University Studies Assessment Process and Findingsgs Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University January 13, 2011

Presentation Focus UNST goals and student success model which shape Questions and Data Collection which lead to Findings about student experience which we share to get to Action steps

University Studies Goals Ethics and Social Responsibility Communication Diversity Inquiry and Critical Thinking

Student Success Academic Preparedness and Plan Connectedness Student Success Well Being

Evolving Assessment Structure Prior Learning Survey --Student background characteristics --Student rating of academic skills --Student current life situation End of Year Survey --Course evaluation (UNST Goals) --Academic Plans --Satisfaction E-Portfolio Assessment --Student learning re: UNST goals

Evolving Assessment Structure Prior Learning Survey End of Year Survey E-Portfolio Assessment University Student Data Warehouse - Student Retention - Academic Performance, Fin. Aid

Focus on First-Time Freshmen in FRINQ 4148 Freshmen –1274 Fall 2007, 1434 Fall 2008, 1440 Fall 2009 –Enrolled in a FRINQ course Fall term –Includes both full-time and part-time students –NOT Honors, Liberal Studies, Pre-nursing or others not required to take UNST 3458 completed the Prior Learning Survey –83.4% response rate

Retention Financial Risk Work 20+ hours Financial Concern Loans Low-income status 1 st term performance Overall GPA Credits earned Living Situation On campus With parents On own Demographic Race/ethnicity First-generation status Residency

Low Entering High School GPA Students who enter PSU with a high school GPA below 3.0 make up about 29% of FRINQ students each year. Students who have high school GPA below 3.0 tended to have lower retention and academic success than groups with high school GPAs above 3.0. Term GPA almost 1 point lower than those with HS GPAs above 3.5 Earn approximately 2-3 fewer credits per term More likely to be on academic warning

FRINQ First-Time Freshmen* Retention at PSU Fall 2007, Fall 2008, Fall 2009 *Students enrolled in FRINQ for Fall 2007, 2008 or 2009 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen Fall Retention N n% 2007 <= <= <=

Early Identification Early Identification of students at risk Develop individual support plan High degree of collaboration between various campus units Advising and Academic Support Assist with Academic planning On-going communication using CRM On-going review of student’s academic progress. Quick intervention Enhanced Support

Financial Resources There appeared to be no difference in retention based on income status (Pell Grant and other need- based aid eligible v. Not eligible) Students who report finances as a top concern tended to have a lower retention rate than those who reported academics as a top concern.

Fall Retention Nn% 2007Fin Concern Other Fin Concern Other Fin Concern Other FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008-Fall 2009 *Students enrolled in FRINQ for Fall 2007, 2008, or 2009 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen

FRINQ Students’ Ability to Pay FRINQ % Very or Completely Confident about Paying by Top Concern Data source: FA 10 Prior Learning Survey

Student Success Initiative: Financial Develop institutional competency Working group formed (Initiated by Eric Blumenthal, Director of Business Affairs) Prior learning survey has additional questions to better understand issues of financial concern Data collection expanded to SINQ Pilot Projects Web based financial literacy tool (Jonathan Luster and Melissa Trifiletti) Workshops for students with finances as top concern (Eric Blumenthal) Review of bursar hold policies and practices (working group) Pilot project (Amanda Nguyen, Bursar, James Ofsink, Assistant Director Financial Aid, John Eckman, Director of Auxiliary Services) : Mid-term financial progress report cards to 75 students Quiz to gauge their financial aptitude offer of individual assistance

Thank You Rowanna Carpenter Assessment Coordinator, University Studies Portland State University Sukhwant Jhaj Special Assistant to the Provost for Student Success Blog: