AQIP Category 3: Understanding Students' and Other Stakeholders' Needs

AQIP Category 3: Understanding Students' and Other Stakeholders' Needs 3C1 Key groups used to subcategorize students and other stakeholders, and define and differentiate these student and other stakeholder groups See Figure 3.1 3C2 Short- and long-term requirements and expectations of student and other stakeholder groups With a mission that identifies excellent education as its first priority, SIUE works actively to understand and respond to students' needs. Student stakeholders are distinguished by level of undergraduate, graduate or professional programs. Because of the increased residential student population, SIUE also identifies the distinct needs of residential and non-residential students as well as traditional and non-traditional students. As a state-assisted institution, SIUE is also active in identifying other stakeholders distinguished by their unique investment in and relationship to the University. and their needs. SIUE is accountable to a variety of stakeholders. Coordination with the Illinois of Higher Education and the SIU President s Office is a shared responsibility between the Chancellor and the Provost and Vice Chancellor for Academic Affairs (PVCAA). Coordination between SIUE and the Governor and legislators is the responsibility of the Chancellor in conjunction with the SIU President. Coordination with the Higher Learning Commission/AQIP and the U.S. Department of Education, for reporting and coordination of federal financial aid, is the responsibility of the PVCAA. Major stakeholders are identified in Figure 3.1 and in category 9 along with their requirements and expectations. Expectations and needs are determined through a wide-ranging variety of surveys, focus groups, and program reviews, as well as through analysis of enrollment and trends in registration, funding, employment, and giving. Relationships with students are a natural outcome of class activities, special orientation, social activities, advising, and residence hall programs where faculty and administrators are invited to speak about their areas of expertise. The Faculty Fellows Program, created in 2004 enlists more than 40 faculty members who are assigned to different housing units on campus. Faculty are afforded the opportunities to share their knowledge and expertise on a variety of topics and interact with students in their living spaces. More formally structured efforts are often used to develop relationships with other stakeholders, such as the Parent Connection program including a parent calling project, alumni newsletter, distribution of informational brochures, "meet the deans programs, and job fairs. Figure 3.1 Stakeholders Requirements and Expectations Students Short Term Long Term Undergraduate degree, quality instruction and advisement, well sequenced courses, help good reputation, additional education, jobs with job search, affordability Graduate degree, quality instruction and advisement, well good reputation, good jobs sequenced courses, help with job search, integration of theory and practice in chosen field Professional degree Good reputation, certification, licensure Residential good living conditions, life long relationships food, entertainment, safety, comfort, activities Commuter convenient parking, life long relationships opportunities to join and contribute to campus culture Other Stakeholders Short Term Long Term Parents Tax Payers / Legislators of Trustees safe environment, affordability quality education, responsible fiscal management, relevant curriculum value for the taxpayers, responsible fiscal management, relevant curriculum "Friends of the worthy investment, University"/ Non- commitment to SIUE Donors good job preparedness, continuing connection to institution Patients / Clients treatment at low cost Local Communities Employers Prospective Students Guidance Counselors / High School and Comm. College good symbiotic relationship, educational and cultural enhancements well-prepared employees, interns, and coops academic program availability, affordable tuition, housing, safety, campus life academic program availability, affordable tuition, housing, articulation agreements quality education, value, info sharing, affordability well-educated work force, sound fiscal management, response to community needs value for taxpayers, sound fiscal management, academic excellence, response to community needs, university leadership congruent with mission and values good reputation, investment toward the future good reputation, bragging rights, continuing education, value of degree maintainable health positive "town and gown" relationship, educational and cultural enhancements response to changing needs of work world quality education, good job preparedness quality education, continuing articulation agreements, regulation AQIP Category 3 1

