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Cumberland University

Quality Enhancement Plan

SCHOLARSHIP,LEARNING and ACADEMICMENTORING:

SLAM

CUMBERLAND UNIVERSITY

On-Site Visit: March 30 – April 2

Harvill C. Eaton, PresidentLisa Cobb, SACS Liaison

Cumberland University - QEP

Table of Contents

QEP Steering Committee.....................................................................................ii

Charge and University Mission..........................................................................iii

Executive Summary............................................................................................iv

Process of Development.................................................................................... 1

QEP Topic............................................................................................................ 6

Student Learning Outcomes.............................................................................10

SLAM, Visual Diagram.......................................................................................12

Implementation and Assessment.....................................................................13

Timeline...............................................................................................................20

Organizational Structure...................................................................................24

Resources...........................................................................................................25

Assessment of Student Outcomes...................................................................27

References..........................................................................................................28

Appendices.................................................................................................32

I. QEP Pre-Proposal ChallengeII. QEP/Faculty Brainstorm Session – Fall 2007III. QEP/Faculty Brainstorm Session – Fall 2009IV. Academic Mentoring Presentation 2010; Joe Cuseo, Ph.D.V. Examples of On-Campus, Co-Curricular ActivitiesVI. University of Tennessee at Martin – QEP Presentation

VII. Dawg Days Summer Registration Agenda – Fall 2009VIII. CU Freshmen Orientation Agenda – Fall 2009

IX. CU Student Leadership Academy – Fall 2009X. Student Success Program OverviewXI. Academic Integrity Tracking Information

XII. CU Student Interview Protocol XIII. LASSI Pilot Results Graph – College Success Strategies (Fall 2009)XIV. NSSE Results Graph (Spring 2008)

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Quality Enhancement Plan Steering Committee (QEPSC)January 2010 membership

Co-Chairs of the CommitteeLissa Gill, (Co-chair 2009-2010), School of Music and Arts 2007-2010

Jason Brewer, (Co-chair 2009-2010), Student Affairs, CU Alumnus 2007-2010

The CommitteeJustin Bradford, Development & Interim Public Relations, CU Alumnus 2007-2010

Russ Cheatham, School of Liberal Arts and Sciences 2007-2010

Lisa Cobb, Associate Vice-President for Academic Affairs,

SACS Liaison 2007-2010

Lane Crockarell, Student Affairs, CU Alumna 2007-2008

Laurie Dishman, (Chair, 2007- April, 2009), Dean, School of Liberal Arts and Sciences 2007-2010

Idris Dosky, President, Student Government Association 2007-2008

Brian Harville, Public Relations and Marketing, CU Alumnus 2007-2009

Eloise Hitchcock, Director, Vise Library 2007-2010

Brad Iftner, Director, ACE Center, Student Affairs 2007-2009

Pat Lawson, Athletic Director 2007-2008

Keeley Locke, President, Student Government Association 2009-2010

Lisa Macke, Director, Counseling Center 2009-2010

John Markert, School of Liberal Arts and Sciences 2007-2010

Kathy McDearman, Rudy School of Nursing 2007-2008

Bill McKee, School of Education and Public Service 2007-2010

Max Melnikov, Labry School of Business and Technology 2007-2008

Pete Peterson, Vice-President for Academic Affairs 2007-2010

Danny Rogers, Athletics 2010

Paul Stumb, Dean, Labry School of Business and Technology 2080-2010

Claire Walker, Vise Library 2009-2010

Amber Woodard, Vise Library, CU Alumna 2009-2010

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The SACS Charge and Institutional Mission

Core Requirement 2.12: The institution has developed an acceptable Quality Enhancement Plan (QEP) that (1) includes a broad-based institutional process identifying key issues

emerging from institutional assessment,(2) focuses on learning outcomes and/or the environment supporting student learning

and accomplishing the mission of the institution, (3) demonstrates institutional capability for the initiation, implementation, and completion

of the QEP, (4) includes broad-based involvement of institutional constituencies in the

development and proposed implementation of the QEP, and (5) identifies goals and a plan to assess their achievement.

This requirement launches a process that can move an institution into a future characterized by the development and/or modification of creative, engaging, and meaningful learning experiences for students.

Student Learning DefinedWithin the context of the QEP as a requirement for reaffirmation, the Commission on Colleges broadly defines student learning as changes in knowledge, skills, behaviors, or values.

Within the context of their own particular Quality Enhancement Plans, member institutions must specify realistic, measurable student learning outcomes appropriate for their focused topic. (SACS Principles of Accreditation, pp. 7 – 8).

Mission of Cumberland UniversityThe mission of Cumberland University is to provide a contemporary liberal arts education to students seeking a high-quality, personalized college experience, which will allow them to not only have a successful and productive career, but to thrive intellectually, professionally, personally, and spiritually for a lifetime. Our core curriculum will require students to undertake programs of study in the cultural arts, humanities, social sciences, mathematics and natural sciences. In addition, our elective curricula will afford students the opportunity to pursue majors in these liberal arts areas as well as in one of several modern professional programs.

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Executive SummarySeveral characteristics set Cumberland University (CU) apart from other small private four-year colleges. Institutional research data from 2007–2009 reveals that 42% of freshman are the first in their families to pursue post-secondary education; 20% of freshmen are identified as “at risk” of academic difficulty at CU; 43% of all students are athletes; 74% of students living on campus are athletes or in other performance areas; and 59% of students are commuters. In 2008, CU's retention rate was 55%, and a four-year graduation rate of 21%, according to institutional data reported to IPEDS. These facts, along with retention data, four year graduation rate, faculty/staff discussions, and recent NSSE and ACT student survey results, identified the University’s need to: 1) offer freshmen a thorough orientation to university life; 2) encourage increased student engagement in educational activities; and 3) provide intensive academic mentoring, initiated in the freshman year.

In order to build a Quality Enhancement Plan (QEP) that will improve learning for the student population described, as well as support the University mission to offer and build “a high quality, personalized educational experience” and encourage intellectual and personal growth for all, it was important that Athletics, Student Affairs, and Academic Affairs cooperate in planning. Research of best practices helped us develop a plan that meets the need to guide and support incoming students and promises to enhance the quality of all students’ learning. The Goal of CU’s QEP is to encourage student SCHOLARSHIP and LEARNING, and to support these processes through ACADEMIC MENTORING (SLAM).

CU proposes these initiatives to meet the identified needs:

College Success Strategies (CSS) course – CSS focuses on the critical first-year of college. In Fall 2010, all freshmen will be required to enroll in this two-credit hour course, a semester-long orientation to life at CU and to scholarship and learning at the college level.

Co-curricular Activities – In Fall 2010, all freshmen will be required to participate inselected academic activities. Student Affairs and Academic Affairs personnel willcooperate to monitor student attendance and to encourage faculty to participate inactivities as models of scholarship and learning.

Academic Mentoring – Intensive advising for all students is crucial to the success of SLAM. Focused faculty/staff development will raise awareness of how we are all part of a university community with a common goal of guiding students to improved Scholarship and Learning through Academic Mentoring. Academic Mentors (primarily faculty advisors, with support of all faculty and staff) will reinforce student engagement in the scholarship and learning introduced in CSS by modeling scholarship and suggesting or planning educational experiences that align with students’ interests.

CU will assess the goals and learning outcomes of QEP initiatives using select national benchmark surveys, student interviews, rubrics and strategic CSS assignments related to students’ experiences in co-curricular activities and other academic initiatives.

Contact: Dr. Lisa Cobb, Vice-President for Academic Affairs ([email protected]), Lissa Gill, Assistant Professor of Art ([email protected]), Jason Brewer, Director of Student Success & Retention ([email protected])

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Process Used to Develop SLAM

During January 2007 Faculty Development, Cumberland’s SACS Liaison presented information about the shift in “the learning paradigm” recommended by researchers (Barr and Tagg, 1996), from assessing what professors teach to measuring what students learn and are able to do after being taught. This raised awareness of the need to document and assess student learning and for creating a campus-wide plan for enhanced student learning, a Quality Enhancement Plan.

The process used to develop our topic of Scholarship, Learning and Academic Mentoring began in an effort to build consensus for a unified campus plan to improve learning at CU. A QEP Steering Committee (2007) organized and followed best practices for identifying and developing a QEP topic appropriate to the particular culture of Cumberland University (Commission on Colleges, 2007). All essential campus constituents were represented on the committee, including Athletics and Student Affairs, since they play a critical role in the lives of our unusually high on-campus student population of athletes and student performers (band, choir, theatre), and are therefore essential in successfully achieving the institutional goals of enhanced student learning. It was important for the QEPSC to analyze the composition of the student body at CU. Cumberland’s culture is set within a 168-year-old institution of higher learning, on a small campus in Middle Tennessee. Recent Institutional Research indicates a student population made up of the following:

42% are first generation freshmen 59% are commuters 43% are student athletes 74% of residential students are student athletes or student performers (band,

choir, other performance groups) 20% are under-prepared freshmen, defined as students who did not meet

automatic admission criteria, were admitted to CU by the University Admissions Committee, then enrolled in the pilot phase of CSS.

First generation students are important to track because of the sometimes overwhelming transition these students need to make to understand and succeed in the college environment (Somers, Woodhouse & Cofer, 2000; Hsaio, 1992). First generation students are more often minorities, have lower socioeconomic status, and have lower [college entrance test] scores (Bui, 2002). In 2008, the gap between black and white student graduation rates at CU was 15%, favoring white students.

A high number of commuters also influence the nature of a college culture, often due to outside commitments such as work and family (Braxton, Hirschy & McLendon, 2004).Consequently, they are not as involved in campus activities as residential students. College is no longer for eighteen-year-olds only, and Cumberland has a large share of students older than 24 years. Older students experience insecurity, as well as problems balancing complex family and work arrangements.

Student athletes have demands of practice, fitness routines, travel and playing time, as well as injuries, that students who are not athletes do not have to consider. Students who perform in other areas have similar needs to schedule practice time, travel time, and

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balance all this with academic demands. Any kind of performance creates time management concerns.

With this core student population in mind, the QEPSC began the search for its relevant topic. Faculty and staff proposals for a QEP topic were solicited. The requirements for an appropriate QEP stated by SACS (Commission on Colleges, 2007), along with a request for topic proposals were sent to all faculty and staff members. QEPSC held a Brainstorming Retreat during Summer 2007, led by an experienced Committee member who served as facilitator and trainer, using the Nominal Group Technique. The results led to a more concise and realistic list of possible topics.

QEPSC members conducted similar brainstorming groups in daylong sessions with faculty (including the important adjunct faculty), coaches, staff and administrators during Fall 2007 Faculty/Staff Development. These succeeded in narrowing the topics to five: Student Success, Improved Study Skills, Improved Writing Skills, Academic Integrity, and Academic Community Building.

These sessions reinforced a sense that all faculty and staff take part in an academic community where the goal of guiding and supporting students as they learn is paramount. Discussion also helped clarify what might be practical at Cumberland University. For example, Residential Learning Communities, programs that house students who share common or linked academic classes together, were considered. Variations of this idea are promoted at several four-year institutions. Research (Henscheid, 2004; Swing, 2004) shows that such programs increase bonding, persistence and increase GPAs, but the residential learning community model was not seen as practical at Cumberland due to our freshmen athletes preferring to live with members of the team with whom they share pre-season practice, workout, and travel schedules.

QEPSC presented the top five topics to Student Leadership Council during their Fall 2007 meeting. The Council consists of the Student Government Association officers and students who are president or vice president of their respective student organizations. The topics of Improved Study Skills and Student Success were ranked as most important to students.

The QEPSC began gathering data to indicate the issues that needed to be addressed. ACT student surveys were administered in 2007, and the National Survey of Student Engagement was administered in 2008, while LASSI was administered to at-risk freshmen (CSS) in 2009. These assessment tools helped further define what areas the University needed to address. The surveys also provided data that served as the baseline for assessing the success of possible pilot projects and plans.

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During 2006-07 the ACT Survey of Academic Advising, CU students ranked their satisfaction with their advisors’ assistance in selected areas:

ACT Survey of Academic Advising (SAA)Satisfaction with Advisor's Assistance; Ranked by Satisfaction 1-18 (high to low)Bottom six items are listed in Table 1.

