
community development. As the nation and the state move towards a knowledge-based economy, the
local region will need to be ready to support the workforce demands of the future through education and
job training. Performance levels must be enhanced, dropout rates must be reduced, and college
enrollment rates must be increased.
According to the latest population projections from the State Demographer, between 2005 and 2020, the
total population of the state will grow at an average annual rate of about 7.2%. The projected population
of Texas will become more diverse over the next few decades. By about 2005, no single racial/ethnic
group will account for a majority of the population. However Hispanics will continue to be the fastest
growing racial/ethnic group. In 2005, Hispanics comprised about 34 percent of the population; by 2020,
this share will reach 42 percent and by 2035, the Hispanic population is projected to become a majority of
the State’s population.
Even though the Texas population is aging in a manner similar to other parts of the nation, in 2000, it was
the second-youngest state with only Utah having a lower median age group. The 45-year-old-and-above
21
age group will grow at a faster rate than the younger age groups. That age group will change from 32
percent of the population in 2002 to 36 percent of the population in 2015.
The population growth in Texas is expected to be concentrated in metropolitan areas and along the TexasMexico border, the Central Texas corridor, and the Houston-Galveston regions of the state. Additionally,
the State Demographer reports that “overall, the projections of the Texas population suggest that
socioeconomic and service structures will be impacted by a population that is larger, older, and
increasingly diverse. It is a population that seems likely to increasingly challenge the State’s resources in
the coming decades.”
Internal Conditions
In 1991, The University of Texas at Brownsville and Texas Southmost College entered into an
unprecedented partnership (UTB/TSC) in order to increase access to higher education opportunities for
students of the Lower Rio Grande Valley area. These students are largely members of an
underrepresented minority (94% Hispanic). 84% received financial assistance from grants, scholarships,
loans, and tuition waivers. The unique partnership has a full service community college sharing its
campus, facilities, administration, faculty and staff with an upper level university. The two institutions
exist and operate as a single “consolidated entity” as categorized by the Southern Association of Colleges
and Schools. The resulting institution functions as an open admissions institution that offers a wide range
of higher educational options ranging from one-year certificate programs through Associate Degrees,
Baccalaureate Degrees, Masters Degrees and Doctor’s Degrees. The policy of open admissions allows
maximum access to higher education for the students. Those students who would be unable to enter a
more traditional four-year school are able to enroll in the community college where they receive
educational support, and in many cases, college preparatory classes that help the students become college
ready. Because the partnership consolidated the admission and enrollment processes, students do not
have to do anything to transfer from the community college to the university except to continue
registering and attending. This “seamless” transition facilitates the continuation of a student’s higher
education studies from the sophomore level that would be the endpoint of a traditional community college
program into the junior level of the university and onward to graduation at the baccalaureate and the
master’s levels.
Some basic demographics for UTB/TSC for Fall 2008:








The total enrollment was 17,189
16,340 were undergraduates and 849 were graduates
10,295 (60%) of the students were female
16,131 (94%) of the students were Hispanic
Average age was 22.2
5,785 (34%) of the students were enrolled full-time
92% of the students were Cameron County residents
14,496 (84%) received financial assistance from grants, scholarships, loans, tuition waivers
Since the inception of the partnership in 1991, the overall enrollment at UTB/TSC has increased but the
growth rates have been inconsistent. For most of the first ten years of the partnership, The University of
Texas at Brownsville has grown at a faster rate than Texas Southmost College. In Fall 2002 the trend
changed with Texas Southmost College experiencing a higher growth rate than UT Brownsville.
According to the latest enrollment projections from the Texas Higher Education Coordinating Board, The
University of Texas at Brownsville was projected to have an enrollment of 4,005 in fall 2008, however,
22
actual enrollment was 4,065. Texas Southmost College was projected to have an enrollment of 8,334 in
Fall 2008 but actual enrollment was 9,203 which was significantly higher than the projection. The
enrollment goal for UTB/TSC set forth by the Enrollment Management Advisory Committee is 20,000 by
2013. However, this goal is highly dependent upon “closing the gap”, the difference between the South
Texas College Going Rate and the Statewide College Going Rate.
College Organization
The administrative organization of UTB/TSC consists of the Office of the President and five major
divisions: Academic Affairs; Business Affairs; External Affairs; Institutional Advancement; and Student
Affairs. The Division of Academic Affairs consists of two colleges, the College of Liberal Arts and the
College of Science, Mathematics and Technology, and three schools, the School of Business, the School
of Education and the School of Health Sciences, as well as Information Resources, Distance Education
and Media Services; General and Developmental Education; and Graduate Studies.
In 2002, a new department for Enrollment Management was established to provide more centralized
oversight of enrollment management functions. The following work groups are included under the
Enrollment Management umbrella: Academic Advising; Admissions; Data Management and Reporting;
Financial Aid; New Student Relations; Registration; Dual Enrollment and Testing. In May 2003, a fiveyear enrollment management strategic plan for the institution was completed. This plan is evaluated and
revised annually. As a compliment to the plan, Noel Levitz consultants were commissioned in September
2003 to review and evaluate retention and recruitment efforts at UTB/TSC. The revised five-year plan
process and the Noel Levitz recommendations are currently utilized to improve services and instruction to
students.
Faculty
The faculty of UTB/TSC are subject to The University of Texas System minimum faculty teaching
requirements for general academic institutions. Faculty responsibilities include teaching, advising,
scholarship/professional development, research/performance and various forms of professional service.
UTB/TSC has emphasized teaching with the majority of instruction occurring at the lower level since the
community college enrollment accounts for the largest portion of the partnership. Over 50% of the fulltime faculty hold a doctoral degree. In Fall 2008, UTB/TSC had 635 total faculty, and of this number 620
were teaching faculty. Of that total 393 were full-time, and 242 were part-time. Of the total full-time
faculty 176 were tenured and 143 were on tenure track, while 74 were non-tenured. 140 Hispanic fulltime faculty represented 35.6% of the total. Female faculty members comprise 44.0% of the total. The
student FTE to faculty FTE ratio is 23 to 1.
Space
UTB/TSC continues to expand its physical facilities to accommodate student growth. Since 1997, the
following buildings have been constructed or renovated on campus: the Science and Engineering
Technology Building (1997); the Life and Health Sciences Building (2001); the Student Union (2002);
the International Technology, Education & Commerce Campus - ITECC (2002); and The Village at Fort
Brown (2003). The Education and Business Building on the southeast side of the UTB/TSC campus was
completed in 2005.
Student housing, The Village at Fort Brown, was opened in the Spring of 2003 and was filled to 100%
capacity by Fall 2003. Plans are currently underway to provide additional residence hall space.
23
Compared to other public post-secondary institutions in Texas, in 2002-2008 UTB/TSC was one of three
institutions with the highest classroom utilization rate in the state. This indicated a need for additional
classroom and service space in the near future. In November of 2004, voters approved a $68 million bond
measure that is being utilized to build additional classrooms, a new library, workforce training
classrooms, parking, a Center for Early Childhood Studies and a Science Technology Learning Center.
All of these projects have moved forward and most will be completed within the year.
The Large Classroom Building is scheduled to open in August 2009. It adds ten classrooms with a
capacity of 850 students.
The renovation of almost 70,000 square feet at the ITECC adds eight classrooms, laboratories, and
support space. This heightens capacity of another 620 students. This space opened for class January 2009.
The Recreation, Education and Kinesiology Building (106,000+ square feet) is scheduled to open late in
the spring of 2009. It will add a multiplicity of gymnasium, studio and recreational facilities that will be
coupled with 5 new classrooms with an added capacity of 145 students.
The new Fine Arts Center is due to open in early 2010. The 57,000 square foot facility has twelve
rehearsal and practice areas supplementing the 800 seat Performance Hall. The rehearsal and practice
areas can be used by over 100 students at any time.
Soon ground will be broken for the Science Technology Learning Center. The Center will focus on the
study of Heart Disease, Diabetes, Cancer and Alzheimer’s Disease. In addition to its laboratory space,
there will be four new classrooms which will accommodate 250 additional students. Anticipated
completion date is mid 2011.
UTB/TSC has a new 43,000 square foot library which is scheduled to open in the summer of 2009. A
major renovation budgeted at over $3,000,000 is about to begin at the campus original Oliveira Library.
This renovation will be completed in mid 2010.
The Center for Early Childhood Studies will open a new five building facility in the summer of 2009.
This facility, which will be staffed by the School of Education, will accommodate an additional 160
children. This triples the college’s existing capacity.
A multiplicity of new and renovated parking areas have added to the school’s inventory. Efforts range
from the modest nine space renovation at the Smith Amphitheater to the parking lot at our
Education/Business Complex which totals 1,100 spaces. The inventory has grown by over 1,500 spaces.
At present, three projects are underway totaling 240 spaces. These will be completed by August 2009.
BAT Degree and BAAS Degree
The Bachelor of Applied Technology Program (BAT) was implemented in the fall of 2002, and was a
finalist for a national Bellweather Award by the National Institute of Higher Education 2003 Community
College Futures Assembly. The BAT was also nominated for the 2003 Texas Higher Education Star
Award. The Bachelor of Applied Arts and Science Degree was initially implemented in the late eighties
but was upgraded in the late nineties.
The major objectives of the two programs are the state’s goal of “Closing the Gaps” and of “Seamless
Transition.” In the case of the BAT and BAAS, the attention is on students in and graduates of
career/technical programs, i.e. Associate of Applied Science Degrees, AAS, and equivalents.
24
The BAT and BAAS are inverted degree programs building on career/technical programs (formerly
occupational/technical programs) which serve as the majors. Three of the four tracks of the BAT program
are already on-line; the majority of the concentrations of the BAAS program are already on-line or are
being placed on-line within the coming academic years. Students no longer have to “physically” attend
UTB/TSC, but rather can choose to complete their programs via distance education. Over 750 students
had declared their major in the different phases of the BAT program in Fall 2008, and 268 students have
graduated. Over 850 students had declared their major in the different BAAS program versions in Fall
2008 and over 360 have graduated.
It is expected that the BAAS/BAT declared majors will increase when the undeclared majors are forced to
declare their major upon enrollment into UTB/TSC.
Memoranda of Understanding and articulation agreements regarding the BAT (and the BAAS) degree
have been made with:
1. Amarillo College- Washington
2. Amarillo College- West
3. Amarillo College- East
4. Amarillo College- Polk
5. Amarillo College- Monroe
6. Amarillo College- Community Link
7. Amarillo College- Hereford
8. Angelina College
9. Austin Community College- Cypress Creek
10. Austin Community College- Eastview
11. Austin Community College- Northridge
12. Austin Community College- Open Campus
13. Austin Community College- Pinnacle Campus
14. Austin Community College- Rio Grande Campus
15. Austin Community College- Riverside Campus
16. Blinn College- Brenham
17. Blinn College- Bryan
18. Blinn College- Schulenburg
19. Blinn College- Sealy
20. Cisco College- Abilene Educational Center
21. Cisco College- Cisco Campus
22. Coastal Bend College- Alice
23. Coastal Bend College- Kingsville
24. Coastal Bend College- Pleasanton
25. College of the Mainland
26. Collin County Community College District- Central Park Campus
27. Collin County Community College District- Courtyard Center
28. Collin County Community College District- Preston Ridge Campus
29. Collin County Community College District- Spring Creek Campus
30. Dallas County Community College System- Brookhaven Campus
31. Dallas County Community College System- Cedar Valley Campus
32. Dallas County Community College System- Eastfield Campus
33. Dallas County Community College System- El Centro Campus
34. Dallas County Community College System- Mountain View Campus
35. Dallas County Community College System- North Lake Campus
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36. Dallas County Community College System- Richland Campus
37. Del Mar College- East Campus
38. Del Mar College- West Campus
39. Hill College- Cleburne Campus
40. Hill College- Clifton Campus
41. Hill College- Johnson Campus
42. Hill College- Hillsboro Campus
43. Hill College- Glen Rose Campus
44. Houston Community College- Central
45. Houston Community College- Northeast
46. Houston Community College- Northwest
47. Houston Community College- Southeast
48. Houston Community College- Southwest
49. Howard College- Big Spring
50. Howard College- Lamesa
51. Howard College- San Angelo
52. Howard College- SWCID
53. ITT-TI- San Antonio
54. ITT-TI- Houston
55. Laredo Community College- First Campus Downtown
56. Laredo Community College- South Campus
57. McLennan Community College
58. Northwest Vista College
59. North Harris Montgomery Community College- CY Fair College
60. North Harris Montgomery Community College- Kingood College
61. North Harris Montgomery Community College- Montgomery College
62. North Harris Montgomery Community College- North Harris College
63. North Harris Montgomery Community College- Tomball College
64. Palo Alto College
65. San Antonio College
66. South Texas College
67. St. Philip’s College
68. Temple College
69. Texas State Technical College- Harlingen
70. Texas State Technical College- Marshall
71. Texas State Technical College- Waco
72. The University of Texas at Brownsville/Texas Southmost College
73. Victoria College
74. Weatherford College
75. Alvin Community College
76. Tarrant County College
77. Vernon College
78. Wharton County Community College
In addition, articulation agreement negotiations are currently underway with seven other community
colleges and the colleges of the services.
The memoranda and agreements provide the students of the listed colleges the opportunity for seamless
transition from the first two years of college to a baccalaureate degree. This is especially significant for
students with formerly terminal Associate of Applied Science degrees who had not been able to transfer
their technical/occupational degree elements into an “academic” degree. UTB/TSC is also offering
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academic advising and upper-level courses toward the BAAS and BAT degrees on the TSTC campus and
upon request at the other colleges. All students are advised and regularly contacted by UTB/TSC’s
departments and instructors.
The Graduate Studies office cooperates with appropriate departments and academic advisement to help
students start the process of completing prerequisites for the Bachelor of Applied Technology (i.e.,
completing the THECB approved General Education Core) before they apply to UTB/TSC. The actual
number of “current” BAT students is higher than listed in the statistics above because they are still
enrolled at their home colleges for the General Education Core.
The development of the Bachelor of Applied Technology program and its implementation were
significantly facilitated by the unique partnership between UTB and TSC, a university and a community
college. Such a partnership and the resulting programs and services are considered a future solution for
higher education. The eight major types of needs that continue to surface in research and interviews of
alumni, potential and current students, employers, the military services, and members of associations in
Southern Texas and the Texas legislature are now being met. They are:
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continuation toward specializations such as computer and technology applications and training, health
technologies and management and supervision of different workforces;
availability of a type of studium generale for the potential mid-managerial level that would allow for
skill transfers, raising general knowledge levels, and improving comprehension, reading and
interpretation abilities in two languages;
gratification of the desire to experience baccalaureate level education for personal gain;
completion of training elements for learning officers, training managers and training consultants in
technical fields;
an additional foundation for teacher preparation utilizing technology backgrounds and experiences;
loss of the stigma of belonging to the category of “labor” with previously terminal education;
providing educational opportunities to economically disadvantaged and minority students; and
laying the foundation of applied technology education already in high school.
Dual Language Certification Program
The Dual Language Certification Program, introduced on the UTB/TSC campus in the Fall of 2003,
offers students already proficient in both English and Spanish an exciting way to make themselves both
more marketable and knowledgeable. All the classes needed for this certification at the Associate Degree
level are part of the General Education Core curriculum; thus, the program does not involve any
additional coursework.
To receive Dual Language Certification, students must take 15 credit hours from Dual Language
offerings. These include Spanish 2321 and 2322, Hispanic Language and Culture I and II (or other preapproved Spanish courses at a higher level) and 9 credit hours in Dual Language classes offered by
departments other than Modern Languages. Additionally, students must maintain a minimum 2.8 GPA in
their Dual Language courses. Successful completion of Dual Language program requirements results in
degree notation and a special seal on students’ diplomas.
Course enrollments for the 2007-08 academic year reflect the following:
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Fall 2007 – 813
Spring 2008 – 600
Summer I 2008 – 66
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Summer II 2008 – 64
To date, one student has successfully completed Dual Language Certification Program. An additional four
students were found to have completed Dual Language course requirements. Their transcripts will be
reviewed to verify GPA, and they will subsequently be notified of Dual Language certification
completion.
Distance Education
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) has been able to
provide expanded educational opportunities to students in South Texas via distance education
technologies. The majority of UTB/TSC students have to combine work and family responsibilities with
their educational goals, so the online courses and programs offered by UTB/TSC have directly helped
these students. As a way to maximize resources and provide leadership and coordination, the office of
Distance Education and Instructional Technologies (DE/IT) was integrated with the library under the
Dean of Instructional Support in the Academic Affairs Division. This unique concept of resource
integration has produced tangible results in the increase and diversification of interactive online
technologies offered in all UTB/TSC courses. UTB/TSC students, faculty and staff have access to cutting
edge distance education technologies. The university’s online platform “MyUTBTSC Blackboard”
http://myutbtsc.blackboard.com provides a shell for every course offering.
The MyUTBTSC Blackboard online teaching and learning platform is the most sophisticated distance
education system in the world as it offers integrated course delivery system, content management system
and outcomes system within a single portal. Besides the Portal, the online platform includes a Learning
Management System that provides an online area for every course offered by the institution. The Content
Management System provides Virtual Hard Drives and e-Portfolios for all UTB/TSC students and
faculty. The Blackboard Outcomes System is utilized by the campus community to measure and evaluate
student learning outcomes based on academic evidence. MyUTBTSC Blackboard has already become an
integral part of the teaching and learning process of faculty and students. UTB/TSC Faculty integration of
online interactive technologies has resulted in the largest increase in course content online available for
UTB/TSC students from different schools and colleges, both at the undergraduate and graduate levels, as
the following statistics from 2008/2009 show:

3,375 UTB/TSC Students are taking at least one 100% Online Course via MyUTBTSC
Blackboard. http://myutbtsc.blackboard.com .

500 Online Course Sections and 14 Online Degrees are offered by UTB/TSC.

21,426 MyUTBTSC Blackboard users (Faculty, Students and Staff).

2008 Tegrity National Award was given to UTB/TSC for 3,696 recorded classroom hours online
by 225 instructors with 26,000 student hits to review course recordings online via MyUTBTSC
Blackboard.
The office of Distance Education and Instructional Technologies (DE/IT) offers instructional
development and design services, course redesign and evaluation assessment, student support and
marketing, class video capture, webcasting and videoconferencing services and graphics and web design
for all UTB/TSC Colleges and Schools. The office of Distance Education and Instructional Technologies
(DE/IT) is composed of highly trained professional staff who have developed a comprehensive Faculty
Course Development Contract/ Timeline detailing training, administrative, and technical requirements for
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the production of highly interactive courses, based on best practices set by the Texas Higher Education
Coordinating Board.
UTB/TSC has become a leader at the state level in offering fully online programs via
http://myutbtsc.blackboard.com, including:
 Masters in Educational Technology
 Masters in Business Administration
 Masters in Math Online
 Master Technology teacher (MTT)
 B.S. in Criminal Justice
 BS in Nursing
 Bachelor of Applied Arts and Sciences ( BAAS)
 BAAS Interdisciplinary Subject Areas Online
 Bachelors in Applied Technologies (BAT) in four tracks:
o Health Services Technology
o Applied Business Technology
o Workforce Leadership and Supervision
o Technology Application/Training
o Computer Information Systems Technology.
UTB/TSC distance education students receive high quality student services including distance education
student orientation, online tutoring 24x7, test proctoring, course video capture online access, helpdesk and
other technical assistance and support. This is just the beginning towards a massive design, production
and implementation of online courses that will provide expanded educational opportunities to students in
South Texas. Furthermore, UTB/TSC’s excellent distance education programs and courses have the
potential to reach beyond the service area including state, national, and international markets.
Research
During the last sixteen years, The University of Texas at Brownsville and Texas Southmost College
(UTB/TSC) has made remarkable progress towards developing competitive research programs. Research
on campus in 1991 was virtually nonexistent ($19,029 in annual research expenditures). Modest gains
were made over the next 10 years as curriculum and educational program development along with
campus building expansion was being addressed at this institution. Research and development (R&D)
expenditures in FY03 were reported at $1,558,306. However, in the following five years these R&D
expenditures dramatically grew to $5.9 million, an increase of over 279%. Two research centers have
formally emerged on campus: the Center for Biomedical Studies (CBS), directed by Dr. Luis Colom, and
the Center for Gravitational Wave Astronomy (CGWA), led by Dr. Mario Diaz. Each of these centers has
received over $15 million in federal funding since their inception. The CBS has received extramural
support primarily from the National Institutes of Health whereas the CGWA has received the vast
majority of its funding from NASA and the National Science Foundation. The CBS currently has 11 full
time faculty members, and CGWA has eight full-time faculty members who are actively participating in
research. Other disciplines are also emerging in the research arenas on campus including: Physics,
Biological Sciences, Environmental Sciences, Mathematics, Computer Science, Engineering, Behavioral
Sciences, Nursing, Criminal Justice, and Education. In FY07, UTB/TSC had 46 tenure/tenure track
faculty members who were serving as the principal investigators on 70 grant funded projects. In FY2009,
UTB/TSC received confirmation from the National Institutes of Health that the Extramural Associates
Research Development Award (EARDA) grant application had been approved. The EARDA grant will
provide both training and critical infrastructure support to realign and establish a formal research office
on campus ($100,000/year for five years). In 2009, a vice president for research office was approved by
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the UT System to centralize all research efforts at UTB/TSC. Dr. Luis V. Colom was appointed as the
first interim-Vice President for Research.
Financial Aid / Scholarship
Financial aid awards totaled $73.8 million in 2007-2008. $27,293,179 in grants was disbursed to 7,697
students; $28,174,779 in loans was disbursed to 5,529 students; $4,704,150 in scholarships was awarded
to 8,293 students; $833,399 in Work-Study funds was awarded to 294 students; and $12,923,765 in other
financial aid was awarded to 8,060 students.
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Scholarships awarded to students increased by 236% from $1.4 million in 2003-2004 to $4.7 million
in 2007-2008.
8,293 (61.9%) of 13,390 students received some form of scholarship during 2007-2008 for enrollment
at UTB and/or TSC.
5,079 (37.9%) of 13,390 students enrolled in 2007-2008, qualified for the maximum Pell Grant.
South Texas Rising Scholars (STARS) continue to provide scholarships in the amount of $383,000 to
206 students.
11,031 (82%) of 13,390 students received some form of financial aid during 2007-2008.
9,655 (72%) of 13,390 students enrolled during 2007-2008 provided Total Family Income
information on their Financial Aid application. The median income for this population was $20,198.
Financial aid awards have increased by 63% in the last five years, from $46.9 million dollars in 20032004 to $73.8 million dollars in 2007-2008. The greatest increases have resulted from student loans
(63%) and from Scholarships (236%).
For 2007-2008, the Texas Legislature increased the UTB allocation by 23%, and increased the TSC
allocation by 15% for Texas Grants. Overall, the net change was an increase of 20% from 2006-2007 to
2007-2008.
One of the financial aid goals in the UTB/TSC Enrollment Management Five Year Plan, was to increase
scholarships by 50% by 2007-2008. Scholarships increased by 236% for 2007-2008 which exceeded our
goal by 186%. The following chart lists the amount of scholarship dollars awarded by UTB/TSC for the
Academic Year 2003-2004:
Scholarship Source
Dollars Awarded
Number of Students
UTB/TSC Scholarships
$2,537,156
8139
Endowed Scholarships
$367,231
416
State Scholarships
$188,079
146
UTB/TSC Scholarship Grants
$573,066
607
Outside Scholarships/Other
$1038618
743
Total
$4,704,150
2107
The UTB/TSC Enrollment Management Five Year Plan includes requesting current donors to increase
their contributions, developing new donor pools such as alumni and previous scholarship recipients and
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developing a model to develop departmental scholarships. UTB/TSC does have numerous endowments
that will be fully funded in the next few years, which will positively impact the funds available for
recruitment and retention.
For 2007-2008, the STARS Foundation awarded UTB/TSC $200,000 in scholarship funds to be matched
with $200,000 in institutional funds for a total of $400,000. Of the $400,000 available in the STARS
Excellence Scholarship Program, $383,000 of the funding was awarded to 206 students, which positively
impacted recruitment and retention at UTB/TSC. The scholarship coordinator made the awards in
accordance with the criteria established by the STARS Foundation. A development officer is responsible
for raising the funds for the matching portion.
Another scholarship came about when the McDonald’s restaurant across from the UTB/TSC campus
approached the University in order to solicit ideas concerning improvements to the restaurant and creation
of a more student friendly environment. As a result of this exchange of ideas, McDonald’s completely
remodeled the restaurant with UTB/TSC college colors and emphasizing the UTB/TSC Scorpion mascot
in all areas of the eatery. The owners also pledged to donate 10% of sales from one day for scholarships.
McDonald’s donated $1,500 this year to be used for scholarship matching. Consequently, the owners are
researching the McDonald’s HACER scholarship program, and they are hoping to bring the scholarship to
the UTB/TSC area.
Financial aid outreach efforts have risen significantly recently as requests from area schools continue to
increase due to the No Child Left Behind Act, and as action is taken on Enrollment Management
initiatives to increase awareness of higher education and financial aid opportunities. The Financial Aid
Office offered approximately 75 financial aid presentations and FAFSA completion sessions during 20072008. The Financial Aid Coordinator in charge of outreach has secured Memorandums of Understanding
with four school districts (12 high schools) and has set up Go Center/Info Shops with trained mentors
offering enrollment and financial aid services to the one-stop shop venues.
Mentoring Programs
First Generation In-school Youth program
The First Generation College Student Pilot Project is a multi-faceted program assisting a target population
of 35 low-income, first generation, high school students enrolled at Lopez, Los Fresnos and Port Isabel
high schools. The program utilized six UTB/TSC students to serve as program staff. The staff
successfully planned, implemented and evaluated activities that supported the achievement of program
goals and objectives
Staffing for the program included five mentors and a program manager. Throughout the program, 16
mentoring sessions were held that provided important services to project participants on their high school
campuses.
Activities served to increase the college enrollment of minorities and economically disadvantaged
students, prepare participants for higher education opportunities, provide career awareness, career
exploration, and inform students about professional opportunities available through higher education.
Themes for the mentoring sessions included “Planning for College,” “Financing Your Education/Jump
Start Your Future,” “Communication Skills” and “Stress Management and Conflict Resolution.” A
UTB/TSC on-campus “mini-peer mentoring” program was in operation providing services to program
participants.
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The program also offered two events held on the UTB/TSC campus.
The first event was titled “New Beginnings”. This event served to inform the students about a vast array
of services and educational opportunities offered at UTB/TSC, on college campuses and on college life
itself. During the event, presentations were conducted on financial aid programs, College Assistance
Migrant Program, Leadership and Mentoring Program, Student Counseling, Health Services, Student
Life, and on student organizations and clubs.
Activities to help stimulate student thought processes, included a career exploration exercise, a “Your
Future Story” writing activity, online research on “Your Dream Career” and activities to help students
develop time-management skills.
The second event titled “Mission Possible” helped to strengthen the connection between program
participants, peer mentors, and other university staff. The event provided career awareness and
exploration activities as well as information related to professional opportunities available through higher
education. Activities focused on preparing participants to access and succeed in post-secondary
education.
Program operations include the collaboration of Tech Prep of the Rio Grande Valley, Inc., the Texas
Workforce Center and UTB/TSC to track participants’ progress in their post-secondary endeavors and
career interests, facilitate documentation of student participation and evaluate program outcomes.
Partnership between The University of Texas at Brownsville-Texas Southmost College, Texas State
Technical College Harlingen, Del Mar Community College, and South Texas College
In fall 2008, UTB/TSC launched a new Science, Technology and Engineering Partnerships for Success
(STEPS) program with support from the Department of Education. The mission of STEPS is the
establishment of partnerships to foster the transference of two-year graduates from neighboring technical
colleges into bachelor degrees at UTB/TSC in the areas of science, technology, engineering, and
mathematics (STEM) through a seamless transition process from college to university. TSTC (Texas
State Technical College), South Texas College (STC), and Del Mar College are the first partners in the
program and others are looking forward to participating in the project. Students enrolled in colleges
partnering with UTB/TSC will have access to early advising services from technical to baccalaureate
degrees, transference of course credits through articulation agreements, transference of financial
assistance, zero-delay registration after graduation, and priority to obtain financial assistance through
work study programs. In addition, new high-tech degree programs in emerging fields of applied
computing are being developed at UTB/TSC to attract students from partnering technical degrees.
Currently, bachelor degrees of computational science in bioinformatics and in computer forensics are
being implemented as an initial stage with the creation of state-of-the-art facilities and top researchers at
UTB/TSC.
P16 Initiative
Another outreach program supported by UTB/TSC is the P16 initiative. The mission of P16 is to improve
higher education opportunities by strengthening the alignment between school districts and the university.
Focusing on pre-K through 16 activities, ideas and issues, the Office of P16 at UTB/TSC is committed to
“Closing the Gaps” through meaningful collaborations and partnerships with the public schools and their
shared communities. The most significant is the UTB/TSC Lower Rio Grande Valley P16 Council. This
successful collaboration between the University and the independent school districts from Cameron and
Willacy Counties along with community agencies, such as Workforce Solutions Cameron and Business,
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meets quarterly to discuss relevant issues and topics directly related to improving and strengthening the
alignment between the college admission-related requirements, college readiness, Pre-K-12 curriculum,
standards and assessments. For the past three years, the University president together with the fourteen
area superintendents have collaborated on difficult issues such as high school dropout rates, College and
Career Readiness Standards, and alignment of student transition from twelfth grade to the first year in
higher education. During the council’s tenure, the partnership has undertaken topics for discussion that
have included curriculum alignment, pre-service and in-service professional development, advanced
placement and dual enrollment.
Tech Prep
In addition to supporting university outreach programs, The University of Texas at Brownsville and
Texas Southmost College (UTB/TSC) has also supported Tech Prep.
Tech Prep is a way to begin college while still in high school. Students take Tech Prep courses in high
school and receive college credit when applied to a technical degree program. After high school, students
continue their studies at Texas Southmost College and The University of Texas at Brownsville to earn a
technical (one year or less), associate (two year) or baccalaureate (four year) degree. Students are now
receiving Tech Prep credit upon admission to UTB/TSC and upon receipt of official high school
transcripts; Tech Prep credit meeting acceptable standards is being transcribed on UTB/TSC transcripts.
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) Tech Prep Office has
been developed to strengthen the University's partnership with local south Texas school districts. The
most significant of these activities is the design of eight-year educational plans that transition four-year
high school plans including the Tech Prep career technology track with the articulated Associate in
Applied Science (AAS) degrees, the Bachelor of Applied Technology (BAT) and the Bachelor of Applied
Arts and Sciences (BAAS) degrees. The uniqueness of the eight-year educational plans particularly
demonstrates how high school programs of study coupled with the TSC certificate and associate degrees
transition into the UTB/TSC BAT and BAAS degrees. The eight-year educational plans focus on
articulating current six-year educational plans (four for high school and two for college AAS degrees)
into bachelor level programs of study. The UTB/TSC BAT and BAAS degrees allow students who have
completed AAS degrees (Tech Prep career tracks) to move into bachelor level tracks (BAT and BAAS)
automatically. The understanding of these seamless educational pathways for students that provide
barrier-free transitions from secondary to post-secondary education and those collaborations that are
necessary for that to happen is considered key to more appropriate academic advising of Tech Prep
students.
The UTB/TSC Tech Prep Office also coordinates and provides:
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ongoing training to CATE Directors, college faculty and high school teachers
chairs quarterly Tech Prep Task Force meetings
monitors the Tech Prep strategic planning process
provides Tech Prep awareness to the community at large
As an outcome of reviewing Tech Prep processes between UTB/TSC and the independent school districts,
Rio Grande Valley Tech Prep students have begun taking advantage of the opportunity to transition from
high school to college and to claim credit for their articulated courses at the college level. Data from The
University of Texas at Brownsville and Texas Southmost College reflects that since fall 2000, 6,974
students have been awarded 38,577 Tech Prep credits by UTB/TSC. At the same time, Tech Prep
students have been counseled about making the transition from high school to college throughout their
high school years and have been encouraged to participate in high school programs blending rigorous
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academics with work-related skills. These students tend to be better prepared and to need less remediation
when they enter the post-secondary component of their education.
The formation of the Tech Prep Task Force with representation from UTB/TSC, the independent school
districts and from the local Tech Prep Consortium compiles, maintains, and shares information on new
and existing programs, including the demonstration of exemplary practices; collaborates to develop
implementation materials and methodologies; and stimulates awareness of Tech Prep and related
education initiatives. This program will be more effective by continuing to align competencies and
communicate with teachers and administrators.
Tech Prep has been the change agent underlying the conceptualization, design, development, and
modeling of innovative improvements in education, particularly for high schools students. This program
has created secondary-to-post-secondary articulation agreements and has provided opportunities for
students to earn college credit in high school. Tech Prep data collection is being prepared to document
what happens to incoming freshmen with Tech Prep credit.
Dual Enrollment
Dual Enrollment is a program that allows high school students to simultaneously earn college credit that
will also count as credit toward a high school diploma. The program came under the direction of the
Associate Vice President for Enrollment Management in the spring semester of 2004. With the aid of her
Dual Enrollment team and the Enrollment Management Team, the program has shown a significant
increase (797%) in enrollment from 683 dual students in fall 2004 to 6,128 in fall 2008. Today, the Dual
Enrollment Office consists of the Dual Enrollment Director, an Academic Advisor, and two Part-Time
Staff members. Instrumental in this increase in enrollment, was the alignment of the high school AP
curriculum with UTB/TSC curriculum and the addition of technical courses offered for dual credit. Not
only has the Dual Enrollment Program served to successfully increase enrollment at UTB/TSC, but it has
also evolved into an effective tool to prepare Rio Grande Valley high school students for college.
Dual enrollment processes and communication between UTB/TSC and the independent school districts
continue to be evaluated and improved. Since 2003, a Dual Enrollment Task Force has convened to
review challenges in the dual enrollment processes and to improve student outcomes and communication
between UTB/TSC and the independent school districts.
As a result of the Dual Enrollment Task Force formation, the following outcomes have occurred:
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The Dual Enrollment Task Force has representation from both UTB/TSC and the independent
school districts.
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A registration process has been established to include a fall enrollment deadline for all students
wanting to enroll in a dual credit course.
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The sharing of independent school district student data has enabled more efficient processing of
student records in the UTB/TSC system.
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Conversations are continuing to develop processes by which encourage UTB/TSC academic
departments to meet with independent school districts on a regular basis to review and evaluate dual
offerings.
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Conversations are being conducted to continue to expand Advanced Placement curricula as a
vehicle for dual enrollment.
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Plans are being made to test each 10th grade student via Compass E-Write exam and evaluate the
percentage of students who master the exam and to share data with each high school of those
students who did not pass a section of the test.
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Outreach services to all middle schools and their parents are being expanded.
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Dual Enrollment data is continuously being collected and disseminated to both the college and the
independent school districts for decision-making purposes.
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A Dual Enrollment strategic plan has been developed to solidify and facilitate dual enrollment
processes both at UTB/TSC and the independent school districts.
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Conversations lead by various college departments/directors (Admissions, Registrar, Academic
Advising, Financial Aid, New Student Relations, GEAR UP) are being held with various
groups/individuals (counselors, administrators and teachers) from the independent school districts
in order to improve communications.
Workforce Training and Continuing Education
The UTB/TSC partnership is designed to address ongoing community and economic development needs.
In addition to degree production at all levels, the cross-border region requires that UTB/TSC maintain and
develop an active Workforce Training and Continuing Education (WTCE) program. WTCE programs are
specifically designed to address non-degree seeking educational and training needs across the community.
Over the period of FY 2008, WTCE had student enrollments of 4,586. The WTCE departments generated
$2.4 million in revenue from 10 grants and training programs.
International Technology, Education and Commerce Campus (ITEC)
In 2002, UTB/TSC acquired the Amigoland Mall property now known as the International Technology,
Education and Commerce Campus (ITECC). UTB/TSC has developed a comprehensive plan for the
approximately 647,000 sq. ft. facility to focus on international trade and emerging technology sector jobs
using public-private partnerships. The envisioned plan, which will evolve over the next several years,
includes the following components:
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The International Innovation Center (Small Business Incubator): This facility was built and
moved in January 2004. The International Innovation Center will be a positive catalyst for
education, training and research on small business development. Since FY 2004, the
International Innovation Center has launched 54 companies and those companies have created
over 550 jobs.
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Workforce Training and Continuing Education facilities: A 19,000 square foot facility was built
and is now the new home for the WTCE programs. This new facility assisted the Criminal
Justice Institute to achieve a 100% pass rate from the last two cohorts of police cadets on the state
licensure exam in FY 2008.
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The International Trade Center: Received a $281,000 SBA grant to enhance existing trade
services. The Mexican Consulate is build-out, operating, and issues approximately 100 visas per
day. Workforce Training was designated as a representative office for the Export Import Bank of
the United States, and is a representative office of the U.S. Department of Commerce-Export
Assistance Center and the Overseas Private Insurance Corporation.
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The Brownsville Economic Development Council: Space was completed and the BEDC moved
into the ITECC campus in May 2004. This close relationship has assisted in recruitment of five
new companies and the creation of 250 jobs.
Texas Center for Border Economic & Enterprise Development (CEED, formerly CBED)
The State of Texas Legislature created the Texas Center for Border Economic and Entrepreneurial
Development (CEED) in 2001 at the University of Texas at Brownsville and Texas Southmost College
for the purpose of assisting in the development of the Texas-Mexico Border. The CEED, Workforce
Training and Cross Border Institute for Regional Development (CBIRD) departments are coordinated
within the External Affairs Division to pursue this objective. The departments collaboratively provide
workforce training, entrepreneurial development, business market development assistance, seminars,
business loans and a technology-focused business incubator. Policy analysis, research and technical
assistance to communities on both sides of the Texas-Mexico Border are performed in concert with
CBIRD. Business support services and workforce development programming between the time-period
FY 2008 produced the following results:

Assisted businesses in competitively obtaining over $1.321 million grant awards for customized
industry training.

Provided workforce training to over 4,586 participants.
The following is a brief description of the various components that provided the above services:

Consulting, research and assistance services to municipalities and non-profit agencies on both
sides of the border are provided in concert with UTB/TSC Cross Border Institute for Regional
Development (CBIRD).

The International Innovation Center’s (IIC) sponsors the Technology-Focused Business Incubator
in partnership with the U.S. Housing and Urban Development Department. IIC staff provides
business assistance and other supportive resources and services for tenant companies. The
International Innovation Center was funded for a third time in FY 2008 at $598,000.

The International Trade Development Office sponsors seminars on the globalization of commerce
including such topics as Trade Finance, International Sales Contracts, and NAFTA.

Enterprise start-up, business market development, lending and development assistance is
provided to the broader border community internally and/or together with University partners that
include the U.S. Small Business Administration, U.S. Department of Commerce, Export-Import
Bank of the United States, Department of Defense, Brownsville Economic Development Council,
Chambers of Commerce and others.

