Design Charette Sukhwant Jhaj, Mirela Blekic University Studies Portland State University

Agenda Lunch and Introductions (20 minutes) “ The Art of Innovation” - Short Movie (25 minutes) Background and Purpose of Creating a Map (15 minutes) - Starting a Conversation (20 minutes) - Conceptual Mapping of Students’ Experiences: a. Small Group Work– what are the events, milestones and experiences in our freshman students’ life we want to capture in an experience map (40 minutes) b. Whole Group Discussion (20 minutes) - Interventions: a. Small Group Work – what are the things we can do to support these experiences (40 minutes) b. Whole Group Discussion (20 minutes) - Putting It All Together and Conclusions (40 minutes)

Lunch and Introductions (20 minutes)

“ The Art of Innovation” - Short Movie (25 minutes)

Background and Purpose of Creating a Map (15 minutes) - Starting a Conversation (20 minutes) - Conceptual Mapping of Students’ Experiences: a. Small Group Work– what are the events, milestones and experiences in our freshman students’ life we want to capture in an experience map (40 minutes) b. Whole Group Discussion (20 minutes) - Interventions: a. Small Group Work – what are the things we can do to support these experiences (40 minutes) b. Whole Group Discussion (20 minutes) - Putting It All Together and Conclusions (40 minutes)

FRINQ Student Profile

Student Success

Academic Preparedness/Plan Students who reported intending to graduate from PSU had a higher fall-to-fall retention rate than others. First-generation students tended to leave between fall and winter terms. Students who have high school GPA below 3.0 tended to have lower fall-to-fall retention.

Students who reported intending to graduate from PSU had a higher fall-to-fall retention rate than others.

First-generation students tended to leave between fall and winter terms.

Students who have high school GPA below 3.0 tended to have lower fall-to-fall retention.

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.

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.

Connectedness Support from friends and family tended to be related to higher retention. Living on campus seemed to be related to lower retention for first-generation students.

Support from friends and family tended to be related to higher retention.

Living on campus seemed to be related to lower retention for first-generation students.

Strategy for Action Early identification of students at risk. Ongoing communication with all students. Quick intervention when needed.

Early identification of students at risk.

Ongoing communication with all students.

Quick intervention when needed.

Assessment to Action- Campus Connections Faculty research group formed by Director of University Studies to direct research Collaboration with Student Affairs Retention initiative

Faculty research group formed by Director of University Studies to direct research

Collaboration with Student Affairs

Retention initiative

Initiatives and Projects On-going communication Biweekly emails Quarterly chats Advising events University Studies’ Student First Success System and research group Supporting the use of electronic portfolios in Freshman Inquiry

On-going communication

Biweekly emails

Quarterly chats

Advising events

University Studies’ Student First Success System and research group

Supporting the use of electronic portfolios in Freshman Inquiry

Biweekly Emails Segment students based on previous years assessment result and this year’s Prior Learning Survey 15 emails in the year. Each message supports the three dimensions of student success. Connect them with campus resources. Working group formed to coordinate work with Student Affairs.

Segment students based on previous years assessment result and this year’s Prior Learning Survey

15 emails in the year. Each message supports the three dimensions of student success.

Connect them with campus resources.

Working group formed to coordinate work with Student Affairs.

Course Progress Notification Limited to 2-5 Freshman Inquiry classes. Faculty design a course progress notification form for communicating with student or requesting assistance. Students will have an assigned UASC adviser. Support activities are decided by faculty and student affairs partners and may focus on goal setting, preparation of academic/educational plan, connections with career goals and selection of a major.

Limited to 2-5 Freshman Inquiry classes.

Faculty design a course progress notification form for communicating with student or requesting assistance.

Students will have an assigned UASC adviser.

Support activities are decided by faculty and student affairs partners and may focus on goal setting, preparation of academic/educational plan, connections with career goals and selection of a major.

Online Chats Undergraduate Student Day FRINQ Advising/Career Events Online Chats: Real-time with multiple student. Alternative way to support students. One chat session per term. Undergraduate Student Day: Connect students with departments Use of space outside FRINQ classrooms to organize UNST Advising Day.

Online Chats: Real-time with multiple student. Alternative way to support students. One chat session per term.

Undergraduate Student Day: Connect students with departments

Use of space outside FRINQ classrooms to organize UNST Advising Day.

Support use of ePortfolios Establish ePortfolio Lab. Staffed 5 days a week, 5 hours a day. Support video and audio use in ePortfolios. Software ordered: Google Apps and Adobe Acrobat 9. All Peer Mentors trained in the use of these tools by end of fall. Mentor program assesses based on Mentor ePortfolios. CAE developing web based training. Awards for best student ePortfolios in Spring. Software and support available for all faculty.

Establish ePortfolio Lab. Staffed 5 days a week, 5 hours a day. Support video and audio use in ePortfolios.

Software ordered: Google Apps and Adobe Acrobat 9.

All Peer Mentors trained in the use of these tools by end of fall. Mentor program assesses based on Mentor ePortfolios.

CAE developing web based training.

Awards for best student ePortfolios in Spring.

Software and support available for all faculty.

Thank You Sukhwant Jhaj Director University Studies Portland State University Mirela Blekic Retention Associate University Studies Portland State University

Sukhwant Jhaj

Director

University Studies

Portland State University

Mirela Blekic

Retention Associate

University Studies

Portland State University