ACADEMIC SUCCESS CENTER (FORMERLY, UNIVERSITY COLLEGE)
MISSION AND GOALS
As a part of UNLV’s efforts to serve its diverse population, the University College was created in 2002. In
2008, it was decided to convert the University College into the Academic Success Center (ASC) whose
primary task is to ensure success of incoming students through various collaborative programs that
engages all relevant academic units of UNLV. Transitioning University College into an Academic Success
Center has been a proactive measure to more actively support students and engage the campus
stakeholders in learning support initiatives and First Year Programs.
The mission of University College from 2002 – June 2008 was to expand educational opportunities and
enhance student retention and graduation rates by: a) providing quality advising and support services for
students whose needs are not currently being met by existing university structures, and b) flexible, well-
rounded programs of study for traditional and non-traditional students interested in solid interdisciplinary
The Goals of University College were as follows:
• Increase the College’s visibility and credibility.
• Deal with continued student growth.
• Think outside the box programmatically.
• Provide an Interdisciplinary Studies Degree (Bachelor of University Studies).
• Offer developmental academic advising for undeclared students.
• Offer advising for all student athletes.
The Academic Success Center now houses all the areas within University College, except for the
Bachelor of University Studies degree. The mission of the ASC is as follows: ASC will partner with the
entire campus at UNLV to both welcome and mentor students from pre-admission to a successful
graduation. Recognizing that the transition into a higher educational institution can be a challenge for
students and their families, ASC is dedicated to providing a strong base of support from successful
academic transitions to a successful completion of the first year to a successful commencement. The
Academic Success Center will continually offer this support throughout students’ careers at UNLV
through close partnership with all of the Colleges, the Library, Student Services and other campus
communities and resources that will help to keep the dynamic first year momentum going through to
The goals of the Academic Success Center are:
• to provide learning support, including tutoring, at every level and to help first year students
transition academically and build connections to their University Community.
• Retain students in the first year and throughout to a successful completion of their degrees at
• Build and maintain functional relationships with Enrollment Services to create a seamless
entry and matriculation experience for our students.
• Connect students to communities of other students, faculty and service professionals at
• Coordinate efforts between and among all of these internal units in order to create specific
First Year and Success initiatives, such as embedded curricular components in First Year
Seminars (major exploration), Making the Grade workshops, Major Exploration Fair, etc.
• Continue to create, develop and establish ongoing ties between Career Services and
Academic (Developmental) Advising, Learning Support and First Year Programs.
• Provide specialized training, sensitivity, mentoring, initiatives and information on the topics of
diversity. Diversity information will be incorporated into the First Year Experience classes
and training for all new staff.
Today’s university population is more diverse than it has ever been. Student goals range from the intrinsic
pursuit of knowledge, to the acquisition of specific work-related skills, to preparation for graduate or
professional programs. In UNLV’s urban setting, many students have nontraditional needs and specific
career plans not easily met by traditional colleges. To this end, the University College was created to
provide: 1) quality advising and support for students without declared majors, and 2) a University Studies
degree consisting of a flexible, well-rounded program of study for traditional students interested in solid
general studies curricula. The University College represented an academic home both to students
exploring their options and to those whose educational goals are best met by individualized programs of
study. A strong university studies core that emphasized the acquisition of career-development skills
relevant to all students complements the academic exploration and flexibility.
Research shows that freshmen and transfer students who participate in a first year program and stay
connected to a recognized structure that creates pivotal relationships with faculty, advisors, staff and
other students, and these relationships help them bond to their campus. This sense of institutional loyalty
typically translates into students who are more likely to return as sophomores and continue on a path
toward graduation. Therefore, UNLV decided to transform the University College into the Academic
The University College name and part of its mission evolved into the Academic Success Center.
This new unit will continue to encompass all of University College, with the exception of the
Bachelor of University Studies degree which has been moved to the College of Liberal Arts with
other Interdisciplinary Programs. The primary reasons for this transition included:
• University College would no longer be offering an Interdisciplinary Degree, and thus the title
"College" might be confusing to students and not meet the definition of a college.
