Freshman Inquiry Retention Preliminary Findings Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University

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

Prior Learning Survey

--Student background characteristics

--Student rating of academic skills

--Student current life situation

End of Year Survey

--Course evaluation

--Academic Plans

--Satisfaction

Evolving Assessment Structure Prior Learning Survey End of Year Survey E-Portfolio Assessment University Student Data Warehouse - Student Retention - Academic Performance

Prior Learning Survey

End of Year Survey

Evolving Assessment Structure Enhanced collaboration with OIRP through unique Assessment Associate position Connections among data sources, institutional and departmental projects.

Enhanced collaboration with OIRP through unique Assessment Associate position

Connections among data sources, institutional and departmental projects.

Focus on First-Time Freshmen in FRINQ 1190 Freshmen Admitted to PSU for Fall 2007 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 Freshmen entering with >30 credits 1008 completed the Prior Learning Survey 84.7% response rate

1190 Freshmen

Admitted to PSU for Fall 2007

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

Freshmen entering with >30 credits

1008 completed the Prior Learning Survey

84.7% response rate

FRINQ Student Profile

Academic Preparedness/Plan

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.

FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008 Fall 2008 Status Retained at PSU Not enrolled at PSU Total % n % n % Overall 1190 100 775 65.2 415 34.8 Immediate Ed Plan** PSU bachelors 771 77.0 534 69.3 237 30.7 Transfer 65 6.5 38 58.5 27 41.5 Not sure 138 13.8 77 55.8 61 44.2 *Students admitted for Fall 2007 with freshman status **Figures do not add to Total because some students did not answer this question on the survey.

FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008 Fall 2008 Status Retained at PSU Not enrolled at PSU Total % n % n % Overall 1190 100 775 65.2 415 34.8 HS GPA <=3.0 329 29.0 184 55.9 145 44.1 3.01-3.50 490 43.2 331 67.6 159 32.4 3.51+ 323 28.5 231 71.5 92 28.5 *Students admitted for Fall 2007 with freshman status

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.

Financial Resources

FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008 Fall 2008 Status Retained at PSU Not enrolled at PSU Total % n % n % Overall 1190 100 775 65.2 415 34.8 Top Concern** Finances 318 31.9 191 60.1 127 39.9 Ac. Perf. 524 52.6 371 70.8 153 29.2 *Students admitted for Fall 2007 with freshman status **Figures do not add to Total because some students did not answer this question on the survey.

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.

Assessment to Action – Student Support Early identification of students at risk. Ongoing communication with all students. Biweekly emails University Studies’ Students First Success System and research group Quick intervention when needed. Course Progress Notification

Early identification of students at risk.

Ongoing communication with all students.

Biweekly emails

University Studies’ Students First Success System and research group

Quick intervention when needed.

Course Progress Notification

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

Thank You Rowanna Carpenter Assessment Associate University Studies Portland State University [email_address] Sukhwant Jhaj Director University Studies Portland State University [email_address]

Rowanna Carpenter

Assessment Associate

University Studies

Portland State University

[email_address]

Sukhwant Jhaj

Director

University Studies

Portland State University

[email_address]