Table 1. My advisor helped me with:Item Rank Supports

Obtaining remedial/tutorial assistance 18 Support for CSS & academic mentoring

Selecting/Changing my major area of study 17 Support for academic mentoringCoping with academic difficulties 16 Support for academic mentoringFinding a job after college/Job Placement 15 Support for academic mentoringMatching my learning style to particular courses, course sections or instructors 14 Support for CSS

Meeting requirements for graduation, student teaching, certification, etc. 13 Support for CSS & academic

mentoring

My academic progress 12 Support for CSS & academic mentoring

Agree/Disagree with Statements about current advisor Ranked by Agreement 1-36 (high to low)

Bottom seven items are listed in Table 2.

Table 2. My advisor:Statement Rank SupportsEncourages my involvement in extracurricular activities

36 Support for CSS, Co-Curricular activities & academic mentoring

Encourages me to talk about myself and my college experiences

35 Support for academic mentoring

Helps me explore careers in my field of interest 34 Support for academic mentoring

Takes the initiative in arranging meetings with me


Is willing to discuss personal problems 32 Support for academic mentoringAccepts constructive feedback concerning his/her effectiveness as an advisor


Is knowledgeable about courses outside my major

30 Support for CSS & academic mentoring

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The National Survey of Student Engagement was administered to freshmen in spring of 2008, showing the following data:

NSSE (2008 freshmen) NSSE measures five different domains of student experience: Student-Faculty Interaction; Level of Academic Challenge; Active and Collaborative Learning; Enriching Educational Experience; and Supportive Campus Environment. The QEPSC was especially concerned with the low level of meaningful interactions with faculty and academic advisors reported by students on the NSSE. Table 3. NSSE selected items concerning student-faculty interactionsQuestions about past year’s student-faculty interactions CU freshmen responses Supports

Talked about career plans with advisor 82% very little to never Support for academic mentoring

Discussed ideas from readings or classes with faculty outside class 87% very little to never Support for CSS &

academic mentoringWorked with or participated in activities with faculty members 89% very little to never Support for academic

mentoring

Read books on your own 45% never Support for CSS & academic mentoring

Examined your own views on topic or issue 56% very little to never

Support for academic mentoring, co-curricular activities

Try to better understand someone else’s views by imagining it from his/her perspective

36% very little to never Support for academic mentoring

Participated in a research project with faculty outside course

41% did not plan on doing a research project; 34% were undecided

Support for academic mentoring

Rated quality of relationships with faculty members

29% of students rated faculty members as indifferent to unavailable or unhelpful


Talked about career plans with advisor 82% discussed career plans very little to none


Questions concerning experiences with other aspects of the institution CU freshmen responses Supports

Helped students develop study skills 19% of freshmen estimated they spent 1- 5 hrs/week studying

Support for CSS & academic mentoring

Participated in co-curricular activities

30% of freshmen spent 0 hrs/week participating in co-curricular experiences offered on campus

Support for CSS, Co-Curricular activities & academic mentoring

Provided support to help you succeed academically

28% thought CU had helped “very much"

Support for CSS & academic mentoring

Helped provide job or work-related knowledge/skills

23% of freshmen, 34% of seniors agreed


Evaluate academic advising you received 30% fair-poor Support for academic

mentoring

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The LASSI data from at-risk freshmen students indicated that their attitudes and interests in academic success, concentration and attention to academic tasks, time management skills, and use of support techniques and materials were well below national norms. The QEPSC decided to explore these same issues with all freshman students.

ACT, NSSE and LASSI data confirmed topic ideas already taking shape. Our students need support in the first year of college, improved study strategies, and intensive academic advising and mentoring.

In May 2009, Dr. William Ritchie, from Florida’s Keiser University, was invited to Cumberland’s campus to consult on several aspects of the SACS process, including the assessment of programs such as the QEP. His suggestions concerning QEP best practices included the following:

Narrow the topic Choose a topic appropriate for your institutional culture Include multiple assessments for student learning outcomes Choose an affordable project Include all personnel in budget Establish a realistic timeline for implementation

With these suggestions in mind, QEPSC reappraised proposed topics, ranking them in terms of relevance to Cumberland University students, financial feasibility, and practicality of implementation and assessment. The process helped distill the consensus in favor of fostering first-year student success through improved study skills (Scholarship and Learning) and practical ways to bring students into the academic community at Cumberland (Academic Mentoring).

Research began on how CU could most effectively achieve the goals of improved Scholarship and Learning through Academic Mentoring. The freshmen course, College Success Strategies, and intensified Academic Mentoring and Co-curricular transcripts were identified as the three ways to accomplish these. These initiatives embody the concepts of Scholarship, Learning and Academic Mentoring (SLAM). The committee also reviewed the relevant research literature on best practices for first-year initiatives and ways to reduce student departure.

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QEP Topic: Scholarship, Learning and Academic Mentoring (SLAM)

Scholarship, Learning and Academic Mentoring (SLAM) embody Cumberland University’s approach to a contemporary liberal arts education at the heart of our mission. Underlying concepts that comprise these approaches have been prevalent in the body of research on college student outcomes. On the broader scale, we know that student success in college is largely dependent upon student experiences during their first-year of attending an institution (Upcraft, Gardner & Barefoot, 2005). To guide our efforts, we need to understand the unique characteristics of our students, build on previous research findings and best practices to facilitate student learning, and understand how these can enhance student success at CU.

Through the proposed initiatives, SLAM introduces students to college life and the work of scholarship, library and University resources, information technology, and scholarly experiences during their freshman year. These programs are detailed below, each of them promoting Scholarship and Learning and supported by Academic Mentoring, which includes faculty and staff modeling the values and characteristics of scholarship (Kuh, et al, 2005; Cuseo, 2005; Zachary, 2005; Wadkins and Miller, 2008).

Student CharacteristicsEach student who enrolls at Cumberland brings a unique educational background, expectations of college, and commitments outside the institution. Researchers have affirmed the essential nature of each institution knowing who its students are (Crissman Ishler, 2005). The transition and integration into academic and social life may present formidable challenges for certain students. Minorities, low-income and first generation college students have been described as “living on the margins of two cultures” because of the contrast between life at home and the values, expectations and norms of a university setting (Somers, Woodhouse & Cofer, 2000; Hsaio, 1992).

Often first generation college students arrive at a disadvantage. According to Terenzini, Yaeger, Pascarella and Nora (1996), first generation students are more likely to come from lower income families, have weaker cognitive skills, possess lower degree aspirations, and are less involved with teachers and peers during high school. In addition, college is no longer for eighteen-year-olds only, and non-traditional age students are more prevalent, as is true at Cumberland. Erickson, Peters, and Strommer (2006) have suggested that these students can experience insecurity as well as problems balancing complex family and work arrangements.

Knowing who students are also concerns the on-going commitments of students while enrolled, such as work and family responsibilities. Braxton, Hirschy and McLendon (2004) found that at commuter institutions, the external environment (including financial concerns) plays a major role in student persistence, especially for minority students. They suggest that faculty can play an important role in navigating between external roles and academics.

Student athletes comprise a significant portion of the undergraduate student population at CU. Although, research findings have been conflicted about differences in learning outcomes for athletes compared to non-athletes, a recent multi-institutional study found no differences in effective educational practices (Umbach, Palmer, Kuh and Hannah, 2004). Athletes can, however, have problems with the transition from high school to college that

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other students do not experience. Research from the National Resource Center for the First-Year Experience and Students in Transition advocates first-year seminars, study centers, structured schedules and intensive advising to support student-athletes during the first semester on a new campus Robinson (1999).

Scholarship and LearningTwo concepts that overlap, scholarship and active learning, are the aims of academic integration. The successful use of academic services, library resources, and demonstration of academic integrity are important milestones to academic integration, and scholarship and learning in particular. Unfortunately, however, “college appears to be less academically challenging than first-year students expected, and [students] spend much less time engaged in academic pursuits than the typical faculty expectation” (Upcraft et al., 2005, p. 5). Ensuring that first-year students are both supported and challenged is an imperative balance for institutions to strike. This is a challenge at an institution such as CU, where some students are high achievers while others are academically unprepared.

Information seeking and evaluation are two components of scholarship, expressed in the literature as “information literacy” (Mark & Boruff-Jones, 2003). This is a skill that is becoming increasingly important due to the unprecedented access to information available on the internet. Kirk (2006) stresses that the skills in information literacy are essential to education, research and employment in the digital workplace of the 21st century. Many first-year courses include this as a central component of student learning and academic integration in college. CU has previously sought to expand student’s progress through “gateway classes” in their majors and into their more advanced research in junior and senior year.

First-Year Seminar courses have been instituted nationwide as an effort to foster enhanced academic skills, study strategies, and orienting students to campus services and resources. Cumberland offers what the National Resource Center for the First-Year Experience and Students in Transition at the University of South Carolina term an “extended orientation seminar” because of its inclusion of teaching study strategies, academic and career planning and integrating social activities with academic content (Board of Trustees, University of South Carolina, 2009). An instrument developed by Weinstein, Schulte, and Palmer at the University of Texas, called the Learning and Study Strategies Inventory (LASSI), is a validated instrument measuring study skill development in the three components of strategic learning: skills, will, and self-regulation (H & H Publishing, 2006). This is used at colleges and universities as a basis for learning and study strategies important for the process of scholarship.

Another major aspect of scholarship and active learning is student engagement, including curricular and co-curricular activities. Kuh (2005) outlined two critical features of student engagement: the amount of time and effort students put into studying and other educationally meaningful activities; and how a school fosters student success through its initiatives, curriculum, support services and other learning opportunities. What makes academic transition difficult for many students, Kuh and his colleagues have found, are the disparities that exist between expectations and actual initiative on the part of students as well as length of time students expect to study versus the length of time faculty expect them to engage in study.

One institutional best practice reiterated by Kuh, Kinzie, Schuh, Whitt, and Associates (2005) and Elkins, Braxton and James (2000) is reaching out and intervening early with first-

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year students in extended experiences on campus that influence their socialization and academic and social development. Typically this is accomplished through freshman orientation, welcome week, or a formal ceremony at the beginning of the school year. Freshman Orientation at CU takes place the week before classes begin, and involves active team and bonding experiences at nearby Camp Widjiwajan. Convocation, opening each fall semester is the first academic ceremony in which new students participate, reciting the Cumberland Creed and being introduced to CU administration, board, faculty and traditions.

Many institutions have fostered student engagement and learning through common reading programs. From a recent survey of these programs, Twiton (2007) reported that, “Over 80% of 130 respondents [university libraries] listed these main goals for their programs: ‘to model intellectual engagement’ and ‘to develop a sense of community’; ‘to encourage reading;’ ‘to provide students an opportunity to understand diverse perspectives;’ and ‘to add an academic component to new student orientation’.” Programs such as the University of Dayton’s “Porch Reads” are becoming more common—where discussions are held in an informal setting with members of the teaching faculty.

As a pedagogical strategy, faculty members have employed active learning in the classroom, in recognition of the changing needs of students. In the Seven Principles for Good Practice in Undergraduate Education, Chickering & Gamson (1987) identify student-faculty contact, student cooperation, active learning, feedback, time spent on task, high expectations, and respect for diversity as seven key indicators of student engagement. Active learning allows for the formation of peer relationships in the classroom. It involves activities such as cooperative learning, debates, role playing, discussion, and pair and group work. (Braxton, Hirschy & McClendon, 2004). The old model of lecture-style classroom engagement is becoming outmoded as a sole delivery system of content and scholars are finding that students learn more when they actively engage with each other and the professor. These findings hold true at Cumberland, where many students are accustomed to physical activity and concrete experiences. Experience, concrete activities, or simulations of real experiences, and asking students to find ways to relate theories to their real lives are ways that many of our students seem to learn best.

Academic MentoringFaculty members are often referred to in literature and research on college student outcomes as the “agents of socialization” (Pascarella, 1980). They are often called upon for student counseling, career development, advising student organizations, and, hence, build significant relationships with students. The degree of faculty involvement and engagement in these areas is associated with a variety of positive outcomes for student development and growth, and there is a stronger body of research to support this. To encourage this type of effort and culture among faculty and staff, Cumberland University has reframed the traditional faculty advising to a concept advanced by Cuseo (1997) as “academic mentoring.”