• Given the markedly increased numbers of Alternate Admits This needs to be defined (1300
for Fall, 2008 as of July 21, 2008) and the low retention numbers at UNLV, it is critical that
students be provided with a clearly identifiable unit on campus that offers comprehensive
academic support, and developmental advising.
• Extensive data suggest that students who are connected in their first years to other students,
faculty and the university community in First Year Learning Communities and courses, tend
to remain in school and earn their degrees. UNLV had no formalized, university-wide
program of this nature. Thus, the Academic Success Center provides, with its First Year
Director, leadership for the entire campus in the area of First Year Learning communities and
initiatives. (These types of academic activities are one of the top priorities of UNLV's
FOCUS: 50 - 100 planning document.)
The local stakeholders for both University College and its new identity as the Academic Success
Center are broad in nature because in both of its identities, this unit serves a very wide range of
individuals and groups both internally and externally:
• UNLV Students, both first year and continuing
• UNLV Faculty
• UNLV Administration
• Residents of the greater Clark County area
• Student Athletes
Students are served by being connected to key faculty, learning support services and other
support areas like counseling and financial aid. In addition, student athletes are served by helpful
athletic advisors. The entire University is served by services in the First Year and Learning
Support areas that help students to stay at UNLV and earn their degrees.
Residents of the greater Clark County area are served by being provided with a clearly identified,
central unit at UNLV which is readily available to support students and get them trained in critical
careers, such as Business, pre-Law, Nursing, etc.
There are a wide range of community initiatives. When University College (UC) offered the
Bachelor of University Studies degree, a number of service learning and community service
projects were engaged in for the capstone experiences. As the Academic Success Center, a
wide range of community success-building and student support initiatives are in process. For
instance, a freshman will be provided with skill-building workshops; re-entry adult students will be
given time and advice from a Re-entry Concierge (http://academicsuccess.unlv.edu/reentry/ ) The
Re-entry Concierge serves students who are approximately 12 credits away from
completing their degree. These students are given additional support when they are
unable to register -- for a variety of reasons, in a class that they need in order to complete
their degree. This program is experimental and will be assessed after 7/1/09.
The Bachelor of University Studies required a 2.0 grade point average for admission, served
students who were unable to complete their degrees in other Colleges, and/or students who
desired an interdisciplinary degree program. The design of the degree, with two areas of study, a
cadre of electives and the UNLV General Education core requirements, allowed for unique
educational experiences. For instance, students might take Business courses as one area of
study and Landscape Architecture as another area of study. These students would then combine
these areas to design a Landscaping business. In addition, the capstone experience courses
were unique opportunities for students to integrate and disseminate the special qualities of their
particular interdisciplinary educational experiences in the Bachelor of University Studies.
The outcomes of students graduating with a Bachelor of University Studies were:
• Communicate ideas in written and oral form
• Demonstrate competency in relevant communication technologies
• Identify connections between academic disciplines and engage in interdisciplinary problem-
• Apply the skills of research, analysis, and the synthesis/organization of ideas
• Engage in effective team and collaborative situations
• Apply personal management skills
• Assess individual strengths and opportunities for improvement with respect to future and
These outcomes were assessed periodically.
A. University College:
• Overall GPA’s for UC students is 2.86
• University Studies program is a great program for students who want to build a degree to fit
both their personality and individual needs.
• The capstone class offers a productive environment and curriculum that forces students to
think on a higher level.
• Students are encouraged to complete a portfolio and a project that can be used to better
market themselves in the job market.
• The University College students evidenced strengths in their creative and unique
B. The Academic Success Center
• The Academic Success Center is unique in its developing menu of critical Advising, Learning
Support and First Year program initiatives.
• ASC is a “one-stop” shop where students can be “diagnosed” in terms of skills gaps and
learning needs in order to be successful at UNLV.
