OATdb Archive

2013 - 2014

Student Success Initiatives

Goal
Provide An Effective Academic Learning Community (LC) Program
Residential and non-residential learning communities will demonstrate similar or higher academic success.

Objective
Grade Point Average (GPA) Similarities
Students who participate in either a residential or non-residential academic freshman learning community program will earn GPAs at the same or higher levels than their First Time Freshman (FTF) cohort peers.


KPI
GPA Similarities
LC students will be compared to FTF peers with respect to mean GPAs. Students who participate in either a residential or non-residential academic freshman learning community program will earn GPAs at the same or higher levels than their FTF freshman cohort peers.


Result
First-Year Experience GPA LC & Non-LC Results
Source: Institutional Research Report on First-Year Student Cohort 2012-2013
Institutional Research Report indicates Grade Point Averages (GPAs).  Our standard for success in comparable results for First-Year Learning Community students and for those in the overall first-year cohort.

First-Year Experience Results

Grade Point Average (GPA) 2012-2013 Comparison

Residential Learning Community - BLC = 2.608

Non Residential Learning Community - FLC= 2.652

UNIV 1301 overall - 2.525

PREP Students - 2.311

Non BLC/FLC = 2.561

Overall freshman= 2.569

Action
Fall To Fall 2013 GPAs Will Be Reported For The Prior Academic Year
Fall 2012-Fall 2013 GPAs for students in both residential and non-residential learning communities were reported as higher than GPAs for students who did not participate in Learning Communities. Though the results indicate a high level of effectiveness on student learning, we will add additional out of class academic seminars and increase PREP student (lower SAT &/or class rank than peers) participation in the BLC for improved results next year.

Action
Program Assessment Report
SHSU Institutional Research reported on the 20th class day of fall 2013 semester for 2012-2013 First-time freshman cohort will service as evidence of the completion of this objective.

Objective
Learning Community Retention Achievement
Students who participate in either a residential or non-residential academic freshman learning community program will be retained from fall to fall at higher levels that their FTF freshman cohort peers.

KPI
Retention Achievement
LC students will be compared to FTF peers with respect to % retunring for fall of a second year of study. Students who participate in either a residential or non-residential academic freshman learning community program maintain higher retention percentages than their FTF freshman cohort peers.

Result
Retention Assessment Results
First-Year Experience Results

Retention Percentages for freshman enrolled in fall  2012 - to fall 2013 Comparison

BLC = 78%

FLC= 77%

Non BLC/FLC = 77%

Overall freshman cohort = 77%

Action
Increased Programming For LC Students
To continue our efforts in building cohort cohesiveness and we will increase meaningful Service Learning projects and other out-of class faculty/student programming for LC students.

In addition, the First-Year Experience office will investigate research-based alternative methods for improving retention of our student population.  

Moreover, we will design our LC recruitment efforts to expand the number of learning communities to serve more students.


Goal
Provide An Effective Freshman College Success Course
SHSU will provide freshman with a course designed to help freshmen develop skills necessary for college success.

Objective
Retention Similarity
Students who complete a UNIV 1301: An Introduction to Collegiate Studies course will be retained at higher levels than their FTF freshman cohort peers.


KPI
Similarity In Retention
UNIV 1301 students will be compared to FTF peer cohort with respect retention fall to fall. Students who complete a UNIV 1301 course will be retained at higher levels than their FTF freshman cohort peers.


Result
2012-2013 Retention Comparison Result
Fall 2012 to fall 2013 1-year Retention Percentages for freshman enrolled in UNIV 1301 and not enrolled in UNIV 1301

UNIV 1301 = 76%

Non- UNIV 1301 = 78%

Composite freshman cohort = 77%

Action
Retention Initiative For PREP Students
54% of students who participated in this class were required to due to the fact that SAT/ACT or class rank fell slightly below the college admissions requirements, and as such, traditionally have lower GPA’s. To better serve the student population the Student Success Initiatives office will report college-readiness indicators of both groups to look for gaps in learning and address these issues.
While these students are being retained at a respectable level (76%) more needs to be done to engage these learners to encourage retention at levels similar to their peers. Additional service learning and civic engagement activies will be explored and implemented. Second semester interventions will also be explored.

Objective
GPA Comparability
Students who complete a UNIV 1301: An Introduction to Collegiate Studies course will earn GPAs at the same or higher levels than their FTF freshman cohort peers.


KPI
Similar GPAs Between UNIV 1301 And Remaining FTF Cohort Peers
UNIV 1301 students will be compared to FTF peers with respect to mean GPA’s. Students who complete a UNIV 1301 course will earn GPAs at the same or higher levels than their FTF freshman cohort peers.


