Student Success and Retention: Strategic Planning Retreat
•
1 like•620 views
The document outlines a student success initiative at Portland State University aimed at assessing existing policies and procedures, supporting early identification of at-risk students, providing intentional advising, and establishing a long term goal of a student success center. It also discusses addressing the needs of students with lower high school GPAs, financial concerns, peer mentoring, residence hall persistence, making student success data available, reducing courses with high D,W,F,I,X,NP grades, and managing program capacity for timely degree completion.
Report
Share
Report
Share
Recommended
Skills for Impact Paul Fletcher
The document discusses how impact measurement can support quality improvement in education providers. It finds that while deregulating curriculum was well-received, systems to measure the impact on outcomes like employment were insufficient. Most providers did not rigorously monitor changes or collect complete destination data to fully evaluate impact. The Common Inspection Framework and Ofsted definitions of outcomes are presented as tools to help providers define and measure impact explicitly through data and implicitly through soft measures. The learner journey and using learner-level data for quality improvement is discussed as a way for providers to investigate causes of issues and make improvements.
Washburn University’s Star Program
Washburn University requires students who are not in good academic standing to participate in the STAR (Students Taking Academic Responsibility) program, which includes online modules and advising. The STAR course consists of four modules that students must complete in progression: the first two modules cover academic policies and identifying challenges, while the third and fourth focus on goal setting, time management, and financial aid policies. Since implementing STAR in 2012, Washburn has seen a significant decrease in the number of students not in good academic standing from 901 in 2011 to 327 in 2015.
Course Evaluation
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Reporting Test Results to Parents
The document discusses test development and evaluation reporting for a B.Ed program. It covers principles of reporting test results to parents, including using clear language and explaining scores. The purposes of reporting are to recognize student achievement, assist in identifying student potential, enable parental support, and help parents understand student strengths and weaknesses. Reporting methods can include parent-teacher conferences, written reports, parent meetings, and newsletters.
Reporting to Stakeholders
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
HERE Project Presentation for European First Year Experience Conference 2010
1) The HERE Project surveyed students at three institutions between March and May 2009 to understand why more students have doubts about continuing their studies than actually leave.
2) The survey found that factors like course experiences, transition issues, and academic performance contributed to students doubting their choice to continue.
3) However, students who considered leaving ultimately chose to stay due to factors like making friends, feeling part of a community, and developing a sense of belonging at their institution.
The Student Success And Faculty Development Grant Programaacn
This document discusses a grant program that aimed to engage students in the classroom through active learning strategies. Faculty across disciplines were encouraged to apply for grants to research and implement active learning strategies in their courses. In the first year, six faculty received grants. They researched strategies and implemented a classroom research project. Initial results found that students had a more positive opinion of concept mapping after its use in one course. The program increased faculty use of active learning strategies and had positive student responses. It is recommended that other programs explore interdisciplinary collaboration to develop active learning strategies.
Reporting to parents
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It explores the guidelines for reporting progress and achievement in relation to the national standards. It also looks at processes and practices to support effective reporting.
Recommended
Skills for Impact Paul Fletcher
The document discusses how impact measurement can support quality improvement in education providers. It finds that while deregulating curriculum was well-received, systems to measure the impact on outcomes like employment were insufficient. Most providers did not rigorously monitor changes or collect complete destination data to fully evaluate impact. The Common Inspection Framework and Ofsted definitions of outcomes are presented as tools to help providers define and measure impact explicitly through data and implicitly through soft measures. The learner journey and using learner-level data for quality improvement is discussed as a way for providers to investigate causes of issues and make improvements.
Washburn University’s Star Program
Washburn University requires students who are not in good academic standing to participate in the STAR (Students Taking Academic Responsibility) program, which includes online modules and advising. The STAR course consists of four modules that students must complete in progression: the first two modules cover academic policies and identifying challenges, while the third and fourth focus on goal setting, time management, and financial aid policies. Since implementing STAR in 2012, Washburn has seen a significant decrease in the number of students not in good academic standing from 901 in 2011 to 327 in 2015.
Course Evaluation
This document discusses different approaches to evaluating educational courses and programs. It describes product-oriented, static-characteristic, process-oriented, and decision-facilitation approaches. It also discusses the dimensions of evaluation, including formative vs summative, process vs product, and quantitative vs qualitative. Formative evaluation aims to improve a curriculum during development, while summative evaluates success after completion. Process evaluation focuses on program workings, and product evaluates goal achievement. Quantitative data are numbers, while qualitative are more holistic observations.
Reporting Test Results to Parents
The document discusses test development and evaluation reporting for a B.Ed program. It covers principles of reporting test results to parents, including using clear language and explaining scores. The purposes of reporting are to recognize student achievement, assist in identifying student potential, enable parental support, and help parents understand student strengths and weaknesses. Reporting methods can include parent-teacher conferences, written reports, parent meetings, and newsletters.