• Prescriptive developmental advising is offered in these areas, and this form of advising
offered at this depth and breadth has not previously been offered at UNLV.
• While the First Year Programs concept is in its developmental stages, it will offer unique
learning opportunities, particularly for Undeclared, Re-entry, Transfer and “Ready Adult”
students. These First Year experiences will encompasses First Year Experience courses,
themed and non-themed Learning Communities, “Rebel Ready” college readiness programs
in the Summer, Early Fall, Winter, and Early Spring semesters.
MBT: Possible Text box
The University College students evidenced strengths in their creative and unique
interdisciplinary pursuits. Some of the more compelling and academically innovative capstone
• “Marketing Radica Games and Managing Employees Through Motivation”
• “An Ethnographic Study of Casino Floors”
• “Building Self-Esteem in Young Girls through Music and Creative Dance”
• “Innovative Furniture Design”
• “CNN and the Gulf War”
• “A Reentry Program for Female Juvenile Delinquents”
• “The History of Convention Centers in Las Vegas”
• “The Demise of an American City: Oral Histories of Those Displaced by Hurricane Katrina”
• “Blogs: Society’s New Wave of Communication”
• “Sturgis: The Complete Informational Guide to the Rally”
ANALYSIS AND APPRAISAL
Planning and Assessment
The University College engaged a wide range of stakeholders during its planning process,
including UNLV students, faculty and staff. Input in the initial planning process of the college was
solicited from the Faculty Senate, a faculty advisory committee, student groups and upper
administration. In addition, input and approval was required by the Nevada System of Higher
Education Board of Regents. These same stakeholders provided input as University College
modifies its name and its identity into the Academic Success Center. Campus input in this
process was given through a First Year Task Force, originally appointed by the Executive Vice-
President and Provost. Some of the planning events were:
• One Stop & First Year Task Force planning meetings (11/07 – 3/08)
• One Stop & First Year/Student Success Center Task Forum (3/08)
• Webinar: “Why College Students Stay: Using Academic Performance, Motivation & Social
Engagement Constructs to Predict Third-Year College Retention” (4/08) All units on
campus were invited to attend but college advising centers were particularly targeted.
• One Stop/Academic Success Center Working Group meetings held bi-weekly & then monthly
• Student Panel on Transitioning to UNLV – 5/1/08
• Meetings with the Faculty Senate Executive Committee (April, 2008 and November, 2008)
• Presentation/Dialogue with the Faculty Senate and Dean Ann McDonough on November 18,
• Participation by Dean and Assistant Dean in the Committee for the Culture of Teaching and
In addition, the Academic Success Center is represented on the President’s Action Team to
implement top goals identified by the entire University from the Focus: 50 – 100 planning initiative
held from June, 2007 – June, 2008. Two top initiatives that directly affect the Academic Success
Center are Learning Support for all students at all levels and developing and implementing First
Year Programs (Learning Communities, First Year Experience courses, etc.)
Ongoing input for the Academic Success Center is solicited from the Assistant Dean, the Director
of Advising and the Director of Student Athlete Academic Services. This input is gleaned from
monthly meetings. In addition, these Directors are charged with soliciting and garnering regular
input from the Academic Advising staff and the Student Athlete Academic Services staff. It
seems odd that the faculty is not mentioned in this section. The ASC has no faculty,
however faculty input is received from the following:
1. Faculty Senate – particularly the Executive Committee
2. First Year Task Force under the aegis of the ASC which contains a number
of faculty representatives.
