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University Studies Assessment Process and Findings gs

Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University January 13, 2011. University Studies Assessment Process and Findings gs. Presentation Focus. UNST goals and student success model which shape Questions and Data Collection which lead to

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University Studies Assessment Process and Findings gs

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

  2. 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

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

  4. Student Success

  5. 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 Evolving Assessment Structure E-Portfolio Assessment --Student learning re: UNST goals

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

  7. 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

  8. 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

  9. FRINQ First-Time Freshmen* Retention at PSU Fall 2007, Fall 2008, Fall 2009

  10. Enhanced Support

  11. 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.

  12. FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008-Fall 2009

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

  14. 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 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

  15. Thank You • Rowanna Carpenter • Assessment Coordinator, University Studies • Portland State University • carpenterr@pdx.edu • Sukhwant Jhaj • Special Assistant to the Provost for Student Success • Blog: https://jhaj.wordpress.com/

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