Reporting to Stakeholders
Topic: Reporting to Stakeholders
Student Name: Siraj ul-Haque
Class: B.Ed. Hons Elementary Part (II)
Project Name: “Young Teachers' Professional Development (TPD)"
"Project Founder: Prof. Dr. Amjad Ali Arain
Faculty of Education, University of Sindh, Pakistan
HERE Project Presentation for European First Year Experience Conference 2010
1) The HERE Project surveyed students at three institutions between March and May 2009 to understand why more students have doubts about continuing their studies than actually leave.
2) The survey found that factors like course experiences, transition issues, and academic performance contributed to students doubting their choice to continue.
3) However, students who considered leaving ultimately chose to stay due to factors like making friends, feeling part of a community, and developing a sense of belonging at their institution.
The Student Success And Faculty Development Grant Programaacn
This document discusses a grant program that aimed to engage students in the classroom through active learning strategies. Faculty across disciplines were encouraged to apply for grants to research and implement active learning strategies in their courses. In the first year, six faculty received grants. They researched strategies and implemented a classroom research project. Initial results found that students had a more positive opinion of concept mapping after its use in one course. The program increased faculty use of active learning strategies and had positive student responses. It is recommended that other programs explore interdisciplinary collaboration to develop active learning strategies.
Reporting to parents
This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It explores the guidelines for reporting progress and achievement in relation to the national standards. It also looks at processes and practices to support effective reporting.
Technology in the classroom
This document outlines strategies for effectively integrating technology in the classroom. It discusses choosing a learning objective and analyzing learners before selecting instructional strategies and technology applications. Key steps include previewing the technology, practicing its use, preparing materials, and assessing student learning before, during and after lessons. The goal is to choose technologies that are easy to use, engage learners, can be adapted, and allow learning to be assessed in order to increase student achievement.
Student Learning Outcomes Assessment: An Update
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
Ec. 402 jayshri makwana
Evaluation is the systematic collection and analysis of evidence to improve understanding and make judgments about the object being evaluated. It entails considering participants, information collection, purposes of evaluation, and analyzing and interpreting information. Evaluation serves many purposes, such as accountability, summative assessments, formative assessments, and making placement decisions. Classroom-based evaluation is also important for day-to-day decisions teachers make about student learning and program effectiveness. Evaluation is essential for successful education as it forms the basis for appropriate and effective decision-making.
Gagne Nine Events of Instruction
The document outlines Gagne's Nine Events of Instruction which are steps to ensure effective learning. The steps include gaining learner attention, informing learners of objectives, stimulating recall of prior learning, presenting new stimulus material in an organized way, providing learning guidance, eliciting performance, assessing performance, and providing feedback to allow students to transfer knowledge outside the classroom.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
CQI through assessing LO
The document discusses the importance of continual quality improvement (CQI) through assessing learning outcomes in education. It outlines UPSI's experience implementing outcome-based education, which focuses on measuring if students achieve intended learning outcomes. Assessing outcomes opens a window to improve the learning cycle for management, faculty, teachers and students. CQI is about ensuring quality but also having a large impact. Institutions must choose whether to actively do CQI through outcome assessment or regret not improving later. The document provides examples of how UPSI assesses outcomes at the course, program and institutional level to guide CQI efforts.
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Promotion on request is a practice that has been going for a long time in the primary schools of Bangladesh. This presentation focuses on how this flawed system can be changed. This presentation was made for the course EDU 503: Creating Learning Organizations: Leadership, Planning and Management. EDU 503 is on of the courses of the M.Ed. program on Educational Leadership & School Improvement run by BRAC Institute of Educational Development.
Interrogating evaluation 2015 induction
This is a short session interrogating the purpose and values of carrying out course evaluations in a university context.
Overview Jan 2012
This document summarizes developmental education initiatives in Colorado community colleges. It finds that traditionally, most students do not complete remedial sequences to enter college-level courses. Colorado is piloting accelerated programs using multiple placement tools and co-enrollment to help students progress faster. Initiatives include math labs, modular courses, and contextualized learning. Data shows developmental students have lower graduation rates, so the goal is to move them quickly into college courses through evidence-based redesigns like compression and mainstreaming. Colorado is assessing options like Accuplacer and diagnostic tests to best support developmental students.
HTIYG's Poster Final 22 June Printing
The How to Improve Your Grades initiative at La Trobe University developed workshops to help students identify obstacles impacting their success and provide strategies to overcome barriers. Over 600 students registered for workshops in 2015-2016, with 333 attending. Evaluations found that workshops effectively provided definite strategies to improve grades and increased students' confidence in their ability to do so.
Baker Stein: It's all about the Student
SUNY Online Summit 2021 Day 1 Presentation
Speaker: Dr. Marni Baker Stein, Provost and Chief Academic Officer at Western Governors University.