3. Committee on Culture of Teaching and Learning
4. President’s Educational Task Force
5. Provost’s Retention Committee
6. College of Liberal Arts faculty, in particular the Director of Interdisciplinary
Benchmarks of performance measures for the Academic Success Center are:
• Student Opinion surveys (advisee surveys, graduation surveys, Major Exploration Fair
• Workshops on First Year Experience topics and opinion surveys on those workshops
• Invited, written feedback annually from college Advising Centers regarding the quality and
quantity of their relationship with the Academic Success Center
• Anecdotal evidence from other Deans, Chairs and Directors regarding ways and means the
Academic Success Center can help and/or partner with their colleges
• Qualitative measures for ongoing relationships with UNLV Libraries, Educational Outreach
and Student Affairs (these measures are currently in various developmental stages)
Faculty and Staff
The four faculty of the University College all held Ph.D.’s or Ed.D.’s. Additionally the center has 9
academic advisors and 5 student-athlete advisors. The advising center members have won
numerous awards for their excellence in advising.
Faculty in University College were non-tenure-track, Faculty-in-Residence (F-I-R). These “F-I-R”
faculty were considered for promotion, but not for tenure. Relevant policies, procedures and
bylaws of the College were consistent with UNLV’s policies. The evaluation for merit raises and
tenure / promotion was conducted by a committee composed of three tenured faculty from other
Colleges at UNLV, as well as an ex-officio faculty member from University College.
Advisors participate in campus wide endeavors including committees on faculty senate, academic
and student life units as well as recruitment events such as Scholar Day, College Fairs, NSHE
Institution Counselor/Advisor and Transfer Days, Open Houses, etc. Advisors are also integrally
involved in new endeavors of the university such as mid-semester class advisement and grade
MBT: Additional discussion of the strength of the faculty and staff are needed. We need
the numbers for the college and center
Faculty Senate Committees 2004-2006
Curriculum Tim Gauthier
Campus Affairs Tim Gauthier
Faculty Senate Committees 2006-2007
Senate Tim Gauthier
Curriculum Julian Smit
Campus Affairs Algerian Hart
New Undergraduate Programs Tim Gauthier
Scholarship Deborah Boehm
Faculty Senate Committees 2007-2008
Senate Julian Smit
Curriculum Julian Smit
Campus Affairs Algerian Hart
New Undergraduate Programs Tim Gauthier
Scholarship Joshua Kryah
All faculty were part of the College's Curriculum Committee, Dr. Julian Smit was on the
Technology Committee, and Dr. Tim Gauthier was on the Academic Standards and Scholarship
Committees. Again, faculty are hired primarily as teaching faculty. There is not much research or
publication to report.
University College/Academic Success Center
Yearly Academic Advising Report 2008
Individual advising 2612
Phone advising 355
Web advising 91
Group advising 146
ADVISING APPOINTMENT YEAR TOTALS 3204
FORM DECISIONS/SIGNATURES AND PROCESSING
Graduation Applications 171
Change of Majors 821
New Admits 1745
*Other forms approx. 800 *Database tracking began months into 2008
(Financial Aid appeals, Veterans forms, Student-Athlete Certification, ROTC …)
YEAR TOTALS FOR DECISIONS AND SIGNING FORMS 3,749
YEAR TOTALS FOR RETURNING PHONE CALLS/E-MAILS 7,200
(in addition to advising appts.) *Self reported approx. Future tracking in database
YEAR GRAND TOTALS (APPOINTMENTS, FORMS & FOLLOW-UP) 14,153
In addition, Advisors participate in committee work such as advising commissions, university and
faculty senate, recruitment events, NSHE events, hosting the Major Exploration Fair and
Academic Success Week.
