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.

1. Student Success and RetentionOAA Strategic Planning RetreatFindingsSukhwant JhajSpecial Assistant to the ProvostDirector, University Studies1 June 2010

3. Student Success InitiativeAssess the Effectiveness of Existing Academic Policies, Procedures, and ServicesSupport Early Identification of Students at Risk Intentional Advising and Charting a Pathway to Degree CompletionImprove Communication with Students Student Success Center (long term goal)Address Needs of Students Entering PSU with a High School GPA below 3.0Address Students’ Financial ConcernsEasing the transition to college using Peer MentoringImprove the Persistence of Freshmen Living in Residence HallsMake Student Success Data Available at Unit LevelReduce Courses with Preponderance (15%) of D, W, F, I, X, NP GradesManage Capacity of Programs and Course Offerings for Timely Progress to Graduation

4. Student Success InitiativeAssess the Effectiveness of Existing Academic Policies, Procedures, and ServicesSupport Early Identification of Students at Risk Intentional Advising and Charting a Pathway to Degree CompletionImprove Communication with Students Student Success Center (long term goal)Address Needs of Students Entering PSU with a High School GPA below 3.0Address Students’ Financial ConcernsEasing the transition to college using Peer MentoringImprove the Persistence of Freshmen Living in Residence HallsMake Student Success Data Available at Unit LevelReduce Courses with Preponderance (15%) of D, W, F, I, X, NP GradesManage Capacity of Programs and Course Offerings for Timely Progress to Graduation

5. ReducingDWFICourses

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 SessionShould 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 coursesHigh enrollment, high DWFI coursesTop 50…Leave it to the college and department to decide.