UTB/TSC provides non-credit hour workforce training in Port Isabel, South Padre Island,
Harlingen and Brownsville. This training is in addition to continuing education short courses, the
Criminal Justice Institute and Hispanic Education Program. Examples of workforce training
topics include:
 Hospitality/Customer Service
36
 Pneumatics/Hydraulics
 CAD/CAM
 Blueprint and Schematic Reading
 English as a Second Language
 Fundamentals of Management
 Forklift Training
 Advanced Computer Network Tech
 Confined Space Rescue
 Plastic Molding Injection
 Team Building
 Behavioral Interviewing
 Managing & Supervising People
 Transition from Employee - Manager
 Work Process Mapping
 Welding
 Geometric Dimensioning and Tolerances
 Applied Shop Math
Access
An information center for students, faculty, staff and the community, the Go Center/ Info Shop, was
launched at UTB/TSC in June 2003. The idea behind the center is to improve front line services both in
person and on-line to students, faculty, staff and the local community. The information center is staffed
by a full-time coordinator and by part-time staff who assist current and prospective students and their
families with the registration process, admissions, testing, financial aid, academic advising, degree
checks, transcript acquisition, bill payment and other services. Seven individual computer stations are
available in the Go Center/Info Shop for students’ use in accessing Scorpion-Online, the university’s
web-based service. Students can also access Scorpion-Online via a personal computer by using the
Libertad Wireless Network, currently available in most UTB/TSC buildings. The Go Center/Info Shop
allows students to complete the processes associated with attending UTB/TSC either virtually, in person
or by using a combination of the two mediums.
In July 2004, an additional Go Center/Info Shop with extended evening and weekend hours, was launched
in the Arnulfo Oliveira Library. The Library Go Center/Info Shop is staffed by part-time staff who assist
current and prospective students and their families with the registration process, admissions, testing,
financial aid, academic advising, degree checks, transcript acquisition, bill payment and other services.
Most recently as of July of 2008, additional computer support services were added to the Go Center/Info
Shops. In July of 2008 UTB/TSC in partnership with AT&T implemented the Scorpion Virtual Kiosks
that provide a 24 hours a day, seven days a week service ability to our community. These kiosks provide
accessibility of registering, accessing the internet, accessing our library, paying online, printing
transcripts, etc.
As of this date, the Go Center/Info Shops have fulfilled over 40,000 interactions. Since this first analysis
of activity at the Tandy Building and with the new center operational in the library since July 2004,
44,200 visitors, prospects, students, staff and faculty have been served. An estimated 40% of all
registration activities have been conducted via the web.
Approximately $50,000 a year, is being spent online services for the Go Centers/Info Shops.
37
Marketing
The number of publications with the “family look” increased during FY 2004. Advertising via radio,
television and print using the “family look” also increased to support enrollment goals as funding
allocations became available. In 2005, the university contracted with an agency to conduct an intensive
telemarketing research survey of UTB/TSC’s geographical market to monitor awareness of UTB/TSC as
a high quality educational institution and the market’s perception of quality of programs and affordability.
Also in 2005, the agency developed graphic design standards in attempt to unify the university brand. In
2008, UTB/TSC published its first institutional style guidelines including official name, titles, logos,
mascot, and colors to further unify the university image. Also in 2008, UTB/TSC internally produced
publications and advertisement began to use the institutional family look following the agency graphic
design standards. In 2007 and 2008, radio marketing increased while print advertising decreased in
response to changes in the marketplace. In 2008, for the first time, UTB/TSC utilized internet advertising
with presence on collegeview.com, banner ads as well as social networking including Face Book and
Twitter. In 2009, the collaboration of marketing funds by Institutional Advancement, Enrollment
Management, News and Information, and Distance Education will allow for television, radio, print, and
internet marketing to be purchased through pre-planning and quantity media buying upfront to support
enrollment goals.
In 2008, in partnerships with local newspapers (Brownsville Herald and Valley Morning Star) began
producing a monthly Career Center Page reaching over 11,600 juniors and seniors (public and private
schools) as well as the general newspaper distribution featuring a successor within a degree program. The
page also features career paths and potential salaries by graduates within degree plans. The Career Center
additionally promotes financial aid programs and registration periods.
The number of alumni contacts made increased by 285% between 2002 and 2003. At the end of the 2003
fiscal year, an additional 37,000 names and addresses were added to the UTB/TSC Alumni database, up
from the previous number of approximately 13,000. The new names and addresses were part of a
database clean-up and purchase that was made during the fiscal year.
In the summer of 2005, UTB/TSC launched Talisma, a communication management system for
prospective students, parents, stopped-out students, and current students. Enrollment Management
manages the software system allowing for an increase in personalized communication to prospects,
parents, stopped-out students, and current students via direct mail and e-mail. Communications such as
lead generation marketing to prospective students, responses to inquiry regarding admissions,
announcements of registration dates, financial aid deadlines, and resources are available to students
through this specialized software. The software is able to track inquiries, inbound and outbound
communications and detailed activity reports.
In the spring semester of 2009, UTB/TSC established the Integrated Marketing Committee. The
committee consists of representatives appointed by each university division vice president. The
committee meets monthly to discuss marketing efforts from each division as well as offer input to
institutional-wide marketing, keep marketing messages consistent with the university strategic plan,
graphic standards, and encourage collaboration between divisions.
Recruitment
The Office of New Student Relations, along with other Enrollment Planning departments, conducted
many types of student recruitment activities throughout 2002-2003 that contributed to increasing the total
number of students enrolled at UTB/TSC. Recruitment activities conducted included the following:
38

121 visits by representatives to area high schools resulted in contact with 8,412 students.

58 college and career fairs resulted in 3,156 contacts.

14 area college planning events for high school seniors and parents resulted in 1,220 contacts.

105 on-campus tours and presentations were hosted for 9,314 individuals.

19 financial aid application workshops served 2,657 area individuals.

4 Web on Wheels events provided visits to area high schools by academic advisors, financial aid
officers and registrar’s staff and served 200 high school seniors.

4,718 calls were made through tele-counseling activities.
The following table provides information on the number of applications submitted, number of individuals
completing all requirements for admissions, and the number of applicants enrolled by admit status for
Spring, Summer I, II and Fall 2004.
Applications
Completed
Applicants
Enrolled
Yield Completed
Applicants to
Enrolled
High School
Graduates
4,727
3,948
Returning
Transfer
1,772
1,737
2,223
1,754
International
Students
607
272
2,092
52.9%
934
53.7%
1,129
64.3%
166
61%
Retention
Because UTB/TSC is an open admissions institution, each entering freshman cohort has had a significant
number of students who needed developmental education. In fall 2004 over 61% of first-time freshmen
needed to enroll in developmental courses. By fall 2008 the percentage dropped to 54%.
The first-time freshman Fall to Fall retention rates had steadily increased from 56% in 2003 to 63% in
2007 but then significantly decreased to 53% in 2008. During the last three years, retention rates for
transfer students have increased from 47% in 2005 to 52% in 2008.
Even though a large percentage of the incoming students needed developmental education, the number of
certificates and degrees awarded increased from 1,924 in 2003-2004 to 2,163 in 2007-2008. This
represented an overall increase of 12%. A total of 263 certificates, 851 associate degrees, 900 bachelor
degrees, and 149 master degrees were awarded in 2007-2008.
The Enrollment Management Five-Year Plan detailed in the following section of this report outlines the
goals and objectives that UTB/TSC is undertaking to improve the recruitment and retention of students.
Implementation of this plan will be evaluated on a yearly basis.
39
ENROLLMENT MANAGEMENT ADVISORY COMMITTEE
SUBCOMMITTEEs
SUBCOMMITTEE Name
Recruitment
Integrated Marketing/Advertising
Distance Education
Graduate Enrollment
P-16 Initiatives
Dual Enrollment
Scholarship/Financial Aid
Tuition Review Process
Orientation
QEP
Programs of Study
Program Review
Retention/First Year Experience
Academic Advising
Developmental and General Education
International
Classroom Capacity/Faculty
Offices/Parking
Faculty Lines
Review Programs, Degrees and Develop
New Programs
Research
40
Chair
Carlo Tamayo
Meloney Linder
Doug Ferrier
Perla Martinez
Dr. Stephen Rosales
Edward Camarillo
Mari Chapa
Mari Chapa
Dr. Mari FuentesMartin
Ethel Cantu
Ethel Cantu
Ethel Cantu
Claudia Heimmermann
Claudia Heimmermann
Ethel Cantu
Larissa Guijosa
Allan Peakes
Tel.
882-8860
882-6577
882-7042
882-6552
882-5730
882-4130
882-8265
882-8265
882-5140
E-mail
Carlo.Tamayo@utb.edu
Meloney.Linder@utb.edu
Doug.Ferrier@utb.edu
Perla.Martinez@utb.edu
Stephen.Rosales@utb.edu
Edward.Camarillo@utb.edu
Mari.Chapa@utb.edu
Mari.Chapa@utb.edu
Mari.Fuentesmartin@utb.edu
882-6155
882-6155
882-6155
882-7361
882-7361
882-6155
882-8955
882-7106
Ethel.Cantu@utb.edu
Ethel.Cantu@utb.edu
Ethel.Cantu@utb.edu
Claudia.Heimmermann@utb.edu
Claudia.Heimmermann@utb.edu
Ethel.Cantu@utb.edu
Larissa.Guijosa@utb.edu
Allan.Peakes@utb.edu
Ethel Cantu
882-6155
Ethel.Cantu@utb.edu
Ethel Cantu
882-6155
Ethel.Cantu@utb.edu
Dr. Luis Colom
882-5048
Luis.Colom@utb.edu
SUBCOMMITTEE Charges
Recruitment
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to increase the number of students enrolled by 4.4% in 2009-2010
and each year thereafter to reach an enrollment of 20,000 students by 2013.
Integrated Marketing/Advertising
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources for an institutional marketing plan that is integrated, efficient, and
effective and includes publications, the web, media and other marketing components. As a result of the
plan, enrollment will be increased by 1.3% annually for the next five years.
Distance Education
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to increase the recruitment and retention of distance education
students that results in a 3.7% increase in distance education students.
Graduate Enrollment
Develop, implement and evaluate a five-year plan that includes goals, objectives, activities, timelines,
outcomes, and resources needed to increase graduate student enrollment by 3% a year for the next five
years.
P-16 Initiatives
To develop and implement a five year plan for aligning P16 Initiatives with the communities and
organizations served by UTB/TSC.
Dual Enrollment
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to increase the number of students enrolled by 1% per year within
the next five years.
Scholarship/Financial Aid
Document current student aid provided to UTB/TSC students and develop, implement and evaluate a
five-year plan that includes goals, objectives, action plans, timelines, assessment plans and resources
needed to increase the scholarships and other aid offered to students by 10% in 2010 and by 25% by
2013.
Tuition Review Process
Develop a process and evaluation instrument to review proposed tuition and fee costs on an annual basis
beginning Fall 2010-2011.
Orientation
The orientation committee strives to offer an orientation program that facilitates the successful
transition of incoming students to the university through programming that supports their
academic achievements and personal development. Scorpiontation seeks to improve the
university’s retention efforts and enhance students development by helping them feel welcomed,
connected, and proud of their university and its traditions.
QEP
Develop and implement the UTB/TSC Quality Enhancement Plan.
41
Programs of Study/Program Review
Create and implement five-year plan for programs of study and a process for program review.
Retention/First Year Experience
Develop, implement and evaluate a five year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to improve the retention/first year experience of UTB/TSC
students by 5% during 2009-2010 and by five percent in each of the following five years.
Academic Advising
Develop, implement, and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to enhance academic advising services and supporting areas that
promote student success and improve the retention of students by 5% during 2009-2010 and each year
thereafter.
Developmental and General Education
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to increase the retention of developmental and general education
students that results in a 5% increase in developmental and general education student retention in each of
the next five years.
International
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed for the recruitment and retention of international students that
results in a ten percent increase in international student enrollment in each of the next five years.
Classroom Capacity/Faculty Offices/Parking
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to increase the number of students enrolled by 4.4% in 2007-2008
and each year thereafter to reach an enrollment of 20,000 students by 2013.
Faculty Lines
Recommend charges in faculty lines at UTB/TSC.
Review Programs and Degrees/Develop New Programs
Develop and implement program review process and develop new programs.
Research
Assess, develop, implement and evaluate a five-year plan that includes goals, objectives, action plans,
timelines, evaluation plans, and resources needed to improve research and research experience
opportunities for UTB/TSC faculty and students.
42
43
STRATEGIC DIRECTION 1.1:
IMPRORVE RESERACH
RESEARCH
SUBCOMMITTEE CHARGE:
Assess, develop, implement and evaluate a five year plan that includes goals, objectives, action plans,
timelines, evaluation plans, and resources needed to improve research and research experience
opportunities for UTB/TSC faculty and students.
CHAIR:
Luis V. Colom
MEMBERS:
Jude Benavidez, Anne Rentfro, Deborah Huerta, Rosemary Martinez, Maria Elena Corbeil, Mario Diaz,
Michelle Abrego, Musa Essayyad, Steve Chen, Suzanne Acevedo, and Karen Dahlberg,.
HISTORY:
Since UTB/TSC entered into its unique partnership in 1991, the institution has made remarkable progress
towards developing competitive research. Research on campus in 1991 was virtually nonexistent ($19,029
in annual research expenditures). Modest gains were made over the next 10 years as curriculum and
educational program development along with campus building expansion was being addressed at this
newly formed institution. Research expenditures in 2001 were reported at $635,365. However in the
following five years, these research expenditures dramatically grew over 800%. Two research centers
have formally emerged on campus: the Center for Biomedical Studies (CBS) directed by Dr. Luis Colom
and the Center for Gravitational Wave Astronomy (CGWA) led by Dr. Mario Diaz. The Center for
Biomedical Studies (CBS) was created in 2003 to address the health disparities and enhance the quality of
life in the lower Rio Grande Valley through research and educational programs that will bring long-term
benefits to the state and the nation. The CBS encourages and fosters research and education in
biomedicine, biotechnology, and bioinformatics. The CBS has been awarded over $18 million since 2001
primarily from the National Institutes of Health ( NINDS, NIGMS, NCMHD) along with the Department
of Defense. The CBS currently has 12 full-time faculty members who are actively participating in
research. The CGWA has become the premier center in its field in the state of Texas and one of the most
renowned in the world. The CGWA comprises 10 tenure/tenured track faculty members from the
Department of Physics and Astronomy and 3 from the departments of Mathematics and Computer
Science. The center has a successful visitors' program, offers several postdoctoral positions, and annually
hosts several international conferences to promote scientific collaborations and continually expose its
faculty and students to world-class research. The CGWA has also received substantial funding
(approximately $20 million) primarily from the National Science Foundation and NASA. Other
disciplines are also emerging in the research arenas on campus including: physics, mathematics, computer
science, biological sciences, environmental sciences, engineering, behavioral sciences, Nursing, and
Education.
BENCHMARKING/BEST PRACTICIES:
One of the most significant consequences of the fast developing research activities/programs at UTB/TSC
is the integration of undergraduate and graduate students to research activities. Through diverse grant
supported programs, many students are provided with part-time employment opportunities and, thus, are
44
able to concentrate and strengthen their academic careers. UTB/TSC has received numerous grants, such
the NSF-CREST, NSF- 21st Century Astronomy Ambassadors Program, EPA-Bahia Grande Restoration
Project, NASA-Center for Gravitation Wave, NIH-MBRS-RISE, NIH-BRIDGE, NREL-MURA
programs that target or provide student participation in research as well as provide new opportunities for
UTB/TSC students who desire to pursue a career in research.
S.T.E.M. students often are uninformed regarding career decisions and are frustrated when they are
unable to move into professional areas such as medicine. Thus, many uninformed students leave the
STEM fields altogether, resulting in low retention rates in these programs. By providing students across
campus with additional career choices through the improved dissemination of information as well as
opportunities to participate in research related activities, retention and graduation rates in the research
fields will be improved.
Benchmarks:
 To increase research funding 10% annually to provide students with employment opportunities
and increase the diversity of research offerings.
 To increase student research programs by 5% annually to increase training opportunities for
students interested in research.
 To offer new career opportunities, in particular Ph.D. careers. This will offer new horizons to
students that would like to work in research but it will also feed research laboratories at
UTB/TSC with good quality/trained researchers.
 Finalize a collaborative Ph.D. working with a research intensive institution within the
next year.
 Strategically plan to achieve our first UTB/TSC Ph.D. program within five years.
STRENGTHS:
 Capability to integrate students to research activities.
 Capability to offer diverse training opportunities in research.
WEAKNESSES:
 Lack of significant job opportunities for students who want to pursue a research career and reside
in the LRGV region.
 Inadequate technology infrastructure to support research-related activities.
OPPORTUNITIES:
 Research activities, training in diverse research areas (e.g., biomedical, astrophysics, biomedical
informatics, bio-computing).
CHALLENGES:
 Obtain additional support for research and students that want to pursue research careers.
 Increase job opportunities for students pursuing a research careers working with local authorities.
 Coordinate research training with internships and local job opportunities.
 Enhance current laboratory facilities to include new technology and equipment for research
analysis and testing.
RECOMMENDATIONS:
 To create more research assistantships.
 To create a database with all the students participating in research-related activities
 To increase research awareness among students.
45
Goal #1: Increase student recruitment/retention through increased opportunities for
student participation in research
Objective #1:
Activity #1:
Increase awareness and dissemination of knowledge regarding
research and research activities on campus.
Develop an annual research week on the UTB/TSC campus.
This activity will support the expansion of the current UTB/TSC research
day to include a more extensive participation of faculty, staff and
students. Currently, UTB/TSC holds a research day that is dedicated to
student research projects. We plan to extend this event to include faculty
and staff (e.g. post-doc) presentations. Currently, the Research Day
includes one key note speaker aimed at the undergraduate students. We
propose to expand this event to include a second key note speaker who
will be geared towards the research faculty and postdoctoral level staff.
Prior to the research presentations, we will offer mini-courses on
research methodologies and basic concepts. These mini-courses aim to
generate: (a) better understanding of the presented material and (b)
broader exchange of ideas during and after the research day. Due to the
diverse nature of the UTB/TSC research enterprise, this activity will be
particularly relevant to facilitate the assimilation of scientific material by
UTB/TSC personnel. Courses will be offered by UTB/TSC faculty with
experience in the field. We anticipate that by expanding the audience of
this event will benefit both the faculty and allow the students to connect
with research faculty across campus. As a result, this activity will further
increase the participation of minority students in UTB/TSC research
initiatives.
Personnel
Responsible:
Dr. Luis Colom
Time Frame:
Annual event beginning spring 2010 and ongoing
Expected
Results:
46
Improved scientific environment and increased number of students
participating in events.
Evaluation:
A formal evaluation will be conducted annually and will be both
formative and summative. Data will be collected, such as number of
participants, presentations, new collaborations established, and
publications. Participants will also be asked to provide feed back at the
end of the event.
Cost:
Additional funds of $10,000 to support expanded activities
Resource:
Current budgets and additional funds
Expected Change
In Enrollment:
1% or N/A
Activity #2:
Develop and disseminate a research newsletter.
In coordination with OSP and DRA Office, a quarterly newsletter will be
created that will include a compilation of all UTB/TSC faculty research
achievements and funding opportunities. This media will be entirely
dedicated to research. Hard copies and electronic versions will be
available through the UTB/TSC web page and a listserv. As a result, we
will be able to disseminate information among UTB/TSC students, staff
and faculty, and the local community. These activities will be dedicated
towards providing more visibility to the UTB/TSC research enterprise
and to facilitate the interactions between faculty, students, and the
community. The newsletter will also contain information about research
events at UTB/TSC (e.g., mini-symposia, grant-writing workshops,
research week).
Personnel
Responsible:
Dr. Luis Colom
Time Frame:
Quarterly newsletter beginning fall 2009
Expected
Results:
Improved communication regarding research activities with the campus
and community
Evaluation:
An annual evaluation and assessment will be performed through
feedback provided through an annual survey.
Cost:
No additional costs
Resource:
Current Budgets
Expected Change
In Enrollment:
N/A
Objective #2:
Activity #1:
Increase research grant funding by 10% annually and student
research support grants by 5% annually.
Organize annual grant writing workshops for faculty, staff, and students
and providing additional support for grant development.
An annual grant writing workshop will be internally organized by the VP
of Research Office with support of research faculty, DRA Office and
OSP. Best practices from sources, such as FASEB and the University of
Kentucky (MBRS supported) grant writing workshops, will be
incorporated. A description of the major federal funding agencies (e.g.,
NIH, NSF, NASA) and their funding mechanisms will be incorporated.
47
Additional support for grant reviews will also be provided. Scientific
grant reviews will be organized in cooperation with other researchoriented faculty. In certain cases, external reviews will be requested in
cases of new faculty who have expertise in areas of research currently
not represented at UTB/TSC. Also, many UTB/TSC faculty who are
involved in research activities come from abroad, and English is not their
primary language. Thus, a close review of spelling and grammar may be
necessary to increase the competitiveness of the grant proposals. This
language review will be carried out in as a special assignment for
volunteer UTB/TSC faculty members.
Personnel
Responsible:
Dr. Luis Colom
Time Frame:
Annual workshops beginning Fall 2009
Expected
Results:
Improved grantsmanship skills and awareness of various research
funding agencies resulting in an increased number of grant applications
Evaluation:
The Office of the VP of Research will coordinate and assess the training
opportunities provided to research scientists and staff. Each training
workshop will be evaluated for overall content and effectiveness.
Presentations will be modified accordingly for future workshops.
Cost:
No additional costs
Resource:
Current budgets
Expected Change
In Enrollment:
N/A
Activity #2:
Disseminate training and grant opportunities information
In coordination with OSP and DRA Office, information will be
disseminated through a variety of media that will include a compilation
of funding opportunities through the UTB/TSC web page, listserv, and a
newsletter.
Personnel
Responsible:
Dr. Luis Colom
Time Frame:
Beginning Fall 2009
Expected
Results:
Evaluation:
48
Increased awareness of potential grant
interdisciplinary research collaborations.
sources
and
potential
Feedback from participants will be gathered to improve training for
future years. Data will be collected on grant applications submitted and
awarded by workshop participants.
49
Cost:
No additional costs
Resource:
Current budgets
Expected Change
In Enrollment:
N/A
50
STRATEGIC DIRECTION 2.3:
ASSESS TEACHING AND LEARNING
PROGRAMS OF STUDY/PROGRAM REVIEW
SUBCOMMITTEE CHARGE:
Create and implement five-year plan for programs of study and a process for program review.
CHAIR:
Ethel Cantu
MEMBERS:
Janna Arney, Charles Lackey and Eli Pena
HISTORY:
As part of the SACS re-accreditation process a new plan for assessment of all administrative units and
academic programs was developed and implemented. All administrative units across all divisions
develop assessment plans in the fall semester, carry them out in the spring semester and then analyze the
data and submit an annual report at the end of the summer. All academic programs are evaluated on a
biennial basis with data on student learning outcomes gathered the first year and analyzed the second
year. The biennial reports detail how the assessment results will be utilized to improve programs. These
biennial reports will inform the comprehensive formal review of each academic program that is conducted
every six years. The goal is to develop and evaluate student learning outcomes in 100% of academic and
student services programs. Extensive workshops were offered to all administrative, academic, and
student services units on developing the assessment plan. The next stage of training will focus on the
analysis and interpretation of data for the annual administrative unit reports and the biennial student
learning outcomes reports. The next phase in the new assessment plan will be to implement the standard
computer-based outcome assessment tools of Blackboard Outcomes Suite and use the tools for evaluation
and reports. This will require extensive training in the design of tasks, work flows, and permissions as
well as the use of content and outcomes portfolios.
Goal #1:
Implement a biennial assessment of student learning outcomes and utilize
assessment results to improve programs.
Objective #1:
Activity #1:
51
Implement a biennial assessment of student learning outcomes.
Develop assessment plan for each program of study with direct and
indirect measures of student learning outcomes
Personnel
Responsible:
Department faculty and chairs
Time Frame:
Spring 2009
Expected Results:
Creation of evaluation measures, including surveys, assignments, and
rubrics
Evaluation Technique/
Process:
Assessment plan submitted to and approved by academic deans, Vice
President for Academic Affairs
Cost:
6 faculty at $500 = 3,000 for training
6 faculty at $1,500 = $9,000 for stipends
$3,000 for miscellaneous – could be staff support, copying, etc
Total $15,000
Resource:
Department M&O
Expected Change
In Enrollment:
N/A
Activity #2:
Data collection
Personnel
Responsible:
Department Faculty and Chairs
Time Frame:
Spring 2009
Expected Results:
Gather data as specified in assessment plan
Evaluation Technique/
Process:
All assessment plan data collected and entered into database or
Blackboard Outcomes Suite as appropriate
Cost:
3 Faculty at $1,500 = $4,500
Materials $3,000
Total $7,500
Resource:
Department M&O
Expected Change
In Enrollment:
N/A
Objective #2:
Activity #1:
52
Utilize assessment results to improve programs.
Analyze data collected: direct and indirect measures of student learning
outcomes
Personnel
Responsible:
Department faculty and chairs
Time Frame:
Fall 2009
Expected Results:
Analysis and interpretation of data resulting in the development of
recommendations for program improvement
Evaluation Technique/
Process:
Department assessment committee report summarizing the data and
recommendations submitted to and approved by academic deans
Cost:
None
Resource:
Department M&O
Expected Change
In Enrollment:
N/A
Activity #2:
Implement approved changes based on assessment data
Personnel
Responsible:
Department faculty and chairs
Time Frame:
Spring 2010
Expected Results:
Improved alignment of curriculum with student learning outcomes
Evaluation Technique/
Process:
Submission of curriculum changes in spring 2010 for implementation in
fall 2010
Cost:
3 Faculty at $1,500 = $4,500
Materials $3,000
Total $7,500
Resource:
Department M&O
Expected Change
In Enrollment:
N/A
Goal #2:
Conduct extensive academic program review of all programs of study every six
years.
Objective #1:
Activity #1:
Personnel
Responsible:
Time Frame:
53
Review, revise and publish forms and calendar for academic
program review.
Review and revise template for academic program review, review and
publish calendar for six-year reviews
Dr. Charles Lackey, department chairs, academic deans, Vice President
for Academic Affairs
Spring 2009
Expected Results:
Modify programs based on results
Evaluation Technique/
Process:
Creation of database records
Cost:
$3,500
Resource:
Budget request
Activity #2:
Provide regular, ongoing reporting of data to department chairs
Personnel
Responsible:
Cynthia Lerma, Data Management and Reporting
Cathy Delgado, Institutional Research and Planning
Time Frame:
Fall 2009 generation of reports
Expected Results:
Timely data available
Evaluation Technique/
Process:
Creation of database records
Cost:
$3,500
Resource:
Budget request
Activity #3:
Conduct academic program review of all programs of study, including all
certificates, degrees, and minors
Personnel
Responsible:
Department Chairs, Deans and VPAA
Time Frame:
Spring 2009
Expected Results:
Modify programs based on results
Evaluation Technique/
Process:
Creation of database records
54
Cost:
6 faculty at $1,500 = $9,000
Miscellaneous $3,000
Total $12,000
Resource:
Budget request
Activity #4:
Personnel
Responsible:
Implement changes based on results of academic program review
Department Chairs, Academic Deans, Vice President for Academic
Affairs
Time Frame:
Spring 2010; see Academic Program Review calendar
Expected Results:
Modify programs based on results
Evaluation Technique/
Process:
Creation of database records
Cost:
6 faculty at $1,500 = $9,000
Miscellaneous $3,000
Total $12,000
Resource:
Budget request and HEAF
Expected Change
In Enrollment:
Varies by program
STRATEGIC DIRECTION 2.5:
DEVELOP INNOVATIVE PROGARMS
QEP (QUALITY ENHANCEMENT PLAN)
SUBCOMMITTEE CHARGE:
Develop and implement the UTB/TSC Quality Enhancement Plan.
CHAIR: Ethel Cantu
MEMBERS: Teresa Cadena, Jose Marcelo Garza, Michael Lehker, Lyon Rathbun, James Telese
HISTORY:
Create the foundation for the development of learning communities through professional
development.
Develop, fund, and implement a Quality Enhancement Plan that addresses the theme of
written communication.
Pilot learning communities through linked courses in the Quality Enhancement Plan.
Increase utilization of innovative instructional technologies to enhance teaching and learning.
The Quality Enhancement Plan at The University of Texas at Brownsville and Texas Southmost College,
The Power of Two, will focus on improving student success and strengthening learning outcomes in
written communication and scientific concepts by linking selected sections of two freshman general
education courses with large enrollments: English Composition II (ENGL 1302) and Biology II (BIOL
1309/1109). The infrastructure was developed for the pilot project launched in spring 2009. The pilot
55
learning community links Composition II courses with enrollment of 25 students to BIOL labs also with
enrollments of 25 and to one Biology lecture with an enrollment of 75. A marketing plan was
implemented to raise campus awareness of the advantages of integrating two courses and the benefits of
learning communities. Professional development for project faculty has focused on aligning the learning
outcomes in both courses to the objectives of The Power of Two and to equipping the project faculty with
the tools to integrate the learning across both courses. Writing strategies, integrative assignments, and the
use of e-portfolios have been identified as the critical areas. The professional development opportunities
have been made available to all faculty with the expectation that more faculty will be involved in the
Power of Two as additional general education courses are linked to Composition I and II in the future.
Professional development workshops were offered to all faculty, including project faculty. Topics offered
the fall 2008 semester included: Writing Assignments, Rubrics, and Assessment; Teaching, Learning and
Assessment: Aligning Learning Outcomes; Hands-on Computer Workshop: Using E-Portfolios in the
Classroom; and Implementing Cooperative Learning in the Higher Education Classroom.
Topics during the fall 2008 semester included: Addressing Sentence Level Errors in Student Writing;
Writing Assignments, Rubrics, and Assessment; Developing Department Writing Guides; and Integrative
Assignments. Project faculty had weekly meetings of two hours to align student learning outcomes and
lay foundation for course integration. Project faculty worked with consultant for a full day to develop
integrative assignments.
All workshops were evaluated by participants using a standard form with likert scale to measure
relevance and effectiveness. Participants also offered written comments to include suggestions for
improvement and future topics. Project faculty participated in a focus group to give feedback about the
professional development activities.
Faculty who participated in the workshops are more knowledgeable about 1) strategies to incorporate
more writing to learn and writing to document learning in their courses and 2) incorporating technology
of e-portfolios in their courses. Project faculty, in addition to the above, aligned student learning
outcomes in the courses to the objectives of the Power of Two and developed writing assignments that
integrate Composition II and Biology II.
Goal #1:
Develop and implement a Quality Enhancement Plan (QEP) that addresses the
theme of written communication.
Objective #1:
Activity #1:
Personnel
Responsible:
Time Frame:
56
Develop and implement two week intensive Summer Institute to
prepare faculty to teach linked courses in The Power of Two.
Plan and deliver workshops on teaching linked courses, assessment,
student learning outcomes, integrative assignments, and e-portfolios
every May to 20 faculty interested in teaching linked courses
James Telese, director Center for Teaching and Learning, Ethel Cantu
and Associate Vice President for Academic Affairs
Spring 2009 for development, May 2009 for delivery. Repeated every
May.
Expected Results:
Redesigned course with syllabi, alignment of student learning outcomes,
integrative assignments, rubrics and assessment measures, and eportfolios
Evaluation Technique/
Process:
Review of course redesign by committee headed by CTL Director
Cost:
$40,000 per year ($5,000 for consultants, $20,000 for faculty stipends for
attending the Summer Institute, $15,000 for developing the redesigned
course)
Resource:
Title V funds and QEP institutional budget
Expected Change
In Enrollment:
Increased retention as students experience the redesigned courses
Objective #2:
Activity #1:
Offer redesigned linked courses in learning communities by
Integrating Composition I and II with general education courses I
and II.
Offer learning communities of Composition linked with Biology (both
for science majors and non-science majors), Composition linked with
U.S. History, Composition linked with Government, and Composition
linked with other general education courses.
Personnel
Responsible:
Ethel Cantu, AVPAA and Oralia De Los Reyes, Title V Director
Time Frame:
Fall 2009 add one new linkage per year
Expected Results:
Students’ writing and content acquisition skills will improve; students
will report higher levels of engagement; students will have higher GPAs,
completion rates, and persistence.
Evaluation Technique/
Process:
QEP and Title V have extensive assessment and evaluation using
multiple direct and indirect measures.
Cost:
Averages $150,000/year. See QEP and Title V budget for details.
Resource:
Title V funds and QEP institutional budget
Expected Change
In Enrollment:
57
Increased retention as students experience the redesigned courses
and learning communities. Each linkage is designed to impact 75
students so potential is 300-500 students/yr.
58
STRATEGIC DIRECTION 3.1:
IMPROVE ACCESSIBILITY
RECRUITMENT
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to increase the number of students enrolled by 4.4 percent in
2009-2010 and each year thereafter to reach an enrollment of 20,000 students by 2013.
CHAIR:
Carlo Tamayo
MEMBERS:
Teri Alarcon, Pilar Janis, Felisa Van Cise, Teresa Ramos, Vicenta Fernandez, Christian Torres, Hector
Gonzalez, Sonia Treviño, Dr. Steven Rosales, Peter Zuniga, Larissa Guijosa, Norma Paredes
HISTORY:
Texas Southmost College, which formed in 1926 The University of Texas at Brownsville, in 1991, have
continuously embraced a strong commitment to providing access to post-secondary opportunities, student
learning, and academic excellence. The 2003-2008 Enrollment Management Plan has guided recent
efforts toward increasing student access and participation to The University of Texas at Brownsville and
Texas Southmost College.
Recruitment efforts continue to focus on the strategic development, implementation, and evaluation of
activities and services needed to achieve established enrollment goals. Recruitment remains dedicated to
ensuring all activities embrace a student-centered approached that meet the needs and expectations of
prospective students and their families.
Through the services provided, the departments of Enrollment Management contribute to the institution’s
overall efforts directed at a comprehensive approach to student recruitment. Although Enrollment
Management plays a leading role in the recruitment of students to the institution, attaining enrollments
goals is a result of a planned, comprehensive, campus-wide process requiring inputs from across the
entire campus. This process is inclusive of all areas of campus that have an impact the formation of
perceptions, attitudes and values of prospective students, their families and the community. As a result of
the 2003-2008 Enrollment Management Recruitment and Retention plan, tremendous progress has been
made in many areas.
BENCHMARKING/BEST PRACTICES:
Technology
One of most significant advancements developed since 2003 that has served to increase the ability of
UTB/TSC to recruit and retain students has been the acquisition and deployment of a software system that
provides the institution the resources to manage communications and data that improve recruitment and
retention activities.
Use of the software at UTB/TSC began in the summer 2005. The state-of-the art system gives easy
access to detailed information that fully supports the ability to personalize communications and ensure
59
relevant meaningful information is sent to prospective and current students. Ultimately, the system puts
into place the ability to deliver information to prospective students that supports the decision-making
process to attend UTB/TSC. The following are some of the capabilities available as a result the student
communication system:












Manage and track incoming/outgoing communications (Emails, web inquiries, telephone calls,
office visits, campus tours, event attendance, etc.)
Offers Live Chat
Automates marketing campaigns function to recruit students based on admit status, start-term,
major, etc.
Centralized database to offer recruitment and retention information to areas of campus
Prospective student database integrated with Datatel information
Email messages that can track webpage visits
Canned responses to frequently asked questions
Customized user workspace
Advance Query Builder
Manages tele-counseling functions
Creates and updates contact records via linked to web forms
Analytics reporting to measure success and areas in need of improvement
Staffing
As recruitment and retention activities within Enrollment Management and across campus expand over
the next five years and into the future, the demand for services required to enroll students will continue to
increase at a rapid rate. As has been experienced in past, the demand for services needed to serve
students will increase and the expectations of prospective and current student related to services will
change over time. To maintain the necessary level of services needed to meet increasing demand and the
changing needs of different student groups, it is crucial that sufficient staffing be in place in all
appropriate service sectors to build the needed capacity.
Since 2003, increases in staffing at New Student Relations have included the following positions:
 Two full-time recruiters
 Three work study positions
 Five student part-time positions
 Two Student Employment Initiative positions
 Computer system Analyst funded through Enrollment Management is supervised by New Student
Relations.
Although staff increases in this and other departments, such as Academic Advising, have been significant
in recent years, there is still a tremendous need to continue to increase staff and space to properly manage
growth in enrollments.
Marketing
Because of UTB/TSC’s unique characteristics and the fast pace at which programs and the campus
continues to develop, the institution’s marketing efforts play a considerable role in keeping the
prospective students and the community informed about the institution’s growth and offerings. As the
number of programs increases, marketing efforts are needed to raise the awareness among the community
regarding the quality and types of programs of study that are available. (See Marketing Subcommittee
report). During the fall of 2006, student enrollments reached a record level of more than 15,000.
Although student enrollments remain on target to achieve the goal of 20,000 by 2013, there still exists
tremendous need to enhance services that strengthen recruitment to build required capacity. In addition,
60
there is a great need to increase the quantity and quality of available publications and marketing activities
to recruit students.
The Subcommittee’s 2008-2013 recruitment plan is centered on establishing goals, objectives and
activities to meet enrollment targets. The plan provides for specific activities to be implemented at
suitable stages of the enrollment process. The recruitment SUBCOMMITTEE efforts focused on
building an organized, strategic plan to address and manage activities aimed at developing and moving
individuals through the various stages of the enrollment process. The 2008-2013 plan concentrates on the
following stages of enrollment:

Prospective student stage: This stage includes the various student groups UTB/TSC aims to
recruit such as high school seniors, GED students, transfer students, returning students, nontraditional students, distance education, etc. Individuals at this stage have not made an inquiry
about attending UTB/TSC.

Inquiry stage: Included in this stage are individuals who have made contact with the university
and have inquired about attending. The sources for identifying inquires are many and include
college fairs, visits to high school, college transfer events, inbound emails, online web forms
requests, incoming telephone calls, office visits, conducting on or off campus recruitment events
etc.

Applicant Stage: Individuals at this stage have completed an application for admission to
UTB/TSC and need to complete the requirements for registration in order to be eligible to enroll
for classes.
To achieve enrollment goals, recruitment activities must be successful at increasing the numbers of
individuals in each stage of the enrollment funnel and facilitate their successful transition to each of the
following stages of the enrollment process. Moving prospective students through the enrollment process
is dependent upon properly identifying and meeting the needs of individuals at each position within the
funnel. A primary goal of the EMAC plan is to increase student enrollment by 6.3% each year. To
accomplish this, it is crucial that both the applicant and prospective student pools be developed at
sufficient levels and quality to support the intended growth.
Recruitment Activities
Each year, Enrollment Management engages in many types of activities that have an impact on student
enrollments. Recruitment activities conducted include:










61
Presentations at high schools and other targeted sites throughout the region
On-campus tours
Open House – Community Day events
Participation in college and career fairs in the Rio Grande Valley, San Antonio, Houston, and
cities in Mexico
Participated in college transfer days
Created and managed communication campaigns with prospective students and applicants
Conducted liaison visits to area high school and targeted sites
Responded to prospective student inquiries
Planned and implemented numerous financial aid events at all area high schools and on campus
Coordinated special events for specific student populations such as high school students, student
interested in technical programs, students from Mexico, non-traditional students, etc.










Conducted one-stop enrollment visits to high schools to conduct course registration, academic
advising, and assistance with financial aid
Conducted tele-counseling activities
Conducted meetings with area high school counselors and Enrollment Services Directors
Conducted/participated in college planning events for high school students and their parents at
districts that included Brownsville Independent School District, Los Fresnos Consolidated
Independent School District, Point Isabel Independent School District, San Benito Consolidated
Independent School District, Harlingen Consolidated Independent School District, Raymondville
Independent School District, Rio Hondo Independent School District, South Texas Independent
School District, and other districts throughout the Rio Grande Valley
Conducted the annual Texas Scorpion Day event
Managed the Talisma Student Relationship Management System
Radio and television interviews
Initiated mentoring programs through various grants
Off-campus COMPASS/e-Write testing
Early college awareness activities and high school and middle schools
To help maximize recruitment and communications with prospective students, Enrollment Management
has utilized the services of Noel-Levitz consults twice since 2003. The visits proved extremely valuable
in identifying many of UTB/TSC’s marketing and service strengths and weaknesses. The site visits made
tangible recommendations to increase effectiveness of recruitment and retention. In addition, the NoelLevitz consultants also introduced staff to processes that support the development of effective
personalized recruitment messages. To date a significant portion of the consultants’ recommendations
have been implemented. Recommendations that have not yet been implemented are included as a part of
this plan.
To help identify benchmarking, the following is from the Noel-Levitz 2006 Admissions Funnel Report
for four-year public and private institutions.
Yield rates declined while inquiry-to-application rates rose, continuing a
trend since 2001. This fall’s findings fit the recent trends we have been observing: the rate at
which inquiries are applying is increasing while the rate at which applicants convert to admitted
students and enrollees is declining. These trends are holding true for both four-year public and
four-year private institutions.
Table 1: Recruitment funnel ratios: first-year students at four-year public institutions
Median conversion ratios:
2006 2005 2004
2003 2001
Inquiry to application
28% 25%
27%
24% 22%
Application to admit
70% 73% 70%
72%
77%
Admit to enroll (yield)
42% 43% 47%
49%
46%
Trends—downward in yield, upward in the conversion rate from inquiry
to application—may be explained in part by the increasing number of colleges to
which today’s students are applying, especially with the ease of applying online. In
62
addition, a likely explanation for the increasing inquiry-to-applicant conversion rates is the secret
shopper phenomenon1
STRENGTHS:
 Our Campus: The UTB/TSC campus is often referred to by visitors as one of the most beautiful
places in the Rio Grande Valley. The campus enjoys new facilities with new building and state of
the art labs. Many additional facilities are planned to be constructed. Focus groups and other
surveys have identified that individuals possessing the most favorable impressions of UTB/TSC
are those that have visited campus. Because of this, special emphasis is being placed on creating
opportunities for prospective students, their families and the community to visit campus.

Faculty: One of UTB/TSC’s greatest strengths is the existence of a campus culture dedicated to
increasing access, achieving the institutions enrollment goal of 20,000 by 2013 and student
success. As the formal enrollment management planning process continues across campus, a
greater awareness has been realized regarding how each area of the institution working together is
directly connected to achieving success. In addition, the UTB/TSC community is committed to
obtaining resources to support achieving equity among Hispanics in higher education

Value: UTB/TSC remains accessible to individuals seeking a post-secondary education. As a
University, tuition and fees rates remain affordable and services help students apply for financial
aid.

Open Admissions: As an open admissions institution, UTB/TSC has the potential to offer
programs to large numbers of individuals seeking various types of a post-secondary education.
WEAKNESSES:
 Recruitment Publications Process: There is a need to create a formal process among academic
departments, with the Office of Marketing and Communication toward developing student
recruitment campaigns, publications, and messages. Because of a lack of resources this,
publications at the department level may not exist or lack quality.
1

Campus housing: By increasing the capacity available at The Village at Fort Brown complex,
UTB/TSC will be able to better meet the demands for on-campus student housing from students
that reside outside of the immediate area. As UTB/TSC enters and develops new student markets
and enrollment from outside of the area continues to grow, more on-campus housing will be
required to support the housing needs of these students.