PERCENTAGES OF TYPES OF STUDENTS SERVED BY STANDING
Categories that have been added, but data is not complete for 2008:
Non-admitted Prospective Non student Second Bach
REFERRALS (in order of highest volume) include the following:
Registrar’s Office and/or on-line Registrar’s Services
Business Advising Center
Financial Aid and scholarships
Rebel Mail/ Rebel Card Services
Liberal Arts Advising Center
Urban Affairs Advising Center
Freshmen Composition (English to 102)
Hotel Advising Center
Education Advising Center
Health Sciences Advising Center
Consolidated Students (CSUN)
Fine Arts Advising Center
Sciences Advising Center
Engineering Advising Center
Pre-Professional Sciences Advising
Student Health Center
Math Tutoring Clinic
Disability Resource Center
Remedial courses (CSN/UNLV)
Honors Advising Center
Web campus/Distance Education
English Language Center
Architecture Department for Advising
International Student Services
Faculty Senate (petitions/reinstatements)
Student Involvement and Activities
Nevada State College
Office of Student Conduct
Boyd School of Law
Alumni & University Relations
Student-Athlete Academic Services
Academic Performance Summary – Fall 2008
I. Ten of the seventeen UNLV sports teams have a cumulative grade point average of 3.0
or greater subsequent to the Fall 2008 term (59%). This is up from nine teams to post
such a cumulative GPA in both the Spring and Fall 2007. They are the following:
Baseball (3.22) Softball (3.27)
Men’s Golf (3.03) Women’s Swimming (3.20)
Men’s Tennis (3.49) Women’s Tennis (3.30)
Women’s Soccer (3.07) Volleyball (3.23)
Women’s Cross Country (3.07) Women’s Golf (3.10)
II. Nine of the seventeen UNLV sports teams have a term grade point average of 3.0 or
greater subsequent to the Fall 2008 term (53%). This is down from the school record 11
teams to post such a GPA in Spring 2008. The teams are the following:
Baseball (3.08) Track – Indoor (3.01)
Men’s Tennis (3.30) Track – Outdoor (3.01)
Women’s Tennis (3.34) Women’s Swimming (3.01)
Women’s Golf (3.25) Volleyball (3.23)
III. Fifteen of the seventeen UNLV sports teams have a cumulative grade point average of
2.8 or greater subsequent to the Fall 2008 term (88%). This is up from 13 teams to
achieve such a mark in Spring 2008. The teams are the following:
Baseball (3.22) Track – Outdoor (2.98)
Men’s Golf (3.03) Women’s Golf (3.10)
Men’s Soccer (2.96) Women’s Soccer (3.07)
Men’s Swimming (2.98) Softball (3.27)
Men’s Tennis (3.49) Women’s Swimming (3.20)
Women’s Basketball (2.99) Women’s Tennis (3.30)
Women’s Cross Country (3.07) Volleyball (3.23)
Track – Indoor (2.98)
IV. Fourteen of the seventeen UNLV sports teams have a term grade point average of 2.8 or
greater subsequent to the Fall 2008 term (82%). This ties the school record 14 teams
in Spring 2008, and is up from eleven teams in each of two semesters before that. They
are the following:
Baseball (3.08) Cross Country (2.90)
Men’s Soccer (2.82) Women’s Soccer (2.88)
Men’s Swimming (2.98) Track – Indoor (3.01)
Men’s Tennis (3.30) Track – Outdoor (3.01)
Women’s Tennis (3.34) Women’s Golf (3.25)
Volleyball (3.23) Softball (3.18)
Women’s Swimming (3.01) Women’s Basketball (2.97)
V. Fifty-four percent (54%) of enrolled UNLV student-athletes have a cumulative GPA of 3.0
or greater subsequent to the Fall 2008 term. This is a school record, breaking the old
record of 50% set in Spring 2008. The following is a breakdown by each team:
Baseball 25/37=68% W. Soccer 20/30=67%
M. Basketball 5/18=28% W. Basketball 9/14=64%
Football 38/98=39% W. Golf 7/11=64%
M. Golf 4/9=44% Softball 19/27=70%
M. Soccer 11/26=42% W. Tennis 7/8=88%
M. Swimming 10/20=50% Cross Country 3/6=50%
M. Tennis 7/8=88% Track 16/32=50%
W. Swimming 15/27=56%
VI. Fifty-one percent (51%) of enrolled UNLV student-athletes have a term GPA of 3.0 or
greater subsequent to the Fall 2008 term. This is down from the school record 62% that
achieved the benchmark in Spring 2008. The following is a breakdown by team:
M. Basketball 6/18=33%
M. Golf 3/9=33%
M. Soccer 11/26=42%
M. Swimming 9/20=45%
M. Tennis 5/9=62%
W. Soccer 17/30=57%
W. Basketball 7/14=50%
W. Golf 7/11=64%
W. Tennis 6/8=75%
Cross Country 3/6=50%
W. Swimming 15/27=56%
VII. For Fall 2008, the cumulative GPA among all UNLV student-athletes was 3.01. That
number is down slightly from Spring 2008 (3.02), but does mark the second straight
semester UNLV student-athletes have posted a cumulative GPA above 3.0.