The emerging type of academic advising has been developmental advising, also known as academic mentoring. This type of advising differs from prescriptive advising, which involves tasked-oriented activities such as discussing degree requirements, course selection, procedures for registration and making referrals to other resources on campus (Cuseo, 1997). Developmental advising can be defined as, “A systematic process based on a close student-advisor relationship intended to aid students in achieving educational, career, and personal goals through the use of the full range of institutional and community resources”

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(Winston, Miller, Ender & Grites, 1984). This type of advising is more holistic and connected to the mission of the institution.

Academic Mentoring is subtly different from standard advising. Advisors impart prescribed institutional information and facts, such as what classes to take, when to take them, when to declare a major, and when to file forms. The time allotted for advising sessions is usually predetermined and finite. Academic Mentoring is more purposeful and intensive advising, and requires more time commitment (Cuseo, 1997). It continues outside the time for scheduling courses or participating in a class. Academic Mentors begin talking about a student’s planned program of study and intent to graduate early in the college experience, a practice endorsed by mentoring experts (Shuman et al, 2008). They help students plan, set goals, and join students in scholarly experiences that aid in achieving them. Most important, the mentor serves as a model of a scholar in the academy, which reinforces scholarship and learning.

Some mentoring activities are already prevalent within the Cumberland University community, and are perceived not as an “activity,” but as human concern for the development of others. Coaches often serve as mentors to their players. They offer needed structure and caring advice in the first semester as student-athletes adjust to a new environment (Robinson, 1999).

Many CU faculty members advise students in their majors more intensively as they move through their upper-level courses (NSSE, 2008), and some guide their students into internships or practicum experiences that later lead to professional opportunities. The present mentoring depends on the School, discipline or individual willingness to seek the experience, not the emphasis of the larger University. Informal mentoring abounds: incidental encounters in which students and faculty interact on campus and outside of class are included in this type of mentoring, and are often effective (Matsuo, 2002). Alexander W. Astin (1993), interpreting results of his longitudinal study concerning how college affects students, states:

Student-faculty interaction has significant positive correlations with every academic attainment outcome: college GPA, degree attainment, graduating with honors, and enrollment in graduate or professional school . . . Student-faculty interaction also has positive correlations with every self-reported area of intellectual and personal growth . . . and a number of positive correlations with behavioral outcomes. (p. 383)

Student attrition typically takes place in the first year of college (Cuseo, 2004), a trend that holds true at Cumberland. We believe intensive Academic Mentoring can reverse this trend at Cumberland by helping students engage in Scholarship earlier in their college experience, and succeed in Learning. CSS course, co-curricular transcripts and Academic mentoring will be assessed, and adjusted to improve student learning and career success.

Cumberland University’s QEP, SLAM, was developed after research and University community discussions. It relied on research of QEP topics at other schools, analysis of CU’s student body, faculty, institutional culture and resources, as well as research into the specific concerns of students. Best practices in the areas of concern were all part of the process that led to SLAM. It is anticipated the success of SLAM will increase student learning, increase student commitment as scholars, increase student use of University services, and improve engagement in the University community (see goals and outcomes).

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QEP Mission, Goals and Student Learning Outcomes

QEP Mission.The Mission of the Quality Enhancement Plan at Cumberland University is toencourage student Scholarship and active Learning, and to support theseprocesses through Academic Mentoring (SLAM).

The Mission of the QEP supports the Mission of Cumberland University. The “contemporary liberal arts education” addressed in our University Mission is supported by the SLAM emphasis on Scholarship and Learning through Academic Mentoring. The focus on Scholarship and Learning further enhances the student’s ability to “thrive intellectually, professionally, and personally.” Academic Mentoring not only helps “provide a personalized college experience,” but supports intellectual, professional and personal growth of each student.

Goals and Student Learning OutcomesScholarship, Learning and Academic Mentoring

Goal 1. Student will make use of library resources to locate, evaluate and apply information.

Student Learning Outcome 1a. Students will be able to access, locate, and retrieve information in various formats using select tools.

Student Learning Outcome 1b. Students will be able to distinguish between scholarly and popular

information sources.

Student Learning Outcome 1c. Students will be able to use retrieved information effectively in written and spoken form.

Assessed by selected NSSE questions, Information Literacy Abilities Assessment, strategic CSS assignments.

Goal 2. Student will understand how to use academic services to facilitate learning and enhance study strategies.

Student Learning Outcome 2a.Students will show competence in utilizing university services (ACE Center, Counseling Services, Information Technology, etc.).

Student Learning Outcome 2b.Students will demonstrate improved study strategies.

Student Learning Outcome 2c. Students will demonstrate an understanding of the norms and expectations of college faculty and academic mentors.

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Assessed by: LASSI; NSSE; ACT Survey of Academic Advising; CSS course; Student Interviews

Goal 3. Students will demonstrate scholarship through written and oral communication.

Student Learning Outcome 3a. Students will demonstrate basic analytical, problem-solving, and argumentation abilities to succeed in their academic careers.

Student Learning Outcome 3b. Students will write about and discuss co-curricular activities in strategic assignments.

Assessed by: Select courses, co-curricular transcript, CSS course

Goal 4. Student will demonstrate a commitment to academic integrity.

Student Learning Outcome 4a. Students will recognize the academic integrity values embedded in the Cumberland creed and be able to express the importance of academic integrity.

Assessed by: Academic Integrity Tracking; selected NSSE and ACT questions, Information Literacy Assessments, Student Interviews, CSS assignments

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SLAM, Visual Diagram

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Implementation and Assessments for QEP Initiatives

College Success Strategies Course, piloted 2008Cumberland University has an on-and-off history of first year initiatives. It began with a one-credit-hour First Year Experience class along with a one-credit-hour Wellness course (but not always offered concurrently). This was discontinued, in part because freshmen students did not seem to take the one-credit-hour courses seriously. A three-credit-hour course promoting Critical Thinking for logical decision-making (required for all freshmen and taught by faculty from various disciplines) was abandoned in 2003, when the General Education Core was reformed. FYE 101 was offered for three credit hours in Fall 2003, and was again discontinued due to lackluster faculty participation. Evaluators observed that some faculty who loved teaching in their discipline had difficulty conveying enthusiasm for ideas outside that discipline. This lack of interest in the “freshman mission” proved to be more of a problem than anticipated. College Success Strategies (CSS) is a pilot course currently mandated for at-risk students only, on the basis of ACT score and high school GPA.

College Success Strategies (CSS) is a pilot course currently mandated for at-risk students only. Students are identified by the Admissions Department on the basis of their ACT scores and high school GPAs, and approved by the University Admissions Committee for admission to the University. The course syllabus requires that students learn what is needed for success in college.

The QEPSC believes that it is time for the University to address first-year seminars for all freshmen again. Such a class will help all students use library and academic services to enhance study skills and strategies. It will emphasize the importance of academic integrity, problem-solving, and analytical skills while requiring students to enter into common academic activities. The SLAM Director and other instructors of these seminars should demonstrate enthusiasm for helping first-year students. Instructors who take the freshman mission to heart can serve as part of the freshman mentoring team.

This renewed commitment takes seriously CU's unique demographics and importance of academic integration to the institution. As students make the transition to college life in their first year, we need to make sure they have an adequate base of support. First generation students are faced with skepticism about the opportunities associated with college, and often this is associated with and influenced by families and peers communicating to them that they are wasting their time (Richardson & Skinner, 1992). CSS can help them understand how valuable an education is.

The success of this first-year experience (CSS) will be supported by the institution much more broadly than were past courses. This support includes a SLAM Director from Academic Affairs working cooperatively with the Office of Student Success and Retention (OSSR) Director, a pivotal improvement from past efforts. The dedication to CSS will enable the SLAM Director, upon assuming the position beginning in June 2010, to:

Develop the course syllabus ahead of time and train other instructors the summer before the program commences

Participate in the iRead book selection Cooperate with OSSR Director and Librarian to develop iRead activities and

with Deans to select co-curricular activities

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Design strategic assignments so that students can reflect on the book’s values and on the co-curricular experiences

Coordinate with OSSR Director and Deans to monitor attendance at co-curricular events

Coordinate with OSSR Director to administer national benchmark surveys, (such as LASSI and NSSE) student interviews, and other assessment of student learning

Interpret assessment data annually to make adjustments in CSS and other SLAM initiatives

Report analysis of assessment results to the campus community Maintain a global view of how the initiatives can develop and adapt the

strategic plan for the University.

Several leading researchers point to the first year of college as crucial to the success of students in college. Kuh, Kinzie, Schuh, Whitt & Associates (2005) include first-year seminars among the conditions that help students succeed. The college experience “is, of course, most clearly delineated for those students who enroll in collegefull-time immediately after completing their secondary education, but the decision to attend college is a culturally important marker for all first-time students” (Erickson, Peters and Strommer, 2006, p. 14). Assessment analysis will pay special attention to the subpopulations of first-generation students, minority students, non-traditional students, student-athletes, and students who work more than 20 hours per week.

Several other programs will be linked to the post-pilot CSS course, including 1) a co-curricular transcript, 2) a common reading experience, 3) the Academic and Career enrichment center that includes tutoring, 4) an early-alert system for students in academic difficulty, and 5) the information literacy program that introduces freshmen to the skills needed for academic research.

The SLAM Director will manage the assessment of these initiatives, so that a bigger picture of student learning in the first year can emerge from the data collected. These other initiatives, all linked to and supporting the first-year course, are considered below. Cuseo (2002) includes research guidelines for assessing first-year seminars that influenced the choices made by Cumberland’s QEPSC.

As a pilot program, Cumberland’s CSS course for at-risk freshmen has been assessed so far on the basis of improved grades and retention as compared with baseline data from the years before it was begun. Beginning in Fall 2010, the course will incorporate rubrics adapted for measuring study skills, analytical growth, and student engagement in learning activities. LASSI and selected NSSE and ACT questions that address study habits and skills are also part of the assessment toolkit. The course itself will include strategic assignments that will require students to reflect on academic experiences and reading outside class. In-class activities will include written and oral communication as well as problem-solving exercises.

Co-Curricular Transcript (supporting program initiated Fall 2009)As part of the CSS, freshmen entering in Fall 2010 will be required to participate in a variety of selected academic activities on campus, some of which are listed in Appendix below. Freshmen entering in the Fall 2010 semester will be required by the Vice-President for Academic Affairs and the Director of Student Success and Retention to participate in three Co-Curricular Activities per semester, each in a different category, until graduation. The

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Deans and faculty of the sponsoring Schools will monitor attendance by students reporting participation by swiping their I.D. cards. The information will be recorded in an institutional database, with Academic Affairs posting the events on a Co-Curricular Transcript. This requirement will continue throughout these students’ careers at CU, for a maximum of 24 events.

The QEPSC and the faculty at large believe that these activities are part of a well-rounded liberal arts university experience. Engaging in a variety of diverse academic experiences encourages the student’s understanding of the many disciplines that comprise the academy by featuring models of scholarly accomplishments, presentations, and discussions (Astin, 1993, p. 384). Freshmen will inevitably share some of these experiences with classmates or teammates. Common experiences that are linked to the freshman seminar produce better results than freshman seminars that are unrelated to other campus activities or classes (Swing, 2004, p. 14).

These common experiential activities are made available on our campus by every academic School, and in combination with a strong, well-rounded General Education Core (GEC), should foster a sense of community, promote life-long learning in venues other than classrooms, and enhance appreciation of experiences that might otherwise be outside the student’s ken. Such opportunities can also introduce undecided students to majors they might not otherwise consider, in an environment less rigid than a semester-long class. Pascarella and Terenzini (2005) found that students’ social and extracurricular involvement “influence [their] general cognitive skills and intellectual growth” (p. 187). Participation in these activities should help students to establish and foster social and professional relationships, both inside and outside the University. The QEPSC expects that these experiences will increase levels of academic student engagement, as measured by the NSSE.

The SLAM Director and a committee representing various schools and departments (such as Library and programs presenting events) will determine the list of possible activities.

Participation will be monitored by digital records of attendance, and assessed in selected NSSE questions, selected and supplemental ACT questions, as well as CSS class activities and assessments.

Academic Mentoring Initiatives and Programs

Faculty will be offered professional development sessions to promote discussion and understanding of academic mentoring. They will consider how to mentor students with economy of resources and time, as well as how to monitor and assess the activity. Incoming freshmen, too, will need education in the academic mentoring relationship, so that they understand the benefits of having academic mentors. Steps that have been taken and plans made to effect these changes in faculty attitude are detailed below in the section concerning our exploration of academic mentoring, initiated in Fall 2009.