Merit based scholarships: To attract a greater number of highly qualified students to UTB/TSC,
the number of full-ride, merit based scholarships, such as the, Scorpion Scholars, needs to
continue to increase.

Funding for television based promotional campaigns: In order to build more name recognition,
support registration, and other recruitment activities, more television campaigns should be
launched to advance marketing initiatives. This will ensure greater awareness of the
opportunities available at UTB/TSC throughout South Texas.
“2006 Admissions Funnel Report for four-year public and private institutions.” Noel-Levitz. www.noellevitz.com.
23 February 2007. https://www.noellevitz.com/NR/rdonlyres/05C23372-07EB-49D2-8CD0472CEDD67AC1/0/2006AdmissionsFunnelReport.pdf
63

Increase cross training programs: Excellence in customer service and the ability to support the
enrollment of students has a tremendous impact on enrollment. Among those departments that
affect the recruitment of students, more opportunities for departmental cross-training of staff is
recommended.
OPPORTUNITIES:
 Tapping into non-traditional student markets: The South Texas area has a large number of
prospective non-traditional students who do not possess a college degree. Opportunities exist to
market the advantages of attending UTB/TSC to this market segments.

Favorable demographics: UTB/TSC is located in of the fastest growing area of the state with a
large number of the population under the age of 17. Efforts to implement a long-term marketing
campaign will have a large impact affecting future enrollments

Distance Education: The population of the Rio Grande Valley continues to grow at a rapid pace.
UTB/TSC possesses a strong foundation in offering distance education course/programs. The
demand for these programs will continue to grow. With proper market positioning, UTB/TSC
can become the leader in Distance Education in South Texas.

B.A.T/B.A.A.S. and Dual Language Certification: As one of the only universities in the state to
offering a Bachelor of Applied Technology, Bachelor of Applied Arts and Science and Dual
Language Certification, there is tremendous opportunities to meet enrollment goals. An
aggressive marketing campaign should be implemented to raise the awareness among target
groups across the region and state. Also efforts should be a made to ensure the BAT/BAAS are
offered via distance education.

Increase participation rates of traditional students: Increase collaborations with local school
districts to increase the percentage high school seniors that are enrolling at UTB/TSC.

Recruiting in new markets: With the addition of on-campus housing the feasibility of UTB/TSC
to enter new markets has continued. Potential markets include markets within Texas, northern
Mexico and other international markets.
CHALLENGES:
A number of challenges are present that serve as barriers to successfully attaining enrollment goals.
These include the following:
 Resources and funding for Enrollment Management offices
 Increasing competition and marketing initiatives
 Need for additional services to strengthen programs that serve at-risk students
 Capacity issues related to course offerings
 Need for increased cross-training opportunities for staff
RECOMMENDATIONS:
The subcommittee on Recruitment worked to identify the necessary efforts, initiatives and resources
needed to grow student enrollments by 4.4% annually. The committee has identified numerous
recommendations expected to strengthen the institutions ability to recruit students. Committee members
recognized that the key to effective student recruitment is the successful building and managing of
relationships between prospective students and the institution. By establishing relationships, the ability is
created to communicate to prospective students the positive attributes associated with enrolling at
64
UTB/TSC. As a result, our energies focused on identifying activities that will serve to increase the
number of individuals in the prospective student pool, increase the number and percentage of prospects
that apply to UTB/TSC and ultimately increase the number and percentage of applicants that enroll.
Although UTB/TSC faces many challenges in order to achieve its enrollment goals, the campus
community through its hard work has built a strong foundation for achieving success, and it is poised
within a suitable environment that possesses tremendous potential for student growth. The following are
the recommendations of the committee for recruitment goals and objectives. Specific objective activities
are detailed in the Goals and Objectives form.
Goal #1:
Increase the quantity of prospective student pool; qualify the prospective student
pool.
Objective #1:
Activity #1:
Develop recruiting and marketing strategies to attract
students from beyond the service area.
Increase the number of high school presentations and attendance at
college fairs to include the Laredo and Corpus Christi areas
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Identify an additional 500 prospective students annually
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted in Laredo and
Corpus Christi areas, utilize contact cards to measure the number of
contacts made with prospective students.
Cost:
$3,500
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Personnel
Responsible:
65
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Conduct special events promoting UTB/TSC in districts located in new
markets (San Antonio, Houston, Laredo, Corpus Christi) for prospective
high school and transfer students, their parents, and school counselors.
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Increase the number of qualified prospective students from new markets
by 200 annually
Evaluation Technique/
Process:
Document 100% of the recruitment events conducted in Laredo and
Corpus Christi areas; utilize event attendance records to monitor number
of contacts made with prospective students.
Cost:
$18,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Create a centralized prospective student database for use across campus
that includes the music, physics, pre-med, B.A.T., Business Technology,
grant and outreach programs and other departments that come into
contact with prospective students.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify additional 2,000 prospective students annually
Evaluation Technique/
Process:
100% of inquiries made by prospective students will be data entered into
the Talisma system; 100% of prospects entered will receive university
information.
Cost:
$20,000
Resource:
Budget request
Expected Change
In Enrollment:
66
Fall 2009 (3 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Activity #4:
Obtain prospective student data from the Coordinated
Admissions program early each spring semester to launch marketing
campaign.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify an additional 2,500 prospective students annually; increase
applications by 100
Evaluation Technique/
Process:
100% of students qualifying for the Coordinated Admissions Program
will be entered into the Talisma database system, 100% of CAP students
will receive information from UTB/TSC.
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (3 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Increase the number of organizations from where prospective student
names are obtained for outreach purposes to include N.C.U.R.R.A.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Identify an additional 10,000 prospective students annually
Evaluation Technique/
Process:
100% of organizations utilized to identify prospective students will be
documented, new student enrollment reports will identify source
organizations.
67
Cost:
$3,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #6:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Increase promotional advertisements in targeted publications, such as the
Hobson’s “The College-Bound Hispanic Student Guide”
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify an additional 1,000 prospective students annually
Evaluation Technique/
Process:
100% of publications utilized to promote UTB/TSC will be documented
Cost:
$12,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (1 students)
Fall 2010 (1 students)
Fall 2011 (1 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Activity #7:
Use alumni to attend college fairs
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Identify an additional 300 prospective students annually
Evaluation Technique/
Process:
100% of activity reports documenting college fair events will include
staffing/representative information
Cost:
68
$5,000
Resource:
Expected Change
In Enrollment:
Activity #8:
Budget request
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Increase marketing to international students by promoting
the Mexican Tuition Waiver
Personnel
Responsible:
Hector Gonzalez
Time Frame:
Fall 2009
Expected Results:
Identify an additional 100 prospective international students annually
Evaluation Technique/
Process:
The number of students applying for and receiving the Mexican Tuition
Waiver will increase by 15% each year
Cost:
$3,000
Resource:
Budget request
Expected Change
In Enrollment:
Objective #2:
Activity #1:
Increase recruitment efforts of international students.
Increase advertising in publications such as “Hobson’s
International Student Guide.”
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2009
Expected Results:
Identify an additional 3,000 prospective students annually
Evaluation Technique/
69
Fall 2009 (0 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Process:
100% of publications utilized to promote UTB/TSC to international
students will be documented
Cost:
$10,000 annually
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase awareness of UTB/TSC among education advisors located in
U.S. Embassies.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2010
Expected Results:
Increased contact with education advisors
Evaluation Technique/
Process:
100% of education advisors contacted in U.S. Embassies will be
documented and logged in activity reports
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
70
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #3:
Enhance UTB/TSC website to meet the needs of international students.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2009
Expected Results:
Increase by 10% annually the number of qualified prospective students
Evaluation Technique/
Process:
85% of prospective international students will be satisfied with
information provided on the UTB/TSC website, satisfaction will be
indicated through survey results
Cost:
$10,000
Resource:
Expected Change
In Enrollment:
Budget request
Activity #4:
Develop website options to view content in Spanish and/or other
languages .
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2009
Expected Results:
Increase by 10% annually the number of qualified prospective students
Evaluation Technique/
Process:
100% of international student web pages will be available in Spanish
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
71
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Refine Associate of Applied Science standards related to foreign schools
towards the BAT/BAAS programs
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2013
Expected Results:
Identify an additional 300 prospective students annually
Evaluation Technique/
Process:
Established policies that articulate AAS degrees from foreign institutions
to the B.A.T./B.A.S.S. programs.
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Objective #3:
Activity #1:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase the number of non-traditional first-time prospective
students
Host college planning evening events every February and October for
Independent School District paraprofessionals, teacher aids, and other
staff.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Identify an additional 250 prospective students annually
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted at ISD’s for
paraprofressionals, teacher aides and other school staff; utilize contact
cards, admissions applications and enrollment data to measure
individuals served
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
72
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #2:
Identify public and private entities offering incentives that help
employees obtain a college degree.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Creation of a database of employers
Evaluation Technique/
Process:
Compile formal listing of area entities offering incentives to employees
that obtain college degree, market UTB/TSC to 100% of entities
identified
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Conduct visits by Enrollment Management staff to local schools and
appropriate sites within the county offering personalized, convenient,
easy access to enrollment services.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Increase the number of prospective students by 150 annually
Evaluation Technique/
Process:
Document 100% of the enrollment activities conducted at ISD and other
sites; utilize contact cards, admissions applications and enrollment data
to measure individuals served
Cost:
$2,000
Resource:
Current budget
Expected Change
73
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #4:
Promote special funding opportunities available through employer
sponsorships.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Identify an additional 250 prospective students annually
Evaluation Technique/
Process:
Compile formal listing of area employers offering sponsorships to
employees and their families to obtain a college degree, market
UTB/TSC to 100% of employers identified
Cost:
$2,000
Resource:
Current budget
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase the number of Go Center/Info Shop kiosks in the community at
locations such as supermarkets, libraries, community colleges, hospitals,
large employers, and other high traffic areas.
Personnel
Responsible:
René Villarreal
Time Frame:
Fall 2011
Expected Results:
Identify an additional 1,000 prospective students annually
Evaluation Technique/
Process:
Compile formal listing of Go Center/Info Shop kiosks located in the
community, 100% of individuals utilizing kiosks will be documented in
Talisma database system, individuals utilizing kiosks will indicate a high
74
level of satisfaction with kiosks as assessed by surveys
Cost:
$75,000
Resource:
Budget request
Activity #6:
Increase effectiveness of faith-based activities.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify an additional 200 prospective students annually
Evaluation Technique/
Process:
80% of participants in faith-based activities will indicate a high level of
satisfaction with services offered at events as documented through
surveys
Cost:
$3,000
Resource:
Current budget
Expected Change
In Enrollment:
Objective #4:
Activity #1:
75
Fall 2009 (0 students)
Fall 2010 0 students)
Fall 2011(0 students
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Create and launch a marketing campaign aimed at increasing the
number of prospective students and that qualifies the prospect
student pool.
Create a recruitment publications committee to identify and develop by
April 1 of each year recruitment campaigns, Email messages, printed
publications/communications and marketing pieces for various student
segments: high school traditional, returning, transfer, etc.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2010
Expected Results:
Launch an integrated marketing campaign for various prospective
student groups
Evaluation Technique/
Process:
Establish and Enrollment Management publications committee,
formalize a calendar of important enrollment dates and events, utilize
Talisma database system to promote 100% of identified dates and events,
coordinate 100% of publications/messages with the university Marketing
Committee
Cost:
$60,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Implement the marketing recommendations of the Noel-Levitz “2006
March Communications Consulting Report.”
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Launch marketing campaigns by market segments, creation of database
properties
Evaluation Technique/
Process:
100% of recommendations made during the 2006 Marketing
Communications Audit will be implemented
Cost:
$20,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
76
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Conduct at least one recruitment event each semester focusing on
students and parents in grades nine through eleven at each high school in
Cameron County.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2012
Expected Results:
Identify 1,000 prospective students annually
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted for student and
parents in grades 9-11; utilize contact cards to measure the number of
contacts made with prospective students
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Create and launch marketing campaigns for students and their parents in
grade 12.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify and qualify an additional 1,000 prospective students
Evaluation Technique/
Process:
100% of marketing campaigns for students and parents in grades 12 will
be documented, utilize Talisma to facilitate marketing, assess
effectiveness by measuring contacts made, submitted admissions
applications and enrollment reports
Cost:
$45,000
Resource:
Budget request
Expected Change
In Enrollment:
77
Fall 2009 (3 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Activity #5:
Create and launch marketing campaigns for students and their parents in
grades 10-11.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2010
Expected Results:
Identify an additional 2,000 prospective students
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted for student and
parents in grades 10-11; utilize contact cards to measure the number of
contacts made with prospective students.
Cost:
$25,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #6:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (5 students)
Fall 2012 (5 students)
Fall 2013 (5 students)
Fall 2014 (5 students)
Create and launch marketing campaigns for students and their parents in
grades 8-9.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Identify an additional 2,000 prospective students
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted for student and
parents in grades 8-9; utilize contact cards to measure the number of
contacts made with prospective students
Cost:
78
$25,000
Resource:
Expected Change
In Enrollment:
Objective #5:
Activity #1:
Budget request
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (0 students)
Fall 2014 (5 students)
Increase the number of prospective transfer students to support a
2% increase in enrollment among transfer students.
Obtain contact information for individuals who have earned an associate
in Applied Science from participating community college articulation
agreements with UTB/TSC.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2009
Expected Results:
Identify an additional 5,000 prospective students
Evaluation Technique/
Process:
100% of information obtained from community colleges will be
imported into Talisma system. 100% of contacts imported into Talisma
will receive information from UTB/TSC and transfer opportunities, BAT
and BAAS
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Personnel
Responsible:
79
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase presence of the B.A.T./B.A.A.S. programs on the UTB/TSC
website
Martin Rodriguez
Time Frame:
Spring 2010
Expected Results:
Identify an additional 200 prospective students annually
Evaluation Technique/
Process:
Increase the number of inquiries related to BAT/BAAS made via the
internet, 100% of inquire made via internet will be entered into Talisma,
100% of inquires will receive information from UTB/TSC
Cost:
None
Resource:
Current budget
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase marketing efforts that promote Bachelor of Applied Technology
and Bachelor of Applied Science programs.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Identify an additional 1,000 prospective students
Evaluation Technique/
Process:
100% of publications utilized to promote the BAT/BAAS programs will
be documented
Cost:
$25,000
Resource:
Budget request
Expected Change
In Enrollment:
80
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #4:
Increase by 2% annually participation in college fairs at community
colleges.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Identify an additional 200 prospective students
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted at community
colleges; utilize contact cards, admissions applications and enrollment
data to measure individuals served.
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Increase New Student Relations staff to include a full-time transfer
student recruiter.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2012
Expected Results:
Increase by 10% the number of transfer students enrolling
Evaluation Technique/
Process:
Increase staffing assigned to work specifically with transfer students and
facilitate the enrollment process
Cost:
$40,000
Resource:
Budget request
Expected Change
In Enrollment:
81
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Activity #6:
Collaborate with technical and community colleges in Texas to obtain
the contact information of prospective transfer students.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Identify an additional 5,000 prospective students annually
Evaluation Technique/
Process:
100% of information obtained from community colleges will be
imported into Talisma system. 100% of contacts imported into Talisma
will receive information from UTB/TSC and transfer opportunities, BAT
and BAAS
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Objective #6:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase the number of prospective returning students.
Activity #1:
Increase the number of Return to Learn Series workshops.
Personnel
Responsible:
Norma Paredes
Time Frame:
Fall 2009
Expected Results:
Identify an additional 200 prospective students, increase by 10%
annually the number of returning students
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted as a “Return to
Learn Series” event; utilize attendance records, contact cards, admissions
applications and enrollment data to measure individuals served
Cost:
82
$10,000
Resource:
Expected Change
In Enrollment:
Budget request
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #2:
Identify and participate in community based events on and off campus.
Personnel
Responsible:
Norma Paredes
Time Frame:
Fall 2009
Expected Results:
Identify an additional 200 prospective students
Evaluation Technique/
Process:
Document 100% of the community based recruitment events; utilize
attendance records, contact cards, admissions applications and
enrollment data to measure individuals served
Cost:
$1,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Increase admissions office staffing and resources to develop and
implement a one-stop registration process for returning students.
Personnel
Responsible:
René Villarreal
Time Frame:
Fall 2011
Expected Results:
Offer one-stop admissions processing and course registration
Evaluation Technique/
83
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Process:
Increase Admissions Office staffing dedicated to the processing of
returning student admissions documents, increase the number of
returning student indicating a high level of satisfaction with the returning
students admissions process
Cost:
$30,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Implement a tele-couseling program utilizing staff from across campus to
contact returning student applicants.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Increase by 20% rate that returning student applicants enroll
Evaluation Technique/
Process:
Document 100% of outreach calls made to prospective students, utilize
admissions and enrollment data to measure effectiveness of telecounseling calls
Cost:
$1,000
Resource:
Current budget
Expected Change
In Enrollment:
Objective #7:
Activity #1:
Personnel
84
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase the number of prospective distance education students.
Increase the number of distance education courses offered by UTB/TSC.
Responsible:
René Sainz
Time Frame:
Fall 2012
Expected Results:
Increase the number of prospective distance education students
Evaluation Technique/
Process:
Establish baseline data related to annual course offering in distance
education, compile documentation annually of course and sections
offered in distance education
Cost:
$50,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #2:
Increase advertising of distance programs in valley newspapers.
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2012
Expected Results:
Increase the number of prospective distance education students
Evaluation Technique/
Process:
100% of newspapers utilized to promote UTB/TSC will be documented,
100% of distance education inquiries will have a source code
documented
Cost:
$40,000
Resource:
Budget request
Expected Change
In Enrollment:
85
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 student)
Fall 2014 (1 student)
Goal #2:
Increase the quantity of prospective students applying for admissions by 6.3%
each year; qualify at a minimum 80% of the applicant pool.
Objective #1:
Activity #1:
Enhance Enrollment Management web pages
Create a calendar webpage that provides details regarding recruitment,
financial aid, registration, and other related events and dates.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2011
Expected Results:
Increase by 20% attendance at off campus events
Evaluation Technique/
Process:
100% of recruitment, financial aid and registration activities will
available via the internet, utilize attendance records, contact cards,
admissions and enrollment data to measure effectiveness
Cost:
$20,000
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Create web pages that help students learn about testing requirements,
offers test dates, links to study guides, practice exams, and test-taking
tips.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Summer 2012
Expected Results:
Increase the number of prospective students visiting UTB/TSC website
Evaluation Technique/
Process:
Monthly reports tracking web pages visits
86
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Create an online form that allows prospective students to schedule day
visits with New Student Relations.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2010
Expected Results:
Increase the number of prospective students to 100 that schedule a
campus visit via an online web form
Evaluation Technique/
Process:
50% of prospective students visiting campus will schedule visits via the
UTB/TSC website, 85% of visitors will indicate a high level of
satisfaction with the campus visit scheduling process
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #4:
Enhance the online application to offer custom admissions
applications based on admit status.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2012
Expected Results:
Increase the number of prospective students completing online
applications
Evaluation Technique/
87
Fall 2009 (0 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Process:
Increase the number of admissions applications tailored to the needs of
various student groups, 90% of students applying for admissions will
indicate a high level of satisfaction will apply for admissions
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Activity #5:
Establish a “family look” for web pages.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2009
Expected Results:
Increase the quality of Enrollment Planning web pages
Evaluation Technique/
Process:
100% of Enrollment Management web pages will possess the family
look and conform to UTB/TSC style guidelines
Cost:
$20,000
Resource:
Current Budget
Expected Change
In Enrollment:
88
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #6:
Create a virtual campus tour.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Fall 2009
Expected Results:
Increase the number of prospective students that apply who have visited
the virtual campus tour page
Evaluation Technique/
Process:
90% of students viewing the “virtual campus tour” will indicate a high
level of satisfaction, assessment will be obtained through surveys
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #7:
Increase the presence of the scholarship page on the UTB/TSC website.
Personnel
Responsible:
Mari Chapa
Time Frame:
Spring 2010
Expected Results:
Increase the number of prospective students that apply who have visited
the scholarship web page
Evaluation Technique/
Process:
Tracking applicants that respond to UTB/TSC Emails with links to the
scholarship page
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #8:
Personnel
Responsible:
89
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Develop and implement self-help online web resource where questions
can be asked and answers automatically generated, 24/7 service.
Manuel Hernandez
Time Frame:
Fall 2011
Expected Results:
Increase self-help option on UTB/TSC website
Evaluation Technique/
Process:
Establishing the Talisma Knowledge Base module, 90% of students
utilizing self-help options will indicate through survey results a high
level of satisfaction with information provided
Cost:
$15,000; with a $2,000 annual maintenance fee
Resource:
Budget request
Expected Change
In Enrollment:
Activity #9:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Create and promote a “web-site” for parents of prospective students that
provides important information focused supporting prospective student
through the enrollment and financial aid processes.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2009
Expected Results:
Increase the number of prospective students’ parents that visit UTB/TSC
website, increase awareness among parents of enrollment requirements
Evaluation Technique/
Process:
90% of parents utilizing website options will indicate through survey
results a high level of satisfaction with information provided
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
90
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #10:
Create and promote a web-site for counselors and transfer advisors of
prospective students that provide important information focused
supporting prospective student through the enrollment and financial aid
process.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2009
Expected Results:
Increase the number of high school counselors that visit the UTB/TSC
website, increase information provided to counselors on enrollment to
UTB/TSC
Evaluation Technique/
Process:
90% of high school counselors utilizing website options will indicate
through survey results a high level of satisfaction with information
provided.
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Objective #2:
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Develop and strengthen technologies that support admissions.
Activity #1:
Develop and implement a predictive modeling system.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2012
Expected Results:
Increase to 75% the yield rate of student applicants to enrollees from
markets outside of Brownsville
Evaluation Technique/
Process:
100% of the prospective student applicants pools will be qualified
through a formal predictive modeling system, utilize enrollment data to
measure effectiveness
Cost:
91
$15,000
Resource:
Expected Change
In Enrollment:
Activity #2:
Budget request
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Ensure all contacts with prospective students during off campus visits,
office walk-ins, and incoming calls are data entered into the student
database.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2009
Expected Results:
Increase prospective student data available to personalize
communications, increase the number of qualified prospects
Evaluation Technique/
Process:
100% of information obtained during recruitment activities will be data
entered into Talisma system. 100% of contacts’ data entered will receive
information from UTB/TSC
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
92
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Expand use of technologies to support tele-counseling activities to
qualify at a minimum 80% of the applicant pool.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Qualify the 80% of the applicant student pool
Evaluation Technique/
Process:
100% of outreach calls made to prospective students will be data entered
into Talisma, utilize applicant qualification rating to manage applicant
pool, 80% of new students will indicate a high level of satisfaction with
the enrollment process
Cost:
$15,000
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Acquire technologies that would allow prospective students to receive a
pre-populated admissions application.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Fall 2011
Expected Results:
Increase the number of prospective students that apply for admissions
Evaluation Technique/
Process:
65% individuals applying of admissions would have the option of
completing a pre-populated admissions application, 90% of applicants
will indicated a high level of satisfaction with applying
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
93
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #5:
Keep the student communications management system upgraded to the
latest version.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Fall 2009
Expected Results:
Increase technologies that support admissions
Evaluation Technique/
Process:
Talisma system will be operating under the latest software release
version
Cost:
$25,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #6:
Fall 2009 (1 student)
Fall 2010 (1 student)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Develop technologies that will allow a partially completed UTB/TSC
online application to be saved for completion at a later date.
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Spring 2011
Expected Results:
Increase the number of prospective students that apply for admissions
Evaluation Technique/
Process:
100% of individuals applying for admissions would have the option of
saving an incomplete admissions application, 90% of applicants will
indicate a high level of satisfaction with applying online
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
94
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #7:
Implement a student web portal.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2011
Expected Results:
Increase the channel of communications that offer students personalized
information
Evaluation Technique/
Process:
Student access to web portal
Cost:
$60,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #8:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Provide staff with wireless access to student databases when conducting
recruitment activities off-campus.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Increase services available to students during off-campus events
Evaluation Technique/
Process:
90% of contacts made at recruitment events will receive information
from UTB/TSC within three days of contact, 90% of prospective
students will indicate a high level of satisfaction with the timeliness of
information provided as assessed through survey results
95
Cost:
$12,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #9:
Develop Blogs, Podcasts
Personnel
Responsible:
Manuel Hernandez
Time Frame:
Fall 2010
Expected Results:
Increase the number of prospective applicants that utilize blog and
podcast technology
Evaluation Technique/
Process:
25% of prospective students will utilize available blogs and podcasts
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Objective #3:
Activity #1:
Expand and enhance campus visits.
Increase to 100% the groups visiting campus that are provided with a
presentation.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2009
Expected Results:
Increase the number of prospects that apply for admissions
Evaluation Technique/
96
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Process:
Document 100% of the campus tour activities and presentations
conducted for visiting groups; utilize contact cards, admissions
applications and enrollments to measure individuals served
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #2:
Create full-time staff positions to manage all campus visits.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2012
Expected Results:
Expand campus visit programs
Evaluation Technique/
Process:
Increase in the number of staff specifically committed to managing
campus visits; 90% of individuals touring campus will indicate a high
level of satisfaction with campus visit activities
Cost:
$60,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
97
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Create a formal day visit agenda to meet the specific needs of students
who reside outside of the area.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Increase the number of out of area prospects that visit campus and apply
for admissions
Evaluation Technique/
Process:
100% of prospective students will engage in comprehensive activities to
highlight all areas of campus, 95% of student visiting campus from
outside the valley area will indicate a high level of satisfaction with the
campus visit program as indicated through surveys
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Develop a Scorpion preview open house type event for prospective
students and the community to be held in fall and spring.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2009
Expected Results:
Increase the number of prospects visiting campus
Evaluation Technique/
Process:
100% of prospective students and applicants will be offered the
opportunity to attend a formal preview day event, utilize attendance
records, contact cards, admissions and enrollment data to measure
effectiveness of event
Cost:
$20,000
Resource:
Budget request
Expected Change
In Enrollment:
98
Fall 2009 (0 students)
Fall 2010 (7 students)
Fall 2011 (7 students)
Fall 2012 (7 students)
Fall 2013 (7 students)
Fall 2014 (7 students)
Activity #5:
Create a Student Partner for a Day program.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Strengthen campus visit program
Evaluation Technique/
Process:
20 high school students will engage in a “Student Partner for a Day”
event each semester, 100% will indicate an increase awareness of
UTB/TSC opportunities as assessed through surveys
Cost:
None
Resource:
Current budget
Expected Change
In Enrollment:
Objective #4:
Activity #1:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Increase and enhance services that support the admissions process of
returning student.
Enhance services offered at Return to Learn Series workshops that
facilitate the admissions application process.
Personnel
Responsible:
Norma Paredes
Time Frame:
Spring 2010
Expected Results:
Increase services offered at events
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted as a “Return to
Learn” series event; utilize attendance records, contact cards, admissions
applications and enrollment data to measure individuals served
Cost:
$3,000
Resource:
Budget request
Expected Change
99
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (4 students)
Fall 2011 (4 students)
Fall 2012 (4 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Activity #2:
Conduct and document 4-6 follow-up contacts with individuals that
attend Return to Learn series events.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2010
Expected Results:
Increase the individuals attending Return to Learn that apply for
admissions
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted as a “Return to
Learn” series event; utilize attendance records, contact cards, admissions
applications and enrollment data to measure individuals served
Cost:
$2,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Implement a series of communications to keep in touch with stop-out
students that include course available scheduling options such as evening
and distance education classes; send a good news letter from a top-level
administrator.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of returning students applying for
admissions
Evaluation Technique/
100
Fall 2009 (0 students)
Fall 2010 (4 students)
Fall 2011 (4 students)
Fall 2012 (4 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Process:
100% of eligible students who have stopped attending during the
previous three years will be contacted via Talisma to offer important
information on opportunities and updates at UTB/TSC
Cost:
$20,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Activity #4:
Conduct an on-campus recruitment event for UTB/TSC staff.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2010
Expected Results:
Document 100% of the recruitment activities conducted on campus for
UTB/TSC staff; utilize attendance records, contact cards, admissions
applications and enrollments to measure individuals served
Evaluation Technique/
Process:
Application report
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
Objective #5:
Activity #1:
101
Fall 2009 (0 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Increase the number of high school students applying for admissions
from upper Cameron, Hidalgo and Willacy counties by 10%
annually.
Qualify 80% of fall prospective students from upper Cameron, Hidalgo,
and Willacy counties by conducting tele-counseling activities by January
15 of each year.
Personnel
Responsible:
Sonia Garcia
Time Frame:
Spring 2009
Expected Results:
Increase by 10% the number of high school students applying for
admissions
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted in upper
Cameron, Hidalgo and Willacy counties; prospective student
information, utilize contact cards, admissions applications and
enrollments to measure individuals served
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase marketing efforts to support mid-valley recruitment visits and
events.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2009
Expected Results:
Increase by 10% the number of students applying for admissions from
the mid-valley
Evaluation Technique/
Process:
100% of publications utilized to market UTB/TSC will be documented
Cost:
$15,000
Resource:
Budget request
Expected Change
In Enrollment:
102
Fall 2009 (0 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Activity #3:
Develop and implement a full-day campus visit program for the most
committed prospective students that includes transportation to campus,
completing admissions application, taking the COMPASS/e-Write
requirements, academic advising, campus tour, sit-in on a class, visit
with a professor, meeting with a financial aid officer, and tour of campus
housing.
Personnel
Responsible:
Sonia Garcia
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of students applying for admissions from
upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
Document 100% of the recruitment activities conducted for students;
utilize contact cards to measure the number of contacts made with
prospective students
Cost:
$2,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Enhance recruitment events by including the participation of UTB/TSC
alumni at college fairs and other activities.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of students applying for admissions from
upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
100% of activity reports documenting college fair events will include
103
staffing/representative information
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase recruitment staff to include a full-time staff to recruit in the
upper Rio Grande Valley.
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of transfer and mid valley students applying
for admissions
Evaluation Technique/
Process:
Increase staffing assigned to work specifically with transfer students and
mid-valley students to facilitate the enrollment process
Cost:
$45,000
Resource:
Budget request
Expected Change
In Enrollment:
Objective #6:
Activity #1:
104
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Increase the number of transfer student applications by 10%
annually.
Coordinate recruitment activities with the B.A.T. / B.A.A.S. programs to
increase UTB/TSC name recognition among students attending
community colleges where articulation agreements exist.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of transfer students applying for admissions
Evaluation Technique/
Process:
100% of recruitment activities related to BAT/BAAS will be coordinated
with appropriate departments across campus
Cost:
$8,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Enhance services offered at regional community colleges that facilitate
the admissions process; offer a drop-off point for applications and allow
access to apply online.
Personnel
Responsible:
Sonia Garcia
Time Frame:
Spring 2009
Expected Results:
Increase by 10% the number of transfer students applying for admissions
from upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
100% of students transferring from TSTC or STC-Pecan and mid-valley
will have access to information and services on their campuses
Cost:
$2,000
Resource:
Budget request
Expected Change
In Enrollment:
105
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #3:
Increase marketing efforts on the campuses of STC and TSTC-Harlingen
to include posters, campaigns for recent A.A.S. graduates and graduation
candidates.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2010
Expected Results:
Increase by 10% the number of transfer students applying for admissions
from upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
100% of students transferring from TSTC or STC-Pecan and mid-valley
will have access to information and services on their campuses
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (6 students)
Fall 2011 (6 students)
Fall 2012 (6 students)
Fall 2013 (6 students)
Fall 2014 (6 students)
Enter 100% of contacts made with prospective students made with
during visits to TSTC and STC with academic advisors and other
UTB/TSC staff.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2009
Expected Results:
Increase by 10% the number of transfer students applying for admissions
from upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
100% of contacts entered into Talisma will receive information from
UTB/TSC, 90% of transfer students from Valley schools will indicate a
high level of satisfaction with the enrollment process as assessed through
surveys
Cost:
106
None
Resource:
Expected Change
In Enrollment:
Objective #7:
Activity #1:
Current budget
Fall 2009 (0 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase faculty participation in the recruitment process.
Develop a list with times and locations of professors available to meet
with prospective students during campus visits.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Increase by 10% the number of student applying for admissions
Evaluation Technique/
Process:
Formal listing of available professors, 90% satisfaction indicated by
prospective students visiting campus as assessed through surveys
Cost:
None
Resource:
Current budget
Expected Change
In Enrollment:
Activity #2:
107
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Develop a list of course with times and locations prospective students
can attend during campus visits.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Fall 2010
Expected Results:
Increase by 10% the number of students applying for admissions from
upper Cameron, Willacy and Hidalgo counties
Evaluation Technique/
Process:
Formal listing of available course, 90% satisfaction indicated by
prospective students visiting campus as assessed through surveys
Cost:
None
Resource:
Current budget
Expected Change
In Enrollment:
Goal #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (1 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase by 6.3 % annually the number of applicants enrolling at UTB/TSC.
Objective #1:
Activity 1#:
Increase efficiencies within the application for admissions process.
Ensure all students applying for admissions receive an e-mail
acknowledgement within 24 hours of processing.
Personnel
Responsible:
René Villarreal
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of applicants completing admissions
requirements
Evaluation Technique/
Process:
90% of applicants indicate a high level of satisfaction with application
process as assessed through surveys
Cost:
$2,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
108
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Ensure all students applying for admissions receive an acceptance letter
within one week of applying.
Personnel
Responsible:
René Villarreal
Time Frame:
Fall 2010
Expected Results:
Increase by 10% the number of applicants completing admissions
requirements
Evaluation Technique/
Process:
90% of applicants indicate a high level of satisfaction with application
process as assessed through surveys
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Automate the evaluation of transcripts through the use of Secondary Post
Education Electronic Data Interchange (SPEEDI).
Personnel
Responsible:
René Villarreal
Time Frame:
Spring 2010
Expected Results:
Increase by 10% the number transfer students completing admissions
requirements
Evaluation Technique/
Process:
90% of transfer applicants indicate a high level of satisfaction with
transcript evaluation process as assessed through surveys
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
109
Fall 2009 (0 students)
Fall 2010 (4 students)
Fall 2011 (4 students)
Fall 2012 (4 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Objective #2:
Activity #1:
Increase efficiencies within financial aid processes.
Increase the number of individuals applying for financial aid by 6.3%
annually.
Personnel
Responsible:
Mari Chapa
Time Frame:
Spring 2009
Expected Results:
Increase by 10% the number of students that receive financial aid and
enroll
Evaluation Technique/
Process:
90% of financial aid applicants indicate a high level of satisfaction with
application process as assessed through surveys
Cost:
$2,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (3 students)
Fall 2010 (3 students)
Fall 2011 (3 students)
Fall 2012 (3 students)
Fall 2013 (3 students)
Fall 2014 (3 students)
Increase resources to establish a maximum 30 minutes wait time for
students accessing financial aid services.
Personnel
Responsible:
Mari Chapa
Time Frame:
Fall 2011
Expected Results:
Increase by 10% the number of students that receive financial aid and
enroll
Evaluation Technique/
Process:
90% of financial aid applicants indicate a high level of satisfaction will
application process as assessed through surveys
110
Cost:
$20,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (5 students)
Fall 2013 (5 students)
Fall 2014 (5 students)
Send estimated award notifications to individuals to complete a FAFSA
by March 1 and an application no later than April 30.
Personnel
Responsible:
Mari Chapa
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of students that receive financial aid and
enroll
Evaluation Technique/
Process:
100% of applicants applying for financial aid in the fall will receive
award notice by April 30, 90% of financial aid applicants indicate a high
level of satisfaction with application process as assessed through surveys
Cost:
$15,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Increase the number of UTB/TSC full-ride scholarships awarded to
students.
Personnel
Responsible:
Mari Chapa
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of students that receive full ride
scholarships and enroll
Evaluation Technique/
111
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (6 students)
Fall 2012 (6 students)
Fall 2013 (6 students)
Fall 2014 (6 students)
Process:
90% of financial aid applicants indicate a high level of satisfaction with
application process as assessed through surveys
Cost:
$300,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (6 students)
Fall 2014 (6 students)
Increase scholarships the availability of scholarships for international
students.
Personnel
Responsible:
Mari Chapa
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of students that receive financial aid and
enroll
Evaluation Technique/
Process:
60% of financial aid applicants indicate a high level of satisfaction with
application process as assessed through surveys
Cost:
$300,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #6:
Personnel
Responsible:
112
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (4 students)
Fall 2014 (4 students)
Significantly reduce to 45% the number of students needing to visit the
Financial Aid office for verification. Collect all documents at the time of
application needed in case of verification.
Mari Chapa
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of students that receive financial aid and
enroll
Evaluation Technique/
Process:
90% of financial aid applicants indicate a high level of satisfaction with
application process as assessed through surveys
Cost:
None
Resource:
Budget request
Expected Change
In Enrollment:
Objective #3:
Activity #1:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (5 students)
Fall 2013 (5 students)
Fall 2014 (5 students)
Increase capacity to meet the demand for testing.
Increase the number of full-time permanent staff in order to increase the
number of testing opportunities available at Brownsville high schools.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Fall 2012
Expected Results:
Increase by 10% the number of applicants that complete testing
requirements by February 1st
Evaluation Technique/
Process:
90% of individuals testing for compliance with Texas Success Initiative
will indicate a high level of satisfaction with testing process as assessed
through surveys
Cost:
$35,000
Resource:
Budget request
Expected Change
In Enrollment:
113
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity #2:
Expand the number of number school districts where the COMPASS/eWrite is administered.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Fall 2011
Expected Results:
Increase the number applicants completing testing requirements
Evaluation Technique/
Process:
90% of individuals testing for compliance with Texas Success Initiative
will indicate a high level of satisfaction with testing process as assessed
through surveys
Cost:
$35,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Expand testing facilities at UTB/TSC to establish a dedicated space to
allow more students to test on scheduled dates.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Fall 2012
Expected Results:
Increase current capacity to test applicants by 50%
Evaluation Technique/
Process:
90% of individuals testing for compliance with Texas Success Initiative
will indicate a high level of satisfaction with testing process as assessed
through surveys
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Cost:
$35,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Activity #4:
Offer testing on an as needed and on demand basis.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Spring 2010
Expected Results:
Increase by 10% the number of applicants that complete testing
requirements by Feb 1.
Evaluation Technique/
Process:
90% of individuals testing for compliance with Texas Success Initiative
will indicate a high level of satisfaction with testing process as assessed
through surveys
Cost:
$25,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #5:
Fall 2009 (0 students)
Fall 2010 (5 students)
Fall 2011 (5 students)
Fall 2012 (5 students)
Fall 2013 (5 students)
Fall 2014 (5 students)
Coordinate with the Office of International Students to schedule test
dates that meet the specific need of international students.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Fall 2010
Expected Results:
Increase by 10% the number of international student applicants that
schedule testing by July 1st
Evaluation Technique/
Process:
90% of international students testing for compliance with Texas Success
Initiative will indicate a high level of satisfaction with the testing process
as assessed through surveys
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Cost:
None
Resource:
Current budget
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #6:
Offer the ability to schedule and pay for the COMPASS/e-Write online.
Personnel
Responsible:
Dr. Pat McGehee and Karen Stowe
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of applicants that complete testing
requirements by February 1
Evaluation Technique/
Process:
90% of individuals testing for compliance with Texas Success Initiative
will indicate a high level of satisfaction
Cost:
None
Resource:
Budget request
Expected Change
In Enrollment:
Objective #4:
Activity #1:
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Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Increase awareness of course registration.
Increase marketing of registration events that occur on high school
campuses.
Personnel
Responsible:
Albert Barreda
Time Frame:
Spring 2011
Expected Results:
Increase by 10% the number of applicants registering for classes during
high school visits.
Evaluation Technique/
Process:
90% of new student registering for courses will indicate a high level of
satisfaction with the enrollment process as assessed through surveys
Cost:
$3,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 students)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase the number of high school campuses visited by Enrollment
Management departments to offer one-stop registration.
Personnel
Responsible:
Albert Barreda
Time Frame:
Spring 2012
Expected Results:
Increase by 10% the number of applicants registering for classes during
high school visits
Evaluation Technique/
Process:
90% of new students registering for courses will indicate a high level of
satisfaction with the enrollment process as assessed through surveys
Cost:
None
Resource:
Budget request
Expected Change
In Enrollment:
Activity #3:
Personnel
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Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (1 student)
Fall 2014 (1 student)
Increase advertising: TV, radio, newspaper, and on popular Rio Grande
Valley websites.
Responsible:
Letty Fernandez
Time Frame:
Fall 2013
Expected Results:
Increase advertising across medias and to include TV and web based
advertising
Evaluation Technique/
Process:
100% of publications utilized to promote UTB/TSC will be documented
Cost:
$500,000
Resource:
Budget request
Expected Change
In Enrollment:
Activity #4:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (0 students)
Fall 2013 (0 students)
Fall 2014 (20 students)
Extend office hours to 7 p.m. on weeknights and open on Saturdays two
weeks before the first class day of the semester.
Personnel
Responsible:
Linda Fossen
Time Frame:
Fall 2010
Expected Results:
Increase by 10% the number of applicants registering for classes
Evaluation Technique/
Process:
90% of the new students registering for courses will indicate a high level
of satisfaction with the enrollment process as assessed through surveys
Cost:
None
Resource:
Current Budget request
Expected Change
In Enrollment:
Objective #5:
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Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (5 students)
Fall 2012 (5 students)
Fall 2013 (5 students)
Fall 2014 (5 students)
Increase customer services training.
Activity #1:
Implement an ongoing “cross-training” program for full, part-time, workstudy staff.
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2011
Expected Results:
Increased student satisfaction with campus services
Evaluation Technique/
Process:
90% of new students will indicate a high level of satisfaction with the
overall enrollment process as assessed through surveys
Cost:
$5,000
Resource:
Budget request
Expected Change
In Enrollment:
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Activity 2#:
Create incentives for staff participating in customer service training
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2011
Expected Results:
Increased student satisfaction with campus services
Evaluation Technique/
Process:
90% of Enrollment Management staff will participate in staff
development focusing on customer service; 90% of new students will
indicate a high level of satisfaction as assessed on surveys
Cost:
Expected Change
In Enrollment:
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$5,000
Fall 2009 (0 students)
Fall 2010 (0 students)
Fall 2011 (0 students)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Goal #4: Strengthen the assessment and evaluation of enrollment activities.
Objective #1:
Activity #1:
Enhance research based decision-making process within the
enrollment activities.
Compile routine report on prospect to applicant conversion and applicant
to enrolled by previous school attended, campus visit, number and type
of interactions, qualification rating, demographic characteristics, admit
status, traditional vs. nontraditional, and night vs. day students.
Personnel
Responsible:
Cindy Lerma
Time Frame:
Spring 2010
Expected Results:
Strengthen decision-making process
Evaluation Technique/
Process:
Utilize contact cards, admissions and enrollment data to measure
effectiveness of activities, compile reports through Datatel and Talisma
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Fall 2009 (2 students)
Fall 2010 (2 students)
Fall 2011 (2 students)
Fall 2012 (2 students)
Fall 2013 (2 students)
Fall 2014 (2 students)
Activity #2:
Conduct routine customer satisfaction survey on the enrollment process.
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2011
Expected Results:
Increase student satisfaction with the enrollment process
Evaluation Technique/
Process:
Administer online surveys to 100% of incoming students
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Cost:
None
Resource:
Current Budget request
Expected Change
In Enrollment:
Activity #3:
Fall 2009 (0 student)
Fall 2010 (0 student)
Fall 2011 (0 student)
Fall 2012 (1 student)
Fall 2013 (1 student)
Fall 2014 (1 student)
Compile routine report on use of online services such as registration,
advising, payment, etc.
Personnel
Responsible:
Linda Fossen
Time Frame:
Fall 2010
Expected Results:
Identify methods students use to enroll
Evaluation Technique/
Process:
90% of incoming students will utilize student survey software to
indicate level of satisfaction, 90% of students surveyed will
indicate a high level of satisfaction with online services
Cost:
None
Resource:
Current Budget request
Expected Change
In Enrollment:
Activity #4:
Conduct focus groups on an annual basis identify effectiveness of
activities and marketing.
Personnel
Responsible:
Linda Fossen
Time Frame:
Fall 2009
Expected Results:
Improved effectiveness of activities and marketing
Evaluation Technique/
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Fall 2009 (1 student)
Fall 2010 (1 students)
Fall 2011 (1 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Process:
Compile data related to effectiveness of activities, utilize results in
strategic planning
Cost:
$3,000
Resource:
Current Budget request
Expected Change
In Enrollment:
Fall 2009 (1 students)
Fall 2010 (1 students)
Fall 2011 (1 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
Activity #5:
Compile routine reports identifying why applicants do not enroll.
Personnel
Responsible:
Linda Fossen
Time Frame:
Spring 2009
Expected Results:
Identify barriers to enrollment
Evaluation Technique/
Process:
50% of applicants not enrolling in fall will be surveyed to indicate reason
for not registering, survey results to be utilized in strategic planning
process
Cost:
$4,000
Resource:
Current Budget request
Expected Change
In Enrollment:
Fall 2009 (1 students)
Fall 2010 (1 students)
Fall 2011 (1 students)
Fall 2012 (1 students)
Fall 2013 (1 students)
Fall 2014 (1 students)
INTEGRATED MARKETING/ADVERTISING
SUBCOMMITTEE CHARGE:
Develop, implement, and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources for an institutional marketing plan that is integrated, efficient and
effective and includes publications, the web, media and other marketing components. As a result of the
plan, enrollment will be increased by 1.3 % annually for the next five years.
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CHAIR:
Meloney Linder
MEMBERS:
Dalyn Ruiz, Norma Rodriguez, Bobbette Morgan, Cynthia Scott, Carlo Tamayo, Ilianna Garza and Kathy
Dougherty.
HISTORY:
The Public Information Office was created in the late 1970s. For the first time, news and college image
was to be coordinated out of one office. At the start, the budget was limited to printing consistent business
cards, and over the next 30 years, increases were minimal.
In the early 1990s, the office was divided into two departments: News and Information and Publications.
While Publications was allotted the budget to produce campus-wide pieces, such as the course schedule
and catalog, academic units for the most part were responsible for squeezing their own publications funds
out of their limited budget. The advertising budget, which was allotted to the News and Information
Office, was about $40,000 per year by the late 1990s.
The Division of Institutional Advancement lobbied for and received a budget dedicated solely to running
the institution’s first image campaign in 2001. The $200,000 budget was more than had ever been allotted
to advertising. The current marketing and advertising budget is an estimated $525,000. An ad agency was
engaged to help develop and implement a campaign designed to increase awareness of UTB/TSC in the
community and improve the institution’s image. However in 2005, the Ampersand Agency was hired by
the university to embark on a mission to re-brand the university. Between November 2005 and April
2006, The Ampersand Agency, conducted six surveys on behalf of UTB/TSC. In late 2008, the Anderson
Marketing Group took over as the university’s marketing agency and conducted a follow-up survey to
monitor market changes in the perceived value of higher education, perceptions of The University of
Texas at Brownsville and Texas Southmost College and key influencers within our primary markets of
Cameron, Hidalgo and Willacy counties. Currently, the agency and the newly created Office of Marketing
and Communication are implementing a branding campaign to promote the benefits of The University of
Texas at Brownsville and Texas Southmost College to our marketplace.
Prior to the 2008, there was little to no unified marketing messages sent out from the university.
Individual campus departments were developing in their own marketing messages, branding, and
implementing marketing tactics with no consistency in branding or message or plan of integration with
the overall university marketing efforts. Strides have been made to unify messages by Enrollment
Management, which includes New Student Relations, Office of Admissions, Office of Financial
Assistance and Academic Advising Center. However, individual schools and colleges, individual
departments, and many grant-funded endeavors are still creating their own marketing plans and
advertisements without incorporating the institutional branding, which confuses the public’s
understanding of the benefits of The University of Texas at Brownsville and Texas Southmost College.
Also, since each group is facilitating their own funding for publications and promotions planning, they are
not able to take advantage of planned, bulk savings, coordinated marketing to build upon individual
efforts or coordinated community partnering.
In the fall of 2008, the university created and published its first institutional style guide with specific
guidelines for branding the university, including official name, colors, logo usage and mascot. In 2009,
the university furthered its efforts for a unified image by creating the Integrated Marketing Committee.
The committee is made up of representatives appointed by each of the university divisions. The
committee meets monthly to discuss marketing efforts from each division as well as institutional-wide
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marketing, keep marketing messages consistent with the university strategic plan, graphic standards, and
encourage collaboration and joint marketing efforts by divisions.
BENCHMARKING/BEST PRACTICES:
SUBCOMMITTEE members surveyed a variety of institutions deemed peer institutions by UTB/TSC.
Texas State Technical College (TSTC-Harlingen)
The make-up of TSTC’s Public Information Office (PIO) and marketing staff includes a director,
coordinator of publications, communications writer, secretary, and a desktop publisher/computer graphics
specialist. PIO approves all media, is the first contact for media outlets, sends out press releases and helps
compile promotional material.
PIO implements any institutional message from the TSTC system, which creates and tests those
messages.
In 2007, TSTC’s marketing/advertising budget was about $320,000 per year, and these funds primarily
came from other departments. Research from 2008 indicates TSTC’s marketing budgets has remained the
same. If the budget were to be cut, TSTC would first keep printed materials for students and eliminate
television advertisements.
TSTC has found that a combination of messages has worked for student recruitment. However, for overall
enrollment, they found television to the most effective. Getting students into their labs has been the
greatest selling point for TSTC. Newspaper has also proven to be a good outlet if money is spent to
promote individual programs. Most effective for image is free media the college receives in the
community and by participating in volunteer activities.
The TSTC PIO said their recruitment department makes calls during registration, postcards are used
regularly, and brochures and view books are produced annually for all departments. Their data evaluation
is tracked through Colleague.
South Texas College (STC)
As of 2007, the Public Relations/Marketing department at STC consisted of a director, publications
coordinator, two graphic designers, a web designer and a support staff person. Anything that uses the
college name or logo must be approved by the PR office, including campus-wide e-mails, flyers,
brochures, etc. The exception is anything that is student-created (such as through clubs), which must be
approved by the Student Services office.
STC said that one of their biggest challenges is evaluating their marketing efforts. They have recently
been using student focus groups to drive their marketing, including commercial placement on
radio/television. They also insert their course schedules in newspapers.
According to media spending surveys, STC’s estimated media purchases in 2008 in television and radio
was about $550,000. This figure does not include other marketing spending, including collateral print
material, newspaper or direct mail. STC stated in 2007, if the advertising budget were to be cut, they
would reduce costs by decreasing printing and instead promoting things like the catalog and course
schedule online. Marketing efforts they definitely want to keep include radio and advertising new
programs using Time/Warner Cable. They saw a 20 percent increase in new program enrollment as a
result of the cable campaign.
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STC’s institutional message is committee-driven. They try to make the outgoing messages a collaborative
effort so that the departments will feel some ownership. After all brainstorming is done and a rough
message is created, the PR department refines the message and is responsible for the distribution.
The University of Texas-Pan American (UTPA)
The University of Texas Pan American has a staff of 11 in their University Relations department. It
consists of two graphic designers, one web designer, one TV production specialist, one TV production
supervisor, two writers, one editor, one photographer, one support staff, and a director. The marketing
department consists of one director and one marketing research assistant. All outgoing publications must
be approved by the University Relations office.
In 2008, UTPA spent an estimated $450,000 for television and radio media. UTPA has stated if their
budget were cut, the University Relations office would recommend cutting their print advertising. They
would definitely want to keep their television advertising.
UTPA’s department found that a combination of TV, print and radio for image. For enrollment, it is TV
and print but it also takes recruiter visits to the high schools.
UTPA conducted a market research baseline four years ago, and it was retested last year. They test
various media pieces with the appropriate target group – for example, when they target high school
students, they get a group together to give its input.
STRENGTHS:
 Unique Partnership between The University of Texas at Brownsville and Texas Southmost
College
In 1991, Texas Southmost College entered into a partnership with The University of Texas
system allowing the institution to offer a wide range of courses from one-year certificate
programs to associate, baccalaureate and graduate degrees to continuing education classes
designed to meet the needs of the community and demands of students and the institution.
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
Good product (affordable and close)
Although UTB/TSC hopes to increase its image outside the Rio Grande Valley, one of its
strengths is its affordability as one of the least expensive universities in Texas and the UT system.
This creates an opportunity for local students to get a good, affordable, education close to home
with more than 130 undergraduate and 22 graduate degree programs.