Presentation: It’s all about the Student
https://sunyonlinesummit2021.edublogs.org/2021/02/13/baker/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
GRCC Academic Standing
The document discusses Grand Rapids Community College's proposed academic standing policy to require students to maintain satisfactory academic progress. The proposed policy outlines minimum credit hours and GPAs students must attain at certain credit hour checkpoints. Students who do not meet the standards would be placed on academic probation and required to meet with an advisor and develop a success plan. Students who fail to meet probation requirements would be academically suspended for one year. The policy aims to support students and increase awareness of academic progress requirements.
Performance based learning at Which?
Which? is growing so they can make an even bigger difference to consumers. This adds new capabilities into the business, and the need to be more agile and personalised through their learning strategy to better support employees. Which? is
looking to move from anticipating and responding to the training needs of the business today to giving employees the tools to equip themselves with the right skills and experiences for tomorrow. Jane Hapgood shares Which?'s journey and how they are proactively shifting performance along the way.
This presentation was delivered by Jane Hapgood at Brightwave Group's 'Up close and personal: Optimising the learner experience' event, 19th November 2015, at The Brewery, London.
Essential Elements Rubric - Assessments
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Quality Academic Affairs
The document outlines a plan to develop, implement, navigate and monitor a student-centered approach to quality career education. It discusses setting goals and measures, developing initiatives, recognizing and rewarding good performance, and tracking actual performance against plans. Key aspects include focusing on technical performance, human resources, quality educators, and developing an organizational culture where all staff are responsible for student success. Frequent monitoring of instructors, classrooms, gradebooks, and metrics is emphasized to ensure quality, excellence and consistency.
Tb.session4.monitoring and tracking achievement
The document discusses monitoring and tracking processes to support teaching and learning without creating unnecessary bureaucracy. It recommends that systems for planning, monitoring and reporting be fit-for-purpose to maximize time spent on teaching while supporting professional dialogue. Key information to track includes learners' progress in aspects of learning, professional judgements, and summaries of progress towards personal goals and levels. Tracking should involve learners and teacher-learner dialogue based on learning goals and evidence. Moderation among staff helps ensure reliable information and judgements of progress.
Assess Pupil Progress Pshe
The document discusses assessing pupil progress in PSHE and SEAL using a plan, do, review cycle. It involves collecting perceptions from staff, pupils, and parents on skills. Targets are set for a whole-school focus, such as empathy, and progress is monitored. The cycle then evaluates impact, identifies new priorities, and plans whole-school approaches for the next term. Successful assessment of PSHE uses a planned whole-school approach, regular pupil participation, inclusion of all abilities, and valuing individual personalities.
Rti Fact Meeting 2 10
This document discusses Response to Intervention (RtI), a multi-tiered approach used to identify students who need academic or behavioral support. It utilizes universal screening, progress monitoring, and evidence-based interventions. There are three tiers - Tier 1 focuses on quality classroom instruction for all students. Tier 2 provides targeted interventions for students at risk of failure. Tier 3 involves intensive interventions, often including special education services, for students who need the most support. The goal is to meet the needs of all students through a highly integrated, data-driven system.
Introduction to the Assessment for Learning Project
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
AHDS Conference 2014 - Workshop; TB: Tracking Progress and Achievement
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
Winter Symposium Presentation
2011 Winter Symposium. Presented with Provost Koch and Kevin Reynolds.
Objective: Clarify the need for proactive actions in response to financial realities. Create understanding of enrollment management and curricular effectiveness & efficiency as viable strategies. Provide overview of the strategies.
Discussion: Degree in Four Developing a Four-Year Graduation Guarantee
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
More Related Content
What's hot
Technology in the classroom
This document outlines strategies for effectively integrating technology in the classroom. It discusses choosing a learning objective and analyzing learners before selecting instructional strategies and technology applications. Key steps include previewing the technology, practicing its use, preparing materials, and assessing student learning before, during and after lessons. The goal is to choose technologies that are easy to use, engage learners, can be adapted, and allow learning to be assessed in order to increase student achievement.
Student Learning Outcomes Assessment: An Update
The document discusses student learning outcomes assessment at public institutions in Massachusetts. It provides updates on goals and milestones achieved to date in developing a common assessment framework at the campus, state, and national level. Key accomplishments include strengthening campus assessment capabilities, establishing a task force for statewide oversight, and participating in a multi-state collaborative to assess student work using shared rubrics. Future goals include further institutionalizing assessment practices and integrating them with other state higher education initiatives.
Ec. 402 jayshri makwana
Evaluation is the systematic collection and analysis of evidence to improve understanding and make judgments about the object being evaluated. It entails considering participants, information collection, purposes of evaluation, and analyzing and interpreting information. Evaluation serves many purposes, such as accountability, summative assessments, formative assessments, and making placement decisions. Classroom-based evaluation is also important for day-to-day decisions teachers make about student learning and program effectiveness. Evaluation is essential for successful education as it forms the basis for appropriate and effective decision-making.