3P1 Identifying the changing needs of student groups, and analyzing and selecting a course of action regarding these needs SIUE has an on-going commitment to understanding and responding to the changing needs of our student groups. In addition to monitoring trends in course selection and the job market, SIUE uses a variety of instruments, both locally and nationally generated, to identify these needs. Surveys regarding courses, facilities, and services provide valuable information from students, alumni (1, 5, and 9 years postbaccalaureate graduation), and applicants who were admitted to SIUE but did not enroll. The identification of changing academic needs is addressed by means of a well-developed set of assessment procedures (see 1P8). ACT scores and placement tests in mathematics, writing, and reading provide measures of students academic abilities and needs in these areas. Other means of assessment, in addition to the Senior Assignment, in which students participate at the end of their academic careers, include Senior Exit Interviews and the Graduation Marching Card. This latter assessment activity has seniors respond in writing to 2-3 questions prior to marching in commencement. SIUE also participates in National Surveys, such as, NSSE, CIRP, and the CSS as part of the ongoing process of gathering information on students changing needs. Meeting the changing needs of students extends beyond questions concerning academic programs. For example, the Division of Student Affairs assesses all of its programs including Campus Recreation, Counseling Service, Disability Support Services, International Student Services, the Greek Affairs program, Textbook Services, and Health Services. An ongoing AQIP Action Project (e-tracs: Electronic Transfer Assistance for Cougars) has been designed for new student transition and focuses on the specific needs of non-traditional and commuter students who continue to represent significant constituencies of SIUE s student body. Students residing in campus housing are also surveyed regularly in order to gather data on facilities, safety, comfort, and customer service needs as well as level of satisfaction. The information gathered by means of locally generated surveys and assessment devices is tabulated and analyzed either within the administering unit or by working groups and task forces. This is done in order to determine what is being done well to meet students' academic, social, and facilities needs as well as to identify emerging needs to which the University will strive to respond. Efforts are continuing to find ways to also better analyze and apply the data gained from national surveys in order that the university might make fuller use of these instruments to monitor and respond to students needs. In compliance with AQIP policy regarding fair and accurate disclosure of accreditation, SIUE references accreditation in its communications, fully discloses the correct AQIP accreditation language, and provides appropriate information on how to gain access to the Commission. 3P2 Building and maintaining a relationship with our students Relationship building is carried out by means of outreach to high schools and community colleges, Preview SIUE, the admissions process, New Student Orientation and Convocation. Preview SIUE, held twice in the fall, is an annual, daylong, campus-wide open house for prospective students. Campus activities before the start of classes, such as Springboard to Success, an overnight registration/orientation programs for student and parents in the summer, New Student Orientation and Convocation, and Welcome Week, held during the first week of the fall semester, also serve to build relationships with entering students. These relationships are maintained through: faculty-student interaction faculty advising/mentoring feedback mechanisms (surveys, focus groups) Dialogue with the Chancellor (also provides the opportunity to address needs and problems directly with Vice Chancellors) publications, electronic media (campus newspaper, WSIE radio, web-based information such as SIUEvents student life and news calendar, e-mail) student organizations (each with its own faculty adviser) study abroad and student exchanges activities offered by Student Affairs student athlete list serve Student Athletic Committee Kimmel Leadership Center (student leadership development program, student government, student representation on university committees such as General Education) Residence Hall programming Faculty Fellows program The Kimmel Leadership Center is the focal point of student involvement in campus life. The staff assists students in planning and coordinating programs that promote the educational, cultural, and social enrichment of the university community and is designed to reflect the interests of a diverse student body. Under the auspices of the Morris University Center, the Student Leadership Development Program is designed to assist students in developing the necessary skills to become effective leaders on campus and beyond. 3P3 Identifying the changing needs of key stakeholder groups, and analyzing and selecting a course of action regarding these needs Academic programs rely on advisory boards and program reviews to monitor changing stakeholder AQIP Category 3 2