Professional staff, including ad agency
The staff at UTB/TSC does a tremendous job on limited resources. The professional staff has
long proved as strength for the university supporting faculty and students to succeed. With the
support of an external marketing agency, the university is able to conduct market research and
develop comprehensive marketing strategies while leveraging the agencies media buying
expertise.

High brand name recognition in Brownsville
In Brownsville, UTB/TSC has become a well-known institution of higher learning. Currently,
almost 80 percent of the university’s student population comes from the Brownsville area.

Faculty
The university is pushing for a more diverse faculty population, who are also the leading
resources in their fields. UTB/TSC has recruited professors and researchers from all over the
world. The university has also developed centers for excellence in research, including the Center
for Biomedical Studies, the Center for Gravitational Wave Astronomy and the Rancho del Cielo
biological research station in Mexico.

Campus location (by the border and South Padre Island)
Located in Texas’ Lower Rio Grande Valley just a few miles from the popular beaches of South
Padre Island and only a few steps away from Mexico, The University of Texas at Brownsville
and Texas Southmost College offers a unique bicultural and international educational experience.
WEAKNESSES:
 Limited marketing budget and increased competition in the market
In 2008, the university was able to combine budget dollars to create a $525,000
enrollment/branding campaign through the cooperation of the Division of Institutional
Advancement and Offices of News and Information and Enrollment Management. However, the
Office of Marketing and Communication currently has no permanent program development
budget which creates an inability to plan long term for the marketing of the institution to promote
the awareness of the excellence and affordability of UTB/TSC. Furthermore, as noted in previous
statements, recent research shows UTB/TSC’s marketing budget was more than half of its
competitors within the Rio Grande Valley.

Lack of targeted market recruitment literature
Lack of appropriated funding to any particular department for the purpose of development and
distribution of brochures, view books and other collateral marketing materials to promote the
university as a whole and to targeted audiences has created a large gap in the institutional
branding and awareness efforts. Departmental plans for marketing with appropriate funding
allocation need to be coordinated with the Office of Marketing and Communication for the
development of collateral materials to address this issue.

Awareness
According to the 2008 research, UTB/TSC appears to have a favorable overall impression among
residents of Cameron, Hidalgo and Willacy Counties with 40 percent survey respondents stating
as such; unfortunately there is low familiarity with the specifics of why UTB/TSC is a highquality education institution in South Texas. Marketing messages need to focus on promoting the
areas of excellence at UTB/TSC while also promoting the financial aid programs available to help
student afford higher education.
OPPORTUNITIES:
 Heighten Awareness
According to research in 2005 and 2008, UTB/TSC was mentioned first for providing high-quality
education in South Texas by 41 % of respondents in Cameron County and 3 percent in Hidalgo.
UTB/TSC received 48 % of total mentions for high-quality education in Cameron County and 5
percent in Hidalgo. Nearly 93 percent of UTB/TSC current students come from Cameron County.
With mass marketing through television and radio, UTB/TSC will not only increase awareness of
excellence and name recognition within Cameron County, but also its neighboring community of
Matamoros, Mexico, and Hidalgo and Willacy counties. The result of this effort will increase the
pool of inquiries to New Student Relations.

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Technology
Technology continues to grow as a major source of information for prospective students, faculty and
staff; current students, faculty and staff; and the community at large. Although there is a lot of
information posted to the university’s website, more and more faculty and staff are utilizing
technology, such as Blackboard, to increase involvement with students. Marketing utilizes technology
to promote the university through the website, e-mails, internet advertising and social networking
sites, such as Face Book and Twitter.

Experts Guide
A university expert guide is a tool that can be used as a resource by News and Information to promote
the university faculty as expert resources to local and regional media. The guide will be available both
in print and electronic forms and will be sent out to local media as a quick reference when developing
stories. The guide will also serve as a resource to our community both on and off campus of the areas
of expertise represented at UTB/TSC. The expert guide, to be printed and distributed in the summer
of 2009, will be available online on the News Today webpage.

Promotion of financial aid programs, including scholarships
The more students are exposed to the university the more they recall UTB/TSC when thinking about
going to college. Research in 2005 and 2008 indicated the marketplace does not understand the costs
to attend and resources available through financial aid programs to attend UTB/TSC. Marketing
efforts in over the next five years will focus messages specifically to address affordability and
generate a heightened awareness of financial aid and assistance available.

Awareness of UTB/TSC excellence with on-campus community
Many UTB/TSC’s own faculty, staff and students are unaware of many of the areas of excellence that
have been achieved by the university and its students. Development of a general brochure and
educational campaign to explain UTB/TSC’s unique partnership and feature fast facts of the
institution will help educate our on and off-campus communities of the growth and advancements that
are being made by the institution.
CHALLENGES:
 Lack of Budget Line for Office of Marketing and Communication:
In spring of 2008, the first Associate Vice President for Marketing and Communication was hired by
UTB/TSC; however no program development budget was establish for this office nor was a budget
for marketing support staff was allocated. With no budget line item, long-term planning cannot be
done, and institutional needs (such as brochures) and requests by divisions and departments cannot be
addressed appropriately.

Lack of Funding for Program Development:
In the last three years competition in the market has increased including from institutions outside of
the Rio Grande Valley setting up satellite offices and on-line programs. Peer institutions are spending
almost twice as much as UTB/TSC for marketing.

Lack of Funding for staff:
Web Communications has only one employee to oversee the entire UTB/TSC website. Other peer
institutions have web staffs of six to ten web developers to implement and maintain institutional web
pages. UTB/TSC currently is requiring departments to create and maintain their own sites, which
further creates complications to create a cohesive image and message. Marketing and Communication
currently only has one staff member who is responsible for placing departmental ads, ad
reconciliation, and submitting calendar of events to area media. Project management and writing
support is needed to adequately respond to institutional needs.

Encouraging communication and collaboration between divisions and departments:
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In 2009, the first Integrated Marketing Committee was established to create a forum for discussion of
university strategic goals, institutional and departmental marketing, and encourage collaboration
between divisions. The committee is in its infancy stages, and continued top-level support is needed
to ensure its success.
RECOMMENDATIONS:
The SUBCOMMITTEE for integrated marketing and advertising worked to identify necessary efforts,
initiatives and resources needed to grow student enrollment by 1.3 % annually. The committee has
identified numerous recommendations expected to strengthen the institution’s ability to recruit by
utilizing marketing and advertising strategies.
Goal #1:
Advance UTB/TSC’s image by implementing a strategic marketing plan to support
the university efforts in achieving enrollment and retention goals.
Objective #1:
Activity #1:
Personnel
Responsible:
Allocate funding to implement the Anderson Marketing Group
Strategic Marketing Plan and establish divisional/departmental
responsibilities for implementation of various tactics within the plan.
Appropriate funds for the Marketing UTB/TSC Strategic Marketing
Plan. UTB/TSC’s Integrated Marketing Committee will review, discuss,
and delegate responsibilities to appropriate departments for the
implementation of tactics outlined within the strategic marketing plan.
TSC Board/ Office of Marketing and Communication/Institutional
Advancement/Office of the President/Integrated Marketing Committee
Time Frame:
Fall 2009
Expected Results:
Funding made available as outlined marketing efforts within strategic
marketing plan and departmental plans noted within Enrollment
Management Plan will support enrollment growth of 2 percent annual
increase for new freshman, new transfers, and returning student and a
one percent annual increase in new graduate students over the next five
years.
Evaluation Technique/
Process:
Follow up research by outside agency to monitor market influencers and
perceptions of UTB/TSC within counties of Cameron, Hidalgo, and
Willacy to use as a basis for marketing decisions.
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Cost:
Research: $30,000 every two years (2010 and 2012)
Media: $200,000 (including television, radio and internet)
Resource:
Budget request
Expected Change
In Enrollment:
1.3% increase in enrollment
Objective #2:
Hire Shared Manager of Promotion and Advertising
Activity #1:
Allocation for funding to hire Manager for Promotion and Advertising.
Personnel
Responsible:
Office of Marketing and Communication and Distance Education
Time Frame:
Immediately
Expected Results:
Increased efficiency and project management for institutional marketing.
Evaluation Technique/
Process:
With increase in staff, it will allow for greater project management and
completion of university marketing efforts in house such as increased in
campus marketing, web analytics, call volume reports to vanity number
(UTB-4YOU), and bi-yearly market survey. Note: Currently there is no
other dedicated marketing staff other than the AVP for marketing to
oversee project management of all marketing.
Cost:
$36,000 total salary
Resource:
Current departmental budgets
Expected Change
In Enrollment:
Objective #3:
Activity #1:
Support of 1.3% annual increase in enrollment for new freshman, new
transfers, and returning students.
Fully utilize current technology and create a committee to utilize
new technology to enhance the university’s image.
Take topic of new technology utilization to Integrated Marketing
Committee for discussion and development of plan for implementation.
Personnel
Responsible:
Enrollment Management and Office of Marketing and Communication
Time Frame:
Spring 2009
Expected Results:
Improved utilization of technology will result in easier enrollment
process through increased communication and increased utilization of
existing communication tools by departments that are available to
university.
Evaluation Technique/
Process:
The Integrated Marketing Committee will discuss enrollment process and
how to improve communication of the process through student surveys.
The surveys will be developed and sent to students using Survey
Monkey. Results will be tallied by Institutional Effectiveness and
reported back to the committee.
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Cost:
$200/year subscription to Survey Monkey
Resource:
Budget request
Expected Change
In Enrollment:
Support 1.3% annual enrollment increases.
Activity #2:
Personnel
Responsible:
Student focus groups with designated departments and integrated
marketing committee to help identify the best technology to use, i.e. cell
phones and I Pods, to help enhance the university’s image.
Office of Marketing and Communication, Enrollment Management,
Integrated Marketing Committee and ITS
Time Frame:
Fall 2010
Expected Results:
Incorporate preferred technology communication tactics into the strategic
marketing plan to keep marketing up-to-date with new technology.
Evaluation Technique/
Process:
Summary from student focus groups and student surveys.
Cost:
None
Resource:
N/A
Expected Change
In Enrollment:
Support 1.3% annual enrollment increase and support retention.
Objective #4:
Activity#1:
Develop and implement marketing campaigns for individual
colleges, schools, and departments.
Identify departmental marketing goals and allocated departmental
marketing resources.
Personnel
Responsible:
Academic Affairs and Office of Marketing and Communication
Time Frame:
Fall 2010
Expected Results:
Create a working outline for creating departmental marketing plans.
Evaluation Technique/
Process:
Creation of outlines
Cost:
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Undetermined
Resource:
Expected Change
In Enrollment:
Activity #2:
With budget allocations to support marketing for individual schools and
colleges, the Office of Marketing and Communication will be able to
track number of projects, budgets and plan supporting individual college,
school, and departmental recruiting goals and evaluate results against
institutional goals.
Schedule meeting with deans of schools and college to determine
marketing needs and available marketing resources.
Personnel
Responsible:
Office of Marketing and Communication
Time Frame:
Fall 2009
Expected Results:
Creative, individualized departmental marketing plans
Evaluation Process/
Technique:
Creation of plans and recruiting outcomes.
Cost:
None
Resource:
N/A
Expected Change
In Enrollment:
N/A
Activity #3:
Implement departmental plans based on prioritized list.
Personnel
Responsible:
Academic Affairs and Office of Marketing and Communication
Time Frame:
Academic Year 2009/2010
Expected Results:
Greater awareness of program offerings; increased enrollment
Evaluation Process/
Technique:
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Departmental recruiting/marketing funding.
Student Focus Groups to monitor changes in awareness of programs and
areas of excellence.
Cost:
Undetermined
Resource:
Budget request
Expected Change
In Enrollment:
N/A
Activity #4:
Personnel
Responsible:
Survey schools and colleges’ new students and high school students to
evaluate plan effectiveness.
Enrollment Management (New Student Relations), Institutional
Effectiveness and Office of Marketing and Communication
Time Frame:
Spring 2010
Expected Results:
Measure plan and execution effectiveness
Evaluation Process/
Technique:
Student Survey to monitor new students and high school students
perceptions of UTB/TSC and areas of excellence.
Cost:
Undetermined
Resource:
Budget request
Expected Change
In Enrollment:
N/A
Goal #2: Improve UTB/TSC’s website
Objective #1:
Activity#1:
Develop a plan for campus departments, which includes timelines and
guidelines, to update and keep their websites current.
Personnel
Responsible:
Web Communications and individual divisions/departments
Time Frame:
Spring 2009
Expected Results:
The creation of a plan to update website information
Evaluation Process/
Technique:
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Re-design 100 % of the UTB/TSC website utilizing the university
web templates by September 2010.
Tangible timeline for implementation and evaluation of completion
based on totaled completed by due dates.
Cost:
None
Resources:
N/A
Expected Change
In Enrollment:
N/A
Activity #2:
Personnel
Responsible:
Web Communications
Time Frame:
Fall 2010
Expected Results:
Unified web presence of university, updated information available, and
fewer broken links on web pages
Evaluation Process/
Technique:
Increased number of hits and website audits using Sharepoint Analytics,
which monitors number of hits per day, most visited sites, as well as
referral sites. On-going monitoring of sites by web communications to
identify broken links and outdated information for updating.
Cost:
None
Resources:
Google Analytics to monitor web hits.
Expected Change
In Enrollment:
N/A
Objective #2:
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Implement plan for campus departments to update and keep their
websites current.
Hire three full-time web developers.
Activity #1:
Allocate funding for three positions to be hired over a three year period.
Personnel
Responsible:
Institutional Advancement
Time Frame:
First position immediately, following two hires one per year.
Expected Results:
Funds available to hire three full-time web developers for Web
Communications to help implement and maintain the new UTB/TSC
website to ensure unified branding, messaging and accuracy of links
promoted within university website.
Evaluation Process/
Technique:
Funding available to hire additional staff.
Cost:
$45,000 per position.
Resource:
Budget request
Expected Change
In Enrollment:
N/A
Activity #2:
Hire three web developers.
Personnel
Responsible:
Office of Marketing and Communication and Institutional Advancement
Time Frame:
Fall 2009
Expected Results:
Three-person Web Communications staff (including current assistant
director for Web Communications) will ease website work flow and
better management and maintenance of website material.
Evaluation Process/
Technique:
Increased website hits and customer satisfaction both with on and offcampus communities. Update to university websites.
Cost:
N/A
Resource:
Current budget
Expected Change
In Enrollment:
N/A
Objective #3:
Activity #1:
Develop and implement a customer satisfaction assessment on a
frequently used webpage.
Determine which pages have the highest number of hits to decide where
the survey should be placed.
Personnel
Responsible:
Web Communications
Time Frame:
Fall 2009
Expected Results:
List of most viewed pages
Evaluation Process/
Technique:
Google Analytics report
Cost:
None
Resource:
N/A
Expected Change
In Enrollment:
N/A
Goal #3: Increase the number of publications with the university graphic standards to 100 percent.
Objective #1:
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Develop and promote new guidelines for any outgoing publications.
Activity #1:
Personnel
Responsible:
Office of Marketing and Communication (Publications)
Time Frame:
Summer 2009 with updated graphic standards
Expected Results:
More efficient workflow. Increase in publication quality and timely
delivery. Increase in department satisfaction of developed marketing
materials.
Evaluation Process/
Technique:
Audit of work packets. On-time delivery, budgets, and quality of work.
Designers and editor will monitor notes and make recommendations for
improvements to project workflow and printers by project type.
Cost:
None
Resource:
N/A
Expected Change
In Enrollment:
N/A
Activity #2:
Personnel
Responsible:
Design ad shells and brochure templates based on the university style
guide and graphic standards.
Office of Marketing and Communication (Publications) and Anderson
Marketing Group
Time Frame:
Spring 2009
Expected Results:
Unified university branding.
Evaluation Process/
Technique:
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Develop project timelines and request checklist to be completed by
requesting departments
Survey publication jobs at the end of the year to review the number of
projects within graphic standards. Those flagged as out of standard will
be noted and addressed at the time of reprint.
Cost:
Incorporated into agency fee.
Resource:
Anderson Marketing Group Strategic Marketing plan.
Expected Change
In Enrollment:
N/A
DISTANCE EDUCATION
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to increase the recruitment and retention of distance education
students that results in a 3.7% increase in distance education students.
CHAIR:
Douglas M. Ferrier
CO-CHAIR:
René Sainz
MEMBERS:
Bin Zhang, Francisco Garcia, Anne Rentfro, Mabel Hockaday.
HISTORY:
The Distance Education subcommittee was created as part of the overall initiative of UTB/TSC
Enrollment Management Advisory Committee recognizing the importance of this area in student
recruitment and retention. The subcommittee members met both face to face and online to share their
ideas and to develop strategic goals, action plans, timelines, assessment plans and resources issues. The
outcomes of these efforts were the development of a five-year plan toward increasing distance education
enrollment and retention by 3.7%.
BENCHMARKING/BEST PRACTICES:
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) has been able to
provide expanded educational opportunities to students in South Texas via distance education
technologies. The majority of UTB/TSC students have to combine work and family responsibilities with
their educational goals, so the online courses and programs offered by UTB/TSC have directly helped
these students. The university’s online platform, MyUTBTSC Blackboard, provides a shell for every
course offering. As a way to maximize resources and provide leadership and coordination, the Office of
Distance Education and Instructional Technologies (DE/IT) was integrated to the Library under the Dean
of Instructional Support in the Academic Affairs Division. This unique concept of resource integration
has produced tangible results in the increase and diversification of distance education.
MyUTBTSC Blackboard Platform is very comprehensive by itself. Besides the Portal, the online
platform includes a Learning Management System that provides an online area for every course offered
by the institution. The Content Management System provides Virtual Hard Dives and e-Portfolios for all
UTB/TSC students and faculty. The Blackboard Outcomes System is utilized by the campus community
to measure and evaluate student learning outcomes based on academic evidence.
The design, development and implementation of UTB/TSC distance education courses have followed best
practices set by the Texas Higher Education Coordinating Board. UTB/TSC Office of Distance
Education and Instructional Technologies (DE/IT) staff have developed a comprehensive Faculty Course
Development Contract/ Timeline detailing training, administrative, and technical requirements for the
production of highly interactive courses, based on best practices.
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UTB/TSC has become a leader at the state level in the offering fully online programs including:
 Masters in Educational Technology
 Masters in Business Administration
 Masters in Math Online
 Master Technology Teacher (M.T.T.)
 B.S. in Criminal Justice
 B.S. in Nursing
 Bachelor of Applied Arts and Sciences ( B.A.A.S.)
 B.A.A.S. Interdisciplinary Subject Areas Online
 Bachelor in Applied Technologies (BAT) in four tracks:
 Health Services Technology
 Applied Business Technology
 Workforce Leadership and Supervision
 Technology Application/Training
 Computer Information Systems Technology.
This is just the beginning towards a massive design, production and implementation of online courses that
will provide expanded educational opportunities to students in South Texas. Furthermore, UTB/TSC’s
excellent distance education programs and courses have the potential to reach beyond the service area,
including state, national, and international markets.
STRENGTHS:
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) students, faculty and
staff have access to cutting edge distance education technologies. The MyUTBTSC Blackboard online
teaching and learning platform is the most sophisticated distance education system in the world as it
offers integrated course delivery system, content management system and outcomes system within a
single portal.
UTB/TSC distance education students receive high quality student services including DE student
orientation, online tutoring 24/7, test proctoring, course video capture online access, helpdesk and other
technical assistance and support.
The Office of Distance Education and Instructional Technologies (DE/IT) is composed of highly trained
professional staff. DE/IT Instructional Development & Design services, course redesign and evaluation
assessment, student support and marketing, class video capture, webcasting, and videoconferencing
services and graphics and web design.
Furthermore, the unique bi-national and bicultural environment in UTB/TSC foster opportunities for
attracting more state, national and international distance education students.
WEAKNESSES:
The unclear budgetary perspectives might limit the scope of the goals and objectives detailed in the
Distance Education Strategic Action Plan for Enrollment Management.
OPPORTUNITIES:
The integration of Distance Education Interactive Technologies to all courses and programs offered by
UTB/TSC has the potential to increase student recruitment and retention. These online interactive
technologies are a very attractive and effective recruitment tool not only for D.E. courses and programs,
but for all course offerings by our institution. The use of these technologies in all UTB/TSC courses will
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help in the recruitment, retention and academic excellence in our UTB/TSC students. The current trend in
the integration of distance education interactive technologies is an opportunity for our faculty and
students to move toward a student centered approach in the teaching and learning process. Also, the
flexibility in accessing course content, assignments and evaluation anytime/anywhere is an essential
characteristic increasingly demanded by our students.
CHALLENGES:
The unclear budgetary perspectives will be the main challenge to face. We need a sound financial
environment to guarantee implementation of improvement initiatives, including incentives to support
faculty and staff for their efforts in the recruitment and retention of Distance Education students. Another
challenge will be the continuation of developing a pro-technology culture amongst faculty, staff, and
administrators. There is a need to create a synergy to use and promote the use of instructional
technologies in teaching and learning.
RECOMMENDATIONS:
The Distance Education SUBCOMMITTEE recommends that the office of Distance Education and
Instructional Technologies (DE/IT) starts the process with a needs assessment of current and future DE
courses and programs and the use of technology in the teaching and learning process at UTB/TSC. The
analysis of this assessment will be the basis for an RFP for a market study focused on distance education.
The office of distance education will analyze, prioritize, and implement the finding of the market study
through the creation of an integration plan. After meeting with stakeholders, the office of distance
education will create a timeline for the integration of technology and the modification and/or creation of
new distance education courses and programs. Concurrent with the course planning and development, the
office of distance education will establish a standard for current skill levels of both students and faculty.
This skill benchmark will serve as the basis for the planning and implementation of a student and faculty
skills development plan through training by the office of distance education. This training will include
instructional design, distance education interactive technologies, copyright and intellectual property issues
and a possible incentive program for faculty and staff for the recruitment and retention of distance
education students. The development of online student services by all UTB/TSC departments involved is
another major recommendation by this subcommittee, as UTB/TSC is mandated by accrediting agencies
to provide DE students equivalent student services as on-campus students. The DE subcommittee also
recommends the continuation of collaborative efforts by the office of distance education with other
institutions and consortiums, such as the Hispanic Educational Telecommunications System (HETS),
Mexico’s Intenet Corporación Universitaria para el Desarrollo del Internet (CUDI) and others. The
subcommittee recommends the development of a sound development plan of the office of distance
education, so its operation will be like other UTB/TSC departments in terms of funding and support. It is
recommended that DE infrastructure, equipment and software needs be seen as an integral part of the
institution budget process. The subcommittee recommends proper funding to the distance education plan
in order to reach the recruitment and retention goals set by the Enrollment Management Advisory
Committee.
Goal #1:
Increase recruitment of distance education students enrolled at UTB/TSC by
3.7% per year.
Objective #1:
Activity #1:
Personnel
138
Increase the number of new distance education courses and
programs offered by UTB/TSC.
DE/IT staff will collaborate with UTB/TSC deans and chairs to identify
potential programs to be delivered via distance education.
Responsible:
René Sainz and Francisco García
Time Frame:
Fall 2013
Expected Results:
Create a minimum of four brand new distance education programs
Evaluation Technique/
Process:
Four new UTB/TSC distance education programs will be created
following the highest course redesign standards to expand at the state,
national and international markets. These programs will be evaluated
using valid and reliable statistical counts and outcomes records.
Cost:
N/A
Resource:
Current D.E. budget
Expected Change
In Enrollment:
Activity #2:
A minimum of 98 new distance education students (students taking only
100% online courses) are expected to enroll. Additional
enrollment in these programs will be composed of approximately 1,000
students who are already taking UTB/TSC traditional courses (not
counted as an institutional change in enrollment).
DE/IT staff will train UTB/TSC faculty to migrate their traditional
courses to a distance education delivery model.
Personnel
Responsible:
Francisco García and Bin Zhang
Time Frame:
Fall 2013
Expected Results:
Increase the number of faculty who are trained to teach distance
education courses, in order to add four more distance education
programs.
Evaluation Technique/
Process:
A 30% increase in the number of UTB/TSC faculty trained to design,
develop and implement distance education courses will be reached
maintaining highly interactive online course content.
Cost:
N/A
Resource:
Current DE budget
Expected Change
In Enrollment:
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A minimum of 98 new distance education students (students taking only
100% online courses) are expected to enroll. Additional enrollment in
these programs will be composed of approximately 1,000 students who
are already taking UTB/TSC traditional courses (not counted as an
institutional change in enrollment).
Activity #3:
DE/IT staff will design, develop and implement new distance education
courses of the planned four additional programs.
Personnel
Responsible:
Francisco García and Edith de Leon
Time Frame:
Fall 2013
Expected Results:
Create 50 new distance education courses as part of the four new
programs.
Evaluation Technique/
Process:
A minimum of 50 new online courses will be designed, developed and
implemented maintaining the highest pedagogical and technical quality.
These courses will be evaluated using valid and reliable statistical counts
and outcomes records.
Cost:
$ 104,000 (salary and benefits for two instructional designers)
Resource:
Current DE budget
Expected Change
In Enrollment:
Objective #2:
Activity #1:
A minimum of 98 new distance education students (students taking only
100% online courses) are expected to enroll. Additional enrollment in
these programs will be composed of approximately 1,000 students who
are already taking UTB/TSC traditional courses (not counted as an
institutional change in enrollment).
Develop recruiting and marketing strategies to attract distance
students from beyond the service area including state, national, and
international markets.
Increase the number of MyUTBTSC Virtual Info Shop kiosks in
different off-campus locations to expand services and to add upgrades to
the live interactions on the current kiosks.
Personnel
Responsible:
René Sainz and Aldo Salinas
Time Frame:
Spring 2010
Expected Results:
Install nine MyUTBTSC Virtual Info Shop kiosks in remote locations
Evaluation Technique/
Process:
A 90% satisfaction rate will be achieved from UTB/TSC students users
of the MyUTBTSC Virtual Info Shop Kiosks. The evaluation will be
done using Blackboard Outcomes customer surveys for satisfaction
rates, and maintenance logs for equipment usage statistical counts.
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Cost:
$54,000
Resource:
Grant
Expected Change
In Enrollment:
Activity #2:
A total of 1515 additional students enrolled. (1,417 traditional face
to face students and 98 distance education Students).
Launch a Distance Education campaign to promote courses and
programs.
Personnel
Responsible:
René Sainz
Time Frame:
Spring 2010
Expected Results:
Outreach potential distance education students via internet advertising,
banners, and social network websites such as 11, 500 face book accounts
of targeted population.
Evaluation Technique/
Process:
Tracking weekly performance reports including impression delivered,
and number of clicks
Cost:
$15,376
Resource:
Current D.E. budget
Expected Change
In Enrollment:
Activity #3:
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A minimum of 98 new distance education students (students taking only
100% online courses) are expected to enroll. Additional enrollment in
these programs will be composed of about 1,000 students who are
already taking UTB/TSC traditional courses (not counted as an
institutional change in enrollment).
Collaborate with other Hispanic Serving institutions in the US and Puerto
Rico, as well as with Mexican institutions and consortia.
Personnel
Responsible:
René Sainz
Time Frame:
Fall 2013
Expected Results:
Develop at least two distance education programs as part of the
UTB/TSC participation in the Hispanic Educational Telecommunication
Systems (HETS) in Puerto Rico and with Corporación Universitaria para
el Desarrollo del Internet (CUDI) in Mexico.
Evaluation Technique/
Process:
Review agreement of distance education collaboration on a yearly basis
to quantify the creation and successful implementation of the
collaborative projects.
Cost:
N/A
Resource:
Current DE budget
Expected Change
In Enrollment:
A minimum of 98 new distance education students (students taking only
100% online courses) are expected to enroll including out-of-state and
international students. These programs and services will be also available
for approximately 500 local students who are already taking UTB/TSC
traditional courses (not counted as an institutional change in enrollment).
GRADUATE ENROLLMENT
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, activities, timelines,
outcomes, and resources needed to increase graduate student enrollment by 3% a year for the next five
years.
CHAIR:
Charles Lackey
MEMBERS:
Corina Garcia, Celia Flores-Fiest, Charles Lackey, Bobbette Morgan and Maria Elena Valdes-Corbeil
HISTORY:
Graduate enrollment has increased over the past 10 years from an average of 755 graduate students in fall
1999 to fall 2003 to an average of 850 in fall 2004 through fall 2008. During this time, graduate student
admissions were separated from undergraduate admissions and placed under the administration of the
Graduate Studies Office, new (and in some cases higher) graduate admission criteria were created for
each graduate program, graduate student tracking, and advising processes have been improved, all
graduate program curriculums have been modified, standards for capstone experiences raised, the first
graduate assistantship positions were created, new promotional materials and websites have been created,
and all graduate policies and processes have been re-engineered. During this time, the number of
graduate degrees offered has doubled, including the addition of the first doctorate, an Ed.D. in Curriculum
and Instruction.
This substantial transformation of Graduate Studies over this time has been geared to increasing the
quantity and quality of graduate enrollment. The shift in graduate enrollment from the mid-700s to the
mid-800s over this time reflects a modest overall increase in quantity in the short-run. However, it is well
established that the quality of graduate education is critical for graduate enrollment. Thus, the substantial
improvements in the quality of graduate education over the past five years is expected to provide a
foundation for significant increases in the quantity of graduate enrollment over the next five years.
BENCHMARKING/BEST PRACTICES:
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Sources of best practices and guidelines for graduate enrollment related improvements include the
Council of Graduate Studies, Texas Higher Education Coordinating Board, and Southern Association of
Colleges and Schools.
STRENGTHS:
 The graduate faculty is committed to providing a quality graduate education. In the past five
years the curriculum of all of our graduate programs has been updated and modified to ensure that
our graduate students are well-prepared.
 Our graduate processes are streamlined and responsive. The Graduate Office staff is committed
and professional. This enhances our ability to complete applications and enroll our graduate
students in a timely manner.
 Our administration has supported the development of new graduate programs. The number of
graduate degrees has doubled over the past six years, including the addition of a doctoral degree
in education.
 Our graduate programs are a preferred alternative for teachers in school districts of the lower Rio
Grande Valley.
WEAKNESSES:
 The resources available for new graduate programs are limited.
 The number of graduate faculty in some programs is less than desirable.
 There is a need for additional graduate assistantships and scholarships.
 There is a need for funds and staff for development of promotional materials, catalogs and
website maintenance.
OPPORTUNITIES:
 There are new graduate programs to be developed.
 Collaborations with The University of Texas at San Antonio (UTSA) are providing
opportunities for our undergraduates to enroll in graduate courses and pursue graduate
degrees here as a pathway to UTSA.
 More graduate courses and graduate programs offered through distance education.
CHALLENGES:
 Attracting graduate students from outside the region.
 Increasing the number of graduate assistantships. This is critical for recruiting efforts outside
this region, particularly international students.
 Increasing the scholarship support.
 Increasing graduate faculty lines in support of existing and new graduate programs.
RECOMMENDATIONS:
No recommendations at this time.
Goal #1: Develop new graduate programs and new delivery formats for graduate programs.
Objective #1:
Activity #1:
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Develop new graduate programs.
Develop at least one new graduate degree in proposed areas, including
Communication, Computer Science, Environmental Science, Criminal
Justice, and Psychology.
Personnel
Responsible:
Office of Graduate Studies, College/School Deans, and Graduate
Program Coordinators
Time Frame:
Spring 2009
Expected Results:
The implementation of one new graduate program per year.
Evaluation Technique/
Process:
Number of new programs.
Cost:
Faculty resource requirements will vary by program.
Resource:
Budget request
Expected Change
In Enrollment:
Activity #2:
Personnel
Responsible:
Develop at least 1 new graduate certificate from existing graduate
programs each year.
Office of Graduate Studies, College/School Deans, and Graduate
Program Coordinators
Time Frame:
Spring 2009
Expected Results:
The implementation of one new graduate certificate per year.
Evaluation Technique/
Process:
Number of new graduate certificates.
Cost:
Faculty resource requirements will vary by program.
Resource:
Budget request
Objective #2:
Activity #1:
Personnel
Responsible:
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Develop new implementation models for graduate program delivery.
Develop additional online graduate courses.
Office of Graduate Studies, College/School Deans, Graduate Program
Coordinators
Time Frame:
Spring 2009
Expected Results:
The implementation of new online graduate courses per year.
Evaluation Technique/
Process:
Number of new online courses and enrollment in those courses.
Cost:
$20,000 per year.
Resource:
Distance Education Office and Supplemental Faculty Funds
Expected Change
in Enrollment:
Activity #2:
Personnel
Responsible:
Create graduate program cohorts with school districts.
Office of Graduate Studies, College/School Deans, and Graduate
Program Coordinators
Time Frame:
Spring 2009
Expected Results:
The implementation of new graduate program cohorts.
Evaluation Technique/
Process:
Number of new graduate program cohorts and enrollment in cohorts.
Cost:
$60,000 per cohort
Resource:
Tuition scholarship funds and tuition discounts.
Goal #2: Increase graduate student retention.
Objective #1:
Activity #1:
Increase graduate student and graduate faculty engagement.
Facilitate graduate student orientations for each graduate program and
increase use of Graduate Student Advisee lists to assist faculty in
tracking and providing support for graduate students.
Personnel
Responsible:
Office of Graduate Studies and Graduate Program Faculty
Time Frame:
Spring 2009
Expected Results:
Increased graduate student retention.
Evaluation Technique/
Process:
Retention rate.
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Cost:
None
Resource:
Current Budget
Objective #2:
Further develop organizational culture for graduate students.
Activity #1:
Promote Graduate Faculty and Graduate Student Research
Personnel
Responsible:
Graduate Office, Department Chairs, and Graduate Faculty
Time Frame:
Spring 2009
Expected Results:
Increase in Graduate Student theses, conference presentations, and
publications.
Evaluation Technique/
Process:
Number of theses, conference presentations, and publications.
Cost:
$16,000
Resource:
Fee revenue
Goal #3: Increase new graduate student applications for graduate study.
Objective #1:
Activity#1:
Personnel
Responsible:
Align graduate program resources for growth of graduate
applications.
Target existing graduate programs and dedicate additional faculty,
scholarships, assistantships, and promotional and recruiting efforts, as
required.
VPAA, Graduate Dean, College/School Deans and Chairs, and
Graduate Program Faculty
Time Frame:
Spring 2009
Expected Results:
Increased applications in targeted programs.
Evaluation Technique/
Process:
Number of new applications and enrollment in targeted graduate
programs.
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Cost:
$120,000
Resource:
Budget request
Objective #2:
Activity #1:
Educate undergraduates
education.
at every level regarding graduate
Coordinate various efforts to provide undergraduate students with
information regarding graduate study.
Personnel
Responsible:
Graduate Studies Office and Graduate Faculty
Time Frame:
Spring 2009
Expected Results:
Increase in UTB/TSC undergraduate applications for graduate study.
Evaluation Technique/
Process:
Number UTB/TSC undergraduates enrolled in graduate programs.
Cost:
$15,000
Resource:
Fee Revenue
Objective #3:
Increase graduate students recruited from outside the region.
Activity #1:
Coordinate promotion of graduate programs outside the Valley.
Personnel
Responsible:
Graduate Studies Office and Graduate Faculty
Time Frame:
Spring 2009
Expected Results:
Increase in application and enrollment from outside the region.
Evaluation Technique/
Process:
Number enrolled from outside the region.
Cost:
$10,000 per year.
Resource:
Budget request
P-16 INITIATIVES
SUBCOMMITTEE CHARGE:
To develop and implement a five-year plan for aligning P16 Initiatives with the communities and
organizations served by UTB/TSC.
CHAIR:
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Dr. Stephen Rosales
MEMBERS:
Office of P16: Dr. Stephen Rosales
UTB/TSC Lower Rio Grande Valley P16 Council: Dr. Juliet V. Garcia, Dr. Charles Dameron, Dr.
Miguel Escotet, Dr. Stephen Rosales, Ms. Linda Fossen, Dr. Peter B. Gawenda, Dr. Daniel
Heimmermann, Mrs. Ethel Cantu, Mrs. Sylvia Leal, and the superintendents from Brownsville ISD,
Harlingen CISD, La Feria ISD, La Sara ISD, Los Fresnos CISD, Lyford ISD, Point Isabel ISD,
Raymondville ISD, Rio Hondo ISD, San Benito ISD, San Perlita ISD, Santa Maria ISD, Santa Rosa ISD,
and South Texas ISD.
HISTORY:
P-16 reflects the central vision of a coherent, flexible continuum of public education that stretches from
preschool to grade 16, culminating in a baccalaureate degree.
The role of P-16 within the institution’s big picture is about building networks and alliances and
improving our partnerships within the school districts and the community. Through these alliances, P-16
increase resources, produces better teachers, brings out solutions expressed in the data, and ultimately,
helps plant the seeds to improve teaching excellence.
BENCHMARKING/BEST PRACTICES:
The Texas Higher Education Coordinating Board P-16 Outreach division is conducting P-16 council
institutes to find out what are the best practices from around the state with various P-16 Councils.
STRENGTHS:
 The decision makers are at the table to make and suggest initiatives
 There respect and collegiality amongst the members of the council
WEAKNESSES:
 The council needs representation and participation from the business community
 Each member already has much responsibility for their own areas
OPPORTUNITIES:
 There are new connections to make with the business community
 Granting agencies could be approached for funding projects
CHALLENGES:
 Sustainability of the council without funding
 Coordinating activities that are already being in each respective area as to not add additional
duties
RECOMMENDATIONS:
The subcommittee should meet quarterly to discuss how to integrate the plans of dual enrollment and P16 initiatives.
Goal #1: Increase access to post-secondary education.
Objective #1:
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Increase the number of students participating in the Mathematics
and Science Academy to e80 students.
Activity#1:
Coordinate presentations and advertising campaign for application
process for the academy.
Personnel
Responsible:
The principal and counselor of the Mathematics and Science Academy
Time Frame:
Every Spring Semester
Expected Results:
40 quality students will be accepted into the program every fall semester.
Evaluation Technique/
Process:
90% of the students enrolled in the Mathematics and Science Academy
in their first year will be retained for the following school year.
Cost:
$0
Resource:
Mathematics and Science Academy Funds
Expected Change
In Enrollment:
The expected change in enrollment will be based on actual students
enrolled. The goal is to maintain 80 students in the program.
Goal #2: Increase college readiness
Objective #1:
Activity#1:
Recruit an additional 100 students to the Brownsville Early College
High School.
Coordinate presentations and advertising campaign for application
process for the BECHS program.
Personnel
Responsible:
The principal and counselor of the high school and the UTB/TSC liaison
Time Frame:
Every spring semester
Expected Results:
100 quality students will be accepted into the program every fall
semester.
Evaluation Technique/
Process:
90% of the students enrolled in the high school in their first year will be
retained for the following school year.
Cost:
$0
Resource:
High school funds
Expected Change
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In Enrollment:
Objective #2:
Activity#1:
Personnel
Responsible:
The expected change in enrollment will be based on actual students
enrolled. The goal is to enroll 100 students each year until there are 400
students in the program.
Increase the awareness of the College and Career Readiness
Standards (CCRS).
Coordinate presentations with faculty and school districts on the College
and Career Readiness Standards.
CCRS special advisor and UTB/TSC faculty who have been trained on
the CCRS
Time Frame:
2009 - 2010
Expected Results:
Increase awareness of the College and Career Readiness Standards for
K12 students.
Evaluation Technique/
Process:
Number of students who are college ready upon graduation will increase
by 1% each year.
Cost:
$0
Resource:
Grant from the THECB
Expected Change
In Enrollment:
The expected change in enrollment will be based on actual students
enrolled. The expected enrollment is 1% increase for new freshmen to
UTB/TSC
DUAL ENROLLMENT
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to increase the number of students enrolled by 1% per year within
the next five years.
CHAIR:
Edward Camarillo
MEMBERS:
Jose Escobedo, Jeniffer Lara and Karla Lopez
HISTORY:
In a span of eight years, the Dual Enrollment Office has seen its student population explode from 202 in
fall 2000 to 6,195 during fall 2008. During this time, more than 24 Rio Grande Valley high schools and
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one in Mathis, Texas have signed a memorandum of understanding to offer dual enrollment courses with
The University of Texas at Brownsville and Texas Southmost College. The Brownsville Independent
School District accounted for 70% of the dual enrollment population with 4,371 students participating in
fall 2008. The following statistics demonstrate the increased levels in student enrollment the last four
years since Texas Senate Bill 1528 became effective 1 September 2006.
Total Headcount
Total Dual Credit Hours
Fall 2005
2,012
7,748
Fall 2006
4,155
16,349
Fall 2007
5,809
24,412
Fall 2008
6,128
25,114
BENCHMARKING/BEST PRACTICES:
The Dual Enrollment Office has benchmarked staffing at other institutions and confirmed two critical
deficiencies”
The Dual Enrollment Office employs fewer full-time, part-time and work-study staff than at benchmarked
schools. The staffing comparison demonstrates that the ratio of staff to dual enrollment students at
UTB/TSC is about 2,900 to 1. Understaffing directly impacts the level of communication we have with
each of our partner schools and the quality of our practices.
STRENGTHS:
 In late spring 2008, the Dual Enrollment Office launched its first website.
 Dedicated staff has been able to assist dual faculty, counselors, parents, students and school
administrators on a timely manner even though enrollment numbers have grown.
 With the assistance from other Enrollment Management departments, students are registered in
their courses.
 Every year, a new school district, charter, or private school, has signed a memorandum of
understanding to offer dual enrollment with The University of Texas at Brownsville and Texas
Southmost College. Weslaco Independent School District has expressed interest for fall 2009.
 Summer Bridge programs have offered students from Mathis an opportunity to experience college
life away from home when they stayed at the Village at Fort Brown the last two years.
 A task force has been actively meeting to address all issues concerning dual enrollment.
WEAKNESSES:
 Staffing: In fall 2006, the Dual Enrollment Office had three academic advisors with one serving
additional duties as a Coordinator, two part time staff, and four First Generation grant-funded
student workers. Since fall 2007, the Dual Enrollment Office has been operating with one
Interim Coordinator, one academic advisor and two part-time staff with limited hours.
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
Funding: No budgetary specifics exist for Dual Enrollment. Part time staff is paid through grants
or through other departments’ budget on a rotating basis. Travel has been limited to $2,500 per
school year, making it difficult to conduct outreach activities throughout the Rio Grande Valley
and impacting rapport with the local high schools.