At the beginning of Fall Semester 2009 Faculty Development week, the President of the University shared a presentation later given to the Board of Trust, in which he pledged financial support for both faculty and staff positions in support of First-Year course development, as well as career counseling, mentoring, and internships for upper division students (to be phased in gradually).

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In Fall 2009, the QEPSC and CU’s Executive Leadership Team began to explore ways to promote faculty-student mentoring at Cumberland University. Brainstorming sessions were again held during Fall Faculty Development to discuss definitions of mentoring, as well as activities that might be possible and practical for Cumberland University’s faculty and staff members to undertake. Considerations of time, tracking mentoring activities, and assignment of students to mentors in the freshman year were discussed.

Since coaches again participated, the need for mentoring student athletes, Dan Boggan, Jr., CEO of the NCAA, recommended the following university program models that benefit student-athletes:

Academic study centers Academic advisors Availability of tutors Availability of career counseling Availability of caring and nurturing adults.

These suggestions seem to support the idea of academic mentoring relationships for student-athletes to complement the usual coach-performer relationship. Student-athletes need to begin considering life after their “retirement” from active competition early in their college careers. Academic mentoring and career planning can facilitate that process. (Boggan,1999). CU coaches agreed that education is vital for student-athletes, few of whom go on to make a living playing as professionals.

Questionnaires showed that most faculty, coaches and staff were willing to participate in co-curricular activities alongside students, eat in the cafeteria with students, welcome students in informal office visits, accompany students on field trips, include students in educational conferences and research projects, and to recommend internships and give career advice. Time constraints and the idea of “assigned” mentor relationships were the main concerns of the faculty and staff who participated in the sessions and questionnaires, as were the emotional boundaries that should be established. (Results of the sessions are included in Appendix III.)

Professional development for the QEPSC and selected faculty and administrators began with a presentation by the Associate Vice-President for Student Affairs and the Associate Vice-President for Academic Affairs who serve as Co-Directors of the First Year Initiative programs at the University of Tennessee at Martin. They discussed how that program has evolved, suggesting ways to encourage faculty to approach more intensive advising. Their presentation provided insight into successful strategies. (Appendix V)

Joseph B. Cuseo, professor emeritus from Marymount College and expert on first-year students, made a presentation and conducted workshops during Spring Faculty Development sessions in January. The QEPSC hopes that education will promote faculty enthusiasm for the concept of Academic Mentoring to benefit Cumberland students. Discussion with several key faculty members has begun in developing a follow-up survey of faculty impressions and concerns with academic mentoring, as a result of the workshop. On-going assessments of faculty attitudes and experiences with academic mentoring will provide the SLAM Director with monitoring of changes in the faculty cultural shift to mentoring.

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The experiences of other schools show that academic mentoring requires thought and faculty development when making the change from prescriptive advising to more intense advising (Cuseo, 2005). Faculty who participate need training and support in the form of instruction and information about best practices in the field. In June of 2009, the QEPSC presented the fundamentals of SLAM to the Administration as a work-in-progress; with general agreement, on the necessity of faculty and staff development.

Making research and helpful practitioner information on a academic mentoring available is an important part of the on-going process. Additional information and resources will be gathered by the Student Success and Retention Director, who sill attend a national conference on the First Year Experience in Boulder, Colorado, in February 2010. Selected books and other information on Academic Mentoring for faculty and staff will be accessible on a prominent library shelf devoted to SLAM Literature and on the www.cumberland.edu/slam website.

First-year mentees will be assigned to faculty mentors during the students’ Freshman year, until students declare their chosen major. Special attention should be paid to assigned students during the freshman and sophomore years, helping to guide them into majors and introducing them to other mentors whose interests align with theirs.

Faculty members may approach these assigned mentees in several appropriate ways: occasionally sitting with students in the cafeteria, asking them out to eat or to coffee, attending ballgames or co-curricular academic activities on campus, such as plays, concerts, or lectures, and can provide mentors and students common experiences, promoting further conversation. Mentees may be invited as a small group, or individually, to the academic mentor’s office to discuss goals and to establish the parameters of the relationship. Any such situation is an opportunity to set an example of friendly, informal personal conduct that should help students see faculty as approachable professionals who are genuinely interested in helping them adjust to college work and prepare for their lives’ work.

Academic mentors can also ask student mentees to take part in off-campus activities such as conferences, field trips, museum visits, performances, recitals, concerts or exhibits. Mentors can model accepted professional behavior at these venues, where students might not initially feel comfortable or consider going by themselves. Asking undergraduates to attend academic conferences can introduce them to academic life in an environment other than our campus, as well as make them aware of possible career paths. Involving students in research has proven to be a successful way to train them in the methods of inquiry, problem solving, and presentation of ideas (Committee on Science, Engineering and Public Policy 2005).

In the interest of maintaining mentoring relationships beyond the freshman year, faculty mentors can introduce their assigned mentees to other faculty in areas of interest to the students. They, in turn, can serve as academic mentors who facilitate contact with people in their fields of interest so that students can begin to build networks. Mentors can stress the importance of establishing and maintaining professional friendships, both inside and outside the University.

Academic mentoring for freshmen will be monitored and assessed by the SLAM Director through the College Success Strategies course, assessed through faculty surveys, ACT advising questions, NSSE items corresponding to faculty advising, out-of-class contact with

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faculty members and academic engagement with faculty members. The College Success Strategies course will be a valuable way of obtaining feedback and assessing the quality of academic mentoring. Data on student use of academic support services will aid in assessment activities, as increased attention is paid by faculty to referral to the various offices on campus. To provide for faculty a realistic picture of the outcomes of their efforts in academic mentoring, the SLAM Director will publish an end-of-year report on academic mentoring through a newsletter distributed to all faculty. With limited financial resources to reward faculty for such activities, intrinsic rewards, such as increased freshman academic achievement and engagement as result of academic mentoring can be an important way to motivate faculty in institutionalizing the effort.

Supporting Programs for SLAM

iRead Program, Vise Library, initiated Fall 2008The iRead Program began as a pilot project in 2008. Librarians at Vise Library researched the use of common reading experiences at other institutions (Twiton, 2004). Library staff then held formal discussions with the Library and Educational Resources Committee and informal discussions with library personnel from peer institutions, CU faculty, staff and students regarding their interest level and the potential benefits to student learning that a “common book read” offers to a campus community. A review of the literature shows that reading outside of class assignments “promotes better reading comprehension of academic texts [and] higher order reasoning skills” (Rathe & Blankenship, 2005). CU’s iRead Program was viewed as an opportunity to model how scholars read and discuss books, as well as a valuable mentoring opportunity. Such an experience brings “faculty and staff from across campus together for a common purpose” (Laufgraben, 2006, p. vii).

In 2008-2009 A Whole New Mind, by Daniel Pink, was suggested because of its successful use at peer institutions. A discussion in the Deans’ Council resulted in its recommendation as the inaugural book for iRead. Faculty, students and staff were encouraged to participate in the iRead Program through several modes of campus communication. In 2009-2010 Vise Library staff cooperated with the English department on iRead. Campus surveys and focus groups resulted in the selection of Three Cups of Tea, by Greg Mortenson and David Oliver Relin. Three Cups of Tea was required reading in English 101 and selected English 102 classes in Fall 2009 semester.

Following discussion with the English faculty, QEPSC decided that iRead will be included in the curriculum of College Success Strategies, with strategic assignments tied to the themes and values of the selected book. Attendance will be monitored in the same way as Co-Curricular Activities, in addition to assessment by Library surveys and the CSS assignment. This is another scholarly activity “linked” to the first-year course, strengthening both the CSS experience and the iRead experience for all participants.

Attendance will be monitored as a Co-curricular Activity. Related CSS assignments will incorporate written reflection on the common reading and interpretation of its themes. Library surveys will also be administered to assess student satisfaction and response.

Information Literacy Program, piloted 2007Another Vise Library initiative, Information Literacy, is included in the curriculum of several classes. The standards of the Association of College and Research Libraries are the basis of the program: teaching recommended ways to locate, evaluate, and use information appropriately for research purposes, is the goal of Information Literacy.

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Information Literacy was introduced to English 101 and CSS students in 2007. The program is presented as an evolving curriculum, beginning in CSS freshman year with introduction to library services and initial research skills needed by novice scholars, then continuing at Intermediate skill level for courses that introduce students to their majors, and advancing to advanced skills for upper level classes and capstone experiences in selected majors.

Information Literacy abilities will be assessed by a survey developed by Vise Library Staff; LibQual sections 4.5, 4.6; in questionnaires in relevant classes in the GEC and Majors, as well as research assignments in various Capstone experiences.

ACE (Academic and Career Enrichment Center), initiated 2007 CU Enrollment Management and Athletic personnel saw a need to improve learning for at-risk students and retention of student-athletes. Concerning the academic challenges faced by many under-prepared student-athletes, Wuestenberg (1999) quoted Padilla, writing in the Journal of College and University Law, “As more institutions provide admission [of at-risk student-athletes], these institutions have a moral obligation to meet he academic needs of those students.” (1995)

ACE Center was proposed, a Director was hired, and the Center opened in a dedicated space Fall 2007, with a Graduate Assistant was added in 2008. The ACE Center offers prescribed workshops in study skills, time management and the balance of academics with other interests in university life. ACE Center offers group study sessions on subjects in various disciplines. Any faculty member can recommend that students seek tutoring services through the ACE Center, whose staff will then put the student in contact with an appropriate peer tutor.

Assessment: The ACE Center keeps a log of attendance and evaluation forms for tutoring and review sessions. All students in CSS for at-risk students must take advantage of ACE Center academic services.

Phoenix Success Plan, (Academic Affairs program, initiated 2008) Under this early intervention plan, the faculty instructor of a class identifies students at risk of failing as early as possible in the semester; the instructor and the student agree on a plan for success. Faculty members notify advisors and the Office of Student Success and Retention of the problem. Students will be urged to seek assistance from the ACE Center (tutoring) or to work out a plan for success with the instructor of the class.

Assessment: The Phoenix Success Plan should result in increased student persistence, as measured by retention data, and improved GPAs for freshmen who participate.

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Timeline for Implementing Initiatives

Spring 2010Vice President for Academic Affairs (VPAA)/QEPSC Faculty Development Presentation of QEPSC activities during Day 1 of Spring 2010 Faculty and Staff

Development Session – L. Gill, QEPSC Public Relations committee Presentation by Joe Cuseo, Professor and Director of First Year Programs,

Marymount College, California, a national expert on First Year Experiences and Mentoring Undergraduates

Follow-up faculty survey of attitudes and impressions of ac academic mentoring as a result of Cuseo workshop.

Administer mentoring audit. SLAM Campus Information Campaign (SLAMPAIGN)QEPSC Public Relations Public Relations Subcommittee meets to plan PR Slam!paign PR Subcommittee formulates budget, gets approval, and obtains advertising

material Slam CU’s campus with information and images: banners, posters in all

classrooms, handouts explaining the message, static cling stickers on every available slick surface.

Feb 16 Campus SLAMFEST: Games, free barbeque SLAMWICHES, SLAM-DUNK basketball games and contests with prizes (including Scrabble SLAM!® games, mugs, T-shirts, beads (the event takes place on Fat Tuesday), etc.)

SACS on-site visit, March 30 – April 1

VPAA/QEPSC Submit College Success Strategies course expansion to all Freshmen entering

Fall 2010 to UCCCAP (University Committee on Colleges, Curriculum and Academic Programs)

Incorporate College Success Strategies course into all relevant campus documents and literature (catalog, website, class schedule)

Publish advertisement for and hire qualified SLAM! Director ASAP

Academic Integrity TrackingFaculty Senate Evaluate and Develop Academic Integrity Reporting and Appeal Process

Summer 2010Develop College Success Strategies Course, Co-curricular Transcript, Academic MentoringVPAA, SLAM Director Coordinate development of CSS Curriculum to integrate related QEP initiatives Work with Director of Student Success and Retention and others who will teach

sections of CSS to assure that everyone teaches the same concepts Cooperate with Vise Library staff members to design and choose activities that

align with the themes of the iRead selection Analyze data from mentoring audit and formulate recommendations

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Office of Student Success and Retention Work with Information Technology personnel to order software and portable

scanner equipment Coordinate choice of activities included in Co-Curricular Transcript with SLAM! Revise Advising section of Annual Activity Report / Evaluate Academic Mentoring

with SLAM Director and academic Deans

iRead and Information Literacy ProgramVise Library Staff, Library Education Resources Committee Cooperate with SLAM Director to integrate iRead book selection and program

into CSS curriculum Cooperate with CSS faculty, English faculty members instructing English 101,

faculty members instructing introductory major (“gateway”) classes, and relevant Capstone experiences to integrate Information Literacy into these courses.