needs. Advisory Committees are comprised of alumni and other professionals in the field to assist the faculty in developing a curriculum that is relevant in the profession. Advisory boards for particular academic programs are listed below. Figure 3.2 Advisory s Unit Advisory CAS Advisory s 1. Criminal Justice Advisory 2. Environmental Science Management Advisory Committee 3. Mass Communications Advisory 4. Professional and Technical Writing Advisory 5. Social Work Advisory 6. Theater and Dance Advisory Committee 7. Department of Chemistry Advisory School of Dental 1. Dean s Advisory Medicine School of 1. School of Engineering Advisory Engineering 2. Concrete Construction Resource Unit 3. Industrial and Professional Advisory Council School of Education 1. School of Education Executive Advisory 2. Kinesiology and Health Education Advisory 3. Early Childhood Education Advisory 4. Elementary Education Advisory 5. Secondary Education Advisory 6. Educational Technologies Advisory 7. Instructional Design & Technologies Advisory 8. Educational Administration Advisory Group 9. SECD Advisory Lovejoy Library 1. Friends of Lovejoy Library School of Business 1. School of Business Advisory 2. School of Business Association of Directors 3. Accounting Department Advisory 4. Construction Leadership Advisory 5. Entrepreneurship Center Advisory 6. MMR Advisory 7. Project Management Advisory Roundtable Tech School of Pharmacy 1. School of Pharmacy Advisory 2. School of Pharmacy Executive Advisory School of Nursing 3. Advisory 4. Community Advisory 5. SNAP Advisory 6. Student/Dean Advisory 3P4 Building and maintaining a relationship with key stakeholders The University relies on key stakeholder relationships for the betterment and expansion of University programs and funding. Academic programs and administrative and student service units rely upon stakeholders to inform their reviews. Surveys and interviews are used extensively in these reviews. The previously mentioned advisory committees meet periodically with faculty and staff to assist in the improvement of academic programs. High school and community college counselors are invited annually to campus for information sharing. The Division of Student Affairs distributes a monthly electronic newsletters to parents of new students who opt into a regular communication option. This program is supplemented with two annual parent online chat opportunities where a university panel responds to online real-time questions from parents of current students. The parent program, Parent Connection is designed to engage parents in the life of the University. The annual Chancellor s Report to the University is another example of how the University provides information to stakeholders in order to build and maintain relationships. Between 300 and 500 key stakeholders have attended each year since 1998, including students, faculty, staff, community leaders, and local legislators. Copies of the Chancellor s Report to the University Addresses are made available on the SIUE website at http://www.siue.edu/chancellor. 3P5 Determining if new student and stakeholder groups should be addressed within our educational offerings and services New program or program priorities requests require that demand for new programs or initiatives be supported by data from students and stakeholder groups. For example, the creation of the SIUE School of Pharmacy resulted from the University determining the need for this program in the region the University serves. Further discussion of future needs of stakeholder groups is included in Category 8. (See 1P2 and 8P2 for more information on development of new programs.) 3P6 Ways we collect complaint information from students and other stakeholders, how we analyze this feedback both in a formative and summative manner and select a course of action, and how we communicate our actions to students and stakeholders SIUE has a variety of mechanisms for students, employees, and other stakeholders to express any concerns or formal complaints. This opportunity is essential to achieving Long Term Goal 4 of a Harmonious Campus Climate. Mechanisms to voice complaints include course evaluations, suggestion boxes, student government, faculty and staff senates, focus groups, The Alestle (student newspaper), discussion with specific AQIP Category 3 3

administrators, formal appeal/grievance procedures through department chairs, deans, the Provost and the Chancellor. Other conduct issues may be addressed by the Dean of Students, the Vice Chancellor for Student Affairs and the Chancellor. A faculty ombuds program is available to advise faculty. All formal written and signed complaints at the School, College, Vice Chancellor and Chancellor level are maintained in files with records of the disposition of those complaints. Students may register formal complaints with the Office of the Vice Chancellor for Student Affairs. After a review of the complaint, a response is sent to the student. All records of complaints and responses are kept on file. See http://www.siue.edu/policies/3c3.shtml for Student Grievance Policy. Complaint information is analyzed at the departmental level, the school level or, if warranted, at the University level. Subsequently, recommendations may be made to correct the area of complaint, or a response may be issued to the complainant, explaining the rationale for not taking corrective action. For example, The School of Dental Medicine (SDM) is required to record all complaints as well as the School s responses as part of dental accreditation. The SDM Dean meets regularly with focus groups from each class to discuss issues related to all aspects of the program and constructive solutions to improve the school. Examples of improvements that originated with student concerns and requests are included in 3R2. SIUE faculty and staff also have opportunities for complaint resolution. Faculty may initiate a grievance with the Office of the Provost and Vice Chancellor for Academic Affairs. A Hearing Panel is convened providing a recommendations report to the Provost for a final institutional decision in the grievable matter. Appeals may be submitted to the Chancellor, President and SIU of Trustees. For complete policy information pertaining to faculty grievances, see http://www.siue.edu/provost/fhb/grievances.shtml. All represented staff members have access to grievance procedures within their respective collective bargaining agreements. Grievance procedures for unrepresented administrative professional staff and Civil Service staff are detailed within the University s policies and procedures housed in the Office of Human Resources. In addition to these formal proceedings, the Chancellor hosts periodic open forums to discuss issues of interest and/or concern with members of the SIUE community. 