Increase cross training for first year Dual Faculty in the use of Blackboard, Scorpion Online
grading, and registration process is needed.

Marketing process: Due to limited funding, launching television ads, creating Dual Enrollment
awareness videos, purchasing advertising ads in The Brownsville Herald, Valley Morning Star
and The Monitor do not exist.
OPPORTUNITIES:
 Implementing Early College High School.
 Tapping into areas STC and/or TSTC cannot offer dual.
 Explore offering dual in other Rio Grande Valley school districts such as Roma and Rio Grande
City.
CHALLENGES:
 Attracting non Pre-AP and non AP students to enroll in Dual Enrollment courses.
 Increasing dual faculty stipend.
 Creating incentives to recruit dual faculty.
 Resources and funding are either limited or do not exist.
RECOMMENDATIONS:
Although the Dual Enrollment Office is severely understaffed with little budgetary support, students have
been able to enroll in courses due to the strong foundation created within the Enrollment Management
departments and the local school districts. The following are the recommendations to achieve the dual
goals and objectives.
Goal #1: Increase recruitment efforts of prospective Dual Enrollment students.
Objective #1:
Activity#1:
Conduct Dual Enrollment Nights to attract students from the service
area.
Increase the number of middle school presentations throughout the
school year.
Personnel
Responsible:
Dual Enrollment and New Student Relations
Time Frame:
Fall 2009
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
25 individual presentations will be conducted throughout the next year in
order to provide leveled participation for each school district.
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Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
200
Activity#2:
Use alumni to attend middle school/high school presentations
Personnel
Responsible:
Dual Enrollment and Institutional Advancement
Time Frame:
Fall 2009
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
1% of all dual enrollment alumni will be contacted and asked to
participate in making presentations at their home high school
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
200
Activity#3:
Increase on-campus Dual Enrollment activities to include orientation to
all university services.
Personnel
Responsible:
Dual Enrollment and Student Affairs
Time Frame:
Fall 2010
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
50% of increased student enrollment will be retained and continue their
education once they graduate from highs school.
Cost:
$6,000
Resource:
Budget request
Expected Change
In Enrollment:
200
Activity #4:
Provide funding for dual summer bridge program.
Personnel
Responsible:
Dual Enrollment
Time Frame:
Summer 2010
Expected Results:
Increase knowledge and experience of high school students by attending
classes and workshops on the main campus for a summer session.
Therefore, encouraging students to continue on to post-secondary
institutions after high school.
Evaluation Technique/
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Process:
Conduct a survey for parents, faculty, staff and students at the beginning
and end of program. This would be conducted through the Office of
Institutional Research and Planning.
Cost:
Resources:
$400,000
Budget request
Expected Change
In Enrollment:
400
Activity #5:
Fund staffing for Dual Enrollment
Personnel
Responsible:
Enrollment Management
Time Frame:
Fall 2009
Expected Results:
Sufficient resources needed to conduct proper customer service and
individual attention needed to coordinate and advise with local high
school counselors, students, parents and school district administrators.
This would also allow UTB/TSC to have a liaison between high school
administrators and university staff and faculty.
Evaluation Technique/
Process:
A survey will be created and conducted through the Office of
Institutional Research and Planning on a biannual basis.
Cost:
$45,500
Resource:
Budget request
Expected Change
In Enrollment:
500
Goal #2:
Create and launch a marketing strategy aimed at increasing awareness of dual
enrollment opportunities to all high school students.
Objective #1:
Activity#1:
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Develop recruiting and marketing strategies to attract Pre-AP and
AP students.
Create social networking websites such as MySpace, Facebook and
Twitter to promote Dual Enrollment.
Personnel
Responsible:
Dual Enrollment and Marketing and Communications
Time Frame:
Fall 2009
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
Number of hits on website counter and online admission applications
submitted. Dual Enrollment Website log in’s will increase by 25% as
well as increase the usage of applying on-line admissions applications
submitted.
Cost:
$15,000
Resource:
Budget request
Expected Change
In Enrollment:
100
Activity#2:
Create recruiting video in English and Spanish and coordinate with
school districts to promote awareness of dual enrollment opportunities
through the use of Channel 1.
Personnel
Responsible:
Dual Enrollment and Marketing and Communications
Time Frame:
Fall 2009
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
10% of all partner high schools will view recruiting video. Increased
marketing efforts by creating a video will improve enrollment figures.
Cost:
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
150
Activity#3:
Create advertising ads and distribute to local high schools and middle
schools.
Personnel
Responsible:
Dual Enrollment and Marketing and Communications
Time Frame:
Fall 2009
Expected Results:
Increase the number of qualified prospective students by 200 annually
Evaluation Technique/
Process:
60% of all dual enrollment students will have access to advertising
efforts which will educate students about the program.
Cost:
155
$10,000
Resource:
Budget request
Expected Change
In Enrollment:
100
STRATEGIC DIRECTION 3.2:
MAINTAIN AFFORDABILITY
SCHOLARSHIPS/FINANCIAL AID
SUBCOMMITTEE CHARGE:
Document current student aid provided to UTB/TSC students and develop, implement and evaluate a
five-year plan that includes goals, objectives, action plans, timelines, assessment plans and resources
needed to increase the scholarships and other aid offered to students by 10 % in 2010 and by 25 % by
2013.
CHAIR:
Mari Chapa
MEMBERS:
Perla Martinez, Paula Garcia, Sandra I. Garcia, Alberto M. Juarez, Yolanda Leal and Maria G. Castillo
HISTORY:
Financial aid and scholarships play a critical role in the chronicles of UTB/TSC. Due to the low
economic conditions of the service area, the percentage of students who receive some type of financial
assistance averages about 80%. Although the financial aid programs and scholarships have grown
dramatically over the last ten years (260%), scholarships are not a level where we can adequately reward
deserving students or help those with unmet need. The following statistics demonstrate the increased
levels of assistance for 1997-98 and the current figures for 2007-2008:
1997-1998
2007-2008
Grants
$10,856,000
CWS
$629,080
$733,399
Loans
$6,808,820
$28,174,779
$650,000
$4,704,150
$1,563,122
$12,942,983
$20,507,022
$73,848,675
Scholarships
Sponsorships
And other aid
Total
$27,293,364
It is evident by the statistics that students have opted to request student loans to make up part of their
unmet need. Since student loans are easy to obtain with deferment of payments until after graduation,
many students do not realize the impact of their debt until repayment comes. Increases in grants,
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scholarships and sponsorships would help replace some of the unmet need, helping reduce student
indebtedness.
In an effort to provide additional funding to meet the increases in tuition and fees, several initiatives have
been developed:
The University Scorpion Scholars program was implemented in the fall of 2006 to increase the number
and size of awards to top 10% high school graduates. The program offers 100 students from the service
area a four year scholarship including tuition, fees, books, and room and board if space is available.
Students must meet program criteria for four years.
Scholarships have increased from $1.2 million in 2002-2003 to $4.7 million in 2007-2008, an increase of
more than 283%. Projected goals from the initial five-year plan were exceeded beyond expectations.
Beginning in 2006-2007, a new university program called Imagine College! Program was established.
This program will offer a four year guarantee of tuition and fees to students whose family income is
$25,000 or less. Students must continue to meet specific program requirements for four years.
BENCHMARKING/BEST PRACTICES:
Scholarships
While the UTB/TSC partnership is in its early years, Texas Southmost College enjoys a long-standing,
deep rooted history in this community. It only stands to reason that scholarships, at least for TSC, should
be numerous with a well-established donor base. With new initiatives like the University Scorpion
Scholars Program and the Imagine College! Program, we are moving closer to establishing ourselves as
solid competitors in providing greater access to deserving students.
Staffing
The Office of Student Financial Assistance has benchmarked staffing at other institutions and confirmed
two critical deficiencies:
Full-time staff numbers for the Office of Student Financial Assistance at UTB/TSC are lower than
benchmarked schools. Part-time and work-study staff members are considerably lower also.
A staffing comparison demonstrates that the ratio of staff to financial aid students at UTB/TSC is about
635 to 1, not including our 6,000 dual enrollments. Understaffing directly impacts the financial aid
packaging process, the timeliness of awards, the quality of customer service and the effective
administration of financial aid programs.
Publications
UTB/TSC has suffered from a systematic plan to produce and replace professional-quality publications.
New sources of funding are needed to continue the printing of the following professional publications:








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THE UTB/TSC View book (English and Spanish)
College of Liberal Arts Brochure
College of Science, Math and Technology Brochure
School of Health Sciences Brochure
School of Education Brochure
School of Business Brochure
Office of Student Financial Assistance Brochure
Office of Student Financial Assistance Checklist


Office of Student Financial Assistance FAFSA Postcards
School of Education Programs Inserts
STRENGTHS:
The major strengths in scholarships and financial assistance include:









A well-trained and dedicated staff
Increased use of technology to expedite awards
Increased contact with donors which encourages additional contributions
Excellent rapport with high school counselors and ISD staff
The addition of a web expert which has enhanced on-line information
Increased outreach activities (high school, middle school, parental groups, G.E.A.R. U.P
activities, University Talent Search, Upward Bound and New Student Relations)
Two Texas Guaranteed Student Loan Grants to expand freshman recruitment and retention
Inter-departmental training on financial aid/scholarships
Participation in focus groups and committees related to financial assistance and scholarship
concerns
Participation in Sting Success classes
 Increased use of Talisma Communication Program and Online Chat
 Going Green initiatives to reduce operational expenditures for an annual savings of
approximately $80,000 per year
 Currently in the implementation stages of records imaging with efficiency workflows
 Implementation of G-Force Mentorship Program to expand outreach and promote college access
WEAKNESSES:
The following represents weaknesses in financial assistance and scholarship matters:















Need for more institutional scholarships
Many endowments not fully funded
Lack of scholarship incentives for foreign students
Understaffed, full-time employees
Need for additional administrative staff
Need for additional computer analysts staff
Need for full-time telephone staff
Need for full-time counter staff
Need for staff for extended hours
Limited office operations resources
Limited part-time staff resources
Insufficient budget for student workers (work-study)
Insufficient travel budget for conferences, training and personal development
Need for more Datatel customization of the financial aid module
Inadequate Space
OPPORTUNITIES:
In developing initiatives, goals and objectives, there would be successes in all areas:
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






Student recruitment, retention and success
Donor satisfaction and recognition
Community-building opportunities: involving families in financial aid and scholarship awareness
activities
Encouraging first-generation recruitments
Rewarding excellence through long-term scholarship incentives
Improving the university image throughout the service area and beyond
Promoting the university through professional publications, videos, and other student oriented
media (i.e. blogs, text messaging, and creative e-mail campaigns).
CHALLENGES:
There are no challenges that cannot be met when student success is the focal point of our initiatives.
Inadequate staffing and resources will impact the timeliness or anticipated effectiveness of the financial
aid and scholarship objectives, but they will be accomplished in the end.
RECOMMENDATIONS:
With the purpose of meeting the charge, the Scholarship Advisory Sub-Committee has developed the
following goals and objectives. Detailed activities, timeframes, expectations and costs are included in the
Strategic Action Plans attached.
Goal #1: Implement strategic awarding philosophies to attract and support the
undergraduate and graduate populations that will promote student persistence,
success and graduation.
Objective #1:
Activity #1:
Develop scholarships and grants specifically targeted for: transfer
students, high demand majors, technical programs, senior education
majors who are student teaching, graduate and doctoral students,
international students, undocumented students and less than halftime students.
Increase the number of scholarships and scholarship funds for
specifically targeted populations.
Personnel
Responsible:
Financial Aid and Scholarship personnel
Time Frame:
Fall 2010
Expected Results:
Increase scholarships to the student population by 10% in 2010.
Evaluation Technique/
Process:
An additional $400,000 in scholarships will be distributed to the student
populations designated. Using database records, contributions and
participating donors will be analyzed to determine the success of the
campaign.
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Cost:
None
Resource:
Scholarship funds to be determined
Expected Change
In Enrollment:
Objective #2:
Activity#1:
7% increase in enrollment
Develop a full four-year tuition/fees/books scholarship for
valedictorians and salutatorians in the UTB/TSC service area.
Increase the number of scholarships and scholarship funds for high
achievers.
Personnel
Responsible:
Scholarship Office and Development Office personnel
Time Frame:
Fall 2011
Expected Results:
In collaboration with the Office of Development, seek endowment
support to jump start the program.
Evaluation Technique/
Process:
Track the number of incoming freshmen enrolling who are valedictorians
and salutatorians using transcript information, data queries and and
collaboration with senior high school counselors.
Cost:
$5,000 for advertising, printing and postage costs.
Resource:
Scholarship funds to be determined.
Expected Change
In Enrollment:
2% increase in enrollment
Objective #3:
Activity#1:
Increase scholarship funds for the Imagine College! Program to
include book allowances.
Find new sources of funding for books and require students to donate
purchased books to the UTB/TSC Lending Library.
Personnel
Responsible:
Financial Aid and Scholarship personnel
Time Frame:
Fall 2010
Expected Results:
Students will be assured of having sufficient financial assistance to
purchase books in time for the first class day.
Evaluation Technique/
Process:
An additional 25% participation in the program is expected by providing
more scholarship dollars. Database queries of total dollars
developed/expended and total number of students served will be
developed and analyzed. Student success will be measured through grade
160
and completion evaluations; surveys will be used to determine student
satisfaction. The numbers of lending library textbooks will be evaluated
through inventory before and after the semesters.
Cost:
None
Resource:
Scholarship funds to be determined; applications for grant funds in
place.
Expected Change
In Enrollment:
5% increase in enrollment
Goal #2: Increase scholarship funds by 15% by 2010 and by 25% by 2012.
Objective #1:
Activity#1:
Promote scholarship given by area businesses and corporations.
Increase the collaboration between area businesses and UTB/TSC by
providing scholarship dollars to deserving students.
Personnel
Responsible:
Financial Aid and Scholarship personnel
Time Frame:
Fall 2012
Expected Results:
Increase corporate funding by 10% in 2010.
Evaluation Technique/
Process:
The additional increase will be determined by the response of area
businesses and corporations and the new dollars generated. Surveys of
the donors, including expected outcomes, specific departmental awarding
or general scholarships are preferred, and corporate commitment will be
analyzed to determine if the advertising and focus of the objectives are
succeeding. The analysis will be used to adjust expectations, if
necessary, anticipating that there may be economic restrictions at the
present time.
Cost:
$5,000 for advertising, printing and postage costs to increase
corporate participation.
Resource:
Scholarship funds to be determined.
Expected Change
In Enrollment:
3% increase in enrollment
Objective #2:
Activity #2:
161
Increase alumni scholarship donations.
Increase the number of scholarships and scholarship funds for UTB/TSC
students by establishing long-term relationships with alumni.
Personnel
Responsible:
Scholarship Office and Development Office personnel
Time Frame:
Fall 2012
Expected Results:
Establish UTB/TSC Alumni Scholars Program
Evaluation Technique/
Process:
Customization of Colleague Module that interfaces with alumni database
or other related software must be established to fully automate this
objective. Database queries of total dollars developed/expended and total
number of new students served, retention, and graduation statistics will
be analyzed to determine the impact of these funds on student persistence
and success.
.
Cost:
$10,000 for developing alumni donation brochure and initial postage
costs. Thereafter, communication can be achieved via e-mails.
Resource:
Scholarship funds to be determined.
Expended Change
In Enrollment:
3% increase in enrollment
Objective #3:
Expand Scorpion Scholars program.
Activity #1:
Expand Scorpion Scholars program
Personnel
Responsible:
Dr. Vince Solis, Associate Vice President for Student Affairs
Time Frame:
Fall 2011
Expected Results:
Increase level of funding to support an additional 10 students per year
(10% increase) as well as offer adequate administrative support. The
University Scorpion Scholars (USS) program was established in 2005 to
recruit top 10% graduates from the region and offer them a four-year
comprehensive scholarship in order to attract top students to UTB/TSC.
The cohort has requirements to maintain a 3.0 overall grade point
average as well as take 15 hours to encourage four year graduation rates.
The success (79% retention) of the first three cohorts indicates this
initiative encourages increased graduation rates and academic success.
Evaluation Technique/
Process:
90% of USS students will be retained and graduate from UTB/TSC in
four years or less. They will also indicate a high level of satisfaction
with their student experience, academic achievement and career plans
through an assessment of graduation USS participants.
Cost:
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$1,060,000 for scholarships to sustain current funding needs and grow
participation rate by 10% and $208,000 for two full-time staff and 5 peer
mentors and operations expenditures.
Resource:
Expected Change
In Enrollment:
Objective #4:
Activity #1:
Designated tuition set aside, designated tuition, and scholarship fundraising initiatives.
Increase in four-year graduation rates, freshman to sophomore retention
rate, and overall student satisfaction.
Adjust Student Employment Initiative’s salaries, from $8.25/hr to
$8.75/hr, to reflect the Federal Minimum Wage increase from
$6.55/hr. to $7.25/hr. scheduled for July 24, 2009.
Adjust the SEI participants salaries from $8.25/hr to $8.75/hr, to preserve
a salary differential between minimum wage and SEI participants.
Increase P/T wages from $356,738 to $430,738.
Personnel
Responsible:
Juan Andres Rodriguez, Director of Career Services
Time Frame:
Fall 2009
Expected Results:
The SEI program has given students an opportunity to work in a
professional setting where they can enhance what they already learned.
In some cases, because they have never worked before they learn things
they might have never been exposed to or been taught in class. The
internships also provide mentoring, future employment opportunities and
personal references. SEI participants’ retention rates are in the high 90%
(significantly higher than the general student population).
Evaluation Technique/
Process:
Student performance is measured though mid-semester and end of the
year evaluations. These evaluations are designed to allow the
supervisors/student to reflect on the overall internship experience. The
program also evaluates end-of-semester GPA and credit completion rates
by participant.
Cost:
$74,000/year
Resource:
Designated tuition set-aside, external grant funding.
Expected Change
In Enrollment:
Increase in four year graduation rates and overall student satisfaction.
Objective #5:
Activity #1:
163
Expand the Student Employment Initiative Program (SEI)
Increase the number of eligible SEI participants by 10%
Personnel
Responsible:
Juan Andres Rodriguez, Director of Career Services
Time Frame:
Fall 2010
Expected Results:
Identify an additional 10 prospective students annually.
The SEI program has given students an opportunity to work in a
professional setting where they can enhance what they already learned.
In some cases, because they have never worked before they learn things
they might have never been exposed to or been taught in class. The
internships also provide mentoring, future employment opportunities and
personal references. SEI participants’ retention rates are in the high 90%
(significantly higher than the rest of the students)
Evaluation Technique/
Process:
End of semester GPA and Credit completion rates by participant.
Cost:
$43,000 per year
Resource:
Designated tuition set-aside, external grant funding.
Expected Change
In Enrollment:
Increase in four year graduation rates and overall student satisfaction.
TUITION REVIEW PROCESS
SUBCOMMITTEE CHARGE:
Develop a process and evaluation instrument to review proposed tuition and fee costs on an annual basis
beginning Fall 2010-2011.
CHAIR:
Mari Chapa
MEMBERS:
René Villarreal, Albert Barreda, Cindy Lerma, Claudia Heimmermann, Chet Lewis
HISTORY: None
BENCHMARKING/BEST PRACTICIES:
Research review/evaluation processes from other UT System institutions. Develop objectives and
evaluation tools from this research.
STRENGTHS:
We are an affordable post-secondary institution with innovative programs of study, small student to
teacher ratios, learning communities, open admissions and bicultural.
WEAKNESSES:
Lack of resources to provide additional student services, housing and under staffed departments.
OPPORTUNITIES:
164
To manage costs which will attract traditional and non-traditional students, first generation low income
student populations, out-of-state and international students.
CHALLENGES:
To maintain a balance between tuition and fee costs and operational expenditures.
RECOMMENDATION(S):
Pending implementation.
Goal #1: Maintain a tuition review process that ensures sensitivity to the market.
Objective #1:
Activity#1:
Benchmarking tuition and fees at comparable institutions cost of
living trends and other economic indicators.
Contact comparable institutions within the state of Texas using list
serves.
Personnel
Responsible:
René Villarreal
Time Frame:
Spring 2010
Expected
Results:
Identify similarities and differences in the institutions current tuition
rates and fee categories.
Evaluation Technique/
Process:
Objective evaluation matrix with faculty and student assessment.
Cost:
None
Resource:
None
Expected Change
In Enrollment:
2% increase in enrollment
Activity #2:
Personnel
Responsible:
René Villarreal
Time Frame:
Summer 2010
Expected Results:
Awareness and understanding of living trends and economic indicators
which effect student’s ability to pay tuition and fees.
Evaluation Technique/
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Synthesize data from assessments and benchmarks to prepare and make
recommendations to Tuition and Fee Committee.
Process:
Research of tuition and fees structure at other UT System institutions
including trends in pricing for the last five years; compare tuition costs
increases the true value of increases in gift aid verses the rate of inflation.
Committee members discuss and evaluate findings with appropriate
recommendations to the administration.
Cost:
None
Resources:
None
Expected Change
In Enrollment:
2% increase in enrollment
.
STRATEGIC DIRECTION 3.3:
IMPROVE EFFICIENCY
ORIENTATION
SUBCOMMITTEE CHARGE:
The orientation committee strives to offer an orientation program that facilitates the successful
transition of incoming students to the university through programming that supports their
academic achievements and personal development. Scorpiontation seeks to improve the
university’s retention efforts and enhance students development by helping them feel welcomed,
connected and proud of their university and its traditions.
Goals of Scorpiontation:
 To provide resources to build a foundation for the student's success in college
 To promote a sense of belonging to UTB/TSC
 To inculturate new students in college experience by raising awareness as to the universities
expectations and support services available
 Expose students to UTB/TSC traditions, such as Bougainvillea, Welcome Week, Mr. Amigo,
Posada and Pastorela, Move-in Day, Spirit Day, etc.
 To explain the academic components of college life
 Help new students begin to understand their rights and responsibilities
 Instill a sense of UTB/TSC pride in students
Purpose of Scorpiontation:
 Retain Students
 Create awareness of services offered by UTB/TSC
 Acquaint students with the campus and local environment
 Provide opportunities for the interaction with faculty, staff, and continuing students
CHAIR:
Mari Fuentes-Martin, Associate VP and Dean of Students
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MEMBERS:
David Mariscal, Irma Pacheco, Doug Stoves, Rosa Rosales Law, Jose Cano
HISTORY:
The Dean of Students Office has been responsible for the program development of UTB/TSC
Scorpiontation since 2003. Over the past six years, several innovations have been added to the
program such as Orientation Leaders, collaborating with faculty and school/colleges, the addition
of campus traditions and displaying school pride, and a broader overview of campus services that
incoming students should be aware of. Evaluations are completed by students attending orientation
and the program changes each year based on student feedback as well as input from the
departments participating in the program. Over time, it was determined that the one-day format
did not allow enough time to provide students an appropriate perspective of college-level work and
expectations. Through the approval of an orientation fee increase, the orientation program was
expanded to a two day program in 2008 and orientation programs were held on a weekly basis. In
preparation for 2009, the Division of Student Affairs reviewed best practices in orientation that
combined the goals of academic and student affairs.
BENCHMARKING/BEST PRACTICES:
STRENGTHS:
Students are excited about entering college and earning a degree.
 Orientation leaders have been easy to recruit and bring an important peer dynamic to the program.
 Academic leaders and willing to be highly involved in Scorpiontation.
 Departmental leaders throughout the campus have also shown a high level of interest in
participating in the orientation program.
WEAKNESSES:
Identifying freshmen to recruit to orientation is difficult because it is not an automated feature of
Datatel.
 Freshmen do not receive regular communication from the UTB/TSC about next steps once they
have been automated.
 Keeping students engaged throughout orientation is challenging.
 Budget is better than previous years, but still limiting in offering special perks.
 Getting orientation information out to students has to be ready earlier in year.
 Do not have orientation for transfers and non-traditional students.
OPPORTUNITIES:
Numerous departments want to reach out to new students as they first arrive on campus and want to
participate in orientation.
 Develop a marketing and communication plan for orientation that excites students about
orientation.
 Collaborating with various departments to offer summer bridge programs with
orientation.
 Using Orientation SEI leaders to take lead on recruiting new students to orientation.
 Admissions and Administrative Computing are assisting with automating the
identification of new students.
 Using Talisma to coordinate communication with new students.
 Development of print guides will improve sources of information for students.
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