SLAM Director Develop CSS Curriculum with Vice-President for Academic Affairs and Dean of

Students, Office of Student Success and Retention Develop Academic Mentoring brochure for faculty Work with Vise Library staff to coordinate iRead activities into CSS curriculum

and develop strategic assignments related to the common book selection

Fall 2010SLAM Director Direct implementation of SLAM initiatives: CSS, iRead, Co-curricular Transcript

(with Office of Student Success and Retention monitoring attendance) for all freshmen

Instruct four sections of CSS; coordinate CSS curriculum and activities with other instructors

Coordinate assessments and manage resulting data for SLAM initiatives Conduct one-on-one interviews with randomly selected freshmen Work with QEPSC Assessment Task Force to interpret assessment results and

prepare impact report, to be submitted to SACS after 5 years Deliver a SLAM presentation to faculty during faculty/staff in-service.

Vice-President for Academic Affairs

Coordinate suggested Academic Mentoring activities with QEPSC and Deans Present Academic Mentoring section of revised Annual Activity Reports to Deans Present Faculty Development and Academic Mentoring activities during Fall

2010 Faculty Development Week Secure consultant to conduct workshop on Academic Mentoring assessment

Academic Mentors (activities to continue every year) Work with faculty instructors and ACE Center to insure Phoenix Success Plan

students participate in ACE Center services Meet assigned freshmen mentees to discuss Academic Mentoring Track Academic Mentoring activities Encourage freshmen mentees to explore classes and experiences that might

interest them

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SPRING 2011Executive Vice President (ExVP)/Student Affairs Publish job description for Career Placement/Internship Director Review assessments of initiatives and adjust Hire Career Placement/Internship Director

SLAM Director Publish assessment results to disseminate to the campus community

SUMMER 2011 SLAM Director

Analyze assessments of programs, make recommendations for adjustments

FALL 2011 ExVP/Student Affairs

Career Placement / Internship Management begins operation and assessment

VPAA Coordinate suggested Academic Mentoring activities with QEPSC and Deans Faculty Development

SLAM Director Continuing coordination of SLAM initiatives and assessments Conduct one-on-one interviews with randomly selected freshmen

SPRING 2012SLAM Director Coordinate assessments Publish assessment results to disseminate to the campus community

SUMMER 2012SLAM Director Analyze assessments of programs, make recommendations for adjustments

FALL 2012VPAA Coordinate suggested Academic Mentoring activities with QEPSC and Deans Faculty Development




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FALL 2013VPAA Coordinate suggested Academic Mentoring activities with QEPSC and Deans




FALL 2014VPAA Coordinate suggested Academic Mentoring activities with QEPSC and Deans Faculty Development


SPRING 2015 SLAM Director Coordinate assessments Publish assessment results to disseminate to the campus community


FALL 2015 VPAA Coordinate suggested Academic Mentoring activities with QEPSC and Deans Faculty Development

SLAM Director Continuing coordination of SLAM initiatives and assessments Conduct one-on-one interviews with randomly selected freshmen Analyze assessment Begin writing Impact Report

SPRING 2016

SLAM Director Compile and Submit Impact Report for SACS

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Organizational Structure

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Student Success / Retention Director

Executive VP / Dean of Students

Academic Mentoring Co-Curric.

Activities

SLAM! Director

VP for Academic Affairs

Associate VP Academic Affairs

College Success Strategies

Info. Literacy

Capstone Career Planning

Co-Curric. Transcript

Internship

Peer Mentors

Academic Mentoring In Major

Graduation

CSS At-Risk

ACE Center

SLAM

Housing / RAs

UniversityCounseling

IRead


Resources

Proposed Budget 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Faculty Development In-Service Consultant $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 Motel $160.00 $200.00 $200.00 $200.00 $200.00 Meals (5 per visit) $100.00 $100.00 $100.00 $100.00 $100.00 Travel / Mileage $1,200.00 $1,200.00 $1,200.00 $1,200.00 $1,200.00 Personnel Director / Instructor $9,000.00 $60,000.00 $60,000.00 $60,000.00 $60,000.00 Benefits $0.00 $10,500.00 $10,500.00 $10,500.00 $10,500.00 Office Assistant $24,000.00 $24,000.00 $24,000.00 $24,000.00 Benefits $4,800.00 $4,800.00 $4,800.00 $4,800.00 Director of IR (10%) $4,000.00 $4,000.00 $4,000.00 $4,000.00 $4,000.00 Benefits $800.00 $800.00 $800.00 $800.00 $800.00

Dir Student Success/Reten(50%)* $22,000.00 $22,000.00 $22,000.00 $22,000.00 $22,000.00

Benefits $4,600.00 $4,600.00 $4,600.00 $4,600.00 $4,600.00 Graphic Designer $500.00 $500.00 $500.00 $500.00 $500.00 Co-curricular Activities Software $8,000.00 $1,000.00 $1,000.00 $1,000.00 Hardware $15,000.00 $1,000.00 $1,000.00 $1,000.00 Office Supplies $100.00 $500.00 $500.00 $500.00 $500.00 Advertising Publications $2,000.00 $2,000.00 $2,000.00 $2,000.00 $2,000.00 Posters $500.00 $500.00 $500.00 $500.00 $500.00 Window Decals $900.00 $200.00 $200.00 $200.00 $200.00 T-Shirts $0.00 $500.00 $500.00 $500.00 $500.00 Lanyard Tags $0.00 $200.00 $200.00 $200.00 $200.00

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Proposed Budget 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 Banners $1,000.00 $500.00 $500.00 $500.00 $500.00 Flags $0.00 $500.00 $500.00 $500.00 $500.00 Screen Savers $0.00 $200.00 $200.00 $200.00 $200.00 Assessment Software $500.00 $200.00 $200.00 $200.00 $200.00 Surveys NSSE or ACT $4,000.00 $4,000.00 $4,000.00 $4,000.00 $4,000.00 LASSI $1,300.00 $1,300.00 $1,300.00 $1,300.00 $1,300.00 Info Literacy $1,000.00 $1,000.00 $1,000.00 $1,000.00 $1,000.00 College Student Exp. $500.00 $500.00 $500.00 $500.00 $500.00 Professional Development

First Year Experience Conf $2,500.00 $2,500.00 $2,500.00 $2,500.00 $2,500.00

Contingency $5,000.00 $5,000.00 $5,000.00 $5,000.00 $5,000.00 Estimate Totals $66,660.00 $180,300.00 $159,300.00 $159,300.00 $159,300.00

* In the pilot year Mr. Jason Brewer will serve as the Coordinator and Instructor of the two course sections. Approximately 50% of his current salary line should be redirected to the QEP.

Expenses will be charged to Assessment budget $7,300.00 $7,000.00 $7,000.00 $7,000.00 $7,000.00Payroll in IR budget $4,800.00 $4,800.00 $4,800.00 $4,800.00 $4,800.00Payroll in SSR center budget $26,600.00 $26,600.00 $26,600.00 $26,600.00 $26,600.00

$27,960.00 $131,900.00 $110,900.00 $110,900.00 $110,900.00

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Assessment of First Year Student Learning

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SLAM Quality Enhancement Plan – Appendices

Appendix I. QEP Pre-Proposal Challenge - SACS Reaffirmation 2010

If Cumberland University could do “just one thing” to enhance student learning and/or the learning environment at the university, what should it be?

Quality Enhancement Plan Steering Committee (QEPSC) According to SACS, the purpose of the QEPSC is to develop a carefully designed and focused plan that addresses a well-defined topic or issue related to enhancing student learning.

GuidelinesThe QEPSC challenges all Faculty and Staff to submit a brief, two-page pre-proposal to be considered for implementation as the Quality Enhancement Plan (QEP) for Cumberland University. The pre-proposal is due June 15th, 2007. The two-page pre-proposals will be reviewed by the QEPSC. Based on the submitted pre-proposals, three viable topics will be selected for consideration as the QEP. After the QEP topic is selected, the QEP Steering Committee will work to fully develop the plan that will be submitted to SACS for re-affirmation in 2009. The awards for the pre-proposal challenge are as follows: $600 for first place, $300 for second place and $100 for third place.

QEP Pre-ProposalThe QEP Steering Committee has discussed potential QEP topic suggestions and has organized them in several theme areas. The QEP Steering Committee is now soliciting pre-proposals for topics that identify and provide basic justification for the selection of a topic. The theme areas are:

Making the Right Choice: Fostering Character-Based Education Increasing Opportunities for International Experiences to Enhance Student Learning Enhancing Student Writing and Speaking Skills Across the Curriculum Increasing Cultural Awareness to Enhance Student Learning Fostering Leadership Skills Through Focus on Community Involvement A Plan for Increasing Student Engagement and Enriching the First-Year Experience Partnership in Student Success: Advancing Critical Thinking Skills Continuing Development of On-campus Student Resources Professional and Life Long Skill Development of Students On-going, Focused Technology Integration for Enhanced Student Learning Other

Evaluation CriteriaEach pre-proposal will be evaluated by the QEP Steering Committee. The evaluation will be guided by the following criteria.

The relevance of the topic for CU is clear. The pre-proposal outcomes should ultimately enhance student learning. The objectives for student learning are specific and clearly defined. Level of departmental, school and discipline involvement is discussed.

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Appendix II. QEPSC Brainstorming Session SummaryDate of Session: August 24, 2007

The Quality Enhancement Plan Steering Committee organized and, using the Nominal Group Technique, led Brainstorming Sessions for Cumberland University faculty, staff, and administration on August 24, 2007, to conclude the in-service week before the Fall 2007 semester. Faculty and staff were divided into heterogeneous focus groups to think of ideas to improve Cumberland University. Administrators, including the President, Vice Presidents, and Deans of the university were in a separate group. This was done to facilitate openness for the faculty and staff to communicate their ideas about the needs of Cumberland University. Nine (9) groups met ranging in size from 10 to 15 people. This document summarizes the suggestions and ideas presented at these sessions.

Broad Categories Given by the Focus GroupsThe ideas from the focus groups were roughly categorized into the following broad areas. They are listed in order from the category with the most suggestions to the one with the least suggestions. The approximate number of suggestions in each category is given in parentheses. Buildings, Grounds, and Facilities (35 suggestions) Communication (33 suggestions) Academics and Enrollment (32 suggestions) Capital, Finance, and Benefits (31 suggestions) Morale, Attitude, Pride, and Character (26 suggestions) Student Life and Activities (24 suggestions) Technology (17 suggestions) Management, Leadership, and Administration (17 suggestions) Social and Community Service (3 suggestions)

Top Eight Ideas Presented by Focus GroupsEach of the following ideas were named by four (4) or more of the eight (8) groups that were comprised only of faculty and staff members. Data from the group comprised of administrators was not obtained by Dr. Dishman. The number in parentheses denotes the number of groups citing that suggestion as a need at Cumberland University.

Build a new Recreation Center/Student Center/Fitness Center (with a pool) on campus. (8)

Move the School of Nursing back on campus with new buildings and updated labs, possibly combined with a science building. [Many groups listed this as a social issue as much as anything else. The nursing students miss out on many events on campus and sometimes feel alienated from the rest of the students.] (7)

Improve the cafeteria, with more dining options, better food, and 24 hour service. (7) Hire additional faculty and staff. (6) Improve salaries and adjust them in a timely manner. (6) Improve the image of Cumberland in the community and increase name recognition.(5) Raise admissions standards. (4) Have better tracking of Cumberland alumni and better communication with them. (4)

Appendix III. BRAINSTORM SESSION RESULTS FALL 2009

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WRITTEN COMMENTS No assigned mentees. Mentorship has to develop naturally. Advising is enough. Mentees should be assigned according to shared interest or major. Actions speak louder than words. Don’t make mentoring too structured. Allow time. It’s not something that can be forced. It would help if administration provided money for mentor activities, like dinners, etc. Model behavior instead of talking about it. Students don’t seem comfortable with faculty being too friendly.