VIII. For Fall 2008, the term GPA among all UNLV student-athletes was 2.93. That number is
down slightly from Spring 2008 (2.98), but equals the all student-athlete semester GPA
earned in Fall 2007.
IX. 85 UNLV student-athletes were named to the Fall 2008 Dean’s Honor List, which
requires a student to earn a 3.5 semester GPA or better in at least 12 credits. This ties a
school record set in Fall 2007.
X. As many as 53 student-athletes are slated to receive academic all-conference honors for
Fall 2008. This is a new school record, breaking the old record of 49 set in Fall 2007.
The total includes a school-record 20 members of the football team, 11 members of the
women’s soccer team, , 10 members of the volleyball team, eight members of the men’s
soccer team, and four members of the cross country team.
XI. Twenty-four (24) current or former UNLV student-athletes completed their degrees and
graduated in Fall 2008.
Grade Report Clarification:
- Student-athletes who received athletically-related financial aid during the academic
year are included in the grade report for the each semester for which they are enrolled.
- Walk-on student-athletes who remain active on a squad list after the last day to drop
below full-time enrollment (for the applicable term) are included in the grade report (e.g.,
October/2003 for fall semester, March/2004 for the spring semester).
- Medical unable to participate and consortium agreements (e.g., football foundation)
student-athletes are not included in the grade report. Those on 5th year aid that appear on
the squad list are included on the grade report.
- The cross country team grade report only includes those students who ran cross country.
The indoor and outdoor track team grade report includes both cross country student-
athletes and track student-athletes inasmuch as the cross country students run distance
- The Dean’s Honor list includes those student-athletes who completed a minimum of 12
academic credits (excluding remedial) and achieved a semester grade-point average of
3.5 or above.
MWC Academic All-Conference Awards:
- This award is applicable to each semester. For the Spring semester, the MWC sports of
men’s and women’s swimming and diving, men’s and women’s basketball, men’s and
women’s tennis, men’s and women’s golf, softball, baseball, and men’s and women’s
track. For the Fall semester, the MWC sports of women’s cross country, women's soccer,
women's volleyball and football.
- All student-athletes who meet the following criteria shall be named MWC Academic
1) Must have completed at least one academic semester/quarter at the
2) Must have achieved a cumulative grade-point-average, at the member
institution, of 3.0 or higher.
3) Must have competed in 50% of the team’s varsity contests. Note: Some
latitude is permitted to accommodate those student-athletes who become
injured and are unable to compete in the required number of contests.
MWC Scholar Athlete Awards:
- This award is applicable to the entire academic year for all varsity sports your
- All student-athletes who meet the following criteria shall be named MWC Scholar
-This award is given at the completion of the Spring semester each academic year.
1) Must have completed at least two semesters or three quarters at the
certifying, member institution.
2) Must have a cumulative grade-point-average, at the member institution, of
3.50 or higher.
3) Must have competed in at least one varsity contest.
Mountain Pacific Sports Federation Awards:
-This academic all-conference honor is available to members of the men’s soccer
team, and is awarded after the fall semester only.
-All members of the men’s soccer team who meet the following criteria shall be
given the award:
1) 3.0 or better cumulative grade point average.
2) Student-athlete must be at least a sophomore academically.
3) Student-athlete must have completed one full academic year at the
institution prior to the season for which the award is being received.
4) Student-athlete must have competed in fifty percent or more of the
institution's competition in the student-athlete's respective sport.
