Student Success and Retention: Strategic Planning Retreat

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Student Success and Retention: Strategic Planning Retreat

  1. 1. Student Success and RetentionOAA Strategic Planning RetreatFindings<br />Sukhwant Jhaj<br />Special Assistant to the Provost<br />Director, University Studies<br />1 June 2010<br />
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  3. 3. Student Success Initiative<br />Assess the Effectiveness of Existing Academic Policies, Procedures, and Services<br />Support Early Identification of Students at Risk<br /> <br />Intentional Advising and Charting a Pathway to Degree Completion<br />Improve Communication with Students<br /> <br />Student Success Center (long term goal)<br />Address Needs of Students Entering PSU with a High School GPA below 3.0<br />Address Students’ Financial Concerns<br />Easing the transition to college using Peer Mentoring<br />Improve the Persistence of Freshmen Living in Residence Halls<br />Make Student Success Data Available at Unit Level<br />Reduce Courses with Preponderance (15%) of D, W, F, I, X, NP Grades<br />Manage Capacity of Programs and Course Offerings for Timely Progress to Graduation<br />
  4. 4. Student Success Initiative<br />Assess the Effectiveness of Existing Academic Policies, Procedures, and Services<br />Support Early Identification of Students at Risk<br /> <br />Intentional Advising and Charting a Pathway to Degree Completion<br />Improve Communication with Students<br /> <br />Student Success Center (long term goal)<br />Address Needs of Students Entering PSU with a High School GPA below 3.0<br />Address Students’ Financial Concerns<br />Easing the transition to college using Peer Mentoring<br />Improve the Persistence of Freshmen Living in Residence Halls<br />Make Student Success Data Available at Unit Level<br />Reduce Courses with Preponderance (15%) of D, W, F, I, X, NP Grades<br />Manage Capacity of Programs and Course Offerings for Timely Progress to Graduation<br />
  5. 5. Reducing<br />DWFI<br />Courses<br />
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  7. 7. Without learning there is no success and that at a minimum success implies successful learning in the classroom.<br />A model of institutional action, whatever its final dimensions, must treat student learning as part and parcel of the process of student success and that success, however it is defined and measured, must have at its core success in individual classes.<br />-Vincent Tinto, Moving from Theory to Action<br />
  8. 8. -1% = $1M<br />
  9. 9. Strategy Session<br />Should we reduce DWFI courses as part of an institutional strategy? <br />Yes or No. If no, please suggest an alternative approach.<br />If yes:<br />Commit the institution to reducing DWFI Courses.<br />Develop strategy to engage faculty.<br />Establish an institutional target that can be used at college level.<br />Establish institutional approach:<br />Lower level courses<br />High enrollment, high DWFI courses<br />Top 50…<br />Leave it to the college and department to decide.<br />

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