3P7 Determining student and other stakeholder satisfaction, and how we collect and regularly analyze information as measures of student and other stakeholder satisfaction Baccalaureate and NSSE surveys are used to determine aggregate student satisfaction with the University and academic programs. Figure 3.7 shows examples of some of the methods used to determine AQIP Category 3 4 the level of satisfaction of students and other stakeholders with University services and programs. The administrative and student affairs divisions conduct reviews for an in-depth analysis of the effectiveness of the units as described in section 6P4. Within the last several years the University has been more involved in benchmarking our satisfaction results with similar institutions, institutions within our Carnegie Figure 3.3 Method Frequency Explanation Comparison Parent Calling Project Annually-Fall Understand parent and student issues Internal year to year Survey 1, 5 & 9 yrs. After graduation satisfaction with academic programs and job preparedness Internal year to year Undergraduate and graduate Program Review Every 8 years classification and nationally. satisfaction of students and faculty by internal team of faculty and staff NSSE Annually student satisfaction Enrollment Management Council Student Service Unit Specific Surveys Dental Patient Survey Faculty Evaluation Semester Annually Monthly Every term enrollment changes satisfaction patient satisfaction with care Student satisfaction/faculty performance Safety Audits Annually Evaluation of the residential community for safety hazards Student Affairs Unit Review Every 6 years satisfaction by internal team of faculty and staff 3R1 Results for student satisfaction with our performance Internal Internal and benchmarking comparison Semester changes from past years Internal year to year Annual benchmarking year to year comparison Annually Annually 6 year cycle Baccalaureate survey results indicate that recent graduates view SIUE positively at rates above those of other Illinois metropolitan universities. NSSE results also results indicate that SIUE students view their experience higher than their counterparts at other urban institutions. Figure 3.4 Present Attitude Positive/Strongly Positive Toward: (2006 Survey of Baccalaureate Degree) University Major SIUE 88.9% 76.7% State 83.3% 75.5%

In recent years, SIUE has moved from being a commuter campus to a resident campus. The University s decision to build traditional housing on campus was based on results yielded by many different instruments. For example, information such as oncampus undergraduate enrollment by geographic area, housing occupancy numbers, off-campus student occupancy numbers, Edwardsville and Glen Carbon building permits issued, and American College Testing (ACT) data was used to determine if becoming a residential campus was feasible. Figure 3.6 shows how residence hall students satisfaction level compares within SIUE s Carnegie classification. This information is broken down into 15 factors, each of which contributes to the overall satisfaction of our residence hall students. Originally the timeframe was biannual but the information provided has been so valuable that the survey is now conducted every year during the spring semester. The same type of instrument is used to monitor satisfaction levels in the Cougar Village apartments and the Morris University Center. Results indicate that SIUE student satisfaction is above peers within Carnegie classification and nationally. Figure 3.6 University Housing Overall Satisfaction 5.1 5 4.9 4.8 4.7 4.6 4.5 4.4 4.3 Figure 3.5 Seniors Evaluating their Educational Experience at their Institution as Good or Excellent (NSSE 2007) SIUE 84% Urban Consortium 79% 1999 2000 2002 2003 2004 2005 2006 SIUE Carnegie National 3R2 Results for building relationships with students In the 2007 NSSE survey, students were asked to rate the quality of their relationships with fellow students, faculty, and administrative personnel. In each category, a higher percentage of SIUE Freshmen and Seniors indicated the existence of quality relationships when compared with institutions in the Urban Consortium: Response: Friendly, Supportive, and Sense of Belonging The quality of relationships with other students Freshman Year Senior Year The quality of relationships with faculty members Freshman Year Senior Year The quality of relationships with administrative personnel and offices Freshman Year Senior Year Figure 3.7 Urban SIUE Universities (Percent of Students) 78% 85% 71% 78% 53% 54% 73% 76% 68% 73% 49% 48% In the Cooperative Institutional Research Program (CIRP) data(issues other than academic programs) on why students come to SIUE, the response felt comfortable on campus was ranked as the top reason as seen in the following chart: Figure 3.8 Percentage responding very important and somewhat important Rank 2003 2004 2005 2006 2007 Ordering Felt Comfortable on Campus 87.7 89.2 90.2 89.7 92.4 1 Liked the Oncampus Housing 61.8 63.7 70.7 69.3 73.0 3 Had Participated in Activities on Campus 29.2 35.2 40.4 41.0 38.3 5 Met with Faculty Member in Area of Interest 35.0 39.3 42.9 46.7 46.8 4 Visited SIUE Campus During College Search 72.0 72.7 75.7 77.3 78.0 2 Student feedback is an important consideration in matters affecting quality of life. The following are illustrative improvements that have been made from student input: Housing Task forces were established to explore the possibility of additional housing AQIP Category 3 5