Pre-majors in the University College encompassed hundreds of students who were undeclared in their
degree status, and enrolled in the UNS 100 course. This course was a First Year Experience course that
particularly focused upon major exploration, career exploration and major selection. This course was also
integrated with the developmental advising that these undeclared students received from University
College and currently from the Academic Success Center. It is anticipated that a First Year Experience
course for this population will be “retooled” and offered again by July, 2009.
In terms of majors, over four years the enrollment in the Bachelor of University studies steadily increased
as shown below. Similarly, the program had an impressive retention rates
The advising process adheres to the learning-centered and developmental approaches to advising.
These approaches emphasize academic goals, responsibility and personal development. The University
College and the Academic Success Center assists prospective, non-admitted, new and transfer students,
undeclared students, interdisciplinary students and students admitted on alternate criteria again, needs to
be defined or the same wording used as before. In addition to helping students transition to UNLV and
plan their general education courses and other courses of interest, much time is spent on goal
development, decision-making processes and a balanced school/life schedule. Advisors in our unit also
assist students with major and career planning and utilize tools, inventories and collaboration with other
units to accomplish these goals.
The advising process adheres to the Council for the Advancement of Standards (CAS) standards, which
is as set by the National Academic Advising Association. Advisors assist students with the “development
of meaningful educational plans” by taking a holistic approach to advising students as unique individuals
with diverse and complex backgrounds and needs.
In order to accommodate students’ busy lives and schedules, Academic Advising is available in-person
as well as via phone and web/e-mail. General advising is also offered at various recruiting events,
orientation sessions and other events where students are invited to seek information about attending
The Academic Success Center hosts events which advisors coordinate and/or participate heavily with
such as the Major Exploration Fair, Make the Grade Resource Event, workshops for student success
such as time management, goal setting, improving study skills, test taking, etc. and career related
Undergraduate and graduate student-athletes at UNLV are provided the opportunity, and in some cases
are required to participate in, one-on-one academic advising with athletic academic advisors assigned to
work with their specific team and trained in both the academic policies and requirements of UNLV, as well
as Mountain West Conference and NCAA academic eligibility rules.
In particular, at the beginning of each academic year, athletic academic advisors meet with each team
and provide information regarding athletics department study hall, travel, grade check, class attendance,
and class dropping policies. In addition, UNLV standards regarding academic misconduct and other
information relating to athletic academic advising are also provided to the student-athletes. Throughout
the course of the school year, student-athletes meet with their advisors. Freshmen, transfer students,
and others considered to be at risk academically meet on a weekly or bi-weekly basis with the advisors as
part of the Rebound Initiative, an effort to provide student-athletes with goal setting opportunities and a
steady monitor on the academic progress being made over the course of a semester. Other student-
athletes may meet with their advisors less frequently, but athletic academic advisors at UNLV maintain an
open-door policy that encourages walk-in visits, and all student-athletes are strongly encouraged to meet
with their athletic academic advisors prior to the registration periods for subsequent semesters. In
addition, all student-athletes are strongly encouraged to meet with the academic advisors specific to their
majors prior to meeting with their athletic academic advisors for registration purposes.
While faculty were not required to engage in research, University College students did a significant
amount of practical research for their capstone projects. Much of this research was primary in nature,
and the capstone projects were considered comparable to the Master Thesis in breadth and scope of
both research and presentation. Thus, faculty needed to engage in rigorous and sound research
practices to be able mentor University College students. MBT: Please expand this section a little.
Describe the capstone projects in more details
Hillery Pichon The Demise of an American City:
Oral Histories of Those Displaced by Hurricane Katrina
Areas of Study: History and Communications
An examination of the role socio-economic class and race played in the coverage
and recovery efforts of the victims of Hurricane Katrina. A study of the events
from the bottom up, allowing us to hear and see the perspective of those
affected. Completed in conjunction with the UNLV Oral History Research center,
this study will serve as a vital element in documenting, through video and audio,
the plight of those displaced and abandoned after Hurricane Katrina.
