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Interventions for Under-prepared First-Year Students at a Four-Year University

Interventions for Under-prepared First-Year Students at a Four-Year University. Jennifer Cárdenas, M.S., Director of New Student Programs Liane Gough, M.S., Coordinator of Academic Support Program. Portland State University. University Statistics Urban institution with 25,000 students

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Interventions for Under-prepared First-Year Students at a Four-Year University

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  1. Interventions for Under-prepared First-Year Students at a Four-Year University Jennifer Cárdenas, M.S., Director of New Student Programs Liane Gough, M.S., Coordinator of Academic Support Program

  2. Portland State University University Statistics Urban institution with 25,000 students Affiliation: Oregon University System Number of academic programs: 120+ Clubs and organizations: 280+ Academic calendar: quarter system Mission: grow to 35,000 by 2012 Student Profile 76% of students are undergraduates Average age of undergraduates: 25.5 45% men, 55% women 5% of students are international 82.7% of students are from Oregon 60% of new students arrive with 30+ credit hours • Admissions, Records and Registration (ARR) • Undergraduate Advising & Support Center (UASC)

  3. The Admissions Process • Admissions requirements • In 2004, the GPA requirement for freshman increased from 2.5 to 3.0 • Freshman Class- Fall 2006 • Average HS GPA is 3.21 • Average HS SAT score is 1010 • Faculty Special Admissions Review Committee • Required on-site writing sample, personal statement of goals, 2 letters of recommendation, HS transcripts

  4. The Academic Support Program • History (prior to 2004) • Goals • Demographics (2004-present)

  5. ASP Program Design2004-current • Required attendance at New Student Orientation • Case management / Referral to appropriate campus resources • “Navigating PSU” online workshop (2006-current) • Two-credit “College Success” course (for most at-risk cohort) using Becoming a Master Student text • Registration holds

  6. Theoretical Framework • Seven Principles for Good Practice (Chickering & Gamson, 1987). • Co-curricular involvement (Astin, 1984). • Navigating bureaucracy (Godwin & Markham, 1996). • First-generation students (Terenzini, Springer, Yeager, Pascarella, & Nora,1996).

  7. Freshman to Sophomore Retention

  8. Credit Hour Completion

  9. First Year Cumulative GPA

  10. Institutional Challenges • Minimal Institutional Commitment To Retention • No Centralized FYE Office • Few Developmental Courses Offered • No Entering/Exiting Student Surveys

  11. Implications & Future Planning- this is a work in-progress! • Administration & interpretation of Noel-Levitz “College Student Inventory” • Two term “College Success” course for most at-risk cohort (4 credits total) using On Course text • Academic workshops (time management, stress reduction, test & note-taking, writing, motivation, test anxiety, etc) • Student Satisfaction Survey at end of 2nd term of enrollment

  12. Questions? • Jennifer Cárdenas, M.S. • Director of New Student Programs • jcardenas@pdx.edu • 503-725-5504 or 800-547-8887 x5504 • Liane Gough, M.S. • Coordinator of Academic Support Program • goughl@pdx.edu • 503-725-9549 or 800-547-8887 x9549

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