In this session, facilitators from Portland State University’s University Studies program will describe the ways in which they are combining existing assessment methods to identify underserved students, explore their learning experiences, and inform programs to support student success—all with few additional resources. Specifically, the facilitators will: (a) describe how results from student surveys, university data, and student portfolio data were combined to create a rich source of information on student learning and the academic experience; (b) share a holistic model of the student experience developed using the findings; and (c) discuss strategies for sharing the findings that have led to increased collaboration between the general education program and other areas of campus and that have helped inform wider campus conversations about underserved student success. Participants will discuss the types of assessment data at their institutions that might be combined to create deeper understanding of the student learning experience. They will also consider ways in which assessment findings can be used as leverage to create conversations regarding underserved students and improve their success. Rowanna L. Carpenter, Assessment Associate and Sukhwant Jhaj, Director, University Studies—both of Portland State University

1. Triangulating the Student Experience: Connecting Assessment Data to Understand Underserved Student Learning Experiences Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University February 19, 2010

3. Model of Student Success

4. Communicating the results. Examples of slides from campus presentations.

6. Sophomore Inquiry: Three 4 credit courses selected a set of thematic clusters, (12 credits).

7. Upper Division Cluster: Three 4 credit courses within a single thematic cluster (12 credits)

8. Senior Capstone (6 credits)

9. TOTAL of 45 credits• Inquiry and critical thinking • Communication • The diversity of human experience • Ethical issues and social responsibility

10. Underserved Students Portland State University Students with lower first year academic performance and retention than their cohort.

11. 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

12. Evolving Assessment Structure Prior Learning Survey End of Year Survey E-Portfolio Assessment University Student Data Warehouse - Student Retention - Academic Performance, Fin. Aid

14. What are students’ plans for the following year?

17. 1274 Fall 2007, 1434 Fall 2008

18. Enrolled in a FRINQ course Fall term

19. Includes both full-time and part-time students

20. NOT

21. Honors, Liberal Studies, Pre-nursing or others not required to take UNST

22. 2256 completed the Prior Learning Survey

25. Student Success Low Entering HS GPA

27. 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.

28. Term GPA almost 1 point lower than those with HS GPAs above 3.5

29. Earn approximately 2-3 fewer credits per term

31. Student Success Financial Concern

34. Student Success Housing Type

35. FRINQ First-Time Freshmen* Retention at PSU Fall 2007-Fall 2008

37. Attendance by a wide representation across campus

38. Presentations to multiple campus committees

39. Presentation to Deans, Provost, President

41. Consistent framing: Student Success Model

42. Focus on serving students

43. Acknowledge collaborators

44. Segmentation as a strategy

46. Presidential and institutional focus on students with GPA below 3.0 and those living on campus.

47. Created space for collaboration.

49. Ongoing communication with all students.

50. Biweekly emails

51. University Studies’ U.Connect Student Support web site http://uconnect.unst.pdx.edu/

52. Quick intervention when needed.