Matthew Falber How We Built Our Neighborhood
Areas of Study: Music and Political Science
A musical theatre piece that aims to educate heterosexuals, homosexuals, policy
makers and lobbyists about the past, present, and future of the heterosexual
Page Smith DMTP: Dillard’s Management Training Program
Areas of Study: Education and Elementary Education
Development of a training program for the Dillard’s Management Team that
focuses on key areas (product, people, presentation) while taking into account
specific needs and current constraints. The training program will be used by new
managers as a guide and by experienced managers as an enrichment program.
Lindsay Terrett Internship: Down Syndrome Organization of Southern Nevada
Areas of Study: Human Services Counseling and Education
Program Coordinator. Management of several community outreach programs,
including “Changing Lives” – a program to help
physicians to better communicate with the families of newly-diagnosed patients
– and “Teens and Young Adults – planning and creation of activities for young
adults, including “Wish Upon a Star” Prom.
Anthony Gentile HIV/AIDS Awareness
Areas of Study: Health Education & Communications
The creation of an AIDS pamphlet as an informative and necessary resource for AIDS awareness and
education, particularly for college campuses. By consolidating specific facts about HIV/AIDS, its
prevention, and local and national HIV/AIDS resources, the pamphlet supplies knowledge and insight into
the disease and the community that has built up around it. By incorporating the cooperation of university
and local organizations, the project illustrates the importance and strength of community coordination and
outreach when it comes to AIDS.
Lijha Stewart F.R.O.N.T.: Natural/Organic Cosmetics
Areas of Study: Marketing & Communications
A Marketing Plan for a “green” line of cosmetics and related products. Project addresses growing
customer concerns with the chemical content in various products and possible ill-effects over time. But
F.RO.N.T. is also a cosmetics line with feminist-based ideals; it seeks to empower women through
educating them about the makeup they wear and how they might want to wear it.
Campus-wide tutoring at the University of Nevada Las Vegas, effective spring semester, 2009, was
coordinated and implemented by the new Academic Success Center. The transition in overseeing this
program from a federally-grant funded Center for Academic Enrichment and Outreach program presented
a challenge in terms of:
• Establishing a campus-wide student and faculty awareness of new procedures and new prices
• Creating a greater sense of student access, response and affordability for tutoring with an
emphasis on campus-wide tutoring
• Hiring, training and providing tutors responsive to student requests for academic assistance
• Developing an online process and presence for faculty, staff and students
• Fostering relationships with academic departments and units throughout campus
• Implementing a cost-effective yet affordable rate for academic assistance during a fiscally
• The Academic Success Center has been successful in providing undergraduate students with
programs and services. It is expected that the demands on these programs will expand as more
students become familiar with them. The Center looks to expand services to Re-entry Adult
Learners at the Undergraduate Level. A limited budget in the incoming biennium poses a threat and
a challenge in terms of meeting the advising and programmatic demands.
CLOSING THE LOOP
Through anecdotal feedback and course evaluations, changes were implemented both to the required
assignments and to the textbooks of UNS 100 (First Year Experience), UNS 201 (Introduction to
University Studies), and UNS 303 (Contemporary American Culture) including:
• The interdisciplinary aspects of these two classes were increasingly stressed. MBT: There are three
classes above. Please clarify. Please provide examples on how this change was done.
• Attached are the syllabi for the various courses. As far as I know, the text for UNS 100 was not
changed. We have been using Skip Downing's On Course, for a few semesters now. Any revamping
that was done was to address questions of career exploration as well as the application of one's
degree to future job prospects.
• The need for internship and service learning opportunities was recognized. The ASC is working
closely with Career Services to facilitate the process. Approximately 30 students a year now complete
an internship as fulfillment of their Capstone requirement.
• MBT: Please provide some example for ACS. Since it is fairly new, ou may mention something
that you are planning to implement.