Scheduling and developing orientation programs for transfer students and non-traditional
students.
Coordinate more outreach to parents and families of incoming students.
CHALLENGES:
Coordination of orientation program is a large responsibility. Planning early and collaborating with many
individuals and departments is essential to carry out program.
 Increasing costs affects budget from year to the next.
Goal #1: Increase participation in orientation programs by students (freshman and transfer) and
by the campus community.
Objective #1:
Improve communications with new incoming students regarding
academic programs as well as student support services.
Activity #1:
Offer an orientation program for non-traditional students.
Personnel
Responsible:
Mari Fuentes-Martin, Associate VP and Dean of Students
Time Frame:
Fall 2009
Expected Results:
To help students who are 25 or older, marries or have children,
veterans/military service, part-time students, disabled, or are returning to
college new to UTB/TSC, become familiar with the campus, academic
programs and support services..
Evaluation Technique/
Process:
Non-traditional students who attend orientation will feel prepared to
begin/continue their academic programs and know of the various
resources available on campus. This will improve graduation rates and
their overall satisfaction as students at UTB/TSC as indicated in the
graduating student survey.
Cost:
$5,000 per year
Resource:
Orientation fee and student services fee.
Expected Change
In Enrollment:
Activity #2:
Personnel
168
Improve institutional retention rates from freshman to sophomore year
and overall student satisfaction.
Re-design orientation print materials and on-line resources to offer
incoming students requirements, procedures and information regarding
testing, financial aid, registration, electronic resources, academic
advising and payment options for new students.
Responsible:
Mari Fuentes-Martin, Associate VP and Dean of Students
Time Frame:
Fall 2009
Expected Results:
Incoming students often complete the requirements for enrolling at
UTB/TSC later than the posted priority deadlines. Frequently they claim
that they were unaware of the procedures for completing essential
requirements and suffer the negative consequences of tardiness. By
offering additional outreach to new students, we can improve the
retention of freshmen students by 10%.
Evaluation Technique/
Process:
85% of freshmen surveyed during the orientation program will indicate
satisfaction with information provided to them regarding academic
programs, academic advising, support services, technical services,
registration, financial aid award status and payment options.
Additionally, an analysis of orientation attendees’ academic standing and
retention one year after their orientation attendance.
Cost:
$5,000
Resource:
Orientation Budget
Expected Change
In Enrollment:
Improve institutional retention rates from freshman to sophomore year
and overall student satisfaction.
Activity #3:
Develop on-line orientation registration and payment
Personnel
Responsible:
Mari Fuentes-Martin, Associate VP and Dean of Students
Time Frame:
Fall 2009
Expected Results:
Provide an on-line alternative for students to register for orientation to
avoid making a trip to campus. Will save students time and money by
automating the process online and billing directly to statement of
charges.
Evaluation Technique/
Process:
90% of students attending Orientation will indicate a high level of
satisfaction with the orientation registration and billing processes in the
Orientation survey.
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Cost:
N/A
Resource:
Orientation Budget
Expected Change
In Enrollment:
Activity #4:
Improve institutional retention rates from freshman to sophomore year
overall student satisfaction.
Redesign on-campus orientation to be more engaging, focus on academic
expectations and support services.
Personnel
Responsible:
Mari Fuentes-Martin, Associate VP and Dean of Students
Time Frame:
Fall 2009
Expected Results:
Orientation will be a collaborative effort between academic affairs,
enrollment services and student support services in order to provide
incoming students with a comprehensive perspective of the expectations
of college level work. Students will have a strong sense of where to go
for assistance when they begin/continue their student career at
UTB/TSC.
Evaluation Technique/
Process:
90% of students attending Orientation will indicate that they know:
 The degree program they want to pursue;
 Who their academic advisor is;
 Special programs for incoming students (L.A.M.P., C.A.M.P.
Learning communities, etc.);
 Where the tutoring and learning support services are located;
 How to access Library Resources;
 How to access technical support (Blackboard, Scorpion Online,
e-mail, etc.);
 Campus traditions and special events;
 How to access wellness activities and services on campus;
Cost:
$2,500
Resource:
Orientation Budget
Expected Change
In Enrollment:
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Improve institutional retention rates from freshman to sophomore year
and overall student satisfaction.
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STRATEGIC DIRECTION 4.1:
DEVELOP AND EXPAND ACADEMIC PROGRAMS
FACULTY LINES
SUBCOMMITTEE CHARGE:
Recommend charges in faculty lines at UTB/TSC.
CHAIR: Ethel Cantu
MEMBERS: Janna Arney, Hector Castillo, Miguel Escotet, Peter Gawenda, Daniel Heimmermann,
Eldon Nelson, Martin Shane
RECOMMENDATIONS:
Even modest increases in enrollment will place greater demand for general education courses which can
be met through additional faculty lines and/or increased class size. The class size of several courses in
social and behavioral sciences and the lecture portion of natural sciences will be increased with the
opening of the new large classroom building in fall 2009. The impact of our large, dual credit enrollment
on demand for general education courses is an unknown factor. As more students earn dual credit for
general education courses, there will be less demand for on-campus general education courses,
particularly in English, history, government, and mathematics.
Many programs have plans for expansion into emerging fields to meet the demands for a highly educated
workforce for 21 century jobs. Any expansion will require additional faculty lines. There is also a critical
need for faculty in technical fields and health professions. It is expected that the shortage of allied health
professionals will exceed the shortage of nursing by 2020. Growth in the health professions is limited by
shortages of qualified faculty and clinical sites.
All of the departments in the College of Science, Math and Technology need laboratory instructors and
assistants to take responsibility for laboratory set ups, inventory management, equipment maintenance
and repair, and training and assisting students. Some areas, such as Chemistry and Environmental
Sciences, have critical needs for additional faculty just to meet enrollment needs for their majors and for
support to other science and engineering programs. This would allow faculty to have time for research
projects and for providing expertise to the community on regional issues, including flooding potentials,
pollution problems, mapping of health needs, and shoreline restoration, all of which have economic
ramifications.
As UTB/TSC offers more graduate programs, particularly at the doctoral level, there is need for more
faculty as the number of classes is reduced for the workload and the amount of research productivity
increases. The generation of formula funding plus the competitiveness in research will generate enough
state and federal funds to sustain this expansion of faculty lines. If new faculty memebers are not hired,
the number of graduate-level courses will have to be reduced. With the number of current faculty, the
School of Education cannot accommodate all students desiring to enroll at the current time. In addition,
requests for off -campus course offerings by area school districts cannot be filled as on campus courses
have to be covered.
As UTB/TSC receives accreditation in specific disciplines, the requirements for faculty increase. With the
accreditation of the music program by the National Association of Schools of Music (NASM) comes the
obligation to add three music faculty lines. These discipline-specific accreditations are being sought:
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AACSB (Association to Advance Collegiate Schools of Business), ABET (Applied Science, Computing,
Engineering, and Technology Education), NCATE (National Council for Accreditation of Teacher
Education), and NADE (National Association for Developmental Education), and CACREP (Council for
Accreditation of Counseling and Related Educational Programs).
Number of New Faculty Positions Projected to 2010
Actual
FY
06
Field
FY
07
Planned
FY
08
FY
09
Total FY 06 to FY
10
FY
10
S.T.E.M.
6
2
4
4
5
21
Health
4
2
2
2
2
12
Business
3
2
2
2
2
11
14
2
3
4
4
27
6
2
2
2
3
15
33
10
13
14
16
86
Liberal Arts
Education
Total
Goal #1:
Increase full-time faculty by 2%.
Objective:
Increase faculty based on academic program reviews and
preliminary authority priorities.
Activity #1:
Actively recruit well-qualified faculty to fill current vacancies.
Personnel
Responsible:
Department search committees, academic deans, VPAA
Time Frame:
Fall 2009
Expected Results:
Fill current vacancies
Evaluation Technique/
Process:
Retention rate of faculty hired over next five years
Cost:
$25,500
Resource:
Budget request
Expected Change
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In Enrollment:
Larger number of classes offered to accommodate projected enrollment
growth of 2% per year, decreased time to graduation as courses are
offered to meet demand.
Activity #2:
Actively recruit well-qualified faculty to new positions created for
expansion of current programs and creation of new programs
Personnel
Responsible:
Department search committees, academic deans, VPAA
Time Frame:
Fall 2009
Expected Results:
Add faculty to areas of program growth
Evaluation Technique/
Process:
Retention rate of faculty hired over next five years
Cost:
$1,222,000
Resource:
Budget request and HEAF
Expected Change
In Enrollment:
Larger number of classes offered to accommodate projected enrollment
growth of 2% per year, increased student enrollment due to new
programs, decreased time to graduation as courses are offered to meet
demand.
REVIEW PROGRAMS AND DEGREES/DEVELOP NEW PROGRAMS
SUBCOMMITTEE CHARGE:
Develop and implement program review process and develop new programs.
CHAIR:
Ethel Cantu
MEMBERS:
Janna Arney, Miguel Escotet, Peter Gawenda, Daniel Heimmermann, Jim Holt, Eldon Nelson and Martin
Shane
HISTORY:
UTB/TSC has been granted preliminary approval for these degrees:
B.A. in Translation and Interpreting
B.S. in Biomedical Studies
B.S. in Public Health
M.A. in Corporate Communication
M.F.A. in Art Education
M.S. in Chemistry
Workforce Training and Continuing Education offers our region a wide variety of job training, computer
training, professional development, test preparation, and personal enrichment courses. Potential new
programs are designed to be self-sustaining based on charges associated with delivery and determined by
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the training needs stated by area business and industry. Customized training is provided to businesses
that qualify for the appropriate Texas Skills Development Funding.
RECOMMENDATIONS:
College of Liberal Arts
The recently developed forensic investigation program is the only one of its kind in Texas south of San
Antonio. The development of the forensic investigation associate degree and certificate are a direct and
immediate response to the recently released report, “Strengthening Forensic Science in the United States,”
in which the National Academy of Science outlines the importance of forensic science for the country’s
national security and the need for investment and training and education of nationally certified forensic
scientists. Funding is being sought for the creation of a Forensic Investigation Regional Site for Training
(F.I.R.S.T.). Preliminary planning is underway for a B.S. in Criminal Justice with special emphasis in
Forensic Investigation as well as a special emphasis in Digital and Media Forensics (Computer Forensics)
with the Computer & Information Sciences Department in the College of Science, Math and Technology.
The Modern Languages Department recently developed a B.A. in Spanish Translation and Interpreting
and is now developing a M.A. in Spanish Translation. This proposed program will address the national
demand for trained (credential holding) Spanish language translators. Currently, there are only three
institutions offering masters programs and only two offer doctoral degrees in the United States.
College of Science, Mathematics, and Technology
The College is very interested in developing meaningful, curriculum-integrated research experiences for
undergraduate students, a practice that has been successful at increasing graduation rates. The Biological
Sciences Department has identified neuroscience, infectious diseases and nutrition as priority areas for
immediate development due to critical regional needs for research on Alzheimer’s, tuberculosis, and
diabetes. The department will also develop research activities in subtropical ecosystems, including water
management of critical importance for a region that currently has the Rio Grande as the only water
source, and marine ecosystems to avoid their destruction by the booming population. UTB/TSC has two
coastal field stations in South Padre Island and Port Mansfield as well as inland field stations including
“Rancho del Cielo” in the cloud forest of Tamaulipas-Mexico which provide settings for research
activities. Plans include development of a B.S. in Biomedical Sciences, MS in Applied Genomics and
Bioinformatics and a Ph.D. in Biomedical Sciences. The Physics Department expects an increase in
graduate enrollment due to the starting of the Ph.D. program with UTSA. The department is developing a
new Nanotech Institute which will build new ties with industry and open the possibilities for creating new
associate degree technical programs associated with these high- tech laboratories in biophysics, nanofabrication technologies and photonics. Currently not even TSTC in Harlingen offers programs of this
kind. The development of high tech savvy human resources in technology in association with ITECC
could play a significant transformational role in the development of our region.
The college plans to create these new interdisciplinary degree programs across several departments with
the Computer and Information Sciences Department playing a critical role, including B.S. Bio-Chemistry,
B.S. Bio-Physics, B.S. Physics and Mathematics. The Computer & Information Sciences Department also
plans to create B.S. and M.S. degrees in Software Engineering and A.A.S. and Certificates in these high
demand computing areas: Computer Networking, Computer Graphics, and Computer Game
Programming. The A.A.S. and Certificates will expand the job opportunities of science areas with a
practical, hands-on approach while maintaining the science rigor to transfer credits to a bachelor degree.
There is more potential for graduate enrollment increases as school districts encourage high school
teachers to earn graduate degrees to qualify them to teach dual-credit courses. The Mathematics
Department has redesigned its M.S. Mathematics program to make it more attractive for teachers in local
175
school districts. They will launch a G.E.A.R.U.P. cohort for an accelerated master’s in mathematics this
summer.
College of Applied Technology and General Studies
Applied technology programs offer students the ability to enter the workforce quickly and gain valuable
employment skills by pursuing certificate and associate degrees in specialized technical fields. Graduates
of two-year technical degree programs can apply their degrees toward a Bachelor of Applied Arts and
Sciences (B.A.A.S.) or Bachelor of Applied Technology (B.A.T.). The Coordinating Board has recently
given permission to expand the number and types of feeder degrees for the B.A.T. and B.A.A.S. and is
granting the development of additional tracks for the BAT. Significant enrollment growth is expected in
the B.A.T. and B.A.A.S., particularly as it is marketed to veterans and military personnel under the new
GI Bill. Currently the college has articulation agreements covering 81 college campuses throughout
Texas, but is not able to efficiently serve these campuses due to limited personnel. Enrollment growth is
also expected in the B.A.A.S. Legal Studies program based on its partnership with UT TeleCampus in
creating a completion degree for A.A.S. in Paralegal Studies students for a Fall 2009 launch. UT
TeleCampus is working with UTB/TSC to create a partnership with community colleges throughout the
state to market this degree so additional faculty will be needed. The B.A.T. and B.A.A.S. programs will
become increasingly important for the Governors goals of “Closing the Gaps” and “Seamless Transition”
for primarily career/technical program graduates. Another degree program under development is the BA
in General Studies to meet the demand by students for a broad multidisciplinary background for a variety
of careers in local business and industry
The Industrial Technology Department develops programs and changes curriculum to meet the changes in
technology and industry and is striving to meet accreditation requirements. Of particular interest is the
development of green building technology. The maintenance and up-grading of equipment for all
programs is a necessity that requires an investment of hundreds of thousands of dollars.
Consideration is being given to the creation of a developmental college that would centralize
developmental education under one dean. A structure of learning communities with student support
would be especially beneficial to students who score developmental in more than one area since they
would learn with peers who are facing similar academic challenges. The developmental college could
serve as the hub for research on developmental education and adoption of best practices. The
developmental college could also serve as a resource for students transitioning from non-academic majors
to two and four year programs of study. There are currently THECB grants for redesigning developmental
mathematics and developmental reading courses. The READ 0322 course has been redesigned to use the
GOVT 2301 online reading material, assignments, and tests in order to help students learn both the
strategic learning objectives of the reading course and the content of the Government course. Plans are to
expand the program by linking reading to U.S. History courses. The college reading program is currently
beginning to work toward certification by the National Association of Developmental Education
(NADE).
School of Business
Enrollment should increase substantially once the School of Business is successful in securing AACSB
accreditation. While aligning resources to meet accreditation requirements, the school is also responsive
to regional and binational demands for professionals in accounting, finance, and economic development.
The school is planning an M.B.A. in Accounting to increase CPA passing rates. With the support of the
Matamoros Maquilladora Association, the school offers with the Division of Continuing Education, a
non-credit certification in supply chain management to middle management personnel of the Maquillas.
This will provide resource/infrastructure for possible launch of an M.B.A. with concentration in supply
chain management as well as an E.M.B.A. in Economic Development.
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School of Education
The School of Education strives to meet the regional need for teachers, educational administrators, and
education-related professionals. To maintain high quality standards the school is seeking national
accreditation from the National Council for Accreditation of Teacher Education (NCATE). The teacher
preparation programs have the academic collaboration of UTB/TSC Departments of Fine Arts, English
and Communications, Modern Languages, History, Biology, Computer Science, Chemistry and
Environmental Sciences, Mathematics, Physics and Astronomy, and Allied Health. The school offers
UTB/TSC’s first doctoral degree, the Ed.D. in Curriculum & Instruction with specializations in bilingual
studies, early childhood and literacy. Specialization in Leadership is pending approval for implementation
in fall 2009. Future plans call for the development of doctoral level tracks in higher education,
educational technology, and mathematics and science education. The highest enrollment of graduate
students on campus is the M.Ed. in Educational Leadership. Area school districts constantly request
special cohorts to be established and taught on their campuses to accommodate their teachers wanting to
pursue either principal or superintendent certifications. The M.Ed. in Special Education is being
restructured and will be available beginning in the fall 2009 semester. This revision will provide students
the opportunity to receive training and certification as a Board Certified Behavioral Analyst (BCBA).
Plans are currently under way to develop a school psychology program and a Autism Testing Clinic.
Faculty are currently working on (CACREP) accreditation and plans are to request and develop a separate
doctoral program in Counseling & Guidance Education. New master’s degrees with specializations in
kinesiology and exercise science are being considered for development.
School of Health Sciences
Under consideration is a plan to reorganize the School of Health Sciences into a School of Nursing and a
separate College of Life Sciences and Health Professions. Demand is very high for degrees and
certificates in health sciences as there is a growing regional, state, and national crisis for nursing and
allied health professionals in a burgeoning health care industry. Growth in these programs is limited
because of a lack of qualified faculty and clinical sites. The B.S.N. and M.S.N. programs can deliver
much of their programs online, but the L.V.N., A.D.N., and allied health programs require on-campus
courses and supervised clinical practice. To establish a School of Nursing requires additional faculty with
doctorates in nursing. Plans are to increase the clinical specialties in the M.S.N. program to include
Family Mental Health and others. Plans call for joining Diagnostic Medical Sonography and Radiology
Technology into a single department of Radiologic Science that would offer a BS degree in Radiologic
Sciences. The Bachelor of Applied Technology (B.A.T.) in Heath Services Technology is primed to
expand as the prerequisite A.A.S. degrees have been expanded to include dozens of other allied health
areas. Additionally, there will be a marked expansion of specialty tracks like Polysomnography and
Cancer Information Management. Potential new programs include collaboration with UTHSC-SA or
Houston for a Doctor of Physical Therapy degree and collaborations with UTPA for Physician Assistant,
Occupational Therapy, and Speech Pathology.
Goal #1:
Develop new programs to meet regional needs
Objective #1:
Activity #1:
Personnel
Responsible:
177
Implement new academic programs, including masters and doctoral
programs, to meet regional, state, and national needs.
Develop a Master of Science in Computer Science.
Juan Iglesias, Computer Science Department Chair, Charles Lackey,
Dean of Graduate Studies
Time Frame:
Fall 2010
Expected Results:
Implement program to meet the demand for highly qualified computer
scientists in local, regional, and national markets, including business,
industry and education
Evaluation Technique/
Process:
Approval by THECB and implementation for fall 2010
Cost:
$886,000 total over five years ($702,000 faculty, $114,500 facilities and
equipment, $43,000 for library, $26,500 for other, including promotional
materials)
Resource:
Reallocation of existing faculty salaries from teaching undergraduate
courses to graduate courses; new formula funding of $306,000 and
tuition and fees of $298,000
Expected Change
In Enrollment:
Eight new students Fall 2010; growth to 22 over five years
Activity #2:
Develop a Bachelor of Arts in Spanish Translation & Interpreting
Personnel
Responsible:
Jose Davila, Modern Languages Department, Janna Arney, special
assistant to VPAA
Time Frame:
Fall 2009
Expected Results:
Implement program to meet the demand for qualified translators and
interpreters in local, regional and national markets in business, industry
and education
Evaluation Technique/
Process:
Submit “New Program Request” for approval by UT System and
THECB
Cost:
$5,000
Resource:
Budget request for faculty stipends for course development
Expected Change
In Enrollment:
22 new students in fall 2009, growth to 67 over five years.
Activity #3
Develop a Bachelor of Arts in General Studies
Personnel
Responsible:
178
Deloria Nanze-Davis, assistant to dean of CATGS, Janna Arney, special
assistant to VPAA
Time Frame:
Fall 2010
Expected Results:
Implement program to meet the demand by students for a broad
multidisciplinary background for a variety of careers in local business
and industry
Evaluation Technique/
Process:
Submit “New Program Request” for approval by UT System and
THECB
Cost:
No cost
Resource:
Current budget; no additional costs
Expected Change
In Enrollment:
200 graduates by 2013
Objective #2:
Activity #1:
Personnel
Responsible:
Implement new certificate and applied associate’s programs to meet
business and industry needs.
Develop an Associate of Science in Architecture.
Murad Abusalim, Fine Arts Department, Janna Arney, Special Assistant
to VPAA
Time Frame:
Fall 2009
Expected Results:
Associate degree to prepare students to continue their education toward
B.S. and Master of Architecture at any of eight accredited schools of
architecture in Texas; agreement with Texas Tech to facilitate transfer of
A.S. Architecture to B.S. Architecture; lay foundation for eventual
development of B.S. in Architecture at UTB/TSC
Evaluation Technique/
Process:
Approval by Texas Southmost College Board of Trustees and
implementation Fall 2009
Cost:
$250,000
Resource:
Newly renovated facilities at the ITEC Center: administrative offices and
two large studio spaces with drafting tables, computers with AutoCAD,
office equipment and furniture; two faculty members all in current year’s
budget.
Expected Change
In Enrollment:
179
Eight new students fall 2009; growth to 30 over five years
Objective #3:
Activity #1:
Plan for preliminary authority requests in preparation for the fall
2011 Table of Programs review.
Receive proposals from academic units for new undergraduate and
graduate programs.
Personnel
Responsible:
Charley Lackey
Time Frame:
Fall 2010
Expected Results:
Identify programs to meet student demands and regional needs
Evaluation Technique/
Process:
Use published curriculum review process for submission of proposals for
review by the departmental, college, and university curriculum
committees. Follow guidelines for proposal development developed by
THECB.
Cost:
N/A
Resource:
Existing Department M&O
Expected Change
In Enrollment:
Varies depending on specific programs approved and developed
Objective #4:
Activity #1:
Increase workforce training and continuing education opportunities.
Increase the enrollment level of Workforce Training and Continuing
Education programs.
Personnel
Responsible:
Associate VP for External Affairs/Dean of WTC
Time Frame:
Fall 2009
Expected Results:
Increase enrollment from 4,585 in FY 2008 by 5% to 4,815 in FY 2009
Evaluation Technique/
Process:
Evaluate progress and add additional programs where appropriate
180
Cost:
None
Resource:
Current Budgets/Self-Sustaining programs
Expected Change
In Enrollment:
Varies depending on specific programs approved and developed
Goal #2: To Advance Academic and Economic development for the region.
Objective:
Activity 1:
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Workforce Training and Continuing Education offers our region a
wide variety of job training, computer training, professional
development, test preparation, and personal enrichment courses.
Potential new programs are designed to be self-sustaining based on
charges associated with delivery and determined by the training
needs stated by area business and industry. Customized training is
provided to businesses that qualify for the appropriate Texas Skills
Development Funding.
Increase the enrollment level of Workforce Training and Continuing
Education programs.
Personnel
Responsible:
Associate VP for External Affairs/Dean of WTCE
Time Frame:
Aug. 31, 2009
Expected
Results:
Increase enrollment from 4,585 in FY 2008 by 5% to 4,815 in FY 2009
Evaluation:
Evaluate progress and add additional programs where appropriate
Cost:
None
Resource:
Current Budgets/Self-Sustaining programs
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STRATEGIC DIRECTION 5.1:
DEVELOP PROGRAMS TO ENHANCE STUDENT SUCCESS
RETENTION/FIRST-YEAR EXPERIENCE
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to improve the retention/first-year experience of UTB/TSC
students by 2% during 2009-2010 and by 2% in each of the following five years.
CHAIR(S):
Ms. Ethel Cantu and Dr. Vincent Solis
MEMBERS:
Steven Aguilar, Dr. Beatriz Becerra, Dr.Thomas A. Britten, Ethel Cantu, Shamina G. Davis,
Dr.Louis K. Falk, Dr. Celia Flores-Feist, Hillary Frazier, Angelica M. Fuentes, Andreina Galvan,
Robin V. Garrett, Magdalena Goga, Raul Gracia, Claudia H. Heimmermann, Dr. Ruth Keitz,
Mr. Joe Lacher, Dr. Mari Fuentes-Marin, Sergio Martinez, Eugene Novogrodsky, Daniel J.
Perez, Robert P. Phaneuf, Rosalinda Rangel, Dr. Hilda Silva, Dr. Vincent R. Solis, Douglas
Stoves, Carlo Tamayo, Dr. Laura Villarreal, Dr. Joseph Zavaletta
HISTORY:
Retention/first-year experience of students has been a primary concern of the partnership between The
University of Texas at Brownsville and Texas Southmost College. Retention/first-year experience has
become one of the major components of the partnership’s strategic plan. UTB/TSC has produced a
Retention Plan which highlights a number of key retention/first year experience strategies directly
addressing the barriers that prevent students from persisting and attaining their educational goals. The
plan notes that gains in retention/first year experience and graduation rates should result from
institutionalizing key retention/first year experience strategies in the following areas:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Strengthen and expand existing pre-college programs
Integrate students and their families into the University community
Revise the academic advising system
Involve students in learning communities
Improve the developmental education program
Establish an evening and weekend program
Improve classroom instruction
Expand internships
Enhance course scheduling and registration processes
Improve financial aid processes
Make customer service a commitment
Several years ago, a retention report was produced as part of the restructuring documentation that initiated
enrollment services under a separate administrative position. Based on UTB/TSC retention data,
retention strengths and weaknesses, and current literature, the working group for this report concluded
that ultimately the issues that have an impact on students’ decisions to drop out of school can be
categorized to include: institutional, academic, life, social, and personal. The objectives that were
recommended by the working group included the following:
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1. Define retention/first year experience for the UTB/TSC partnership
2. Develop a campus wide retention plan and connect it to UTB/TSC’s strategic plan, and the
budgeting process
3. Establish a permanent Retention/first-year experience Task Force Committee
4. Establish the Office of Student Retention Services
5. Hire a Director for Student Retention Services
6. Establish a Student Courtesy Information Center
7. Revise academic advising to include retention efforts that assist students to establish greater
connections with the institution
8. Establish an organized campus wide plan that documents classroom instruction strategies aimed
at improving retention and includes follow-up, evaluation, and faculty development components
9. Establish campus-wide procedures that produce a student course schedule with minimal error and
on a timely basis
10. Establish campus-wide procedures that produce yearly catalogs (undergraduate and graduate) on
a timely basis and with accurate information relating to programs of study offered, changes in
curriculum and courses, course pre-requisites, and general student information
11. Establish campus wide procedures to guide the uniform development of publications that can be
used for recruitment purposes and inform students of departmental programs of study
12. Establish a systematic review of classrooms as they relate to students and curricular needs
13. Establish a developmental studies plan for under-prepared students
14. Establish a financial aid retention plan
15. Establish an institutional health care plan that informs students of the availability of health care
services on campus, health care education, and health care referrals
16. Incorporate into campus wide retention efforts and/or plans greater efforts to acculturate students
into campus life
In the fall 2002, the UTB/TSC partnership submitted to the Texas Higher Education Coordinating Board,
a strategic plan (Uniform Recruitment and Retention Strategic Plan Report) outlining retention efforts on
this campus. From the above information (plans), the Retention Subcommittee formulated the
recommendations for this report.
BENCHMARKING/BEST PRACTICES:
The Retention subcommittee looked at UTB-TSC retention strengths and weaknesses toward
benchmarking what has occurred on this campus and what may need to occur. Strengths and weaknesses
are listed in the next two sections. The Retention subcommittee also reviewed retention literature toward
making the recommendations for this report. Highlights of some of the literature reviewed are listed.
“Effective retention programs have come to understand that academic advising is the very core of
successful institutional efforts to educate and retain students.” - Vincent Tinto
“Persistence or retention rate of students is greatly affected by the level and quality of their interactions
with peers as well as faculty and staff.” – Alexander Astin
“Factors in students dropping or ‘stopping’ out include academic difficulty, adjustment problems, lack of
clear academic and career goals, uncertainty, lack of commitment, poor integration with college
community, incongruence, and isolation.” - Vincent Tinto
“The caring attitude of college personnel is viewed as the most potent retention force on a campus.” Noel
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“Financial concerns often affect student persistence, it is vital that advisors build strong collaborations
with the financial aid departments on campus.” - Charlie L. Nutt
“What matters most for retention…mental health services, financial aid advising, career and graduate
placement counseling, internship selection, course and major advising, and residential life improvement.”
– Howard Greene and Matthew Greene
“64 percent of beginning students with one risk factor complete a degree within 5 years, compared with
43 percent of those with three or more risk factors.” – Howard Greene and Matthew Greene
“Learning communities seek to address the deeper roots of student retention.” - Vincent Tinto
“Five conditions that are known to promote persistence— (1) high expectations for students, (2)
consistent information about institutional requirements and effective advise about the choices they have to
make regarding programs of study and future career goals, (3) students are more likely to persist and
graduate in settings that provide academic, social, and personal support, (4) students are more likely to
persist and graduate in settings that involve them as valued members of the institution, and (5) students
are more likely to persist and graduate in settings that foster learning.” - Vincent Tinto
STRENGTHS:
The following represent retention strengths for UTB/TSC:





Both UTB/TSC and national data are available documenting reasons why students withdraw
voluntarily.
Data has been collected describing the characteristics of UTB/TSC students who voluntarily
withdraw.
Campus data are available prioritizing potential barriers that may prevent students from returning.
Campus data are available that identify ways students say the institution (UTB/TSC) could help
them in continuing with college.
A number of retention efforts are currently in place at UTB/TSC. A listing of these efforts
include:
1. Intervention programs such as the Learning Enrichment Program, Outreach programs,
and A.S.P.I.R.E.
2. Retention plans in place in campus departments and other institutional components
3. Supplemental instruction
4. Sting Success Lab Courses
5. Early Alert
6. Academic Advising for incoming freshmen and developmental students
7. Academic Advising of majors included in Orientation
8. Web-based registration and the initiation of web advisor.
9. Faculty/Staff Development efforts on campus.
WEAKNESSES:
The following represents retention weaknesses for UTB/TSC:
 Retention on the UTB/TSC campus needs to be defined in terms of student persistence,
completion rates and by the levels of certificate and/or degree attainment.
 Retention efforts across campus must be coordinated, followed-through and evaluated.
 Campus retention efforts must include an organized plan with follow-up and evaluation that
addresses the following:
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1.
2.
3.
4.
5.
6.
7.
8.
student customer service
developmental education
publications
academic advising
financial aid
recruitment
academic programs and course offering
student services addressing satisfaction toward social, personal, health-related, and academic
issues in the adjustments of students to college
9. student life
OPPORTUNITIES:
Opportunities for retention/first-year experience on UTB-TSC campus:
 Increase retention—which in turn makes recruitment easier.
 Report success (e.g., graduation) at all levels of the UTB-TSC partnership.
 Maintain an ongoing retention plan with evaluation of retention projects and/or activities.
 Develop a retention model as a showcase for articulation between community colleges
and four-year institutions.
CHALLENGES:
Challenges to retention/first-year experience on campus:
 Appropriate funding (resources) for retention projects.
 Appropriate faculty and staff for retention projects.
 Developing a campus-wide retention plan with an on-going evaluation component.
 Appropriate and timely academic advising (including course requirement checks) to
students.
RECOMMENDATIONS:
Toward increasing retention/first-year experience at The University of Texas at Brownsville and Texas
Southmost College, the Retention/First Year Experience subcommittee recommends the following goals,
objectives and activities.
Goal #1: Develop and maintain consistent and accurate information about institutional
requirements for students.
Objective # 1:
Activity #1:
First year students are required to be advised by Academic Advisors
prior to completing registration
Personnel
Responsible:
Claudia Heimmermann, Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Increase retention by 2% and all first year students will have “a degree
plan in their hands”
Evaluation Technique/
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Implement mandatory academic advising for all first-time students
Process:
Students will develop an educational plan to successfully complete their
degree goals. This will be reviewed by registration reports and student
surveys conducted after each open registration period and orientation
sessions
Cost:
None
Resource:
Budget Request
Expected Change
In Enrollment:
Objective#2:
Activity #1:
There will be a 2% increase in retention. (37 new first-year students by
Fall 2010; 37 new first-year students by Fall 2011; 38 new first-year
students by Fall 2012; 39 new first-year students by Fall 2013; 40 new
first-year students by Fall 2014)
Conduct Academic Advising Orientation sessions at
surrounding high schools
Assign academic advisors to visit the local high schools to meet with
incoming freshmen to discuss their academic interests and to align those
interests with the appropriate programs of study. In addition, these
orientations will provide an ideal opportunity for incoming freshmen to
start building strong working relationships with their respective academic
advisors
Personnel
Responsible:
Claudia Heimmermann, Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Students will gain a road map to graduation and retention rates will
increase
Evaluation Technique/
Process:
90% of incoming freshmen will have been exposed to the
institution’s programs of study and degree options prior to enrolling as
degree-seeking students
Cost:
None
Resource:
Current Budget
Expected Change
In Enrollment:
Objective #3:
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This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Improve orientation of students to campus life.
Activity #1:
Establish Freshman Convocation.
Personnel
Responsible:
Mari Fuentes-Martin, Associate VP and Dean of Students
Time Frame:
Fall 2009
Expected Results:
To introduce new students to the UTB/TSC campus community by
welcoming them at Freshman Convocation. This event will launch their
academic and social experience as they are received by the faculty, staff,
students and administration to UTB/TSC.
Evaluation Technique/
Process:
All new incoming students (freshmen and transfer students) will be
invited to Freshman Convocation at the various Orientation programs.
70% of new students will participate in the Freshman Convocation.
Cost:
$0
Resource:
Funded by Student Service Fees (FY09).
Expected Change
In Enrollment:
Activity #2:
Personnel
Responsible:
This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Promote faculty and student engagement.
Dr. Hilda Silva, Vice President for Student Affairs
Dr. Charles Dameron, Vice President for Academic Affairs
Dr. Mari Fuentes-Martin, Associate VP and Dean of Students
Dr. Vince Solis, Associate VP for Student Affairs
Ms. Ethel Cantu, Associate VP for Academic Affairs
Time Frame:
Fall 2008-Fall 2009
Expected Results:
Students are often intimidated in approaching faculty with simple
questions or to ask for additional help. By encouraging more
faculty/student engagement outside of the traditional classroom, students
may begin to feel more comfortable in establishing relationships with
faculty that can lead to academic fulfillment, career guidance, graduate
school mentoring, etc. Faculty may also develop a stronger role in
academic and career advising of lower level students and/or graduating
seniors.
Evaluation Technique/
Process:
10 new collaborative events or programs will be sponsored by Student
and Academic Affairs which promote faculty and student engagement.
Cost:
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$0
Resource:
Expected Change
In Enrollment:
Activity #3:
Personnel
Responsible:
Funded by Student Service Fees (FY09).
This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Engage students through participation in wellness and recreation
programs.
Laurie Braden, director of Campus Recreation,
Dr. Eugenia Curet, director of Student Health Services
Time Frame:
Fall 2009
Expected Results:
Along with a lifetime of education, UTB/TSC strives to guide students to
learn the skills for a lifetime of good health. Programs will be designed
to guide students’ knowledge and engagement in activities and programs
that encourage proper nutrition, value of exercise, good mental health,
good choices regarding social/peer pressure, the adverse affects of drugs
and alcohol, and other pertinent wellness topics.
Evaluation Technique/
Process:
90% of students who receive a satisfaction survey after visiting the REK
Center will indicate that they:
 learned about proper exercise techniques;
 had access to expert advice about exercise and nutrition;
 felt that they were in a safe environment for exercise and
learning;
 felt that the staff were responsive to their wellness needs.
75% of incoming students will visit the REK Center at least three times
per semester in their first year.
90% of students who receive a satisfaction survey after visit Student
Health Services will indicate that:
 their expectations for visiting the clinic were met
 they were satisfied with the level of care offered by support and
medical staff;
 the counseling staff offered the appropriate level of support for
the original concern/need;
 that they would recommend the services to their fellow students.
75% of incoming students will visit the Student Health Services at least
once per semester in their first year.
50% of incoming students will participate in a health fair, workshop or
other outreach program sponsored by Student Health Services.
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Cost:
$0
Resource:
Current Campus Recreation and Student Health Services budgets.
Expected Change
In Enrollment:
Activity #4:
This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Residential students will indicate a high level of engagement in campus
life because of their housing experience.
Personnel
Responsible:
Doug Stoves, director of Residential Life and Housing
Time Frame:
Fall 2009-fall 2010
Expected Results:
Students living on-campus will have more access and information of
campus events because of their proximity to campus and through the
encouragement of Resident Assistants. Engaging new students in
campus events in their first six weeks will encourage their satisfaction at
UTB/TSC and improve retention.
Evaluation Technique/
Process:
Student satisfaction surveys will be conducted every semester to
measure students’ opinions about housing, campus life and student
support services on campus. Student satisfaction with their overall
experience from 90% to 95%.
Cost:
$0
Resource:
Current funding in Residential Life budget.
Expected Change
In Enrollment:
This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Activity #5:
Secure funding to build new student housing per the Student Housing
Master Plan.
Personnel
Responsible:
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Dr. Hilda Silva, Vice President for Student Affairs
Dr. Vince Solis, Associate VP for Student Affairs
Dr. David Pearson, Vice President for Partnership Affairs
Doug Stoves, Director of Residential Life and Housing
Time Frame:
Fall 2012
Expected Results:
Increase capacity of residential life by 110%. Construction of new
student housing would increase the current number of beds from 320 to
720. Additional beds would also encourage recruitment of students from
out of the local service district.
Evaluation Technique/
Process:
Current facilities will have to be assessed for determine how much
longer occupancy can be sustained and safety requirements.
Occupancy rates and charges will be benchmarked with peer institution
housing and local housing market.
Outside vendor will open doors to additional housing for students in Fall
2009 with capacity for 400 students.
Cost:
Estimated $20 million.
Resource:
Loan from University of Texas System or bonds to support initial
construction and related expenditures. Student Affairs and Financial
Affairs staff will have to develop financial prospectus to develop
breakeven or revenue generating budget for loan repayment and
operational needs.
Expected Change
In Enrollment:
This activity will contribute to the overall projected 2% increase in
retention of new first-year students.
Goal #2: Provide academic support to students with goal of improving retention.
Objective #1:
Activity #1:
Improve on-going academic advising assistance to students by
implementing a case management system
To provide qualified, specially trained advisors to advise students at
Academic Advising Center, in academic departments, via Talisma, and
through tele-counseling.
Personnel
Responsible:
Claudia Heimmermann, Academic Advising staff
Time Frame:
Fall 2010
Expected Results:
Students develop positive relationship with faculty/staff and gain a sense
of “belonging” to UTB/TSC
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
advisors. There will be an increased level of satisfaction based on
retention reports and student surveys because students who perceive that
someone cares about them and that they belong to the university
191
community will be more likely to be academically successful than those
who do not feel any sense of care by the institution.
Cost:
Hiring of 10 additional academic advisors ($460,000)
Resource:
Budget Request
Expected Change
In Enrollment:
Activity#2:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Provide academic advisors for presentations in the SPCH 1315 Applied
Communication, classes. As an assignment for the class, students are
required to visit the Academic Advising Center and to acquire a degree
plan. SPCH 1315 currently offers modules similar to those taught in
traditional first-year experience seminars/courses
Personnel
Responsible:
Claudia Heimmermann, Academic Advising staff
Time Frame:
Fall 2010
Expected Results:
Students will develop positive relationship with Academic Advisor and
gain “sense of belonging” to the University; all students will have a
declared major
Evaluation Technique/
Process:
All SPCH 1315 students will be surveyed upon completion of the course.
90% of participants will have a declared major and/or an area of interest
in which to focus as they navigate through their academic career.
Cost:
None
Resource:
Academic Advising staff
Expected Change
In Enrollment:
Activity # 3:
Personnel
Responsible:
Time Frame:
192
Fall 2008 reports indicate that 933 students enrolled in SPCH 1315
courses. This represents 5.4% of total student enrollment. Participation
in this course can reduce the rate of attrition by at least 2%.
Implement Retention Alert a Datatel/Colleague module, to further assist
students who may be experiencing academic difficulties
Claudia H. Heimmermann, Academic Advising staff,
Information Systems staff
Fall 2010
Expected Results:
Academic advising staff, faculty, and various student support services
members will be able to take a proactive approach in assisting students
experiencing academic difficulties
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
advisors. There will be an increased level of satisfaction based on
retention reports and student surveys because students who perceive that
someone cares about them and that they belong to the university
community will be more likely to be academically successful than those
who do not feel any sense of care by the institution.
Cost:
$60,000
Resource:
Academic Advising Staff; Information Systems Staff; Datatel/Colleague
Expected Change
In Enrollment:
Objective #2:
Activity #1:
This activity will contribute to the overall projected 2% increase in
retention
Assign an academic advisor to provide advising services to distance
education students and students residing outside of the immediate
area.
Academic Advisor will have weekly contact with distance education and
out-of area students via Talisma and other electronic communications
Personnel
Responsible:
Claudia Heimmermann/Academic Advising staff
Time Frame:
Fall 2010
Expected Results:
Distance education and out-of-area students will gain a go to advisor
who can readily assist them
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
advisors. There will be an increased level of satisfaction from distance
education students based on retention reports and student surveys
because students who perceive that someone cares about them and that
they belong to the university community will be more likely to be
academically successful than those who do not feel any sense of care by
the institution.
Cost:
Hiring of additional academic advisors (requested under Goal#2,
Objective#1, Activity#1)
Resource:
Budget Request
Expected Change
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In Enrollment:
Fall 2008 reports indicate that 625 students were 100% distance
education students. This represents 3.6% of the total student enrollment.
Assigning an academic advisor that can meet the needs of these students
can reduce the rate of attrition by 2%.
ACADEMIC ADVISING
SUBCOMMITTEE CHARGE:
Develop, implement, and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to enhance academic advising services and supporting areas
that promote student success and improve the retention of students by 5% during 2009-2010 and each
year thereafter.
CHAIR:
Claudia H. Heimmermann
MEMBERS:
Aracely Alvarez, Valerie Gamez, Herminia Noriega, Aidee Park, Rosa Pena, and Juan Pequeno
HISTORY:
The University of Texas at Brownsville and Texas Southmost College (UTB/TSC) is a campus which has
enjoyed tremendous positive changes over the years. It is an institution which has grown from being a
predominantly service-oriented, preparatory campus to a degree granting university with its own
academic character and demeanor. However, the growth from being an Associate’s Degree granting
institution to one offering multiple Baccalaureate, Masters, and Doctoral programs has presented new and
unique challenges to the system. UTB/TSC places excellence in learning and teaching at the core of its
commitments. It seeks to help students at all levels develop the skills of critical thinking, quantitative
analysis, and effective communications which will sustain lifelong learning. Academic Advising lies at
the heart of UTB/TSC accomplishing its mission of supporting students in the lifelong pursuit of
education. Improvement of academic advising begins with a strong administrative commitment to its
value and importance.
BENCHMARKING/BEST PRACTICES:
According to the National Academic Advising Association (NACADA) Statement of Core Values of
Academic Advising, advisors are responsible to the individuals they advise, are responsible for involving
others, when appropriate, in the advising process, are responsible to their institutions; are responsible to
higher education; are responsible to their educational community, are responsible for their professional
practices and for themselves personally.2
Therefore, academic advising does not occur in a vacuum. It is one component of a complex, intricately
interwoven network of institutional resources at every level: admissions, testing, financial aid, counseling,
outreach, learning assistance, mentoring, faculty advising, and more. In evaluating an academic advising
program’s success or failure, these are among the components that must be considered as affecting
processes and outcomes.
According to The Council for the Advancement of Standards in Higher Education (CAS) there are
thirteen components that should be included in an institution’s academic advising program:
2
Copyright © 2005 by the National Academic Advising Association (NACADA)
194
1. Mission(statement): A clear delineation of the program's philosophy, goals, and objectives, with
statements of expectations for advisors and advisees
2. Program: A delineation of program components along with a description of how they operate
individually and collectively, and the expected outcomes
3. Leadership: An identifiable individual or individuals with designated responsibility, authority,
and accountability for leading and managing the advising program
4. Organization and management: An organizational structure and management system that
positions the advising program and its leadership in a manner that allows for the effective delivery
of advising services
5. Human resources: Staffing sufficient to deliver advising services and accomplish program goals
6. Financial resources: A funding level sufficient to allow goal accomplishment
7. Facilities, technology, and equipment: The location of program components in facilities
conducive to service delivery, and the provision of the technology and equipment necessary for
service delivery
8. Legal responsibilities: Advising leadership and academic advisors who are knowledgeable of
relevant laws, policies, and procedures and who provide advising services in accordance with these.
9. Equal opportunity, access, and affirmative action: Procedures, policies, and practices that ensure
that program staffing and academic advising are conducted without discrimination on the basis of
age, color, disability, gender, national origin, race, religion, sexual orientation, or veteran status
10. Campus and community relations: Creation and maintenance of effective working relationships
with relevant campus and community offices and services
11. Diversity: Recognition of the value of diversity and the promotion of opportunities that foster
awareness of and appreciation and respect for the cultures of other people
12. Ethics: Policies, procedures, and practices that ensure that advisors and the advising program
adhere to high standards of personal and professional ethics
13. Assessment and evaluation: Routine quantitative and qualitative assessment and evaluation of
the academic advising program for purposes of program and personnel accountability and
improvement
Serious deficiencies in any one of the 13 standards can impair the advising process and the program's
ability to achieve its desired outcomes. 3
In working with students to achieve their educational goals it is important for the Academic Advisor to
assimilate a plethora of information regarding the student and their own beliefs and to be able to
3
http://ctl.stanford.edu/Tomprof/postings/560.html ; http://www.cas.edu
195
incorporate that information into sound, practical academic solutions. Items for evaluation include the
following:
 Background, which can include age, race, gender, generational differences, etc.,
 Academic readiness, need for remediation
 Personal goals (one-year, two-year, four-year, etc.)
 Personal or social acclimation to the college environment
 Satisfactory Academic Progress
Usually, this evaluation and recommendation process is limited to a 30-60 minute interview twice a year.
Therefore, it is imperative for the advisor and the student that a cooperative effort does exist within the
institution. UTB/TSC is committed to providing accurate and timely information, through face-to-face
meetings and through the use of technology as students are now able to use alternative methods to contact
their advisor. From the first orientation a student attends to the time of their graduation, students are
constantly reminded of the importance of seeking out academic advising. Having knowledgeable,
friendly advisors readily available makes it easier for the student to seek that help.
Knowing and using the network of available resources helps the advisor to serve as a mediator and
facilitator. The informed advisor is able to connect students to qualified persons and appropriate
programs and services. Students are then not only encouraged, but are truly able to be active participants
and make well-informed academic decisions.
Advisors are charged with upholding the specific policies, procedures, and values of their departments
and institutions. While serving as a student advocate, the advisor must also protect the integrity of the
institution.
Advisors must realize there may be more than one way to achieve a goal and therefore, must be versatile
in their approach to encouraging individual student success. To that end, advisors are responsible for
their professional practices. Continued professional growth and development is the responsibility of both
the advisor and the institution.
Typically there are three academic advising models:
1. Centralized – There is only one entirely centralized structure, the Self-Contained Model, which
is used at 14% of all institutions. The Self-Contained, along with the Split Model (see below), are
the two most frequently found at 2-year public colleges (29% and 28%, respectively). In the SelfContained Model, all advising occurs in either an advising center or a counseling center that is
staffed primarily by professional advisors or counselors; however, faculty may be assigned to
advise students at the center on a part-time basis.
What is the composition of the student body and what are their special needs? An institution
with a sizeable proportion of under-prepared, undecided, or reentry students should devote
financial and other resources to specialized advising that is effectively offered in a centralized or
shared structure, such as the Split Model. On the other hand, if the majority of students are
academically prepared and have declared majors, then a more decentralized structure would be
appropriate.
2. Decentralized, Faculty Only – used primarily at private institutions, 28% of institutions overall.
To what extent is the faculty interested in advising and willing to devote time to it? If the faculty
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are recognized and rewarded for advising, a decentralized structure is feasible. It is also costeffective, as no space or funding is needed to establish an advising center.
3. Shared
a. Supplementary Model: found at 17% of all institutions, students are assigned to a
department advisor. There is a central administrative unit with professional staff to
support the department advisors (usually faculty) by providing resources and training.
The center might serve students when they need transfer course evaluation or a degree
audit. The Supplementary is the second most popular model at both 2-year private
colleges (21%) and 4-year private institutions (26%).
b. Split Model: found at 27% of all institutions, advising is carried out by faculty in their
departments, as well as the staff of an advising center. The latter is usually responsible
for a particular subset of students (e.g., those who are undecided on a major, freshmen,
those on academic probation, pre-majors preparing for a professional program). When
students have satisfied certain criteria, such as declaring a major or completing
prerequisites for admission to a professional program, they are reassigned to advisors in
the school or department that offers their major. The Split Model is the dominant one at
4-year public colleges and universities; nearly half (46%) of these institutions are using
this model.
An ideal shared structure would take advantage of the expertise of faculty advising in their departments
(decentralized), while relying on professional advisors in a central administrative unit to meet the special
needs of students, such as incoming freshmen, academically at risk students, minority students, student
athletes, or undecided students.4
UTB/TSC uses a shared model. Due to a sizeable proportion of under-prepared, undecided, or reentry
students this model allows for the initial advising to be done at the central advising center and, at the
appropriate time, students are then referred for faculty advising in their department. The joint advising
may continue throughout.
Few topics prompt more discussion than establishing an appropriate ratio of advisees to advisors (advisor
load) in an academic advising program. Yet, the field of advising has yet to produce definitive research on
the relationship between advisor load and either student satisfaction or advisor effectiveness. The CAS
standards for academic advising provide only general parameters on this issue. The standards state the
academic advising program must be staffed adequately by individuals to accomplish its mission and
goals. In addition, the standards recommend that "sufficient personnel should be available to meet
students' advising needs without unreasonable delay. Advisors should allow an appropriate amount of
time for students to discuss plan, program, course, academic progress, and other subjects related to their
educational programs.5
4
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/org_models.htm
5
Habley, W. R. (2004). Advisor load . Retrieved -insert today's date- from the NACADA Clearinghouse of
Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/advisorload.htm
197
Many experts in the field of academic advising suggest that a target advisor load for full-time advisors
should be about 300/1 and the target advisor load for full-time instructional staff should be about 20/1.
Usually, the 'experts' immediately qualify these recommendations suggesting that many institutional
factors should be considered in determining a reasonable advisor load.
However, considering those goals, other factors must be taken into consideration, all of which are found
at UTB/TSC:






Advisors who work primarily with students who have more extensive advising needs should have
fewer advisees. The institution must decide which students need more extensive advising. On
many campuses those students are undecided, underprepared, adult, disabled, minority, and/or
first generation.
Advisors who work with students in complex academic programs that include rigorous
institutional requirements and/or state and accrediting agency requirements should have fewer
advisees.
Advisors who work with students in transition (first-year, transferring in or out) should have
fewer advisees.
Advisors who work with students in academic difficulty should have fewer advisees.
Advisors who work with international students should have fewer advisees.
Advisors (full-time) who are assigned other tasks necessary for the operation of the advising
program should have fewer advisees.6
The student-advisor ratio at UTB/TSC is currently in the range of 1:1100.
STRENGTHS:
The following represent academic advising strengths for UTB/TSC:


Facilities: Students at UTB/TSC can receive advising services at the Camille Lightner Center
by appointment or on a walk-in basis. Additionally, academic advisors are located at the
various colleges and schools throughout the University.
Academic Support: There is a desire by some faculty in certain academic areas to assist in the
academic advising of students. However, there is no formalized process for training faculty
who wish to participate in this process.
WEAKNESSES:
The following represent academic advising weaknesses for UTB/TSC:


There is an inadequate number of academic advisors to meet student demand and to establish
an appropriate case management system.
Advising is currently not mandatory.
OPPORTUNITIES:
During the first-year, intrusive contact with students is an especially important aspect of a quality
advising system as it is primary in facilitating student success. Freshmen who persist to the sophomore
level are likely to make it to the third, and retention statistics from the junior to senior year are
encouraging, according to national averages and statistics.
6
Ibid.
198
Faculty members are valuable resources in the delivery of quality advising services, and their expertise
should be utilized to a greater degree than that allowed by the current system. At the same time, however,
that important facet of their contributions to the university should be acknowledged and rewarded
appropriately in the context of workloads with respect to service, research, and teaching.
CHALLENGES:
Challenges to academic advising at UTB/TSC are:
Students at UTB/TSC are overwhelmingly first-generation students, many of whom work full or part time
and have other responsibilities outside of the classroom. Given these responsibilities, many students have
little time to meet with academic advisors regularly.
There is a lack of professional development opportunities for academic advising staff.
RECOMMENDATIONS:
This plan notes that the following goals will be key factors in enhancing student success and encouraging
students to persist in attaining a college degree:
1. Increase persistence to 2% annually and increase six-year graduation rate to 25% by 2013.
2. Improve support for students placed on probation, suspension, and students returning to good
standing
3. Complete implementation of Datatel Degree Audit System (DARS) and supporting tools: EAdvisor and Smart Reg.
4. Increase early alert referrals by 25% each year
5. Establish an advising plan focused on directing decided majors to the major-specific advisors.
Copyright © 2005 by the National Academic Advising Association (NACADA)
http://ctl.stanford.edu/Tomprof/postings/560.html ; http://www.cas.edu
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/org_models.htm
Habley, W. R. (2004). Advisor load . Retrieved -insert today's date- from the NACADA Clearinghouse
of Academic Advising Resources Web site:
http://www.nacada.ksu.edu/Clearinghouse/AdvisingIssues/advisorload.htm
Ibid.
Goal #1: Increase persistence to 2% annually and increase six-year graduation rate to
25% by 2013
Objective #1:
199
Provide students consistent information about institutional
requirements and choices regarding programs of study and future
career goals.
Activity #1:
Provide prescriptive as well as developmental advising.
Personnel
Responsible:
Claudia Heimmermann, Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Increased persistence and graduation rate
Evaluation Technique/
Process:
90% of participants will have a declared major and/or an area of interest
in which to focus as they navigate through their academic career.
Enrollment and graduation reports will be conducted periodically.
Cost:
None
Resource:
Datatel/Colleague, Degree Audit Reporting System (once fully
implemented)
Expected Change
In Enrollment:
Activity #2
There will be a 1% increase in total student enrollment each year (222
new students in Fall 2010; 227 new students in Fall 2011; 230 new
students in Fall 2012; 236 new students in Fall 2013; 240 new students in
Fall 2014)
Ensure 90% of students are apprised of expectations for being a student
in good standing (current Satisfactory Academic Progress policy).
Personnel
Responsible:
Claudia Heimmermann, Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Increased persistence and graduation rate; dissemination of information
at mandatory orientation sessions and subsequent advising sessions with
academic advisors
Evaluation Technique/
Process:
Enrollment reports will be conducted to evaluate the number of
students on probation, suspension, dismissal each semester.
Cost:
None
Resource:
Academic Advising Staff
Expected Change
In Enrollment:
Objective #2:
200
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Develop a communication plan designed to inform students about all
the academic services available to them and encourage them to
assume responsibility for their own academic decisions.
Activity #1:
Design a Talisma e-mail campaign with strategies to succeed in college
which will be consistent with the academic calendar (Preparing for midterms/finals, grade point average calculations, Satisfactory Academic
Progress, etc.). Design similar campaign for weekly student newspaper,
The Collegian.
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009 and every semester thereafter
Expected Results:
Increased graduation rates
Evaluation Technique/
Process:
Student surveys; increased number in academic advising appointments;
graduation rates
Cost:
None
Resource:
Talisma software, The Collegian
Expected Change
In Enrollment:
Objective #3:
Activity#1:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014.)
Encourage students to enroll in learning communities and/or other
linked courses.
Provide students with information about the benefits of learning
communities and/or linked courses.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
2% of students will enroll in learning community and/or linked courses
Evaluation Technique/
Process:
Enrollment reports will be used to access number of students
enrolled in learning communities and/or other linked courses. The
number of students enrolled in these type courses will increase each year.
201
Cost:
None
Resource:
Academic Advising staff
Expected Change
In Enrollment:
Objective #4:
An increase by 2% in learning community/linked courses enrollment
Increase the number of outreach events by academic advisors to
currently enrolled students.
Activity#1:
Provide college-specific career fairs and similar type events.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Students will be better informed about Programs of Study and
opportunities available to them
Evaluation Technique/
Process:
There will be an increased level of students with declared programs of
study and knowledge of opportunities available to them such as campus
resources, internships, co-op programs, etc
Cost:
$5,000
Resource:
Campus resources, Talisma, direct mail methods, other advertising
Expected Change
In Enrollment:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Goal #2: Improve support for students placed on probation, suspension, and students
returning to good standing
Objective #1:
Activity #1:
202
Students will be required to set up meetings with academic advisors
to discuss reasons for academic difficulties and their current
academic standing.
Students will sign Academic Success Contract to inform them about
Satisfactory Academic Progress (SAP) policies and
consequences.
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Five percent reduction in the number of students on academic probation
and suspension. Students will expand their awareness and utilization of
university support opportunities, increase their confidence and ability to
interact productively with academic advisors and professors, and
enhance academic and life skills. Additionally, they will reinforce life
and academic goals, time-management, study skills, campus resources,
and academic advisee responsibilities.
Evaluation Technique/
Process:
80% of students placed on academic probation/suspension/dismissal will
have an Academic Success Contract
Cost:
None
Resource:
Talisma, The Collegian, phone call and direct mail communications
Expected Change
In Enrollment:
Activity #2:
Decreased number of students on academic probation and suspension by
5%
Provide “My Academic Success Plan” form to students to monitor their
academic progress throughout the semester.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Identify student weaknesses (low grades, absences, etc.) to refer to
appropriate Student Support Services
Evaluation Technique/
Process:
Document required monthly follow-up visits with individual professors
to evaluate student academic progress; SAP reports
Cost:
None
Resource:
Meetings with advisors; referrals to appropriate services such as Career
Counseling, Learning Enrichment Center, personal counseling,
educational workshops.
Expected Change
In Enrollment:
Objective #2:
203
Decrease number of students on academic probation and suspension by
5%
Meet with students individually to identify strengths and select
courses which can guarantee a successful semester
Activity #1:
Review Texas Success Initiative (TSI) required test results and students’
profiles to identify areas of strengths and weaknesses
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Document students’ awareness of their personal strengths and
weaknesses and empowering them to seek assistance from the various
support services as needed
Evaluation Technique/
Process:
Students’ transcripts, past academic performance and their impact on
future goals and objectives will be reviewed each semester
Cost:
None
Resource:
Datatel/Colleague; individual student files
Expected Change
In Enrollment:
Activity #2:
Decrease number of students on academic probation and suspension by
5%
Advise students to register for course loads appropriate to other activities
in their lives (work, family, other commitments).
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Document student awareness of appropriate course load that they will be
able to handle and complete successfully
Evaluation Technique/
Process:
Students’ transcripts, past academic performance and their impact on
future goals and objectives will be reviewed each semester.
Cost:
None
Resource:
Academic Advising Staff
Expected Change
In Enrollment:
Activity #3:
204
Decrease number of students on academic probation and suspension by
5%
Administer the Kuder Career Planning System to assist students in
course and career selection.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2010
Expected Results:
Students will be better prepared and more knowledgeable regarding
careers which match their abilities, skills, and interests
Evaluation Technique/
Process:
90% of students will have a declared major and/or an area of interest in
which to focus as they navigate through their academic career.
Enrollment and declared majors reports will be conducted periodically
Cost:
$30,000 for purchase of Kuder Career Planning System
Resource:
Academic Advising Staff; Kuder Career Planning System
Expected Change
In Enrollment:
Objective #3:
Activity #1:
Decrease number of student on academic probation and suspension by
5%
Establish open communication with academic deans and chairs
regarding SAP policies and student requirements.
Inform faculty about requirements of students who encounter academic
difficulties and request their assistance in monitoring academic progress.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Increased student retention; students will feel more comfortable
approaching their professors in order to abide by SAP contract
requirements
Evaluation Technique/
Process:
Student feedback; completed Academic Success Plans
Cost:
None
Resource:
Printing ($1,000)
Expected Change
In Enrollment:
Decrease number of students on academic probation and suspension by
5%
Goal #3: Complete implementation of Datatel Degree Audit and supporting tools: Eadvisor and Smart Reg
205
Objective #1:
Assign academic advisors who will be responsible for updating and
maintaining Degree Audit Report System.
Activity #1:
Fully implement Degree Audit Reporting System (DARS).
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Spring 2010
Expected Results:
To provide accurate program evaluations of degree plans that are easily
accessible to both academic advisors and advisees.
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
personnel. 80% of students will be able to utilize a degree audit in their
educational planning
Cost:
3 full time advisors at a salary of $45,000 (Total --$135,000 exclusive of
benefits)
Resource:
Budget Request
Expected Change
In Enrollment:
Activity #2:
There will be a 1% increase in total student enrollment (222 new students
in Fall 2010; 227 new students in Fall 2011; 230 new students in Fall
2012; 236 new students in Fall 2013; 240 new students in Fall 2014)
Appropriate personnel from Enrollment Management unit must attend
Degree Audit training to remain up-to-date with upgrades to
Datatel/Colleague mainframe
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Spring 2010
Expected Results:
To enhance skills necessary for appropriate usage of Datatel/Colleague
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
personnel. 80% of students will be able to utilize a degree audit in their
educational planning
206
Cost:
$15,000
Resource:
Budget Request
Expected Change
In Enrollment:
Objective #2:
Activity #1:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Assign Degree Audit personnel to attend University Undergraduate
Curriculum Committee (UUCC) meetings.
Attend UUCC meetings regularly to become aware of departmental
changes on Programs of Study.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Spring 2010
Expected Results:
Accurate input of Programs of Study into Datatel/Colleague
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
personnel. 80% of students will be able to utilize a degree audit in their
educational planning
Cost:
None
Resource:
Programs of Study, current undergraduate catalog
Expected Change
In Enrollment:
Activity #2:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Periodic reviews of the Texas Higher Education Coordinating Board’s
(THECB) website to ensure new and updated academic rules and
procedures are being followed.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising Staff
Time Frame:
Spring 2010
Expected Results:
To obtain accurate information and remain in compliance with the
THECB.
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
207
personnel. 80% of students will be able to utilize a degree audit in their
educational planning
Cost:
None
Resource:
Current technology
Expected Change
In Enrollment:
Objective #3:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Promote usage of Degree Audit Reporting System(DARS) and
supporting tools by students, academic advisors, faculty, and
staff.
Activity #1:
Provide workshops to train faculty and staff on appropriate usage.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Spring 2010
Expected Results:
Increased usage of DARS and increased retention and graduation rates
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
personnel. 80% of students will be able to utilize a degree audit in their
educational planning. Additionally, retention and graduation reports will
be reviewed periodically
Cost:
$10,000
Resource:
Datatel/Colleague, computer labs throughout campus
Expected Change
In Enrollment:
208
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Activity #2:
Promote the overall benefits of DARS usage by students
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Spring 2010
Expected Results:
Students will be able to evaluate their current or potential programs of
study and will be able to plan and register for courses on their own
Evaluation Technique/
Process:
The accuracy of DARS will be evaluated periodically by assigned
personnel. 80% of students will be able to utilize a degree audit in their
educational planning
Cost:
None
Resource:
Current technology and campus resources (Scorpion Online, Talisma,
Blackboard, The Collegian)
Expected Change
In Enrollment:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014.)
Goal #4: Increase Early Alert referrals by 25% each year
Objective #1:
Activity #1:
Disseminate information of Early Alert program to faculty and
academic deans at the beginning of each semester.
Set up user-friendly faculty instructions on the usage of the Early Alert
(online) Program.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Document increased usage by faculty members
Evaluation Technique/
Process:
40% of the faculty will be using the Early Alert Program and this
number will increase by 5% each year
Cost:
None
Resource:
Talisma and Blackboard
Expected Change
In Enrollment:
209
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Activity #2:
Presentation of Early Alert Initiative to appropriate Academic leaders (
Vice President for Academic Affairs and academic deans) who will in
turn disseminate information to faculty in their respective departments.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Increased number of Early Alert Referrals
Evaluation Technique/
Process:
40% of the faculty will be using the Early Alert Program and this
number will increase by 5% each year
Cost:
None
Resource:
Talisma software and Academic Advising team members
Expected Change
In Enrollment:
Objective #2:
Activity #1:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Ensure timely response of Early Alert referrals via electronic and
written communications.
Create a subcommittee within Academic Advising Staff responsible for
Early Alert referrals and subsequent student interactions.
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Increased student success in referred class
Evaluation Technique/
Process:
With the creation of this subcommittee, 95% of Early Alert referrals will
be addressed within 48 hours of receipt and students will be notified of
faculty member’s concern and reason for referral in a timely manner
Cost:
Postage (cost will depend on early alert referrals each term)
Resource:
Talisma, direct mail contact
Expected Change
210
In Enrollment:
Objective #3:
Activity #1:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Provide proper assessment and feedback to faculty and academic
leaders regarding Early Alert referrals.
Set up follow-up tracking system and reports will be generated by
Academic Advising team assigned to Early Alert referrals.
Personnel
Responsible:
Claudia Heimmermann/Academic Advising Staff
Time Frame:
Fall 2009
Expected Results:
Increased student success
Evaluation Technique/
Process:
100% of the students referred by early alert will be evaluated.
Evaluation will consist of review of final course grade and/or other
actions taken (i.e. course withdrawals)
Cost:
None
Resource:
Datatel
Expected Change
In Enrollment:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Goal #5: Establish an advising plan focused on directing decided majors to the major-specific
advisors
Objective #1:
Activity #1:
211
Academic Advisors will establish front line relationships with
students upon entering the institution and will work with students
academically, personally, and professionally through their university
careers.
Assess the number of current academic advisors in relation to the
growing student enrollment rates.
Personnel
Responsible:
Claudia Heimmermann/Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
New students will be able to identify with at least one significant person
on the campus thus establishing a “sense of belonging” to the institution
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
advisors. There will be an increased level of satisfaction based on
retention reports and student surveys because students who perceive that
someone cares about them and that they belong to the university
community will be more likely to be academically successful than those
who do not feel any sense of care by the institution.
Cost:
Already addressed in Retention/First Year Experience (Goal#2,
Objective #1, Activity #1)
Resource:
Budget Request
Expected Change
In Enrollment:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in Fall 2010; 227 new
students in Fall 2011; 230 new students in Fall 2012; 236 new students in
Fall 2013; 240 new students in Fall 2014)
Activity #2:
Assign students to Academic Advisors based on Program of Study.
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Students will have a go-to person whom they can contact when academic
issues arise. Academic Advisors will have a manageable caseload and
will be able to better monitor student success and progress
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
advisors. There will be an increased level of satisfaction based on
retention reports and student surveys because students who perceive that
someone cares about them and that they belong to the university
community will be more likely to be academically successful than those
who do not feel any sense of care by the institution.
Cost:
None
Resource:
Datatel/Colleague
Expected Change
212
In Enrollment:
Objective #2:
Activity #1:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Train interested faculty members to assist in the delivery of quality
advising services
Open the lines of communication between faculty members and
Academic Advisors so that both areas are equally informed as to
program of study updates and requirements
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2009
Expected Results:
Increased faculty involvement and overall student satisfaction
Evaluation Technique/
Process:
80% of students will be able to identify with their academic
Advisors and/or faculty mentor. There will be an increased level of
satisfaction based on retention reports and student surveys because
students who perceive that someone cares about them and that they
belong to the university community will be more likely to be
academically successful than those who do not feel any sense of care by
the institution.
Cost:
$1,000
Resource:
Datatel/Colleague and other currently available technology
Expected Change
In Enrollment:
Objective #3:
Activity #1:
213
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
Establish an advisement plan for dual enrollment students
Develop eight-year plans for students enrolled in high schools thus
getting an early start with their college career
Personnel
Responsible:
Claudia Heimmermann and Academic Advising staff
Time Frame:
Fall 2010
Expected Results:
Dually enrolled students will develop a positive relationship with their
Academic Advisors and gain a sense of “belonging” to UTB/TSC
Evaluation Technique/
Process:
80% of dual enrollment students will be able to identify with their
academic advisors. There will be an increased level of satisfaction based
on retention reports and student surveys because students who perceive
that someone cares about them and that they belong to the university
community will be more likely to be academically successful than those
who do not feel any sense of care by the institution.
Cost:
Hiring of five additional academic advisors specifically assigned to this
student population ($230,000)
Resource:
Budget Request
Expected Change
In Enrollment:
This activity will contribute to the overall projected 1% increase in total
student enrollment each year (222 new students in fall 2010; 227 new
students in fall 2011; 230 new students in fall 2012; 236 new students in
fall 2013; 240 new students in fall 2014)
DEVELOPMENTAL/GENERAL EDUCATION
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans, and resources needed to increase the retention of developmental and general education
students that results in a five percent increase in developmental and general education student retention in
each of the next five years.
CHAIR:
Ethel Cantu
MEMBERS:
Leslie Kimberling Jones, Arlene Ready, Daniel Perez
HISTORY:
The Department of Developmental and General Education was established in 2002 and is comprised of
the College Reading Program. Students taking developmental writing courses are serviced through the
English department and students taking developmental mathematics courses are serviced through the
Mathematics Department. With the passing of the Texas Success Initiative, developmental course
curricula were revamped with a focus on preparing students to be successful in college core courses.
BENCHMARKING/BEST PRACTICES:
The Texas Higher Education Coordinating Board relies heavily on the research of Dr. Hunter Boylan
concerning best practices in the field of developmental education. Specifically, the seven factors that Dr.
Boylan considers essential to the implementation of a successful developmental education program are
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institutional priority, managing expectations, assessment, advising and placement, linkage with CollegeLevel Courses, interventions, and progress monitoring. In addition, the P-16 subcommittee on
Developmental Education for the Texas Higher Education Coordinating Board has made the following
three recommendations for developmental education programs in Texas: (1) increase the preparedness of
developmental educators, (2) develop content standards that align learning objectives in developmental
education courses with credit-bearing courses and to facilitate transfer, and (3) create a developmental
education research agenda to collect and disseminate relevant data through appropriate and rigorous
research methodology.
STRENGTHS:
Developmental Reading
The College Reading Program has developed numerous strengths since its incorporation into the College
of Applied Technology and General Studies. All college reading courses are taught by full-time faculty
that are highly qualified and specialized in the field of reading and have chosen to teach developmental
reading courses. The faculty regularly attends and presents at state and national conferences when funds
are available. Collaboration within the department has led to curricular changes including vertical
alignment within developmental reading, the development of content standards that theoretically align
with those of general education courses and a focus on self-regulatory learning and transfer of learning to
general education core courses. A departmental final exam is administered to all exit level college
reading students to ensure that students are prepared to handle the academic demands expected of them in
the general education core courses. Additionally, the faculty has recently begun to collaborate with
personnel from student support services such as the Student Success Center, STING, CAMP, and
ASPIRE to bridge efforts to help developmental students. In terms of ensuring proper placement, the
faculty administers the Nelson-Denny Reading Test as a second-tier test for all three courses and doublechecks the placement of students by checking individual transcripts and test scores. Misplaced students
are contacted prior to the first day or are privately advised of the need to drop the course and add the
proper level of college reading. Developmental Mathematics
The Mathematics department’s strengths include the coordination and collaboration between faculty
teaching developmental courses and general education mathematics courses to ensure vertical alignment
and understanding of competencies. Since the faculty in the Mathematics department teach all levels of
mathematics, from developmental to undergraduate, to graduate, each faculty member is aware of the
necessary competencies at each level. The faculty has collaborated to create a standardized syllabus as
well as a standardized departmental final exam. The faculty members teaching developmental
mathematics courses are all very qualified, with both full-time and adjunct faculty required to have a
minimum of a master’s degree in mathematics. An additional strength of this department concerns the lab
support systems such as the computer assisted instruction and the pencil and paper labs that supplement
each of the developmental mathematics courses.
Developmental English
The English Department’s strengths include vertical alignment within the two writing skills courses, as
well as between developmental English and Comp I. The faculty within the English department has the
opportunity to teach developmental courses as well as general education, upper level, and graduate
courses so the expectations from one level to another are clearly understood by the faculty members. The
English Department ensures that both full-time and adjunct faculty hired to teach are highly qualified.
WEAKNESSES/CHALLENGES:
Developmental Reading
The College Reading Program services about 650-750 students per semester. With a faculty of five
teaching a full load of 15 hours each, only 500 or approximately 70% of the students receive high quality
instruction and interaction with instructors. As a result, the students enrolled in the lowest level college
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reading course receive instruction via a computer program. As of Spring 2009, all of the lowest level
reading course sections were removed from computer directed instruction reading labs and placed in to
instructor based with supplemental computer support. Research conducted during the 1980s and 1990s
concerning computer directed instruction and computer assisted instruction supports the use of computer
assisted rather than computer directed. As a result of this research, publishing companies have centered
their efforts on producing software intended to supplement rather than offer comprehensive computer
directed instruction. With limited faculty and limited software options, the College Reading Program still
strives to find creative solutions. Another weakness within the College Reading Program concerns the
lack of research and program evaluation. The College Reading faculty have established assessment
measures directly related to each course student learning outcomes. Data is collected and reported based
on institutional and SACS reporting guidelines. In addition, the College Reading Program is currently
beginning to work toward NADE—National Association of Developmental Education—certification.
With the five faculty teaching a full-load of 15 hours and not being able to service all students, it is not
feasible to ask for release time to conduct research. An additional weakness of the College Reading
Program concerns realistic content standards alignment between the developmental reading courses and
the general education core courses. This weakness is being addressed through a grant funded project
offered by THECB. College Reading is in their final year of implementing a redesigned reading course
linked with an online GOVT I course. The redesign required alignment between the curricula of the exit
level reading course and the online GOVT I course. In order to sustain and expand this horizontal
alignment project, additional linkages with GOVT 2301 and HIST 1302 will be available in Fall 2009.
The College Reading faculty continue to search for additional links with general education courses for
Spring 2010 and beyond. Finally, the passing rate of students enrolled in college reading courses from
fall 2004 to Spring 2006 averaged approximately 65%. One possible reason for this could be the isolation
from and lack of knowledge concerning general education academic competencies. This weakness has
also been addressed through the redesigned and linked efforts. The outcome of the redesigned reading and
linked Government course was 95% passing rate with a C or better for developmental students vs. 92%
for non-developmental students enrolled in comparison government course.
Developmental Mathematics
The Mathematics department has very qualified faculty teaching at all levels, however the requirement to
teach developmental education courses rather than the preference to teach these courses can often be
detrimental. Additionally, teaching developmental courses requires an understanding of and ability to
address the unique needs of these students. A terminal degree in mathematics does not necessarily
guarantee the most productive instructor. Finally, the lack of continual enrollment in mathematics
courses is a weakness as faculty often finds the need to review previously learned concepts. Despite the
numerous strengths of the Mathematics department, the passing rates of students enrolled in
developmental mathematics courses from fall 2004 to spring 2006 averaged approximately 50%.
Developmental English
The English department notes the lack of compliance, particularly by adjuncts, between the syllabus and
the expectations as a weakness. While the English department does include a full-time faculty member
serving as a liaison between full-time faculty and adjuncts, the tremendous size of the department does
not make it feasible for the two to meet together, therefore limiting communication and collaboration.
Proper placement is another weakness for developmental English. The passing rates for students enrolled
in developmental English demonstrate the great disparity in proper placement for Writing Skills I and
Writing Skills II with an average of approximately 40% of Writing Skills I students passing and an
average of approximately 60% of Writing Skills II students passing in the semesters from fall 2004-spring
2006.
OPPORTUNITIES:
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Developmental education services a large number of the total population of UTB/TSC at the beginning of
the students’ academic career. Given funds, resources, staffing, professional training, and the support
services necessary, developmental education provides an opportunity to impact retention by assuring
students have the strong foundation needed and are ready to succeed at the college level.
RECOMMENDATIONS:
The subcommittee for Developmental and General Education worked to identify the goals, objectives,
action plans, timelines, assessment plans and resources needed to increase retention of developmental and
general education students.
Goal #1:
Ensure that at least 75% of developmental students (first-time freshman cohort)
maintain a 2.0 or higher GPA (retained after one year).
Objective:
Activity #1:
Establish a permanent Developmental and General Education
Committee consisting of developmental and general education
faculty and support services personnel.
Representatives from the English Department, Mathematics department
and Developmental Reading department, support services, such as the
STING Mentor Program, the Student Success Center and other general
education departments will meet two to three times throughout a
semester to share effective practices and discuss how departments can
complement each other to ensure retention of developmental students.
Personnel
Responsible:
Dean of College of Applied Technology and General Studies
Time Frame:
Spring 2009
Expected Results:
Collaboration between general education faculty,
developmental education faculty, and support services personnel is
expected to help with the retention of developmental education students.
Evaluation Technique/
Process:
Obtain data regarding retention rates and GPA of
developmental students as well as interview former developmental
students and ask if their developmental courses prepared them for
general education courses.
Cost:
None
Resource:
None
Expected Change
In Enrollment:
Increase in retention of 2%
Goal #2: Ensure that 100% of developmental students are enrolled in the classes.
Objective #1:
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Require mandatory testing, advising, placement, and
continual enrollment in developmental courses.
Activity #1:
Create computer blocks for testing, advising, placement and continual
enrollment in developmental courses. Require students who do not meet
the minimum placement scores for developmental education courses to
follow protocol procedures implemented by each department (English,
Mathematics, College Reading) for further evaluation, counseling, or
referral to other departments as needed. Implement second-tier testing
and identify appropriate assessment instruments to help determine proper
placement.
Personnel
Responsible:
Department chairs, director of Academic Advising, registrar
Time Frame:
Spring 2009
Expected Results:
Every student who did not pass required tests will be enrolled in the
corresponding developmental course(s) and continue enrollment until the
developmental sequence has been completed. Students who score at the
lowest level for reading and writing will be referred to the Student
Success Center for further evaluation and additional assistance from
other departments (e.g. Language Institute, Disability Services).
Evaluation Technique/
Process:
Query of all students who did not pass required tests will be performed to
ensure proper class placement.
Cost:
None
Resource:
Personnel from Academic Advising and Student Success Center
Expected Change
In Enrollment:
Increased retention of 2%
Objective #2:
Activity #1:
Advisors will be trained to properly advise students into appropriate
developmental sequence.
Ensure that advisors are trained to help students register for
appropriate courses.
Personnel
Responsible:
Director of Academic Advising
Time Frame:
Spring 2009
Expected result(s):
Enrollment in developmental courses will increase.
Additional demands will be made of Advising (to help students) and
Enrollment (to enforce placement).
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Because some students may be unable to enroll as a result of the blocks,
there may be a one-semester drop in enrollment. Enrollment will bounce
back once students understand expectations and more important
enrollment should increase dramatically over time as the institution loses
fewer students to academic failure.
Students at college level will have an easier time registering for a greater
number of credit hours as seats currently taken by students at high risk of
failing are made available. As a result, enrollment in these courses
should not drop.
GPAs, both short-term and long-term, will increase for students affected
by this policy.
Retention will increase.
A greater number of students will retain financial aid as their pass rate
for courses attempted will be higher than for previous cohorts.
Evaluation technique/
process:
Outcome measures (semester and cumulative GPA, hours earned,
percentage of courses passed on first attempt) for fall 2008 and spring
2009 incoming students will be compared with comparable populations
of fall 2007 and spring 2008 students. The cohorts will be tracked for
two years and differences will be tested for statistical significance in
well-designed study that uses multivariate analysis to control for
variables such as course load and placement test scores.
Cost:
None known, though additional demands on Advising may justify the
hiring of additional personnel. Ultimately, this activity should generate
funds as retention increases.
Resources:
No additional resources should be necessary to carry out this activity.
Expected Change
In Enrollment:
Increase in retention of 2%
Objective #3:
Activity #1:
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Review and revise cut-off scores for placement in college-level
courses.
English, Reading, and Mathematics departments make recommendations
for cut-off scores for placement to Academic Standards and Records
Committee. Office of the Registrar makes changes to blocks to match
new cut-off scores.
Personnel
Responsible:
Office of the Registrar
Time frame:
Spring 2009
Expected result(s):
Enrollment in developmental courses will increase.
Students at college level will have an easier time registering for a greater
number of credit hours as seats currently taken by students at high risk of
failing are made available. As a result, enrollment in these courses
should not drop.
GPAs, both short-term and long-term, will increase for students affected
by this policy.
Retention will increase.
A greater number of students will retain financial aid as their pass rate
for courses attempted will be higher than for previous cohorts.
Evaluation Technique/
Process:
Outcome measures (semester and cumulative GPA, hours earned,
percentage of courses passed on first attempt) for fall 2008 and spring
2009 incoming students will be compared with comparable populations
of fall 2007 and spring 2008 students. The cohorts will be tracked for
two years and differences will be tested for statistical significance in
well-designed study that uses multivariate analysis to control for
variables such as course load and placement test scores.
Cost:
None known. This activity should generate funds as retention increases.
Resources:
No additional resources should be necessary to carry out this activity.
Expected Change
In Enrollment:
Increase in retention of 2%
Objective #4:
Enforce prerequisite blocks during pre-registration and following
submission of course grades.
Activity #1:
Audit enrollment to ensure that students enroll in appropriate courses
Personnel
Responsible:
Director of Academic Advising
Time Frame:
Spring 2009
Expected Results:
Students will be enrolled in the correct courses
Evaluation Technique/
Process:
Queries will be performed to ensure that appropriate blocks have been
enforced and course prerequisites have been honored
Cost:
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None
Resource:
Personnel from Academic Advising and Information Systems
Expected Change
In Enrollment:
Increase in retention of 2%
Activity #2:
Train advisors to be sure that requirements are not waived.
Personnel
Responsible:
Director of Academic Advising
Time Frame:
Spring 2009
Expected Results:
Requirements will not be waived and students will be placed
appropriately in courses
Evaluation Technique/
Process:
Query of developmental students’ class schedules will be run to ensure
that proper placement has taken place and no waivers have been
inappropriately performed
Cost:
None
Resource:
Personnel from Academic Advising and Information Systems
Expected Change
In Enrollment:
Increase in retention of 2%
Activity #3:
At the end of each semester, registration will be checked electronically to
ensure that prerequisites have been met. Students not meeting
prerequisites will be disenrolled automatically and notified both by
Email and U.S. mail.
Personnel
Responsible:
Office of the Registrar and Information Systems
Time Frame:
Spring 2009
Expected Result(s):
Students pre-registering in a course for which they fail to meet the
prerequisites will be immediately and automatically disenrolled at the
end of the semester.
Students who are dropped will need to be notified immediately and
automatically so that they can find an appropriate substitution.
Enrollment in developmental courses will increase.
GPAs, both short-term and long-term, will increase for students who
have been dropped from classes that they have little chance of passing.
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Retention will increase for these students.
A greater number of students will retain financial aid as their pass rate
for courses attempted will be higher than for previous cohorts. Students
meeting the prerequisites will have an easier time registering for a
greater number of credit hours as seats currently taken by students not
meeting the prerequisites are made available. As a result, this population
should graduate a little bit sooner than they would have otherwise.
Evaluation technique/
process:
The audit will provide statistics on the number of students currently
enrolled in inappropriate courses. Subsequent reports will show the
improvement as blocks are enforced and advisors resist waiving the
prerequisites.
Outcome measures (semester and cumulative GPA, hours earned,
percentage of courses passed on first attempt) for fall 2008 and spring
2009 incoming students will be compared with comparable populations
of fall 2007 and spring 2008 students. The cohorts will be tracked for
two years and differences will be tested for statistical significance in
well-designed study that uses multivariate analysis to control for
variables such as course load and placement test scores.
Cost:
$500 for mail outs
Resources:
No additional resources should be necessary.
Expected Change
In Enrollment:
Increase in retention of 2%
Objective # 5:
Activity #1:
Block developmental students not passing at mid-term from
preregistering.
Instructors of Developmental Reading, Writing, and Math will submit
midterm progress reports through Scorpion Online.
Personnel
Responsible:
Department faculty and chairs
Time Frame:
Spring 2009
Expected Result(s):
The percentage of developmental students passing at mid-term should
increase.
The percentage of developmental students passing their courses should
increase.
The number of students needing to be disenrolled from a course once
final grades have been submitted will decrease.
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Students meeting prerequisites will have an easier time registering for a
greater number of credit hours as seats currently taken by students at
high risk of failing are made available.
GPAs, both short-term and long-term, will increase for students affected
by this policy.
Retention will increase.
A greater number of students will retain financial aid as their pass rate
for courses attempted will be higher than for previous cohorts.
Evaluation technique/
process:
Outcome measures (semester and cumulative GPA, hours earned,
percentage of courses passed on first attempt) for Fall 2008 and Spring
2009 incoming students will be compared with comparable populations
of Fall 2007 and Spring 2008 students. The cohorts will be tracked for
two years and differences will be tested for statistical significance in
well-designed study that uses multivariate analysis to control for
variables such as course load and placement test scores.
Cost:
None known. This activity should generate funds as retention increases.
Resource:
No additional resources should be necessary to carry out
this activity once the application has been activated.
Goal #3: Increase total retention: increase retention rates of freshman to 70% and
sophomores to 60%.
Objective:
Activity #1:
Develop content standards that align learning objectives in
developmental education courses with credit-bearing courses and
facilitate transfer of knowledge and skills to other domains when
they share similar components.
Phase I: The collection of general education course task
demand information and the integration into developmental education
curricula. (1) Syllabi from a representative sample of general education
courses will identify the academic expectations of instructors and the
kinds of tasks that students will be expected to perform at this level. (2)
Data from survey instruments administered to general education
instructors may further enable identification of academic expectations.
Phase II: The Student Success Center/Division of Student Affairs
will provide support to learning communities via the Structured
Educational Advancement (S.E.A.) program: Structured Educational
Advancement Leaders (S.E.A.L.s) will provide academic and mentoring
support to cohort by helping them: identify faculty expectations, develop
and/or refine study, organizational, and communication skills to fit
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General Education and discipline-specific requirements, facilitate group
study sessions, and provide tutorial support to cohort members.
Phase III: Developmental/General Education students will enroll in
linked developmental/non-developmental courses in order to create
learning community cohorts. The Structured Educational Advancement
(SEA) program will serve to supplement learning community cohorts.
Personnel
Responsible:
Dr. Leslie Kimberling Jones and Arlene Ready, College of Applied
Technology and General Studies; Dr. Matthew Johnson, Behavioral
Sciences; and Danny Perez, Student Success Center
Time Frame:
Phase I: Fall 2009
Phase II: Fall 2010
Phase III: Fall 2011
Expected Results:
It is anticipated that developmental students will perform
comparably with students in general education regarding GPA and
retention rates after receiving instruction using tasks that are similar to
those expected of students taking general education courses.
Cost:
$45,000
Resource:
Staff for S.E.A. and faculty willing to participate in learning
communities.
Expected Change
In Enrollment:
Increase in retention of 2%
INTERNATIONAL
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed for the recruitment and retention of international students that
results in a 10 percent increase in international student enrollment in each of the next five years.
CHAIR:
Larissa F. Guijosa
MEMBERS:
Aracely Alvarez, Carlo Tamayo, Eddie Ramirez, Hector Gonzalez, Jessica Cantu, Thelma Sullivan, and
René Villarreal
HISTORY:
Since the EMAC plan of 2003, several goals were established to increase the population of international
students by 10% annually. The Office of New Student Relations, along with the Office of Admissions and
the Counseling Department, has worked to recruit a more qualified pool of international applicants and to
facilitate the already challenging enrollment process. Talisma, a customer relationship management
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system, has made communication with international students more efficient and effective. In recent years,
UTB/TSC has been listed in important international publications, such as: Dominion Press, IES, and
Hobson’s. UTB/TSC has also worked closely and participated with the Department of State and other
specialized agencies at trade missions designed to recruit international students.
The history of international education in the United States dates back to 1784 when the earliest recorded
foreign student came from Latin America to study at Yale. Later, became a liberation leader and fighter
for the independence of his country. In this Institution, however, our history only goes back to 1994 when
Thelma G. Sullivan was appointed to work with international students.
Although there were already 92 undergraduate and 23 graduate international students, there were no
organized programs and services available to them. Hilda Garcia, of the Admissions Office, was
responsible for the immigration paperwork, and Sullivan, of the Counseling Center, assisted students as
needed. There was no mandatory orientation, no Immigration Nationalization Service written rules
provided to the students and no newsletters mailed. After her appointment as International Student
Counselor, Ms. Sullivan began contacting international advisors at nearby institutions and Immigration
officials regarding INS regulation affecting foreign students.
RETENTION:
Shortly thereafter, Sullivan joined NAFSA (International Association for International Educators) and
began the education related to immigration matters. She set up semester meetings, founded the
International Students Organization and developed closer relationships with the students. She hosted an
annual barbecue for foreign students and organized the International Food Festival to promote the
awareness of cultural diversity on our campus. Today, there is a mandatory orientation at the beginning
of every semester where rules are distributed and a newsletter is mailed every semester. The club meets
once a week, celebrates the Chinese New Year every spring and International Education Week every
November. As the foreign student population increased, a database was developed to monitor foreign
students, their progress or lack thereof, their campus employment, their graduation and work permits. In
order to keep up with the ever increasing numbers of foreign students and the more strict INS regulations,
the Institution adopted a new software program developed by our current computer system company to
meet the demands of the new SEVIS (tracking system) mandated by INS. A student peer mentor was also
assigned to work closely with international students on a weekly basis.
RECRUITING:
It was surprising to have a sizable number of foreign students back in 1994, considering the fact that there
were no organized recruiting efforts to attract foreigners. The number of students coming from Mexico
continued to increase partly due to the state law passed in 1997, allowing students from Mexico with
economic need and with intentions of returning to Mexico at the end of their studies to pay tuition as
Texas residents instead of as foreign students, the creation of an international student’s web page and the
newly organized initiative to attract students from Matamoros and the surrounding areas. This initiative
resulted in the employment of a recruiter for Mexican students who has since been working steadfastly to
attract more Mexican students to our campus. Currently, there are 268 foreign students, and 241 are from
Mexico.
We speculate that another contributing factor to the growth of the foreign student population was the
approval of Senate Bill 1528 in June 2001. This allows undocumented students graduating from a Texas
public or private high school and who have lived in Texas for the previous three years (with their parents
or legal guardians and have not earned college credit previous to June 2001) to pay tuition as Texas
residents. Although this law does not seem to be very well known, some students have already taken
advantage of it.
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BENCHMARKING/BEST PRACTICES:
At the completion of our research, the following practices are not only desirable but necessary and
effective to attract and retain international students.