SPOKEN COMMENTS Advising is enough. Advisors already help students decide majors and interests. When I drive the van to out-of-town matches, I hear way too much. I want to say, “Hey, you do know I’m here, right?” They’ll tell you anything. My students have a lot of personal problems I don’t feel qualified to handle. I’m stretched too thin as it is. I don’t think I can add something else. I have too many advisees to mentor every one. I send students with serious personal problems to the counselor, I’m glad she’s here. Faculty are stretched like cellophane. There isn’t enough time for this. I feel sorry for many students, but I’m not a therapist. We would need a lot of training. A lot of advisors at Cumberland already mentor students. We shouldn’t insult them by trying to tell them what to do. We baby our students.

RESPONSES TO QUESTIONNAIRESMENTOR/MENTEE QUESTIONNAIRE

willing to do with resources In favor group outings 50% group out to eat 75% host group in office 78% attend ballgame/concert/ play 40% take group on field trip 40% accompany to movie night 62% involve in research/projects 71%

willing to do without resources eat in cafeteria with students 84% accompany to co-curricular activities 75% accompany to sports practice 53% hold exam reviews 58% take to conference /workshop 46%

Appendix IV. Examples of On-Campus Co-Curricular Activities

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Labry School of BusinessGuest Speakers The School has sponsored several lectures by speakers invited to campus. The most recent guest was Senator and former State Finance Commissioner Bob Corker, Jr., who addressed current issues affecting employment in Tennessee.

School of EducationYoung Author Conference (initiated 2001)This is an annual project sponsored by the School of Education and Public Service and Vise Library. Elementary students hear a guest children’s author reading from his or her book, and the children are invited to read their own books and stories. Participating authors and illustrators include Donald Davison and Kevin Hawkes. Students in the School of Education and Public Service take part in the planning and implementation of the Conference.

Guest speakersAuthor and motivator Michael Burt lectured about his newest book, The Anatomy of Winning: How to REWIRE people to WIN. This program was co-sponsored by SHAPE, a fitness and wellness organization on campus.

School of Liberal Arts and Science

Annual Humanities and Social Sciences Symposium (initiated 1997) Each year the program hosts a symposium featuring an honored guest speaker whose work is in the related disciplines. Students are encouraged to attend, and the topic is discussed in relevant classes. Past speakers include Will Campbell, civil rights activist, former Baptist minister, and author; and Dave Ramsey, nationally-known financial consultant and author of Financial Peace.

Second Cup of Coffee Lectures (revived 2007) This is a campus and community academic outreach program. These lunchtime lectures are held monthly in a public forum that is open to all of campus and the community. CU faculty and community members lecture on a wide array of areas of expertise. This forum provides an opportunity for sharing knowledge, community engagement, and mentoring by modeling scholarship as a life-long pursuit. Lecture topics have included: Antarctica; research monitoring wolf populations in Tennessee; the history of Andrew Jackson’s nearby home, The Hermitage; a student literary tour through the United Kingdom during Summer 2008; the history of the Wilson County Fair, the state’s premier county fair and source of community pride. The Director of the CU Songwriting Institute discussed his career writing hit country songs, criticism (in a monthly American Songwriter column), and books of music industry history; a member of the history faculty discussed Robert Caruthers, former Dean of Cumberland School of Law, who was elected Confederate governor of Tennessee; a soldier’s return to Vietnam in 2008. Nationally-known author John Egerton (Speak Now Against the Day: The Generation Before the Civil Rights Movement in the South; Generations: An American Family; Southern Food: At Home, on the Road, in History) is scheduled for spring 2010.

Jeannette C. Rudy School of Nursing

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Guest Speaker Program (initiated 2000)The Nursing Honor Society sponsors talks by visiting health industry experts. All Nursing majors attend, and others are welcomed. Past speakers include administrators from Baptist Hospital in Nashville and Dr. Robert C. Bone, area surgeon and lecturer at Vanderbilt University Medical School.

School of Music and Arts Drama and Musical Productions (initiated 1993)The School of Music and the Arts presents two dramas each year, along with a musical in the spring semester. All students are welcome to audition for parts in these productions. Cumberland students are admitted free of charge. Past productions include: Harvey by Mary Chase; Steel Magnoliasby Herbert Ross; Pirates of Penzance by Gilbert and Sullivan; A Midsummer Night’s Dream, by William Shakespeare, and The Fantasticks, music by Harvey Schmidt, lyrics by Tom Jones (based on the play Les Romanesques by Edmond Rostand).

Gallery Talks (initiated 1996)Each year Adams Gallery presents exhibits that feature professional artists and student exhibits juried by professionals. The artists or jurors speak about their work or evaluations in gallery talks and receptions. Students and community members attend, and they can visit with the artists in an informal setting before and after the talk.

Past visiting artists include: Whitney Leland, Professor/University of Tennessee/Knoxville; Kim Rushing, Professor, Delta State University; Tom Riesing and Marcia Goldenstein/Professors, University of Tennessee/Knoxvillle; Timothy Weber, Director, Appalachian Center for Crafts of TTU; Michael Aurbach, Professor, Vanderbilt University, 2006-07 President of College Art Association of America; Boris Zakic, Associate Professor, Georgetown College; Alan LeQuire, nationally-known sculptor from Nashville; Susan DeMay, nationally known ceramics artist and Assistant Professor, Vanderbilt University.

Concerts and Recitals (initiated 1994)The Cumberland Jazz Band performs in public concerts that feature renowned professional guest performers from the Nashville jazz scene. Featured guests include: Ron McGaha, jazz instrumentalist; Connye Florance, jazz vocalist; William Yelverton, acoustic guitarist, MTSU; Barry Green, jazz instrumentalist.

Choral and Instrumental areas of the School host concerts and master classes featuring professional musicians. During 2009-2010 the Great Performers Series was initiated, with highly-praised soprano vocalists Susanna Phillips and Patricia

Racette, accompanied by pianist Craig Terry, including CU on tours that include Kennedy Center and other impressive venues. Students are admitted free of charge.

In addition to presenting professionals, CU students are required to perform in adjudicated recitals each semester, as well as in a final Senior Recital.

Appendix V. Faculty/Staff-Student Mentoring: The Why & How of It

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Presented to Cumberland University Faculty & StaffPresented By: Joe Cuseo, Ph.D.January 27, 2010

Definition(s) of Mentoring* “An older, more experienced person who acts as a guide, advocate or role model for a younger, less experienced student” (Donaldson, Ensher, & Grant-Vallone, 2000, Journal of Career Development).

* “A one-to-one learning relationship between an older person and a younger person that is based on extended dialogue between them. A way of individualizing a student’s education by allowing or encouraging the student to connect with a college staff member” (Johnson, The Freshman Year Experience, 1989).

Presentation Topics

Potential Benefits of Mentoring for the Student Mentee/Protégé

Potential Benefits of Mentoring for the Mentor

Potential Benefits of Mentoring for the College/University

Why has Faculty-Student Mentoring not Reached Its Full Potential “Naturally?”

Logistical Issues & Practical Questions: “The Devil is in the Details”

Four Core Principles of Effective Student Mentoring

The Art & Science of Making Student Referrals: Suggested Strategies

Varieties of Faculty-Student Contact Outside the Classroom: A Baker’s Dozen

Appendix VI. PRESENTATION TO QEPSC,

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SELECTED FACULTY AND STAFF OFCUMBERLAND UNIVERSITYFriday, September 18, 2009, 10 a.m.

Present from Cumberland University QEPSC: Lissa Gill, Jason Brewer, Lisa Cobb, Laurie Dishman, Lisa Macke, John Markert, Pete Peterson, Claire Walker, Amber Woodard Present by invitation: Stuart Harris, English faculty, Eric Cummings, Education faculty, members of the Professional Development Committee; Kristin Gray, Director of Residential Life.

Presenters: Co-Directors of the First Year Initiative Program, University of Tennessee at MartinGeorge Daniel, III, Assistant Vice-Chancellor, Academic Affairs, Director, Student Success Center, UTMDavid Belote, Assistant Vice-Chancellor, Student Affairs, UTM

Topic: FACULTY AND PEER MENTORING IN THE FIRST YEAR INITIATIVE PROGRAM, UNIVERSITY OF TENNESSEE at MARTIN

The First Year Initiative Program at UTMUTM was one of the first schools in the country to implement a first year program; Dr. Philip Watkins initiated it in 1970. The program is a partnership between Student Affairs and Academic Affairs. Faculty Mentors and Peer Mentors work together to get students oriented into the college environment. (The words Mentor and Leader were used more or less interchangeably in this presentation.)

Student Affairs is represented by David Belote, and Academic Affairs is represented by George Daniel, Ph. D. The program began as a Student Affairs program; a Title III grant for the Student Success Center “moved it into the Academic arena.” The program is based on assessment at the present, but at first done by “feel.” Collection of data helped in obtaining Title III seed money for the Student Success Center. The University Chancellor asked George Daniel to lead the Student Success Center and the Title III grant: UTM was awarded $3,000,000 over 5 years. The General Studies course fell under the Title III directive.

UTM uses the First Year Initiative Survey produced by Educational Benchmarking, Inc., Randy Swing, Director. EBI’s FYI survey costs $4300 for UTM. By participating in this survey, Daniel and Belote gain access to national data and peer institutions. Each year Dr. Daniel sends in UTM data, and then receives a notebook that summarizes data for all participating institutions. This notebook includes executive summaries. as well as numbers.

What the survey tells:

1. What your institution does best: UTM excels at interaction between Faculty Mentors, PEP Mentors and students.

2. What your institution needs to improve: UTM needs to improve pedagogy of first year course.

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The General Studies Course and the “Balanced Schedule”The UTM First Year Course is General Studies 101 class that equals 2 credit hours. Each class has around 20 – 25 students, one Faculty Leader and 2 to 3 PEP Leaders (peer mentors). The peer mentor : student ratio is roughly 10 :1. The General Studies class is introduced at SOAR, the UTM summer freshman advising and pre-orientation period. Two and a half days with freshmen and their parents allow time for “pitching” the First Year Initiative and “balanced schedule” concept described below.

General Studies 101 is not mandatory, but is “sold” to freshmen (and their parents) as a means of helping students maintain the GPA required by the Tennessee Lottery during their first semester. As a General Studies class, it counts as part of the student’s first semester GPA. This idea is advocated to parents at summer orientation and advising (SOAR) as part of a recommended practice that Daniel calls a “Balanced Schedule.”

To achieve the Balanced Schedule, UTM counsels students to take no more than two difficult or challenging classes during their first semester in college, and to balance these classes with the General Studies course and another elective or class in which success can reasonably be expected. This may be an activity course, such as an exercise class, an art, theatre or music class, or a speech class, depending on the student’s individual abilities, experiences and desires. Daniel thinks that this approach gives freshmen students an academic boost in the first semester, when many experience difficulty adjusting to college life. Success in the first semester can also help a student gain confidence in the academic and social arenas of college.

At UTM there is 90% participation in the course titled General Studies. Paper surveys and essays are part of the class to measure participation.

General Studies 101 Course at UTMThe class begins at Welcome Week, one week before the Fall semester starts. Students are assigned their course sections, each led by a Faculty Leader and a PEP Counselor (peer mentor).

StructureUTM has special interest sections for football players, male athletes, female athletes, undeclared majors and transfer students. All other sections are organized by college or discipline:

5 college sections 1 undeclared section 1 football section 1 male athlete section 1 female athlete section

Faculty LeadershipSome colleges have veteran College Faculty Leaders (mentors) who “have heart for the mission” to freshmen students, while other colleges appoint Faculty Leaders on a rotating basis. Some colleges or disciplines see the class as “an opportunity to recruit and retain majors;” others see it as an opportunity for students to explore

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options. There are a few adjunct faculty leaders, some of whom are inevitably less engaged than full-time faculty, especially at off-campus sites.

ScheduleAll on-campus sections of General Studies 101 meet at 12 noon on Monday and Wednesday, except for one section that meets at night. Half the classes in the course meet with their faculty instructors on Monday, half on Wednesday; the other days the respective halves of the class groups meet together, in assembly, with speakers from Academic Affairs and Student Affairs (assembly meetings last until Thanksgiving). Class periods under the Faculty Leader deal with subject matter of interest to the specific groups, while the assemblies deal with University-wide information (rather like an extended Orientation that is perhaps more meaningful as many events discussed, such as Advising, are discussed just prior to taking place during the semester).