Gagne Nine Events of Instruction
The document outlines Gagne's Nine Events of Instruction which are steps to ensure effective learning. The steps include gaining learner attention, informing learners of objectives, stimulating recall of prior learning, presenting new stimulus material in an organized way, providing learning guidance, eliciting performance, assessing performance, and providing feedback to allow students to transfer knowledge outside the classroom.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
The document discusses strategies for advisors to help move students from retention to degree completion. It outlines how comprehensive advising programs can increase graduation rates and decrease student debt by centralizing advising services, coordinating efforts across campus, and identifying obstacles facing students. The PathwayOregon program at the University of Oregon is highlighted as an example, with advisors playing a key role in tracking student progress, addressing issues early, and helping students graduate in a timely manner.
CQI through assessing LO
The document discusses the importance of continual quality improvement (CQI) through assessing learning outcomes in education. It outlines UPSI's experience implementing outcome-based education, which focuses on measuring if students achieve intended learning outcomes. Assessing outcomes opens a window to improve the learning cycle for management, faculty, teachers and students. CQI is about ensuring quality but also having a large impact. Institutions must choose whether to actively do CQI through outcome assessment or regret not improving later. The document provides examples of how UPSI assesses outcomes at the course, program and institutional level to guide CQI efforts.
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Promotion on request is a practice that has been going for a long time in the primary schools of Bangladesh. This presentation focuses on how this flawed system can be changed. This presentation was made for the course EDU 503: Creating Learning Organizations: Leadership, Planning and Management. EDU 503 is on of the courses of the M.Ed. program on Educational Leadership & School Improvement run by BRAC Institute of Educational Development.
Interrogating evaluation 2015 induction
This is a short session interrogating the purpose and values of carrying out course evaluations in a university context.
Overview Jan 2012
This document summarizes developmental education initiatives in Colorado community colleges. It finds that traditionally, most students do not complete remedial sequences to enter college-level courses. Colorado is piloting accelerated programs using multiple placement tools and co-enrollment to help students progress faster. Initiatives include math labs, modular courses, and contextualized learning. Data shows developmental students have lower graduation rates, so the goal is to move them quickly into college courses through evidence-based redesigns like compression and mainstreaming. Colorado is assessing options like Accuplacer and diagnostic tests to best support developmental students.
HTIYG's Poster Final 22 June Printing
The How to Improve Your Grades initiative at La Trobe University developed workshops to help students identify obstacles impacting their success and provide strategies to overcome barriers. Over 600 students registered for workshops in 2015-2016, with 333 attending. Evaluations found that workshops effectively provided definite strategies to improve grades and increased students' confidence in their ability to do so.
Baker Stein: It's all about the Student
SUNY Online Summit 2021 Day 1 Presentation
Speaker: Dr. Marni Baker Stein, Provost and Chief Academic Officer at Western Governors University.
Presentation: It’s all about the Student
https://sunyonlinesummit2021.edublogs.org/2021/02/13/baker/ https://sunyonlinesummit2021.edublogs.org/tag/day-1/
Annual conference for the SUNY online teaching and learning community of practice.
https://sunyonlinesummit2021.edublogs.org/
February 22-26, 2021 Virtual Event
Conference website: https://sunyonlinesummit2021.edublogs.org/
Program: https://sunyonlinesummit2021.edublogs.org/program/
Speakers: https://sunyonlinesummit2021.edublogs.org/speakers/
Recordings/ Materials: https://sunyonlinesummit2021.edublogs.org/live-recordings/
Program Tracks: https://sunyonlinesummit2021.edublogs.org/program-tracks/
GRCC Academic Standing
The document discusses Grand Rapids Community College's proposed academic standing policy to require students to maintain satisfactory academic progress. The proposed policy outlines minimum credit hours and GPAs students must attain at certain credit hour checkpoints. Students who do not meet the standards would be placed on academic probation and required to meet with an advisor and develop a success plan. Students who fail to meet probation requirements would be academically suspended for one year. The policy aims to support students and increase awareness of academic progress requirements.
Performance based learning at Which?
Which? is growing so they can make an even bigger difference to consumers. This adds new capabilities into the business, and the need to be more agile and personalised through their learning strategy to better support employees. Which? is
looking to move from anticipating and responding to the training needs of the business today to giving employees the tools to equip themselves with the right skills and experiences for tomorrow. Jane Hapgood shares Which?'s journey and how they are proactively shifting performance along the way.
This presentation was delivered by Jane Hapgood at Brightwave Group's 'Up close and personal: Optimising the learner experience' event, 19th November 2015, at The Brewery, London.
Essential Elements Rubric - Assessments
Rubric to assist schools in establishing the essential elements related to assessments in the collaborative response model. More resources, templates and related blog postings at www.jigsawlearningca.wordpress.com
Quality Academic Affairs
The document outlines a plan to develop, implement, navigate and monitor a student-centered approach to quality career education. It discusses setting goals and measures, developing initiatives, recognizing and rewarding good performance, and tracking actual performance against plans. Key aspects include focusing on technical performance, human resources, quality educators, and developing an organizational culture where all staff are responsible for student success. Frequent monitoring of instructors, classrooms, gradebooks, and metrics is emphasized to ensure quality, excellence and consistency.