due to student demand. As a result, Evergreen Hall, a 500-bed residence hall, was opened in Fall 2007. Student Activities Center Concerns voiced by students and student organizations that there was not sufficient programming space available on campus has resulted in expansion of the Student Fitness Center to meet these needs. Student Success Center (SSC) Concerns voiced by students and Student Government Leaders regarding the shuffle between academic support units and the lack of class space available to offer needed classes in order to graduate has resulted in a Student Success Center to house those services in one area to better serve our students and free up classroom space in academic buildings. The new SSC is scheduled to open in Fall 2009. Student Organization Data Base Management-based upon requests from student organization leaders, the Kimmel Leadership Center purchased the OrgSync system to provide the users with online access to policies, procedures and interactive forms and applications. Counseling Services has instituted an on-line intake process to maximize the students and counselors therapy time. To assist visually impaired students, Disability Support Services purchased an Optical Character Reader and a Text-to-Speech translation system. Concerns voiced by students, faculty and staff regarding the shortage of available space for campus child care has resulted in a renovation and expansion of the Early Childhood Center. 3R3 Results for stakeholder satisfaction with our performance satisfaction is tracked by the data collected in the Survey of Baccalaureate Degree Graduates Followup Studies 1, 5, and 9 years out. Data indicate that the majority of alumni surveyed are well to very well satisfied with the academic preparation they received at SIUE and this satisfaction generally increases from 1-9 years after graduation. Figure 3.9 Satisfaction with Preparation for Job or Career with Baccalaureate Degree 1 yr. (2006) 5 yrs. (2000) 9 yrs. (1997) Very Well 17.3% 18.6% 22.7% Well 35.8% 38.5% 43.9% Adequately 34.6% 35.5% 27.1% Inadequately 7.4% 4.4% 3.3% Poorly 1.8% 1.5% 0.7% Very Poorly 3.1% 1.5% 2.2% 100% 100% 100% 3R4 Results for building relationships with key stakeholders The University responds to stakeholder needs at statewide and national levels and the relationships that form yield important results for the University as well as the region. For example, citing a pressing need to identify optional fuel sources, the U.S. Department of Agriculture, in conjunction with the Illinois legislature, identified a research opportunity for SIUE. Both the U.S. Department of Agriculture and the State of Illinois provided funding for the creation of the $20 million National Corn-to-Ethanol Research Center located in University Park. Significant additional funding has been received from the Illinois Department of Commerce and Economic Opportunity. The Career Development Center (CDC) has contacts with national and international companies offering Cooperative Education opportunities, internships, and career employment opportunities for our graduates. Recruitment by employers has been increasing over the past two years at SIUE. In 2007-08 the Career Development Center facilitated a 52% increase in student participation in Co-op and internship programs. SIUE students earned more than $2.6M and represented the University throughout the region at over 160 partner organizations. A job fair is held twice a year for those graduating and seeking internships. Career specific jobs fairs are also held on campus yearly. Over the past 5 years, employer/company contacts with CDC staff has averaged approximately 3,199 contacts. and Friends relationship-building is tracked by the number and amount of giving in a five-year period. Figure 3.10 provides an example of such information collected indicating the variability and challenges inherent in fund-and friend raising. The University has recently hired a new Vice Chancellor for University Relations to address these challenges. AQIP Category 3 6

