1. Freshman Inquiry Retention Preliminary Findings Sukhwant Jhaj, Rowanna Carpenter University Studies Portland State University November 30, 2009

2. 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

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

5. Connections among data sources, institutional and departmental projects.

7. 1274 Fall 2007, 1434 Fall 2008

8. Enrolled in a FRINQ course Fall term

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

10. NOT

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

12. 2256 completed the Prior Learning Survey

18. make up about 29% of FRINQ students each year.

19. tended to have lower retention and academic success than groups with high school GPAs above 3.0.

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

21. Earn approximately 2-3 fewer credits per term

24. Men are more likely to fall into this group; women are more likely to be in the group with the highest entering GPA

25. African American and students who reported multiple ethnicities were overrepresented among freshmen with low entering HS GPAs

27. Fewer reported planning to get a degree from PSU

28. Less likely to have earned an A or B for their FRINQ course during fall term

29. No differences in number of credits enrolled for fall term

30. No difference in intended academic major

31. No difference in attendance at OrientationStudents with Low HS GPA

33. Less likely than other groups to be low-income

34. Less likely than other groups to receive any type of financial aid

35. When they did receive aid, on average these students received lower amounts than students in the higher GPA categories

36. For these students a greater percentage of aid came as loans

37. No difference in working hours per weekStudents with Low HS GPA

39. Less likely than other groups to report planning to volunteer

43. More likely than the other group to be women

44. More likely than the other group to be first-generation

45. No difference in ethnicity

47. No difference in educational plans

48. More likely to have entered with a HS GPA over 3.0

50. More likely than other students to be low-income

51. More likely than other students to work 20 or more hours per week

52. More likely to receive grants, loans and work-study awards

55. HS GPAs below 3.0, finances as a top concern

56. Ongoing communication with all students.

57. Biweekly emails. U.Connect Student Support web site http://uconnect.unst.pdx.edu. Events with Student Affairs.

58. Quick intervention when needed.