Resilience fund and remissions update
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For the 2022-2023 academic year, 1500 students were proactively awarded the Students First Resilience Fund of $1,500 for the year.
Over the winter break, Student Financial Services and the Office of Student Success collaborated to award remissions to students who would have otherwise been unable to register for Winter term due to financial holds. We will support students for Spring term and assess outcomes.
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Dr. Radhika Reddy (Biology) will visit departments that have high new student enrollment to discuss the Early Alerts system and to get input from faculty on the proactive. The team has also updated student communications with the goal of increasing utilization of academic resources and to normalize the process of receiving an Early Alert.
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Faculty focus group findings
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Three focus groups facilitated by The Regional Research Institute for Human Services centered on what would be most helpful to faculty interested in engaging with inclusive pedagogy. Findings include (1) sincere interest in grassroots change efforts, (2) practical and actionable tools would be helpful for faculty, (3) desire to be noticed for the efforts being made, not just low completion rates, (4) important to have intentional time to communicate and learn from peers.
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The Summer Bridge program has been named First-year and Transfer Scholars. The program will continue with extended programming over the first academic year. Please reach out to zeisman@pdx.edu with questions!
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- During Fall term we administered a course preferences pulse survey to all enrolled students and received 2,876 undergraduate responses for a 21% response rate from the undergraduate population.
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We found there was no ‘one size fits all’ course modality for students, most preferred a mix of modalities depending on their life circumstances. The vast majority of undergraduate students are enrolled in courses that meet their overall preferred course modality.
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There were differences in course modality preferences by race/ethnicity, new vs continuing student status, student classification, and the student’s school/college of their major. Across the board students want more flexibility, including recorded lectures and course materials posted online for all courses.
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Commute, work schedules, and perceived safety on campus impact student’s desire and availability to take in person courses. Many students prefer the engagement and community offered by in-person courses.
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For nearly two thirds of respondents, course availability and scheduling are barriers to degree completion. Students reported issues with courses being full, and courses overlapping with life obligations and other required courses. Modality continues to be top of mind for students as it relates to course availability and fitting into their schedules.
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- The Fall 2021 cohort of new full-time first-time students saw more than double the percentage of students with a less than 3.00 high school GPA than prior years. This is due to a change in the admissions requirements.
- The Fall 2021 cohort saw both higher rates of taking the ALEKS Math Placement Test, as well as a higher percentage of students who took the test placing into MTH095 (Intermediate Algebra) or lower.
- Students in the Fall 2021 cohort performed worse in their first term than prior cohort years:
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One in four Fall 2021 new full-time first-time students had a first term GPA at or below 2.49. Students performed worse regardless of their high school GPA.
- Students in the Fall 2021 cohort had both higher rates of withdrawing from courses and DFW rates than prior years. A third of first-term grades received by 2.5 to 2.99 high school GPA students in the Fall 2021 cohort were D, F, W, or No-Pass.
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Students in the Fall 2021 cohort completed less credits in their first term than prior cohort years. Students with a 2.5 to 2.99 high school GPA completed the least credits in their first term (only 70%), impacting their path toward graduation.
- At the time of assessment, students in the Fall 2021 cohort retained to Fall 2022 at rates similar to prior years. This was seen specifically when looking at retention rates by high school GPA.
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