Attendance is taken at each meeting by head count, scanner, or papers turned in. On-line sections proved less successful than face-to-face class meetings at UTM; data showed that their freshmen lacked the maturity to handle on-line classes.

Advantages of taking General Studies as a Freshman at UTM Freshmen encounter information when they need it, in digestible amounts, as

the semester unfolds, rather than all at once during orientation. It serves to refresh student understanding of Tennessee Lottery requirements

and financial aid (it has been found that many students who qualify for the Lottery Scholarship fail to understand just what is entailed in keeping the funds. Many students lose the lottery in their freshmen year).

It allows a structured recap of what’s going on on-campus (Greek recruitment, Advising, available tutoring, Student Success Center hours and services, etc.)

It serves to introduce ICE – Institute of Civic Engagement, the UTM co-curricular activities, and other learning activities that are not classroom-based, and explains the importance of such activities on one’s transcript and resume.

Selection of General Studies Faculty and Student LeadersEach College Dean appoints College Faculty Leaders for pertinent General Studies sections. Other interested faculty may apply to lead sections.

College Leaders (PEP Mentors) come out of colleges, too. They must have 3.0 GPA to be considered for PEP. They are trained in a spring semester training class before they begin mentoring in the fall. PEP Leaders are not counselors, but they can be given a lot of information so that they can counsel freshmen to a degree, and advise when and where freshmen need to seek further counseling. They take tests that gauge their knowledge of the trials and tribulations experienced by first-year students.

PEP Mentors must attend the Mentor Training classes, where each becomes “a walking encyclopedia” of campus information. PEP Mentors supply more social mentoring, while Faculty Mentors supply more academic mentoring. PEP Leaders are recruited from Leaders in Residence, a group of students selected on the basis of scholarship and experience in Youth Leadership classes in communities and high schools. This group of Leaders in Residence is a pool from which Peer Leaders are recruited at UTM.

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Because each section of the First Year Initiative course is led by individual faculty from different colleges and disciplines, there is no required text or curriculum, other than what is covered in the common assemblies. This gives the faculty autonomy in crafting curriculum that is discipline-based. Sections for Undeclared Majors have adopted Skip Downing’s text, which emphasizes personal responsibility and teaches students to recognize which of the four styles of learning work best for them.

EvaluationThe 10% of freshmen and transfer students who do not elect to take the class serve as a control group when data about study habits, student engagement and retention is analyzed. 85% make a grade of A in the class, others B, C, D or F.

CostFaculty Leaders receive overload pay ($605 per credit hour). PEP Leaders (peer mentors) receive $600 per semester as salary for the project. Although there was an extra fee for program paid independently when the course was initiated, it is now part of student fee structure. Athletes’ fees are paid from athletic fees. Faculty Leadership is considered in the Annual Faculty Evaluation.

PEP Mentors are engaged for the entire year, their pay is in installments of $300 for one-half of semester, $300 for the second half. This money may be cash or be applied to financial aid or scholarship package.

Student Success CenterThe Student Success Center is the part of the First Year Initiative that belongs to Academic Affairs and serves all students. The “Balanced Schedule” concept for freshmen advises students to take at least 16 credit hours each semester, so that a class (including 4-hour science/lab classes) may be dropped without jeopardizing full-time status.

Academic success, maintaining the Tennessee Scholarship and GPA are important to all students; eligibility, however, is a special concern of college athletes. At UTM an athlete goes to the academic advisor first, then to the Student Success Center for tutoring and review sessions.

StructureThe Math Lab is housed in the Student Success Center, and requires the student to take the first step to seek tutoring. In the Student Success Center there is math session tutoring, as well as individual tutoring offered, again at an hourly rate. There is also a Writing Center located in the SSC, as well as other tutoring services. Faculty members identify students who are in jeopardy. Attendance is an early indicator of this. Mid-term is really too late to address the problem. PEP Mentors are also asked to identify students in jeopardy of social or academic difficulties.

CostThe Student Success Center has a professional staff of 8, supplemented with Graduate Assistants. There are Career Counselors, Specialists in Testing and a Disabilities Coordinator, along with directors for Math and Writing Labs. The full-time career counselors are available for all students, but practice intensive advising with freshmen who are undeclared majors, helping them determine areas of interest and aptitudes.

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Dr. Daniel stated that the typical student has “30 [credit] hours to figure out” his or her major before beginning to “waste time and money.” Because the GEC is discipline-specific at UTM, the first year of college is critical to most students. While this is not strictly true for all majors at Cumberland, it is in fact true for several majors (Nursing, Education, Art, and Music).

Student tutors are paid on an hourly basis.

The Student Success Center is partially funded with Title III Government grant funds that serve as seed money over five years. After “sitting out” a year, UTM plans to apply for another Title III grant to address sophomore mentoring. As far as Dr. Daniel knows, this program is available to private institutions.

ResultsBefore the Student Success Center and General Studies 101 course were initiated, student retention was approximately mid-60%. It is now in the mid-70’s after six years of Student Success Center operation.

Other Student Support at UTMSupplemental InstructionA proven student in each class takes notes in class, then posts notes on-line and leads S.I. tutoring session for students who must be absent due sickness, school-related travel or injury. The S.I. tutor has already successfully completed the class and is then paid an hourly rate to attend class, take notes and tutor needy students in scheduled sessions. S.I. tutors are used by Foreign Language classes and Math and Science classes.

Residency ProgramThe residency program at UTM is somewhat involved in academic mentoring. There is an Honors floor, as well as an Engineering floor. 3000 of the 6000 UTM students reside on campus. Resident Assistants are upper-division peers available to dorm dwellers for on-site advice and consultation.

SummaryThe First Year Initiative at UTM, comprised of General Studies 101 and the Student Success Center, is modeled on First Year programs seen at other places. The faculty and staff have taken ideas from other programs, experimented and fitted these ideas to the school structure at UTM. They have found that a strong Faculty Leader (Mentor) supplemented with PEP Leaders (Peer Mentors) in college-based classes works best for their particular situation. The data they have gathered over six years supports their choices. All changes are based on both quantitative data and qualitative evaluations of course sections, peer institutions and national norms.Many of the concepts discussed in the presentation are presented in greater detail on the UTM website.

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Appendix VII. FALL 2009 Dawg Days Registration

8:00 Check-In (Memorial Hall Lobby) and,CU Departmental Browsing Fair / Refreshments (Baird Chapel)

Visit w/ Staff Departments Schedule individual afternoon appointments w/ staff offices

9:00 Welcome to CU! (Eddie Pawlawski, Executive VP/ Dean of Students)9:05 Schedule for the day (Jason Brewer, Director of Student Success & Retention)9:10 CU: The Six Steps to Success (JB)9:20 FERPA: Student Right-To-Know Information (EP)9:30 All About Residence Life (JB)9:35 Split into Groups / Transition

STUDENTS9:45 [Group 1] (LH - Tiered)

Registration/Schedule [Group 2] (LH - Classrooms)

Meet Your Peer Mentor10:30 [Group 1] (LH - Classrooms)

Meet Your Peer Mentor [Group 2] (LH-Tiered)

Registration/Schedule

PARENTS(all sessions in Baird Chapel)9:50 Who Do I contact? (Eddie Pawlawski)

10:00 Parents Make Transitions, Too! (Lisa Macke, Director, CU Counseling Center)

11:15 Complimentary Lunch (Phillips Dining Hall)12:15 Registration/Advising/Orientation (Baird Chapel - JB)12:30 Financial Services 101 (Bea LaChance, Director of Enrollment Services)12:45 TN HOPE Scholarship Info. (James Snider, TN Student Assistance Corp.)12:55 Student Life Information (Libby O’Guin, Director of Student Services)1:00 Afternoon Appointments:

-Financial Services Appointments -Residence Life Appointments -ACE Center Open-Advising/Schedule Adjustments -Make Your Student ID -Campus Tours -Business Office will be open -CU Bookstore Open -Counseling Center

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Appendix VIII. 2009 Freshmen Orientation

Sunday, August 23, 20095:30 pm: Check-In Begins (Heydel Fine Arts Center)5:45 pm: Welcome! The Vision of CU (Eddie Pawlawski- Dean of Students)6:00 pm: Making it count! (Presented by Monster.com) 7:00 pm: Academics at CU (Dr. Peterson-VP of Academic Affairs)7:40 pm: Student Life (Libby O’Guin & Kristen Gray)7:50 pm: Break 8:00 pm: Being an active CU Alum (Justin Bradford-Director, Alumni Affairs)8:10 pm: Life at CU / The Cumberland Creed (Eddie Pawlawski)

Monday, August 24, 20097:00 am: Arrival at CU / Check-In (Phillips Dining Hall)7:00 am: Breakfast with the class of 2013 (Phillips Dining Hall)8:00 am: Load Busses 8:15 am: Depart for Camp!9:00 am: YMCA Camp Widgiwagan Activities12:30am: Lunch1:30 pm: YMCA Camp Widgiwagan Activities4:30 pm: Load Busses – Depart Camp 5:00 pm: Return to CU – Dismiss

Tuesday, August 25, 20098:00 am: Arrive and Check-In (Heydel Fine Arts Center)8:15 am: Setting Goals (Dr. Stumb- Dean, Labry School of Business)8:30 am: FOCUS Activity – Class of 2013 Time Capsule9:00 am: CU Counseling Center Information 9:45 am: Academic & Career Enrichment (ACE Center)(Brewer)10:00am: Break10:10am: CU Technology 101 (Tony Dedman- Director of I.T.)10:40am: FOCUS – Mentor Activities 11:15am: CU Pride and Athletics (R. Pavan – Athletic Director) 11:25am: Final Thoughts (Brewer)11:30am: Cookout & Community/Student Organization Fair (Dining Hall)

Office of Student Success & Retention – Labry Hall 206

Appendix IX. Student Leadership Academy 2009: Discover the Leader in You @ CU

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In an effort to assist our student leaders to develop enhanced leadership skills, the Cumberland University Division of Student Affairs has carefully selected conference presenters from our university, the Lebanon community, and other universities across Tennessee. These presenters are excited to spend time with our student leaders and share with you what they have learned as leaders on our campus, in our community, and within our state.

Conference Schedule

Sunday, August 16

1 p.m. Arrive on campus and travel to ropes course2 – 5 Ropes Course 5:30 Dinner in Lebanon6:30 Residence Hall Room Check-In7:30 Conference Introduction (Baird Chapel)8 Quintessential Leadership (Baird Chapel)

Monday, August 177 – 8:30 a.m. Breakfast in the Cafe8:30 – 10 What Are Your Leadership Strengths and Growth Edges?

(LH Tiered Classroom)10 Break10:15 – 11 Budgeting and Fundraising 101 (LH 209)

Community Service: Commitment to Caring Beyond CU Boundaries (LH 211)

11 – 11:15 Break11:15 – Noon Are You a Bridge or a Tunnel? Delegating Effectively (LH 209)

Effective Communication and the Impact of Attitude (LH 211)Noon Lunch and Southern STARRS Slideshow in the K Room1 p.m. Life in a Fish Bowl: Character, Ethics, and Leadership at CU

(LH Tiered Classroom)2 – 2:15 Break2:15 – 3 Recruiting, Retaining, and Motivating Your Members (LH 209)

Marketing and Publicizing Your Events (LH 211)3 – 3:45 Advocating for Your Organization Effectively (LH 209)

Diversity 101 (LH 211)5 Cook-Out, Volleyball, & Fun Stuff8 Team Building (Baird Chapel)

Tuesday, August 18

7:45 a.m. Breakfast & The Effective Use of Mission Statements (Baird Chapel)

9 a.m. Community Service Project: Southern STARRS, Inc.12:30 p.m. Time to shower (if needed), then Lunch in the Cafe1:15 p.m. Leadership Council Meeting2:15 p.m. Adjourn

Group Sessions

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GS 1: Effective Leadership SkillsDr. Susanna Baxter Tennessee Independent Colleges and Universities AssociationChief Executive OfficerBaird Chapel

What skills to leaders utilize when they are at their best? How can you effectively lead your organization to become stronger? In this active and engaging session, Dr. Baxter will help you begin thinking about the basics of leadership. Five essential leadership skills will be presented and discussed.