Tb.session4.monitoring and tracking achievement
The document discusses monitoring and tracking processes to support teaching and learning without creating unnecessary bureaucracy. It recommends that systems for planning, monitoring and reporting be fit-for-purpose to maximize time spent on teaching while supporting professional dialogue. Key information to track includes learners' progress in aspects of learning, professional judgements, and summaries of progress towards personal goals and levels. Tracking should involve learners and teacher-learner dialogue based on learning goals and evidence. Moderation among staff helps ensure reliable information and judgements of progress.
Assess Pupil Progress Pshe
The document discusses assessing pupil progress in PSHE and SEAL using a plan, do, review cycle. It involves collecting perceptions from staff, pupils, and parents on skills. Targets are set for a whole-school focus, such as empathy, and progress is monitored. The cycle then evaluates impact, identifies new priorities, and plans whole-school approaches for the next term. Successful assessment of PSHE uses a planned whole-school approach, regular pupil participation, inclusion of all abilities, and valuing individual personalities.
Rti Fact Meeting 2 10
This document discusses Response to Intervention (RtI), a multi-tiered approach used to identify students who need academic or behavioral support. It utilizes universal screening, progress monitoring, and evidence-based interventions. There are three tiers - Tier 1 focuses on quality classroom instruction for all students. Tier 2 provides targeted interventions for students at risk of failure. Tier 3 involves intensive interventions, often including special education services, for students who need the most support. The goal is to meet the needs of all students through a highly integrated, data-driven system.
Introduction to the Assessment for Learning Project
The Center for Innovation in Education and Next Generation Learning Challenges invite applications to the Assessment for Learning Project. The grants will support educators to fundamentally rethink the core role(s) that assessment can play to support student attainment of deeper learning. Nearly $2 million is available for 12-15 grants. Applications are due December 10, 2015. This presentation was used in webinars on November 4 and November 12, 2015 to provide an overview of the grant opportunity to prospective applicants and respond to their questions.
AHDS Conference 2014 - Workshop; TB: Tracking Progress and Achievement
AHDS Annual Conference November 2014 'Teaching Scotland's Future: What you need to know and do. Workshop by Heather Fuller, Education Scotland and Anne Dalziel, HT of Colquhoun Park Primary.
What's hot (20)
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
'Promotion on Request' Culture in Primary School - The Impacts and How to Mak...
Introduction to the Assessment for Learning Project
Introduction to the Assessment for Learning Project
AHDS Conference 2014 - Workshop; TB: Tracking Progress and Achievement
AHDS Conference 2014 - Workshop; TB: Tracking Progress and Achievement
Viewers also liked
Winter Symposium Presentation
2011 Winter Symposium. Presented with Provost Koch and Kevin Reynolds.
Objective: Clarify the need for proactive actions in response to financial realities. Create understanding of enrollment management and curricular effectiveness & efficiency as viable strategies. Provide overview of the strategies.
Discussion: Degree in Four Developing a Four-Year Graduation Guarantee
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Disruptive Change: PSU 2025
This is a presentation used for a discussion on disruptive change and PSU 2025. a project aimed at understanding and preparing for the learning needs of graduating class of 2025.
Enrollment management as a fiscal strategy final
The document summarizes discussions from the LTIFS Forum on Enrollment Management as a Fiscal Strategy. It outlines recommendations to establish enrollment management principles, set targets for increasing non-resident, international, and minority student enrollment. It also recommends setting retention and graduation rate targets. The forum discussed aligning recruitment and retention activities with the university's mission and establishing a tuition management committee.
Freshman Retention: Impact of Financial Concerns
Dear Colleagues,
We would like to invite you to a presentation and discussion of findings related to our continued research into retention and student success.
Over the past four years, University Studies has conducted research aimed at understanding retention and academic success of freshmen enrolled in Freshman Inquiry (FRINQ). We will present current findings related to fall-to-fall retention with a focus on the connection between financial concern and retention. Also included are narratives of student experiences that contextualize our findings.
We hope you will be able to attend our presentation, share your feedback, and join us in talking about how to provide support to Freshman at PSU.
We will be offering this presentation twice:
· 12/7/2011, Wednesday, 10:00 a.m., SMSU 296
· 12/9/2011, Friday, 1:00 p.m., CH 101
Rowanna Carpenter and Sukhwant Jhaj
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
Student Success Dashboard Design
Slides from a brainstorming session for developing a student success dashboard for use by department chairs.
Student Retention: Updated Findings 2011
This presentation includes student retention updated findings. Fall 2007, 2008, 2009 cohorts were analyzed together. 2010 financial concern data on Freshmen Inquiry and Sophomore Inquiry is also included. The presentation looks in detail at three groups of Interest:
-Freshmen with entering HS GPAs below 3.0.
