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In this session, facilitators from Portland State University’s University Studies program will describe the ways in which they are combining existing assessment methods to identify underserved students, explore their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data, and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success. Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both of Portland State University
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Triangulating the Student Experience: Connecting Assessment Data to Understand Underserved Student Learning Experiences
Sukhwant Jhaj, Rowanna CarpenterUniversity StudiesPortland State UniversityFebruary 19, 2010
OutlineWhat we will focus on:• Evolving assessment structure.• Model of Student Success• Communicating the results. Examples of
slides from campus presentations.• Leading the campus conversation.What we won’t focus on:• Discuss results from our examples.
Statistical methods.
Program Structure
• Freshman Inquiry: A year-long, thematic course, (15 credits).
• Sophomore Inquiry: Three 4 credit courses selected a set of thematic clusters, (12 credits).
• Upper Division Cluster: Three 4 credit courses within a single thematic cluster (12 credits)
• Senior Capstone (6 credits)
• TOTAL of 45 credits
Program Goal
• Inquiry and critical thinking
• Communication
• The diversity of human experience
• Ethical issues and social responsibility
Underserved Students
Portland State University Students with lower first year academic performance and retention than their cohort.
Evolving Assessment Structure
Prior Learning Survey --Student background characteristics--Student rating of academic skills--Student current life situation
End of Year Survey--Course evaluation--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
More Meaningful QuestionsUnconnected• How many
underrepresented students are enrolled in FRINQ?
• What are students’ plans for the following year?
• How well do students meet our learning goals?
Connected• Are some groups of
students less successful than others?
• Do students who plan to return actually return?
Focus on First-Time Freshmen in FRINQ• 2708 Freshmen
– 1274 Fall 2007, 1434 Fall 2008– 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
• 2256 completed the Prior Learning Survey– 83.3% response rate
Student Success
Academic Preparedness
and Plan
Connectedness
Student Success
Well Being
belo
w 3
.0
3.0
-3.5
3.5
+
No B
A
BA
or
hig
her
Finance
s
Aca
dem
ics
Low
-inco
me
Oth
er
On C
am
pus
Pare
nts
Apart
ment
High School GPA Parents' Education Top Concern Income status HousingAcademic Well Being Connection
0%
20%
40%
60%
29.5%
41.6%
28.8%
45.6%
54.3%
32.3%
52.0% 53.1%
46.9%
43.1%
36.3%
20.5%
FRINQ Student Profile - Fall '07, '08
Student Success
Academic Preparedness and Plan
Connectedness
Student Success
Well Being
Low Enterin
g HS GPA
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
*Students enrolled in FRINQ for Fall 2007 or 2008 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen
Fall Retention 2007 N n %
<=2.99 343 193 56.3 3.00-3.49 517 341 66.1
3.50+ 350 252 72
2008
<=2.99 414 253 61.1 3.00-3.49 549 376 68.5 3.50+ 388 292 75.2
Student Success
Academic Preparedness and Plan
Connectedness
Student Success
Well Being
Financial
Concern
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
N n %
2007Fin
Concern 335 200 59.7Other 939 628 67.0
2008Fin
Concern 385 249 65.2Other 1049 725 69.7
FRINQ First-Time Freshmen* Retention at PSU
Fall 2007-Fall 2008
*Students enrolled in FRINQ for Fall 2007 or 2008 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen
Student Success
Academic Preparedness and Plan
Connectedness
Student Success
Well Being
Housing Type
FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008
*Students enrolled in FRINQ for Fall 2007 or 2008 with freshman status. Includes part-time students, whose retention is generally lower than full-time freshmen
Fall Retention 2007 N n %
With parents 373 272 72.9 On campus 458 284 62.0
Other (apt.) 226 144 63.7
2008
With parents 437 337 77.1
On campus 506 325 64.2 Other (apt.) 231 157 68.0
Sharing the Story• Open invitation to campus presentations• Attendance by a wide representation across
campus
• Presentations to multiple campus committees
• Presentation to Deans, Provost, President• Participation in the Give Students a
Compass grant.
Framing the story• Consistent message• Consistent framing: Student Success Model• Focus on serving students• Acknowledge collaborators • Segmentation as a strategy• Assessment to action: Highlight our actions
and ask others to take action
Leading the conversation
• Segmentation seen as a strategy for improving student success.
• Presidential and institutional focus on students with GPA below 3.0 and those living on campus.
• Created space for collaboration.• University Studies program seen as
providing leadership on student success.
Assessment to Action – Student Support
• Early identification of students at risk.• Ongoing communication with all students.
– Biweekly emails– University Studies’ U.Connect Student
Support web site http://uconnect.unst.pdx.edu/
• Quick intervention when needed.– Course Progress Notification
Thank YouRowanna Carpenter
Assessment CoordinatorUniversity Studies
Portland State [email protected]
Sukhwant JhajDirector
University StudiesPortland State University