Figure 3.10 Five Year Comparison of Donors and Contributions Non- Individual Donors Corporation Organization Foundation Donors Total Total FY Donors Donors Contributions 04 3,942 1,013 590 5,545 $3,509,720.28 05 3,437 1,359 672 5,468 $4,642,889.65 06 3,095 1,070 678 4,843 $6,005,951,07 07 3,267 1,819 691 5,777 $5,891,561.96 08 3,086 2,023 727 5,836 $3,922,772.81 3R5 Results for student and stakeholder satisfaction with our performance and our ability to build relationships with them compared with the results of other higher education institutions and organizations outside of the education community The University receives benchmark results from several comparative sources. The comparisons shown below are from three such sources: the SIUE Urban University Peer Group, the Illinois Metropolitan Public Universities, and the National Survey of Student Engagement (NSSE). The institutions in the NSSE consortium change each year. The SIUE Urban University Peer Group is comprised of 20 urban universities throughout the country, and there are five Illinois Metropolitan Public Universities in the comparison group. Figure 3.11 Student Perceptions of Program Quality Prepared for job adequately to very well One Year After Baccalaureate Graduated in: SIUE Illinois Metropolitan Public Universities* 1996 87% NA 1997 90% 91% 1998 90% NA 1999 90% NA 2000 89% 91% 2001 86% NA 2002 88% NA 2003 85% NA 2004 84% NA 2005 86% NA 2006 87% NA Five and Nine Years After Baccalaureate Five Years Out Nine Years Out Graduated in: SIUE Graduated in: SIUE 1988 NA 1984 NA 1991 NA 1988 NA 1994 89% 1991 91% 1997 91% 1994 93% 2000 93% 1997 94% Source: Baccalaureate Follow-up Surveys. *Expect to have this series again in future years. Figure 3.12 Student Perceptions of Faculty Commitment Faculty Available, Helpful, Sympathetic Freshman Perceptions NSSE Urban SIUE Consortium FY 00 58% 62% FY 01 75% 72% FY 02 72% 71% FY 03 71% 77% FY 04 86% 77% FY 05 73% 67% FY 06 71% 68% FY 07 71% 68% Senior Perceptions SIUE NSSE Urban Consortium FY 00 66% 70% FY 01 72% 73% FY 02 74% 74% FY 03 72% 72% FY 04 79% 79% FY 05 81% 76% FY 06 76% 76% FY 07 78% 73% Satisfaction with Institution Would Probably or Definitely Attend the Same Institution (FY 07) SIUE NSSE Urban Consortium First Year 81% 80% Seniors 80% 77% Source: National Survey of Student Engagement SIUE students generally report similar or greater satisfaction with their academic preparation than students in the peer groups. 3I1 Ways we improve our current processes and systems for understanding the needs of our key student and other stakeholder groups Addressed in Category 7, improvement in the rate of response to the various surveys is being addressed to ensure that the results are valid and reliable. Included in this analysis is the coordination of the multiple surveys used to determine student satisfaction. The increased use of such surveys by various University units has affected the response rate. Benchmarking with peer institutions continues to be a priority for all University units. As indicated in Category 7, SIUE has a long history with aggregated benchmarks, however, all administrative and service units are expected to establish appropriate departmental benchmarks, as well. AQIP Category 3 7

Recent review and adoption of a new IBHE national peer group also contributes to improving current processes and systems whereby SIUE reflects and evaluates established mission, values, and goals appropriated to the diversity of stakeholders. 3I2, Setting targets for improvement using current results to understand the needs of our key student and other stakeholder groups; specific improvement priorities targeted and how we plan to address them; and communicating current results and improvement priorities to students, faculty, staff, administrators, and appropriate stakeholders Each year as part of the annual review of the University s progress in achieving each of the Long Term Goals, outcomes associated with each of the short term goals defined for that year are assessed. Survey results from each of the stakeholder groups are analyzed and integrated with progress for each goal. Targets are then set from the assessment of this progress. Communication with stakeholder groups occurs through revision of the Strategic Plan and communication of that revision. An example of setting targets for improvement was related to the Culture of Academic Success Committee (CAS) formed by the Vice Chancellor for Student Affairs in August 2005 to investigate student services and student service programs for each of the four undergraduate years: freshman, sophomore, junior, senior. The Director of Academic Counseling and Advising was appointed Chair, and the Committee was charged with identifying the needs or issues that are specific to the students at each college year level. The committee concluded its work in June 2006 by offering recommendations for implementation of services and programs that address student needs during each of the four undergraduate years. Recommendations from the Culture of Academic Success Committee s Final Report, along with the recommendations from a companion Academic Advising Task Force were intended to guide the development of a new approach to student success. The Provost reformed the Advising Task Force in 2007 to review and reconsider several of the initial recommendations. From that effort, a new Universitywide Advising Plan was implemented in 2008 that adopts a new University Advising Philosophy as an integral component of an improved student retention plan, significant increase in the number of professional advisors throughout the University to reduce the ratio of students/advisor, enhance the role of faculty as mentors, and improves the management structure of the General Education and New Freshman Seminar programs. These programming changes, in turn, enable new targets for improved retention at each undergraduate level. This new plan has been announced by the Chancellor and Provost through various venues following extensive discussions with faculty committees. AQIP Category 3 8