-Freshmen who indicate finances as a top concern.
-Freshmen living with parents compared with those living on campus or on their own.
Fiscal management systems for combined c4/c3 organizations
This document summarizes a presentation about fiscal management systems for state LCVs. It discusses two attitudes towards fiscal management, and outlines four audiences that fiscal systems should consider. It then covers the basics that will be discussed, including key terms like fiscal year, budget, income/expense statements, balance sheets, and chart of accounts. The document delves into accounting for revenue and expenses, including how to categorize them. It also discusses budgets, staff work plans, and projecting revenue and expenses to create annual budgets for 501c4, 501c3 and PAC organizations.
Viewers also liked (9)
Discussion: Degree in Four Developing a Four-Year Graduation Guarantee
Discussion: Degree in Four Developing a Four-Year Graduation Guarantee
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...
Fiscal management systems for combined c4/c3 organizations
Fiscal management systems for combined c4/c3 organizations
Similar to Student Success and Retention: Strategic Planning Retreat
Retaining Students 10-2015-rev
This document summarizes a presentation on student retention from the perspective of a registrar with experience at both public and private institutions. It discusses how retention is a shared responsibility of students, faculty, staff, and administrators. A few key responsibilities include creating student-friendly policies, providing academic and social support programs, and using student data to predict at-risk students and target interventions. The presentation provides many ideas to improve retention, such as faculty outreach, academic support services, campus engagement opportunities, and a comprehensive first-year experience program.
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
The document discusses strategies for advisors to help move more students from retention to degree completion. It outlines the national context of rising student debt loads and low graduation rates. Specifically, it describes PathwayOregon, a program at the University of Oregon that provides comprehensive advising and support services to help lower-income, Pell Grant-eligible students complete their degrees on time with less debt. Key strategies of the program include proactive advising, tracking student progress, collaborating across campus offices, and identifying and addressing obstacles that prevent timely graduation. The goal is to demonstrate that increased advising can boost graduation rates and reduce student loan burdens.
FTCC - Executive Leadership Track
Mike Alexander's presentation at the Fayetteville Technical Community College Teaching and Learning Summit, Executive Leadership Track.
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing institutional change processes, identifying evidence-based interventions, reviewing institutional readiness, and embedding and sustaining changes. The programmes have advanced the field of student retention from focusing on additional student support to
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
The document summarizes the findings of the What Works? Student Retention and Success Programme (WW-2) which worked with 13 universities over 4 years to improve student retention and success in 43 discipline areas. Key outcomes included improved first year continuation rates, attainment levels, student engagement, and reduced attainment differentials between ethnic groups. The study reinforced that interventions need academic relevance and purpose, facilitate collaboration, be delivered through the mainstream curriculum, and engage students on an ongoing basis with monitoring. It also emphasized the importance of understanding local contexts, designing structured institutional change processes, and getting whole-institution support and leadership to implement evidence-informed interventions for improving student retention and success.
Engaging students with the learning and teaching agenda
This document discusses plans to increase student engagement at City University London. It outlines that student engagement is important for quality assurance and the new university model. The document proposes creating a Student Advisory Board and student-led projects to give students more control. It acknowledges challenges like getting academic staff onboard and a lack of resources. Suggestions from students include more collaborative teaching and community activities. The university plans to address barriers by linking engagement projects to strategic goals and hiring an engagement officer.
Year 1 all powerpoint presentation alison davis
The document provides information about Programmes for Students (PfS) and Accelerating Literacy Learning (ALL), which is part of PfS. ALL focuses on using school expertise to evaluate literacy practices and closely monitor the impact of 10-15 week interventions for small groups of students in their first year. The document discusses factors that accelerate literacy achievement, including knowing learners, student agency, effective instructional strategies, and using assessment data to inform teaching. It also addresses implementing a system of tiered intervention supports and using teacher inquiry to improve student outcomes.
French Creek Introduction to District Strategies and Data Driven Needs Assess...
The document discusses the formation of vertical teams at French Creek Elementary School to engage in professional development focused on continuous school improvement. Key points:
1. Teachers and staff from each grade level and support roles will come together in vertical teams to discuss improving student outcomes and teacher effectiveness.
2. The teams will focus on five pillars: culture of rigor, capacity building, student achievement, conditions for learning, and purpose of our profession.
3. The goal is to engage in collaborative continuous improvement through data-driven decision making, setting goals, and providing critical supports to teachers to strengthen learning environments.
Fundamentals for Impacting Student Success
This document discusses factors that impact student success, retention, and completion. It addresses understanding students, influencing them, and building trust. Key factors that affect retention include self-awareness, understanding student goals and backgrounds, and leveraging research data. Strategies discussed include targeted interventions, customized retention approaches, and creating a student success culture with engagement of faculty, staff, and students. The presentation emphasizes taking a learner-centered approach to address barriers and foster campus-wide collaboration around student retention.
