University Studies Assessment Process and Findingsgs
Sukhwant Jhaj, Rowanna CarpenterUniversity StudiesPortland State UniversityJanuary 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
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
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
<=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
2009<=2.99 485 310 63.9
3.00-3.49 564 388 68.8
3.50+ 391 306 78.3
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
N n %
2007 Fin Concern 335 200 59.7Other 939 628 67.0
2008 Fin Concern 385 249 65.2Other 1049 725 69.7
2009 Fin Concern 381 260 68.2Other 757 561 74.1
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 PayFRINQ % 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 YouRowanna Carpenter
Assessment Coordinator, University StudiesPortland State University
Sukhwant JhajSpecial Assistant to the Provost for Student Success
Blog: https://jhaj.wordpress.com/