GS 2: What Are Your Leadership Strengths and Growth Edges?Ms. Lisa MackeCumberland UniversityDirector, Counseling CenterLabry Hall Tiered Classroom

Cumberland University strives to celebrate the aptitudes of each of our leaders and to assist our student leaders in developing stronger leadership skill sets. This session will feature a discussion of the Student Leadership Practice Inventory and will assist you in developing a greater understanding of your strengths and growth edges as a leader.

GS 3: Life in a Fish Bowl: Character, Ethics, and Leadership at CumberlandMr. Daniel ReillyUniversity of Tennessee – KnoxvilleDirector, UT – K Safety, Environment, and Education Center Labry Hall Tiered Classroom

One of the essential aspects of being a student leader at Cumberland University involves possessing character traits of strong personal ethics and integrity. Mr. Reilly will discuss the concept of living “life in a fish bowl” and the expectations and benefits of being a role model at Cumberland.

GS 4: Team BuildingMr. Ron PavanCumberland UniversityAthletic DirectorBaird Chapel

Do you ever wonder how to get your student group to problem solve and communicate more effectively? In this fun and engaging session, Mr. Pavan will take an active approach with you to help you learn new ways of building your organization into a cohesive student group.

GS 5: Leadership and the Effective Use of Mission Statements

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Dr. Paul Stumb Cumberland UniversityDean, College of Business Baird Chapel

What are your organization’s goals for the upcoming academic year? Building on Dr. Baxter’s introductory session about leadership, this discussion will synthesize the information you have learned at this conference. Dr. Stumb will present crucial information about goal setting and formulating a mission statement and will focus on helping you formulate next steps as you embark on leading your student organizations this year.

Break-Out Sessions

BOS 1:Budgeting and Fundraising 101 Mr. Jonathon HawkinsCumberland UniversityExecutive Director, Development and Alumni RelationsLabry Hall 209

This session will focus on budgeting basics and creative ideas for fundraising that you can use with your student organization this year.

Community Service: Commitment to Caring Beyond CU BoundariesMs. Dorie MitchellLeadership WilsonLabry Hall 211

Ms. Mitchell will discuss community service options in which your student organization can engage during the upcoming academic year.

BOS 2:Are You a Bridge or a Tunnel? Delegating EffectivelyMrs. Mary Gordon PawlawskiExecutive Coaching Network, Inc.Executive CoachLabry Hall 209

This session will focus on learning the basics of delegating. Did you know that there are various techniques one can use to be a successful delegator? Come and learn how!

Effective Communication and Impact of AttitudeMs. Lisa MackeCumberland UniversityDirector, Counseling CenterLabry Hall 211

Communicating effectively and having a positive attitude makes a major difference in how your group perceives you. Additionally, it impacts whether or not you achieve your personal goals as well as your student organization’s goals.

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BOS 3:Recruiting, Retaining, and Motivating Your MembersMr. Jason BrewerCumberland UniversityDirector, Office of Student Success and RetentionLabry Hall 209

This session offers tips and suggestions for how to open your organization’s front door wider to welcome new members, but also reminds us of ways to close the back door to keep the members you have! In addition, suggestions will be given regarding how to motivate your members to achieve the goals of your organization.

Marketing and Publicizing Your Organization’s EventsMr. Brian HarvilleCumberland UniversityDirector of Public RelationsLabry Hall 211

You can have the perfect campus event or activity planned, but if you don’t promote it effectively, it will flop: No one will know to come to it! Mr. Harville will discuss creative ways to publicize your events.

BOS 4:Advocating for Your Organization Effectively Mr. Eddie PawlawskiCumberland UniversityExecutive Vice President and Dean of StudentsLabry Hall 209

Understanding how to interface with the administrators, staff, and faculty members of Cumberland University is vital to ensuring the success of your student organization. If you struggle with this task, Mr. Pawlawski will help you learn how to effectively advocate for your student group.

Diversity 101Ms. Stacey Garrett, Esq.Bone McAllester Norton Chairperson, Board of Directors

Labry Hall 211

This session will focus on a value Cumberland University faculty and staff members hold dear: Diversity! Come and have fun while engaging in an active discussion about celebrating student differences on campus.

Appendix X. Student Success Program

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The Director of Student Success & Retention is responsible for the development and delivery of the Student Success Program.

I. Enrollment in the Student Success Program:New freshmen and/or transfer students who do not meet minimum admission standards are candidates for the Student Success Program (SSP) via the Admissions Committee. The Admissions Committee will make the recommendation for enrollment in the Student Success Program during the file review process for the committee bound students. Upon admission by the Committee, the student will be notified of the decision and informed of the Student Success Program requirement. The student will have a limited amount of time to either accept or deny their position at the University through the Student Success Program.

Once an applicant has accepted their position, the SSP Director will begin immediate supervision and monitoring of the SSP requirements and establish communication lines with the academic community of the University. All SSP students will be required to complete an initial interview with the SSP Director. Upon completion of the interview, the SSP Director will begin to tailor an individualized meeting schedule and academic plan for the student. The interview will provide an opportunity for the student to disclose any documented learning disabilities and/or ADA accommodations that may be necessary.

II. Student Success Program Outline

PurposeThe purpose and mission of this program is to support and facilitate a successful transition of academically challenged students into the learning community of the University. To achieve this mission, Student Success Program will assist in a seamless transition to CU through intensive advising and deliberate participation in support programs as outlined in an individualized SSP Plan. The SSP will assist at-risk freshmen in the shift from secondary school to college. Central to this plan is the development, mentoring, and supporting of academically challenged students through ongoing communications between the Student Success Program Director, the student, and the academic community of CU.

Student Success Program1. Student Success Program status will remain during the freshman/first year at the

University. 2. The Director of Student Success & Retention will work with the academic community of

the university to create opportunities for developing relationships with faculty and students in majors of interest to the SSP students. SSP students will be encouraged to declare a major after a review of the first semester grades have been processed by the SSP Director.

3. The Director of the Student Success Program will serve as academic advisor to SSP students for the freshmen year.

4. At the beginning of the semester, scheduled mentoring appointments will be required for all SSP students. Dependent upon the level of need, academic ability, and maturity of the student, meetings would be scheduled weekly, biweekly, or monthly as determined by the SSP Director.

5. The SSP Director will establish and maintain communication with instructors of program students, as well as appropriate university departments. Frequent updates will be needed to assist in ongoing advisement and mentoring of SSP students. Program requirements, Student Success program records and all program correspondence will be kept in the Office of Student Success and Retention. This office will maintain

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communication with the Dean of Students on the status of SSP students in effort to improve retention and assess the program.

6. SSP students will be allowed to priority register with all CU students for the coming semester based on current evaluations made by the SSP Director. Adjustments can be made once the final decision for continued enrollment in the Program and/or the University is made by the Director of Student Success & Retention and the University Admissions Committee. Student conduct and academic performance may be considered by the Admissions Committee in its evaluation. Students not readmitted to the University would be responsible for any unpaid fees. Individual credit hour limitation will be determined by the Admissions Committee and communicated to the Registrar for approval for the upcoming semester.

III. Program EvaluationStudent progress will be evaluated at the conclusion of each semester a student is enrolled in the Student Success Program. The SSP Director will monitor semester results/findings relative to the program for the evaluation of SSP students by the Office of Student Success & Retention, the Dean of Students and the Admissions Committee. Students failing to meet minimum GPA requirements to be in academic good standing with the University and/or failing to satisfy program attendance and meeting requirements may be subject to dismissal by the Admissions Committee. The Director of Student Success & Retention will make recommendations to the Dean of Students and University Admissions Committee as appropriate. The Admissions Committee reserves the right to require continued participation in the program, under terms and conditions it determines necessary.

IV. AssessmentThe Director of Student Success & Retention is responsible for assessment of Student Success Program participation and for monitoring and assessing the grades of SSP participants. The Director of Student Success & Retention will work with the Dean of Students to assess the yearly success/results of the delivery of the SSP and the overall success of the SSP students.

V. Additional Comments:All SSP students, upon satisfying the SSP requirements as set by the University Admissions Committee and/or the SSP Director, are strongly encouraged to continue regular use of university resources. Special attention and consideration should be given for students to continue use of academic support mechanisms as well as developing a prospective career plan with the CU Counseling Center.

Appendix XI. Academic Integrity

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Cumberland University expects students to adhere to the highest personal standards of honesty and academic integrity. Failure to adhere to these standards through acts of plagiarism or by cheating on assignments or examinations, whether by the use of unauthorized aids or by copying the work of another, will result in disciplinary action.

A concern of major importance to the University is plagiarism. By definition, plagiarism is using the materials or ideas of another as one’s own without acknowledgement. The University does not condone this misconduct. Proven plagiarism and cheating on assignments and examinations will necessitate the following actions

1. It is the responsibility of the course instructor to file charges of Academic Misconduct. He / She may impose penalties ranging from a failing grade on the assignment to a failing grade in the course.

2. The instructor will forward the evidence to the office of the Vice President for Academic

Affairs. The report of misconduct will be placed in the students file.3. The student will not be allowed to withdraw from this course to prevent a failing grade or

reduce the sanctions.

4. The student may appeal the instructor’s decision through the office of the Vice President for Academic Affairs. Upon receiving an appeal the Vice President will call a meeting of the Academic Integrity Board.

Academic Integrity BoardProblems concerning Academic Integrity are first addressed by the Faculty member

who identifies the problem. Sanctions may include failure of assignment or course; the action taken is up to the discretion of the Faculty member, as outlined in the course syllabus. Students can appeal an unfavorable Faculty decision to the Vice-President of Academic Affairs, who refers the case to the Academic Integrity Board without comment or action.

The Academic Integrity Board is comprised of a minimum of four faculty members and one full- time student. Currently, there are representatives of all five University schools. The function of the board is to consider evidences of academic dishonesty, determine guilt and confirm or assign new sanctions. Sanctions may include (but are not limited to) assignment failure, course failure, probation or suspension from the University. The Board may request the testimony of witnesses including the student, the instructor and other appropriate individuals.

The student may appeal an unfavorable decision by the board. Appeals are made first to the Vice President for Academic Affairs and then to the University President. The decision of the University President is final.

Appendix XII. Freshman Student Interview Protocol - Cumberland University

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A. Background information:a. Be sure to note characteristics of student (if not already obtained): gender, race/ethnicity,

participation in athletics, first generation student, works on campus, works off campus, residential student, commuter student.

B. General Questions:1. What did you expect college to be like before you enrolled at Cumberland?2. What has been the most difficult part of your adjustment to academic and social life

at this university?3. What are some specific things that made your transition more or less successful?

C. Students will show competence in utilizing university services (ACE Center, Counseling Services, Information Technology, etc.).

1. Is academic work here more or less challenging that you thought it would be? Why or why not?

2. What kinds of services are available on this campus to student who are having a difficult time (could be academically, emotionally, socially, etc.)?

3. Have you taken advantage of campus services? How have they contributed to your success?

4. Are there other services that could be offered that would help students succeed?D. Students will demonstrate improved study strategies.

1. Compare your method of studying when you entered college to the methods you use now. What changes have you made in order to succeed in your work?

2. In what ways have you balanced your time working on your classes versus other obligations, such as work, family, friends, clubs and organizations? What are some techniques you have used to aid in this balance?

3. In preparing for tests, what have been the most successful methods that have helped you improve?

4. In preparing for writing papers, what are some techniques that you have learned that have been valuable for improving your written communication?

5. What other strategies have been useful? How have the CSS course aided you in finding strategies that help you?

E. Students will demonstrate an understanding of the norms and expectations of college faculty and academic mentors.

1. What are some specific academic expectations or norms that faculty and academic advisors have communicated to you? How were they communicated?

2. In what ways have you interacted with faculty members outside of class? How often? In what ways have you sought out faculty members to get to know them, ask their advise, or seek help?

3. Which norms and/or expectations have been the most challenging to live up to since coming to Cumberland? Why?

F. Students will recognize the academic integrity values embedded in the CU creed and be able to express the importance of academic integrity.

1. Name some appropriate and inappropriate ways of obtaining help from outside sources on an academic assignment. (seek clarification from student, if needed)

2. What does it mean to have “academic integrity”?

G. Overall Suggestions

We need your help to make the freshman year experience even better for Cumberland students. What suggestions do you have for university faculty and administrators in helping students succeed and increase their satisfaction with the Cumberland first-year experience (SLAM)?

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Appendix XIII. LASSI Results

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Appendix XIV. NSSE Results

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