Methods that may be used to keep more students enrolled in higher education -...
Discover effective methods to increase student retention rates in higher education. Learn about strategies that can help keep more students...
A multi tiered approach to instruction presentation
This document outlines a multi-tiered approach to instruction and intervention at Mountain Brook schools. It describes three tiers of support: Tier I is core instruction for all students, Tier II provides targeted small group instruction for students identified as at-risk, and Tier III involves intensive individualized interventions. The Student Support Team is responsible for determining student needs, monitoring progress, and making data-based decisions to maximize outcomes for students receiving Tier II and III support. A variety of screening, assessment, and progress monitoring tools are used to identify student needs and measure response to intervention.
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...
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
Driving student outcomes and success: What’s next for the retention pilot pro...
As part of the Navitas 2020 Strategic Project on Retention, Learning and Teaching Services has been investigating and evaluating current practice both within our colleges and externally, developing a Retention Driver Tree to identify the activities that make a difference to the student experience.
In a recent webinar, Maria Spies and Suneeti Rekhari unpacked retention strategies and explored deeper into the impact of current retention pilots at Deakin and La Trobe Colleges.
Maria Spies outlined the Retention Driver Tree and the factors contributing to student experience and success. Suneeti Rekhari explained the processes used to plan, implement and evaluate the retention interventions, and the early indicators and outcomes emerging from the Colleges. Through this presentation, they discussed what these initial findings mean for the Retention Driver Tree and the next steps in addressing retention.
Moe powerpoint presentation all day 1 presentation 1 (1)
The document discusses the Programmes for Students (PfS) initiative in New Zealand, specifically the Accelerating Literacy Learning (ALL) component. ALL uses school expertise to evaluate literacy practices and closely monitor a 15-week literacy intervention for small groups of students in their first year of school. Key aspects of ALL include using data to inform decisions, selecting priority students based on data, designing iterative interventions grounded in evidence, and fostering teacher inquiry to accelerate student progress. The goal is to shift students to a faster learning trajectory through culturally-responsive, supplementary programs that catch students up to expected literacy levels.
School council 25 march
Eastbourne Primary School aims for excellence through high quality teachers and learning outcomes. The school recognizes the impact of socioeconomic disadvantage on students and the moral imperative to address their needs. Research shows that effective teachers use evidence-based methods, have high expectations, understand each student's starting point and monitor progress. The school implements a "critical learning path" approach where teachers collaborate in teams to precisely identify individual student needs, plan targeted instruction, and reflect on results. To increase precision and engagement, teachers provide small group and individualized instruction based on formative assessment data. The school is strategizing to enhance resources like technology and collaboration spaces to further support personalizing learning at students' points of need.
NASPA AnP 2014
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
Student success
The document discusses Ontario's Student Success initiative which aims to help students at risk of dropping out of high school. It outlines factors that put students at risk and describes the roles of Student Success Teams in secondary schools. These teams identify struggling students, provide learning options, and monitor progress. Key goals are connecting students, effective transitions between schools, and increasing graduation rates. The role of Student Success Teachers is to directly support students and promote achievement through relationships and programs.
Example chartRunning head HIGH IMPACT LEARNING.docx
Example chart
Running head: HIGH IMPACT LEARNING
1
HIGH IMPACT LEARNING
9
High Impact Learning
Student Name
Institutional Affiliations
Course
Professor’s Name
Date
Positive impacts of High Impact Learning
In the recent past, there have been low rates of student retention in colleges and universities. There is a very high disparity between students that joining first year and those that would finish their fourth year (Kuh, 2008). Due to the increasing rates of student dropouts, universities have come up with high impact programs that are aimed at increasing the rates of student retention in universities. The first strategy that is showing hope in the current times is that one which is geared towards ensuring that the first year students enroll in seminars that allow them to develop teams that they are going to help each other learn and do some extracurricular activities throughout their time in the university. The second strategy that has been used by universities is learning communities where students are expected to write some assignments and do funded research in their field of study(Kilgo, Sheets, & Pascarella, 2015). Apart from that, students also get to interact with other students from all over the globe not mentioning the internship and capstone courses and projects. All these strategies are focused on making education more engaging, easy and involving for each and every student in the university. Examples of Universities that have implemented high impact programs are, Brock University, Florida state university, and Trent University.
High Impact Learning Programs In Specific Universities
Brock University
Located in St. Catherine, Ontario, Canada, Brock University has come up with some strategies through which they could increase the rates of retentions for their students not only in the freshman year but also throughout their entire course in the university.
Type of program
Providers
Target students
Targeted effects
Online working skills workshops
Faculty of art and social sciences
First year students
To reduce the chances of drop outs in order to get a job.
Study skills workshops
The university through organized workshops with paid speakers
All students
To make It easy for students to study and thus get the most out of their learning.
Documentation workshops
The university
All students
To help the students have an easy time when doing their assignments and exams
Exam preparation communities
The student body
All students
This program aims at helping students have an easy time when preparing for their exams.