Result
GPA Comparison Between UNIV 1301 Students And Non-UNIV 1301 Students
UNIV 1301 Freshman College Success Course Results

Grade Point Average (GPA) 2012-2013 Comparison

GPA for students who completed UNIV 1301 College Success course  = 2.525

GPA for students who did not complete UNIV 1301 College Success course  = 2.581

Overall freshman= 2.569


Action
Student Needs Assessment
54% of students who participated in this class were required to do so under the SHSU PREP program. PREP student SAT or class rank fell slightly below the college admissions requirements, and as such, these students were required to take this class. To better serve the student population the Student Success Initiatives office will report college-readiness indicators of both groups to look for gaps in learning and address these issues.
Moreover, the Student Success Initiatives office will conduct a review to address where the gaps in pre-college learning most occurred and will consider infusing curriculum into the course that addresses these issues.


Update to previous cycle's plan for continuous improvement

A. Promoted academic success, retention, and graduation rates:



  1. CORE Curriculum Component Application was completed for UNIV 1301 and curriculum was revised to comply with Component Area: IV. Language, Philosophy Culture with the help of Dr. Marsha Harman.  A survey of other Texas 4-year universities was conducted and it was determine that many universities required the 1-3 hour FYE course to graduate – but not as part of the CORE.  It was decided not to submit the application for consideration at this time.

  2. UNIV 1301 Census Date enrollment comparison: 592 (out of 2473 – 23.9 %) students enrolled this fall 2013 vs. 533 (out of 2417 – 22.05 %) for fall 2012.

  3. FLC/BLC Census date enrollment comparison: 158/79 in 2012; 159/96 in 2013.

  4. Provided support for PREP students via email & personal appointments for fall UNIV 1301 & general schedule building. (#PREP served fall 2012 = 319; #PREP served fall 2013 = 344).


B. Provided an environment that supports students’ academic and personal connection to the university:



  1. Convocation ceremonies and dinners a success in increased numbers and family satisfaction – will move to coliseum next year.

  2. FORWARD program continues to assist former foster as the number grow: FORWARD student’s fall 2013 = 102 enrolled (44 freshmen, 20 Soph., 20 Junior; 17 Senior; 1 graduate) fall 2012 was 111.

  3. Expanded the common reader program to encompass more students by increased engagement of the entire university community & cross-divisional scholarships.

  4. Developed a regional curriculum alignment teams for English that will improve college readiness in our SHSU P-16 Region.


C.  Promote student college-readiness via appropriate outreach initiatives.



  1. Developed a regional curriculum alignment teams for English that will improve college readiness in our SHSU P-16 Region.


 

Plan for continuous improvement A.  Promote academic success, retention, and graduation rates

[Supports Provost Goal: “Provide appropriate resources to promote student recruitment, success, and retention.” & “Promote and support the development and delivery of a rigorous, contemporary curriculum”.] 

  1. Increase enrollment in UNIV 1301 college success course and Freshman Learning Community for all first-semester freshmen, first-semester freshman transfer students, and second semester probationary students.
  2. Further develop UNIV 1301 curriculum and learning community activities to include emphasis on major selection and career alignment.
  3. Increase student participation in civic engagement through project-based learning integration in the UNIV 1301 & Freshman Learning Community programs.
  4. Collect data on commuter student success & coordinate unique needs for this group.
  5. Continue support for new SHSU PREP students through a supportive communication plan and participation in UNIV 1301 and/or learning communities and study skills.
  6. Modify existing learning community structures based on data-driven assessments of student needs.
  7. Promote student college-readiness via appropriate outreach Initiatives
                a. Assist in the development of regional curriculum alignment 
                    teams for English and math that will improve college readiness in
                    our SHSU P-16 Region.

                b. Create a community of inclusion for our regional K-12 and P-16 
                     partners – website, newsletter, data, etc.

B.  Provide an environment that supports students’ academic personal connection to the university.

[Supports Provost Goal: “Promote the importance of service, civic engagement, and exposure to diverse cultures in the education of our students.” & “Promote the pursuit and awareness of scholarly activities, creative endeavors, and faculty/staff accomplishments and expertise.”] 

  1. Design and execute yearly student success themed events in collaboration with other departments in Academic Affairs and across campus.
  2. Expand New Student Convocation participation by partnering with Enrollment Management & Student Services: One event at the Johnson Coliseum.
  3. Expand the common reader program to encompass all students by increased scholarships, & curriculum integration.
  4. Promote awareness of faculty scholarly activities & creative endeavors through the common reader program.
  5. Support and expand service learning and civic engagement programs in UNIV 1301, learning communities, and in the common reader program.
  6. Collect data on retention & graduation rates for former foster youth attending SHSU and develop best practices for success unique to this student group.
C.  Develop alumni to support the academic mission of student success.

[Promotes Provost Goal: “Develop alumni and donor relations to support the academic mission of all departments and colleges.”]

 1. Target learning community alumni though the FLC website and newsletter to
      encourage mentorship and volunteerism.

 

Sam Houston State University | A Member of The Texas State University System