Design an attractive, accurate and user-friendly web site with ongoing
maintenance.
Strategically place advertising in periodicals and recruitment publications in other countries.
Create publications with a standard theme and format, advertising our different programs and
educational opportunities to be used for recruiting students.
Include faculty and staff in the process of recruiting foreign students.
Purchase state-of-the-art software that will generate personalized automatic response to all
electronic inquiries at a centralized location.
Offer scholarships and teacher and research assistantships to qualified undergraduate and
graduate international students, respectively.
Provide activities and develop programs to help the incoming international student adjust well to
the new environment.
STRENGTHS:
Our committee agreed that our programs of study, attractive facilities, school size, biculturalism, climate
and geographic location are among the best assets the University has to offer foreign students.
Competitive tuition prices and academic opportunities have definitely been contributing factors.
WEAKNESSES:
The committee recognized that the well-planned, uniformly designed printed materials and a professional
display for outreach events would serve to strengthen the recruiting of international students. Another
major weakness is the lack of available merit scholarships offered to well-deserving international
students.
Additionally, we realized that there is potential to recruit foreign and domestic students by implementing
a centralized location where all admission inquiries can be processed.
OPPORTUNITIES:
Tapping the international students market poses several opportunities. There are countless student
recruitment trade missions organized by the Department of State and other specialized agencies that have
proven to be successful. A direct link to international students from the main webpage is another way of
increasing access to information, thus facilitating the enrollment process for international students. Our
athletics department has great opportunity to attract students from overseas who may benefit from
scholarships to enroll at UTB/TSC.
CHALLENGES:
The challenges we face in recruiting international students are lack of funding, limited personnel, hiring
freeze, the war with Iraq and the environment of insecurity. Last but not least, the outbreak of Severe
Acute Respiratory Syndrome in many countries, specifically in Asian countries, where travel is restricted,
will likely hinder the recruiting efforts in those countries. Consequently, more and more people from the
United States and abroad are suspending or postponing travel plans. The Bologna Process in Europe,
enabling students within the European Union to have access to higher education, also limits the number of
foreign students in the US because of the enormous opportunities given to students, such as scholarships.
The committee feels that with implementation of the stated recommendations, it is unrealistic to expect a
noticeable increase in the enrollment of foreign students in the near future.
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RECOMMENDATIONS:
A special recommendation from the committee is to better inform all high school counselors on the
eligibility requirements of Senate Bill 1528 and to publicize this bill among the community at large in
order to provide educational opportunities to students who otherwise will not participate in higher
education.
Additionally, the New Student Relations and Admissions offices need to continue to strengthen wellplanned practices to process all university inquiries and admissions documents. Furthermore, this
committee supports the development of a well-planned, multifaceted and comprehensive marketing
strategy with a healthy budget to recruit and retain foreign students. The creation of an Office of
International Programs and Services will facilitate many of the proposed initiatives. The following are the
recommendations of the committee for goals and objectives. Specific objective activities are detailed in
the Goals and Objectives form.
Goal #1: Increase recruitment of international students enrolled at UTB/TSC by 10% annually.
Objective #1:
To increase the number of scholarships available for international
students based on merit.
Activity #1:
Search for scholarships in different search engines.
Personnel
Responsible:
Mari Chapa
Time Frame:
Fall 2010
Expected Results:
Attract bright and talented students by offering merit-based
Scholarships to international students.
Evaluation Technique/
Process:
Number of scholarships available.
Cost:
$50,000
Resource:
Budget request
Activity #2:
Identify scholarships offered to international students at other
universities.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2010
Expected Results:
Increase enrollment
Evaluation Technique/
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Process:
Cost:
Number of scholarships offered to international students
$5,000
Resource:
Budget request
Activity #3:
Create flyers and posters to advertise scholarships available.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2011
Expected Results:
Increase international students
Evaluation Technique/
Process:
Increased awareness of scholarships offered, survey
Cost:
$2,500
Resource:
Budget request
Objective #2:
Provide information to prospective international students via the
UTB/TSC website.
Activity #1:
Enhance UTB/TSC website.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2010
Expected Results:
Attract more students via electronic means and make the
webpage easier to navigate and more user-friendly.
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
$0
Resource:
Current budget
Activity #2:
Modify current application to a more condensed version for students
from Mexico (including the Mexican Tuition Waiver) and countries
other than Mexico.
Personnel
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Responsible:
Manuel Hernandez
Time Frame:
Fall 2009
Expected Results:
Attract more students via electronic means and make the webpage easier
to navigate and more user-friendly
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
$0
Resource:
Current Budget
Activity #3:
Create website option to view content in Spanish and/or other
languages.
Personnel
Responsible:
Hector Gonzalez
Time Frame:
Fall 2011
Expected Results:
Increase enrollment of international students
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
$0
Resource:
Current Budget
Activity #4:
Designate link on the main website specifically for international
students.
Personnel
Responsible:
Norma Benitez
Time Frame:
Fall 2012
Expected Results:
Increase enrollment of international students
Evaluation Technique
Process:
Surveys, focus groups
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Cost:
None
Resource:
Current budget
Activity#5:
Include all materials given to the students within the International
Students’ hyperlink.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2010
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
None
Resource:
Current budget
Activity #6:
Include video and virtual tour on the website.
Personnel
Responsible:
Carlo Tamayo
Time Frame:
Spring 2008
Expected Results:
Attract more students via electronic means and make the webpage easier
to navigate and more user-friendly
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
$15,000
Resource:
Budget request
Activity #7:
Add online payment form and test calendar for Testing.
Personnel
Responsible:
Testing, Publications
Time Frame:
Fall 2011
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Surveys, focus groups
Cost:
None
Resource:
Current budget
Objective #3:
230
Incorporate and unify recruitment efforts on campus.
Activity #1:
Combine recruitment efforts with Distance Education, the Language
Institute, Graduate Studies, and other recruiting programs on campus.
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2011
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Number of students enrolling across departments
Cost:
None
Resource:
Current Budget
Activity #2:
Meet with representatives from programs who deal with recruitment to
form standardized procedures and cross-training
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2011
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Meetings schedule to discuss progress and updates on the process
Cost:
None
Resource:
Current Budget
Activity #3:
Meet with athletic coaches to provide information on enrollment process
Personnel
Responsible:
Larissa Guijosa
Time Frame:
Fall 2010
Expected Results:
Increase assistance to international students
Evaluation Technique/
Process:
Periodic meetings to discuss progress and updates on the process
231
Cost:
None
Resources:
Current Budget
Objective #4:
Organize events to promote and recruit students to UTB/TSC
Activity #1:
Enhance Mexican Scorpion Day
Personnel
Responsible:
Hector Gonzalez
Time Frame:
Spring 2009
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Tracking the number of people attending the event, Surveys
Cost:
$10,000
Resource:
Budget request
Activity #2:
Enhance Return to Learn Series events
Personnel
Responsible:
Hector Gonzalez
Time Frame:
Fall 2009
Expected Results:
Increase international student enrollment
Evaluation Technique/
Process:
Tracking the number of people attending the event, Surveys
Cost:
$5,000
Resource:
Budget Request
Activity #3:
Continue to provide tours to prospective students and their families
Personnel
Responsible:
New Student Relations
Time Frame:
Fall 2009
Expected Results:
Promote the university by organizing events which will provide
information to prospective students and their families and also create
awareness
Evaluation Technique/
Process:
Tracking the number of people attending the event, Surveys
Cost:
232
None
Resource:
Current Budget
Activity #4:
Information booths and events in key locations at SPI during peak
seasons
Personnel
Responsible:
New Student Relations, Enrollment Management
Time Frame:
Spring 2009
Expected Results:
Promote the university by organizing events which will provide
information to prospective students and their families and also create
awareness
Evaluation Technique/
Process:
Tracking the number of people attending the event, Surveys
Cost:
$3,000
Resource:
Enrollment Management
Activity #5:
UTB/TSC Day at valley malls (prizes, music, and food)
Personnel
Responsible:
Enrollment Management, Student Affairs
Time Frame:
Fall 2009
Expected Results:
Promote the university by organizing events which will provide
information to prospective students and their families and also create
awareness, Free advertisement as a result of media coverage of events on
campus
Evaluation Technique/
Process:
Tracking the number of people attending the event, surveys
233
Cost:
$3000
Resource:
Enrollment Management
Activity #6:
Organize events to promote and recruit students to UTB/TSC. Add
carnival aspect to Open House to promote UTB/TSC
Personnel
Responsible:
Enrollment Management
Time Frame:
Summer 2010
Expected Results:
Promote the university by organizing events which will provide
information to prospective students and their families and also create
awareness, Free advertisement as a result of media coverage of events on
campus
Evaluation Technique/
Process:
Tracking the number of people attending the event, Surveys
Cost:
$5000
Resource:
Enrollment Management
Objective #5:
Activity #1:
Establishing a marketing campaign for international students.
Establishing a marketing campaign for international students. Employ
media mix for advertising (newspaper ads, billboards, radio, TV,
Internet.
Personnel
Responsible:
News and Information, Publications, New Student Relations
Time Frame:
Spring 2009
Expected Results:
Create awareness in new markets and reinforce UTB/TSC image in
existing markets
Evaluation Technique/
Process:
Focus groups, Surveys, Track calls
Cost:
$8000
Resource:
Enrollment Management
Activity #2:
New promotional/advertising materials (brochures, flyers, pamphlets,
etc.)
Personnel
Responsible:
News and Information, Publications, New Student Relations
Time Frame:
Fall 2009
Expected Results:
Create awareness in new markets and reinforce UTB/TSC image in
existing markets
Evaluation Technique/
Process:
Focus groups, surveys, track calls
234
Cost:
$5,000
Resource:
Enrollment Management
Activity #3:
Include testimonials of current students and successful alumni in
promotional materials.
Personnel
Responsible:
News and Information, Publications, New Student Relations
Time Frame:
Fall 2009
Expected Results:
Create awareness in new markets and reinforce UTB/TSC image in
existing markets
Evaluation Technique/
Process:
Focus groups, Surveys, Track calls
Cost:
$5,000
Resource:
New Student Relations
Activity #4:
Include pamphlet of UTB/TSC history in the information packets
Personnel
Responsible:
News and Information, Publications, New Student Relations
Time Frame:
Fall 2009
Expected Results:
Create awareness in new markets and reinforce UTB/TSC image in
existing markets
Evaluation Technique/
Process:
Focus groups, Surveys, Track calls
Cost:
$2,000
Resource:
Enrollment Management
Activity #5:
Advertise specific programs heavily in areas with high demands (The
Spanish program in Carolina and Georgia due to their high demand for
bilingual instructors.)
Personnel
Responsible:
News and Information, Publications, New Student Relations
Time Frame:
Spring 2009
Expected Results:
Create awareness in new markets and reinforce UTB/TSC image in
existing markets
Evaluation Technique/
Process:
Focus groups, Surveys, Track calls
Cost:
235
$3,000
Resource:
Objective #6:
Activity #1:
Enrollment Management
Recruit in local communities.
Promote the university in local gathering locations for international
families (i.e. Korean Church.)
Personnel
Responsible:
New Student Relations
Time Frame:
Summer 2009
Expected Results:
Increase in the number of international student prospective students and
applicants
Evaluation Technique/
Process:
Track the number of applications and follow up students’ enrollment
process
Cost:
$100
Resource:
New Student Relations
Activity #2:
Conduct outreach in hospitals and churches.
Personnel
Responsible:
New Student Relations
Time Frame:
Summer 2009
Expected Results:
Increase in the number of international student prospective students and
applicants
Evaluation Technique/
Process:
Track the number of applications and follow up students’ enrollment
process
236
Cost:
$150
Resource:
New Student Relations
Activity #3:
Organize events in Maquiladoras.
Personnel
Responsible:
New Student Relations
Time Frame:
Summer 2009
Expected Results:
Increase in the number of international student prospective students and
applicants
Evaluation Technique/
Process:
Track the number of applications and follow up students’ enrollment
process
Cost:
$250
Resource:
New Student Relations
Objective #7:
Activity #1:
Recruit in High Schools in Mexico.
Increase frequency of visits to high schools in Matamoros,
Reynosa, Valle Hermoso, Rio Bravo, and San Fernando.
Personnel
Responsible:
New Student Relations
Time Frame:
Fall 2009
Expected Results:
An increase in the number of prospective students from Mexico
Evaluation Technique/
Process:
Track the number of applications from students within that segment
Cost:
$200
Resource:
New Student Relations
Activity #2:
Work with schools in the interior of Mexico to promote UTB/TSC.
Personnel
Responsible:
New Student Relations
Time Frame:
Summer 2009
Expected Results:
An increase in the number of prospective students from Mexico
Evaluation Technique/
Process:
Track the number of applications from students within that segment
237
Cost
$1,500
Resource:
New Student Relations
Activity #3:
Attend various college fairs throughout Mexico.
Personnel
Responsible:
New Student Relations
Time Frame:
Fall 2009
Expected Results:
An increase in the number of prospective students from Mexico
Evaluation Technique/
Process:
Track the number of applications from students within that segment
Cost:
$3,500
Resource:
New Student Relations
Activity#4:
Work closely with Secretarías de Educación
(Tamaulipas, Querétaro, Guanajuato, etc…)
Personnel
Responsible:
New Student Relations
Time Frame:
Fall 2009
Expected Results:
An increase in the number of prospective students from Mexico
Evaluation Technique/
Process:
Track the number of applications from students within that segment
Cost:
None
Resource:
New Student Relations
Objective #8:
Activity #1:
Offer a comprehensive orientation, for all incoming international
students covering information on immigration, campus life, health
insurance, university services, and other topics relevant to their status.
Make up sessions will be available.
Personnel
Responsible:
Thelma Sullivan, Aragelia Salazar, Elsa Castillo (mentor)
Time Frame:
Fall 2009
Expected Results:
Students will be able to observe federal regulations, access services and
learn about our campus, thus adjusting faster to our campus life and
educational system
Evaluation Technique/
238
Prepare all incoming international students for a more successful
freshman experience.
Process:
Count the number of students following regulations and successfully
completing the semester.
Cost:
$1,500
Resource:
International/Multicultural Students Office budget
Activity #2:
Provide a handbook to each student that summarizes immigration
regulations, and responsibilities, area attractions and a college
vocabulary list.
Personnel
Responsible:
Time Frame:
Thelma Sullivan, Aragelia Salazar, Elsa Castillo (mentor)
Spring 2009
Expected Results:
Students will be able to observe federal regulations, access services and
learn about our campus, thus adjusting faster to our campus life and
educational system
Evaluation Technique/
Process:
Count the number of students following regulations and successfully
completing the semester.
Cost:
$800
Resource:
International/Multicultural Students Office budget
Activity #3:
Assign a mentor to guide incoming students.
Personnel
Responsible:
Thelma Sullivan, Aragelia Salazar, Elsa Castillo (mentor)
Time Frame:
Fall 2009
Expected Results:
Students will be able to observe federal regulations, access services and
learn about our campus, thus adjusting faster to our campus life and
educational system
Evaluation Technique/
Process:
Count the number of students following regulations and successfully
completing the semester.
239
Cost:
None
Resource:
International/Multicultural Students Office budget
Objective #9:
Activity #1:
Provide all incoming international students with a career path.
Conduct career exploration, inform about job outlook for career of
choice and explain about licensing and/or certification requirements.
Personnel
Responsible:
International/multicultural Students Office staff and academic advisors
Time Frame:
Fall 2009
Expected Results:
Understand the job market, follow degree requirements and plan better
their career path.
Evaluation Technique/
Process:
Review years to complete degree
Cost:
$100
Resource:
International/Multicultural Students Office budget
Activity #2:
Issue degree plan of choice and explain about degree requirements.
Personnel
Responsible:
International/multicultural Students Office staff and academic advisors
Time Frame:
Fall 2009
Expected Results:
Understand the job market, follow degree requirements and plan better
their career path.
Evaluation Technique/
Process:
Review years to complete degree
240
Cost:
$100
Resource:
International/Multicultural Students Office budget
Activity #3:
Review test scores and provide course recommendation for the first
semester.
Personnel
Responsible:
International/multicultural Students Office staff and academic advisors
Time Frame:
Fall 2009
Expected Results:
Understand the job market, follow degree requirements and plan better
their career path.
Evaluation Technique/
Process:
Review years to complete degree
Cost:
$100
Resource:
International/Multicultural Students Office budget
Activity #4:
Refer to academic advisor for career plan.
Personnel
Responsible:
International/multicultural Students Office staff and academic advisors
Time Frame:
Fall 2009
Expected Results:
Understand the job market, follow degree requirements and plan better
their career path.
Evaluation Technique/
Process:
Review years to complete degree
Cost:
$100
Resource:
International/Multicultural Students Office budget
Activity #5:
Present workshop on “how to prepare resumes and prepare for Job
interviews.”
Personnel
Responsible:
Career Services staff
Time Frame:
Each semester
Expected Results:
Better prepared to find employment
Evaluation Technique/
Process:
Conduct follow up surveys after graduation
Cost:
$40
Resource:
Career Services Office
Objective #10:
Activity #1:
Personnel
241
Promote awareness and understanding of cultural diversity.
Offer programming and activities for students.
Responsible:
International/multicultural Students Office staff, Office of the Dean of
Students
Time Frame:
Fall 2009
Expected Results:
Students who attend and participate in these activities will be better
informed about traditions, customs and perspectives from other cultures
Evaluation Technique/
Process:
Evaluations at the end of each program
Cost:
$2500
Resource:
International Students Office, Dean of Students
Office
Activity #2:
Plan activities, lectures, films and stage production that show and teach
about different cultures and ethnic groups including Chinese New Year,
International Women’s Day etc.
Personnel
Responsible:
International/multicultural Students Office staff, Office of the Dean of
Students
Time Frame:
Fall 2009
Expected Results:
Students who attend and participate in these activities will be better
informed about traditions, customs and perspectives from other cultures
Evaluation Technique/
Process:
Evaluations at the end of each program
Cost:
$2500
Resource:
International Students Office, Dean of Students
Office
Objective #11:
Activity #1:
242
Assist international students with a less than 2:00 Grade Point
Average improve their academic performance.
Meet with each student and provide a progress report that needs to be
signed by each professor to inform us on each student’s progress or lack
thereof. This report must be submitted to this office at mid-term and
again before registration begins for the following semester. Failure to
comply with this will prevent the student from registration for the
following semester.
Personnel
Responsible:
International/multicultural Students Office, Academic Advising
Time Frame:
Fall 2009
Expected Results:
Students will improve their academic performance and will not fall into
probation and/or suspension
Evaluation Technique/
Process:
Review students’ G.P.A. and academic standing at the end of the
semester
Cost:
$100
Resource:
International Students Office, Academic Advising
Expected Change
In Enrollment:
Activity #2:
A mandatory mid semester meeting is conducted for these students.
Students missing this meeting are prevented from registration.
Personnel
Responsible:
International/multicultural Students Office, Academic Advising
Time Frame:
Fall 2009
Expected Results:
Students will improve their academic performance and will not fall into
probation and/or suspension
Evaluation Technique/
Process:
Review students’ G.P.A. and academic standing at the end of the
semester
Cost:
$100
Resource:
International Students Office, Academic Advising
Activity #3:
All students are informed about the academic support services available
on campus.
Personnel
Responsible:
International/multicultural Students Office, Academic Advising
Time Frame:
Fall 2009
Expected Results:
Students will improve their academic performance and will not fall into
probation and/or suspension
Evaluation Technique/
243
Process:
Review students’ G.P.A. and academic standing at the end of the
semester
Cost:
$100
Resource:
International Students Office, Academic Advising
STRATEGIC DIRECTION 5.2:
PROGRAM AND BUILD FACILITIES TO ENHANCE STUDENT SUCCESS
CLASSROOM CAPACITY/FACULTY OFFICES/PARKING
SUBCOMMITTEE CHARGE:
Develop, implement and evaluate a five-year plan that includes goals, objectives, action plans, timelines,
assessment plans and resources needed to increase the number of students enrolled by 4.4 percent in
2007-2008 and each year thereafter to reach an enrollment of 20,000 students by 2010.
CHAIR:
Allan Peakes
MEMBERS:
Dr. Antonio N. Zavaleta, Dr. David Pearson, Veronica Mendez, Abraham Hernandez, Job Benavidez,
Juan Jose Avalos, Larry Lof, Melba Sanchez, Ethel Cantu
HISTORY:
Since its inception in 1926 as a community college and with the formation of the partnership with The
University of Texas at Brownsville in 1991, UTB/TSC has continuously embraced a strong commitment
to providing access to post-secondary opportunities, student learning, and academic excellence. The
2003-2008 Enrollment Management Plan has guided recent efforts toward increasing student access and
participation to The University of Texas at Brownsville and Texas Southmost College.
Recruitment efforts continue to focus on the strategic development, implementation, and evaluation of
activities and services needed to achieve established enrollment goals. Recruitment remains dedicated to
ensuring all activities embrace a student-centered approached that meet the needs and expectations of
prospective students and their families.
Through the services provided, the departments of Enrollment Management contribute to the institution’s
overall efforts directed at a comprehensive approach to student recruitment. Although Enrollment
Management plays a leading role in the recruitment of students to the institution, attaining enrollments
goals is a result of a planned, comprehensive, campus wide process requiring inputs from across the entire
campus. This process is inclusive of all areas of campus that have an impact the formation of perceptions,
attitudes and values of prospective students, their families, and the community. As a result of the 20032008 Enrollment Management Recruitment and Retention plan, tremendous progress has been made in
many areas.
244
STRENGTHS:
 Our Campus: The UTB/TSC campus is often referred to by visitors as one of the most beautiful
places in the Valley. The campus enjoys new facilities with new building and state of the art labs.
Many additional facilities are planned to be constructed. Focus groups and other surveys have
identified that individuals possessing the most favorable impressions of UTB/TSC are those that
have visited campus. Because of this, special emphasis is being placed on creating opportunities
for prospective students, their families and the community to visit campus.

Faculty: One of UTB/TSC’s greatest strengths is the existence of a campus culture dedicated to
increasing access, achieving the institutions enrollment goal of 20,000 by 2010 and student
success. As the formal enrollment management planning process continues across campus, a
greater awareness has been realized regarding how each area of the institution working together is
directly connected to achieving success. In addition, the UTB/TSC community is committed to
obtaining resources to support achieving equity among Hispanic in higher education

Value: UTB/TSC remains accessible to individuals seeking a post-secondary education. As a
University, tuition, and fees rates remain affordable and services help students apply for financial
aid.

Open Admissions: As an open admissions institution, UTB/TSC has the potential to offer
programs to large numbers of individuals seeking various types of a post-secondary education.
WEAKNESSES:
 Recruitment Publications Process: There is a need to enhance and strengthen a formal process
among departments, News and Information and Publications toward developing student
recruitment campaigns, publications, and messages. Because of this, publications at the
department level may not exist or lack quality.

Campus housing: By increasing the capacity available at The Village at Fort Brown complex,
UTB/TSC will be able to better meet the demands for on-campus student housing from students
that reside outside of the immediate area. As UTB/TSC enters and develops new student markets
and enrollment from outside of the area continues to grow, more on-campus housing will be
required to support the housing needs of these students.

Merit based scholarships: To attract a greater number of highly qualified students to UTB/TSC,
the number of full-ride, merit based scholarships, such as the Scorpion Scholars, needs to
continue to increase.

Funding for Television based promotional campaigns: In order to build more name recognition,
support registration and other recruitment activities more television campaigns should be
launched to advance marketing initiatives. This will ensure greater awareness of the
opportunities available at UTB/TSC throughout South Texas.

Increase cross training programs: Excellence in customer service and the ability to support the
enrollment of students has a tremendous impact on enrollment. Among those departments that
affect the recruitment of students, more opportunities for departmental cross-training of staff is
recommended.
Goal #1:
245
Increase classroom capacity to serve an additional 1865 students.
Objective #1:
Increase classroom capacity by five classrooms with a capacity
of 145 students at Recreation, Education & Kinesiology
Complex.
Activity #1:
Build Recreation, Education and Kinesiology Building.
Personnel
Responsible:
Veronica Mendez
Time Frame:
Spring 2009
Expected Results:
Creation of a 107,000 square foot facility
Evaluation Technique/
Process:
Building and Pool created and occupied
Cost:
N/A
Resource:
Bond and Student Fees
Expected Change
In Enrollment:
Very significant Expect an additional 300 per year for the building life.
Activity #2:
Increase classroom capacity by 10 classrooms with a capacity of 850
students at Large Classroom Building.
Personnel
Responsible:
Veronica Mendez
Time Frame:
Fall 2009
Expected Results:
Creation of a 37,289 square foot facility (Large Classroom Building)
Evaluation Technique/
Process:
Building created and occupied
Cost:
N/A
Resource:
Bonds
Expected Change
In Enrollment:
Very significant-Expect an additional 200 per year for the building life.
Activity #3:
246
Increase Classroom capacity by eight classrooms with a capacity of 620
students at the ITEC Center.
Personnel
Responsible:
Veronica Mendez
Time Frame:
Spring 2009
Expected Results:
Renovation of 68,000 square feet
Evaluation Technique/
Process:
Space renovated and occupied
Cost:
N/A
Resource:
Bonds
Expected Change
In Enrollment:
Very significant. Expect an additional 250 per year for the building life.
Activity #4:
Increase classroom capacity by four classrooms holding 250 students at
the Science Technology Learning Center.
Personnel
Responsible:
Veronica Mendez
Time Frame:
Spring 2011
Expected Results:
Construction of Science Technology Learning Center
Evaluation Technique/
Process:
Space created and occupied
Cost:
N/A
Resource:
Bonds
Expected Change
In Enrollment:
Very significant-Expect an additional 150 per year for the building life.
Objective #2:
Increase faculty office capacity.
Activity #1:
Renovate Cavalry Building, create 12 new Faculty offices.
Personnel
Responsible:
Dr. David Pearson, Abraham Hernandez and Allan Peakes
Time Frame:
Summer 2009
Expected Results:
Construction of new offices and support space
Evaluation Technique/
Process:
Created and occupied offices and support space
Cost:
247
N/A
Resource:
Current Budget
Expected Change
In Enrollment:
Significant- Expect an additional 50 per year for the building life.
Activity #2:
Personnel
Responsible:
Review all new and renovated construction projects to ensure adequate
faculty offices.
Dr. Antonio N. Zavaleta, Dr. David Pearson, Veronica Mendez, Allan
Peakes, Abraham Hernandez,
Time Frame:
Fall 2009
Expected Results:
Construction of new offices with increased square footage guidelines
created
Evaluation Technique/
Process:
Offices built and occupied
Cost:
N/A
Resource:
Current Budget and Bonds
Expected Change
In Enrollment:
Very significant-Number of added students is reflected in building
descriptions.
Activity #3:
Inventory all existing faculty offices and maximize space usage.
Personnel
Responsible:
Allan Peakes and Abraham Hernandez
Time Frame:
Spring 2009
Expected Results:
Increase creation of an Inventory Database
Evaluation Technique/
Process:
Prospective student database report
Cost:
N/A
Resource:
Current Budget request
Expected Change
In Enrollment:
Objective #3:
248
Significant-More efficient use of resources could add 100 students per
year.
Respond to parking capacity needs.
Activity #1:
Personnel
Responsible:
Review all new and renovated construction projects to ensure adequate
parking spaces.
Dr. David Pearson, Veronica Mendez, Allan Peakes and Abraham
Hernandez
Time Frame:
Fall 2009
Expected Results:
Creation and renovation of four new parking lots
Evaluation Technique/
Process:
Creation of an additional 300+ parking spaces
Cost:
N/A
Resource:
Current Budget
Expected Change
In Enrollment:
Very significant- Greater accessibility could add 100 students per year.
Activity #2:
Examine feasibility of a shuttle transportation system.
Personnel
Responsible:
Allan Peakes
Time Frame:
Spring 2009
Expected Results:
Campus shuttle running from Gorgas Drive through Brownsville to ITEC
and back
Evaluation Technique/
Process:
Draft plan has been created. We are in discussion with Brownsville
Urban Systems
249
Cost:
$65,000/year
Resource:
Budget request
Expected Change
In Enrollment:
Significant-Increased accessibility could add 100 students per year.
Activity #3:
Develop master plan for parking.
Personnel
Responsible:
Dr. David Pearson, Allan Peakes and Abraham Hernandez
Time Frame:
Fall 2010
Expected Results:
Creation of Master Plan
Evaluation Technique/
Process:
Implementation of Master Plan
250
Cost:
N/A
Resource:
Current budget
Expected Change
In Enrollment:
Significant-Implement of a Master Plan could add 120 students per year.
Appendix B
Financial Aid Awarded
Financial
Aid Award
Year
Number of
Unduplicated
FA
Recipients
1997-1998
Number of
FA Awards
Grant
Dollars
Awarded
Loan
Dollars
Awarded
CWS
Dollars
Awarded
Scholarship
& Other
Dollars
Awarded
Total FA
Dollars
Awarded
%
increased
in total FA
dollars
14591
$10,856,000
$6,808,820
$629,080
$2,213,122
$20,507,022
1998-1999
7263
25760
$11,614,685
$7,689,826
$683,603
$2,578,444
$22,566,557
10.04%
1999-2000
8083
27844
$13,405,640
$8,706,471
$725,143
$2,753,005
$25,590,259
13.40%
2000-2001
7995
26980
$14,654,243
$9,553,844
$782,098
$3,118,991
$28,109,175
9.84%
2001-2002
8191
30269
$18,213,840
$9,437,981
$677,231
$3,148,063
$31,477,114
11.98%
2002-2003
8916
34056
$20,842,697
$12,498,240
$770,341
$5,398,496
$39,509,774
25.52%
2003-2004
9892
35573
$21,820,259
$17,244,209
$880,946
$6,935,433
$46,880,847
18.66%
2004-2005
11433
40008
$23,449,381
$20,806,787
$800,750
$9,319,313
$54,376,231
15.99%
2005-2006
13610
47514
$25,277,428
$23,770,048
$826,909
$11,742,249
$61,616,633
13.32%
2006-2007
16409
56457
$26,333,598
$25,623,573
$852,470
$16,973,633
$69,783,274
13.25%
2007-2008
18321
65569
$27,293,364
$28,174,779
$733,399
$17,647,132
$73,848,674
5.83%
251
APPENDIX C
Goal 1: Close the Gaps in Participation
Targets for Closing the Gaps in Participation
Target One (Participation)
Increase the overall Texas higher education rate. (Fall headcount)
Actual 2005
UTB/TSC
Fall
Headcount
Enrollment
13,316
Actual 2006
15,688
Actual 2007
17,215
Actual 2008
17,189
Target 2010
18,000
Target Two (Participation)
Increase the higher education participation rate for the Black population. (Fall headcount)
Actual 2005
UTB/TSC
Fall
Headcount
Enrollment
47
Actual 2006
46
Actual 2007
58
Actual 2008
Target 2010
75
90
Target Three (Participation)
Increase the higher education participation rate for the Hispanic population. (Fall
headcount)
Actual 2005
UTB/TSC
Fall
Headcount
Enrollment
12,314
Actual 2006
14,633
Actual 2007
16,085
Actual 2008
16,131
Target 2010
16,020
Target Four (Participation)
Increase the higher education participation rate for the White population. (Fall headcount)
Actual 2005
UTB/TSC
Fall
Headcount
Enrollment
252
771
Actual 2006
815
Actual 2007
843
Actual 2008
756
Target 2010
1,800
Goal 2:
Goal 2: Close the Gaps in Success
Increase the number of degrees, certificates, and other identifiable student successes from
high quality programs.
Targets for Closing the Gaps in Success
Target One (Success)
Increase the number of students completing bachelor’s degrees, associates degrees, and
certificates.
UTB/TSC
Degrees,
Certificates
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
1,711
1,980
2,183
2,014
2,500
Target Two (Success)
Increase the number of students completing bachelor’s degrees.
UTB/TSC
Black
Hispanic
White
Other
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
1
620
41
19
1
714
51
22
1
832
63
26
1
820
44
35
5
1,064
98
19
Target Three (Success)
Increase the number of students completing associate’s degrees.
UTB/TSC
Black
Hispanic
White
Other
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
0
722
35
9
2
846
45
22
3
878
30
29
1
794
22
33
6
847
41
17
Target Four (Success)
Increase the number of students completing doctoral degrees.
UTB/TSC
Black
Hispanic
White
Other
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
Target Five (Success)
253
Increase the number of Black students completing bachelor’s degrees, associate’s degrees
and certificates.
UTB/TSC
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
2
3
4
4
11
Target Six (Success)
Increase the number of Hispanic students completing bachelor’s degrees, associate’s
degrees and certificates.
UTB/TSC
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
1,591
1,828
2,010
1,859
2,300
Target Seven (Success)
Increase the number of students completing engineering, computer science, math and
physical science bachelor’s and associate’s degrees and certificates.
UTB/TSC
Engineering
Computer
Science
Math
Physical
Science
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
107
18
48
89
25
42
126
46
49
123
66
33
84
39
39
35
6
20
2
22
9
19
5
78
28
Target Eight (Success)
Increase the number of students completing allied health and nursing bachelor’s and
associate’s degrees and certificates.
UTB/TSC
254
Actual 04-05
Actual 05-06
Actual 06-07
Actual 07-08
Target 2010
197
243
320
242
332
APPENDIX D
255
256
APPENDIX E
257
258
APPENDIX F
259
APPENDIX G
TOTAL HEADCOUNT
LEVEL
Dual Credit High School Students
Undergraduates
Graduates
GENDER
Female
Male
ETHNICITY
White, Non-Hispanic
Black
Hispanic
Asian
American Indian
Unknown
AGE
Under 18
18 - 25
26 - 35
36 - 45
Over 45
AVERAGE AGE
RESIDENCE
Brownsville
Harlingen
Los Fresnos
Olmito
Port Isabel
Raymondville
Rancho Viejo
Rio Hondo
San Benito
South Padre Island
Mexico
Other
TOTAL FTE
TOTAL SEMESTER CREDIT HOURS
FULL-TIME/PART-TIME STATUS
Students enrolled full-time
Students enrolled part-time
260
UTB/TSC PROFILE
Fall 2006
15,688
Fall 2007
17,215
Fall 2008
17,189
4,155
10,712
821
26.5%
68.3%
5.2%
5,839
10,539
837
33.9%
61.2%
4.9%
6,195
10,145
849
36.0%
59.1%
4.9%
9,263
6,425
59.0%
41.0%
10,235
6,980
59.5%
40.5%
10,295
6,894
59.9%
40.1%
815
46
14,633
91
12
91
5.2%
0.3%
93.3%
0.6%
0.1%
0.6%
843
58
16,085
104
15
110
4.9%
0.3%
93.4%
0.6%
0.1%
0.6%
756
75
16,131
91
14
122
4.4%
0.4%
93.8%
0.5%
0.1%
0.7%
4,093
7,313
2,670
1,091
521
26.1%
46.6%
17.0%
7.0%
3.3%
5,755
7,347
2,538
1,108
467
33.4%
42.7%
14.7%
6.4%
2.7%
6,053
7,107
2,503
1,081
445
35.2%
41.3%
14.6%
6.3%
2.6%
23.3
22.4
22.2
11,027
712
548
149
70.3%
4.5%
3.5%
0.9%
11,896
776
633
133
69.1%
4.5%
3.7%
0.8%
12,587
765
589
132
73.2%
4.5%
3.4%
0.8%
352
30
92
73
1,555
50
122
978
2.2%
0.2%
0.6%
0.5%
9.9%
0.3%
0.8%
6.2%
411
34
95
95
1,592
57
169
1,324
2.4%
0.2%
0.6%
0.6%
9.2%
0.3%
1.0%
7.7%
270
25
85
116
1,320
42
156
1,102
1.6%
0.1%
0.5%
0.7%
7.7%
0.2%
0.9%
6.4%
11,085
11,620
11,455
131,636
138,021
135,991
5,943
9,745
37.9%
62.1%
5,916
11,299
34.4%
65.6%
5,785
11,404
33.7%
66.3%
APPENDIX H
261
262
263
264
265
266