Enrolling all students in extracurricular activities
The university
All students
This program is meant to tie down the students to the university since if most students have what to do at the university, they will not abscond studies at any given time.
With the implementation of the strategy, Brock University as witnessed a significant 5% rise in the rate of student retention since 2011. ...
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...
Slides from UC&R East Midlands section event 'Skills for Success! Study Skills in Higher Education' 8th June 2010 - 'Teaching and learning - addressing the gaps' - Sandy Gilkes
Similar to Student Success and Retention: Strategic Planning Retreat (20)
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
Finish in Four: The Advisor's Role in Moving Students from Retention to Degre...
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Panel Debate: An Uncertain Future - TEF, Retention, and Student Success
Engaging students with the learning and teaching agenda
Engaging students with the learning and teaching agenda
French Creek Introduction to District Strategies and Data Driven Needs Assess...
French Creek Introduction to District Strategies and Data Driven Needs Assess...
Methods that may be used to keep more students enrolled in higher education -...
Methods that may be used to keep more students enrolled in higher education -...
A multi tiered approach to instruction presentation
A multi tiered approach to instruction presentation
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...
AACU 2010: Connecting Assessment Data to Understand Underserved Student Learn...
Driving student outcomes and success: What’s next for the retention pilot pro...
Driving student outcomes and success: What’s next for the retention pilot pro...
Moe powerpoint presentation all day 1 presentation 1 (1)
Moe powerpoint presentation all day 1 presentation 1 (1)
Facilitating change utilizing Starfish for an Institutional Approach to Stude...
Facilitating change utilizing Starfish for an Institutional Approach to Stude...
Example chartRunning head HIGH IMPACT LEARNING.docx
Example chartRunning head HIGH IMPACT LEARNING.docx
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...
UC&R East Midlands event slides 8th June 2010 'Teaching and learning - addres...
Recently uploaded
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Manage Your Lost Opportunities in Odoo 17 CRM
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
The Diamonds of 2023-2024 in the IGRA collection
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
clinical examination of hip joint (1).pdf
described clinical examination all orthopeadic conditions .
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdবাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
How to Add Chatter in the odoo 17 ERP Module
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
Hindi varnamala | hindi alphabet PPT.pdf
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Advanced Java[Extra Concepts, Not Difficult].docx
This is part 2 of my Java Learning Journey. This contains Hashing, ArrayList, LinkedList, Date and Time Classes, Calendar Class and more.
How to Fix the Import Error in the Odoo 17
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Recently uploaded (20)
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Manage Your Lost Opportunities in Odoo 17 CRM
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
বাংলাদেশ অর্থনৈতিক সমীক্ষা (Economic Review) ২০২৪ UJS App.pdf
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
Executive Directors Chat Leveraging AI for Diversity, Equity, and Inclusion
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Student Success and Retention: Strategic Planning Retreat
- 1. Student Success and RetentionOAA Strategic Planning RetreatFindings Sukhwant Jhaj Special Assistant to the Provost Director, University Studies 1 June 2010
- 3. Student Success Initiative Assess the Effectiveness of Existing Academic Policies, Procedures, and Services Support Early Identification of Students at Risk Intentional Advising and Charting a Pathway to Degree Completion Improve Communication with Students Student Success Center (long term goal) Address Needs of Students Entering PSU with a High School GPA below 3.0 Address Students’ Financial Concerns Easing the transition to college using Peer Mentoring Improve the Persistence of Freshmen Living in Residence Halls Make Student Success Data Available at Unit Level Reduce Courses with Preponderance (15%) of D, W, F, I, X, NP Grades Manage Capacity of Programs and Course Offerings for Timely Progress to Graduation
- 4. Student Success Initiative Assess the Effectiveness of Existing Academic Policies, Procedures, and Services Support Early Identification of Students at Risk Intentional Advising and Charting a Pathway to Degree Completion Improve Communication with Students Student Success Center (long term goal) Address Needs of Students Entering PSU with a High School GPA below 3.0 Address Students’ Financial Concerns Easing the transition to college using Peer Mentoring Improve the Persistence of Freshmen Living in Residence Halls Make Student Success Data Available at Unit Level Reduce Courses with Preponderance (15%) of D, W, F, I, X, NP Grades Manage Capacity of Programs and Course Offerings for Timely Progress to Graduation
- 7. Without learning there is no success and that at a minimum success implies successful learning in the classroom. 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. -Vincent Tinto, Moving from Theory to Action
- 8. -1% = $1M
- 9. Strategy Session Should we reduce DWFI courses as part of an institutional strategy? Yes or No. If no, please suggest an alternative approach. If yes: Commit the institution to reducing DWFI Courses. Develop strategy to engage faculty. Establish an institutional target that can be used at college level. Establish institutional approach: Lower level courses High enrollment, high DWFI courses Top 50… Leave it to the college and department to decide.