S T U D E N T S U C C E S S

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1 A M O D E L F O R S T U D E N T S U C C E S S S O U T H D A K O T A S T A T E U N I V E R S I T Y ( B r o o k i n g s C a m p u s ) D E F I N I T I O N Student success is defined as supporting student achievement to develop graduates who have a high level of self-confidence, are professionally competent, and are prepared to assume leadership roles in their communities as well as their chosen discipline. V I S I O N South Dakota State University is a student-centered and accessible land grant university. C R E A T I N G T H E P L A C E The following guiding values drive institutional practices and promote an environment that encourages student success at SDSU. A C A D E M I C A D V I S I N G We support a developmental and intentional advising approach that engages students in the academic process. A C A D E M I C & C A R E E R P L A N N I N G We facilitate academic and career planning through a collaborative approach utilizing academic advising, faculty mentors, career-oriented courses, career center resources, information links to library resources, and networking opportunities with professionals in one s chosen field. A C A D E M I C E X P E C T A T I O N S We cultivate academic challenge by clearly communicating educational expectations, as well as provide the services necessary to enhance the alignment of our students. A C C L I M A T I O N We provide developmental programs that contribute to the successful transition of students to our university. C O L L A B O R A T I O N We foster an environment of student success through advocacy for strong, well-integrated academic and co-curricular programs. C U L T U R E We embrace diversity and place an emphasis on student satisfaction and service from recruitment to transition at SDSU, students are the priority. E V A L U A T I O N We depend upon data driven programs and conduct evaluations in order to invest appropriate resources to effectively promote student success.. I N T E R A C T I V E L E A R N I N G We deliver curriculum through an approach that engages students in the educational process and provides opportunities for practical learning experiences. M E N T O R I N G We value mentoring relationships, between students and their peers and students and faculty/staff. P H Y S I C A L E N V I R O N M E N T We create physical spaces that encourage meaningful social and academic interaction. R E C R U I T M E N T We recruit students that fit the academic, cultural and social environment of the institution. S E R V I C E We acknowledge service as a powerful learning strategy which develops action-oriented and compassionate leaders.

2 Intentional Recruitment Activities (K 12) S T U D E N T S U C C E S S S T R A T E G Y M A P K-12 Programs Recruitment Activities TRiO Upward Bound New Student Orientation (Five-Year Undergraduate Plan) Summer Bridge Program* (Summer 2011 Implementation) Acclimation (Retention) Activities (Year 1) First-Year Experience (Fall 2011 Implementation) Meet State (extended orientation) First-Year Seminar* Common Read Living Communities with Faculty in Residence* Learning Communities (with block scheduling)* Off-Campus Learning Community* Consistent Residence Hall Programs* Early Alert System* Freshman Advising Center* Peer Mentoring Programs* Service Learning TRiO Student Support Services Program Re-admit Success Plan* Honors College Wintrode Tutoring Program Supplemental Instruction for DWF Courses* S I D E N O T E S The denotes programs that will be required for all first year students. The * denotes programs or initiatives that don t currently exist or could be further enhanced, but would be designed to specifically address student success. Alignment (Persistence) Activities (Years 2-3) Sophomore-Year Experience (Fall 2012 Implementation) Welcome Back Event* Sophomore Interactive Portal* Common Read Electronic Academic Road Map* Professional Advisor with Faculty Mentor* Service Learning/Civic Engagement Initiatives Study Abroad The Lead State Program Faculty/Sophomore Dinners* Sophomore Living/Learning Communities* Wintrode Tutoring Program Undergraduate Research (creative activities) Supplemental Instruction for DWF Courses* Extension Grade Contract* Transfer Program* Internship Program Common Read } Potential Junior-Year Experience (Fall 2013 Implementation) T I M E L I N E The initial implementation of this model will occur along a five-year continuum, between the fall of 2010 and the fall of Transition Activities (Year 4) Undergraduate Research Symposium* Capstone Courses Career & Placement Center 2 Potential Senior-Year Experience } (Fall 2014 Implementation)

3 S T U D E N T S U C C E S S S T R A T E G Y M A P (Graduate Initiatives) The Graduate School has developed specific goals, with 2012 benchmarks in mind. The goals and initiatives designed to reach the benchmarks are outlined below. Goals Initiatives Enhanced Graduate Assistantship/Financial Support Program Increase Enrollment English Second Language Program Electronic Application/Communication T I M E L I N E Graduate Faculty Orientation/TA Training Many of these programs will be piloted by the fall of 2011, with full implementation in Increase Retention Program Specific Orientation Courses Mentoring Program Research/Dissertation/Thesis writing Course Increase Program Completion Student Success and Satisfaction Survey Increased Student Recognition/Publication/Grant Receipt 3

4 A S S E S S M E N T P L A N F I R S T Y E A R National Survey of Student Engagement (NSSE) College Student Inventory* S E C O N D & T H I R D Y E A R S Student Satisfaction questions, in conjunction with the Collegiate Assessment of Academic Proficiency (CAAP) Sophomore Survey* F A C U L T Y Faculty Survey of Student Engagement (FSSE) F I N A L Y E A R National Survey of Student Engagement (NSSE) Placement Survey P O S T - G R A D U A T I O N Post-graduation Alumni Survey I N T E N T We are committed to assessing our programs at the highest level and determining future direction based on our ability to meet benchmarks and achieve desired objectives. Our assessment plan involves cultivating student feedback at every level. Multiple surveys will also be employed to gather feedback from faculty. The * indicates a survey we don t currently use, but will be piloting in Fall S E L E C T E D R E F E R E N C E S Gardner, J. (1998). The senior year experience: Facilitating integration, reflection, closure, and transition. San Francisco: Jossey Bass. Hunter, M., Tobolowsky, B., Gardner, J., et. al. (2010). Helping sophomores succeed: Understanding and improving the second-year experience. San Francisco: Jossey Bass Kuh, G., Kinzie, J., Schuh, J., Whitt, E., et. al. (2005). Student success in college: Creating conditions that matter. San Francisco: Jossey Bass. National Resource Center for the First-Year Experience and Students in Transition. (2002). The 2000 national survey of first-year seminar programs: Continuing innovations in the collegiate curriculum. (Monograph No. 35). Columbia, SC: University of South Carolina. Noel-Levitz. (2008). The retention management system/college student inventory: Elevate student success on your campus through early intervention. (Program Review). Centennial, Colorado. 4

5 C U R R E N T R A T E S 1. N S S E E N G A G E M E N T D A T A & B E N C H M A R K S The following data is based on the 2008 and 2010 National Survey of Student Engagement (NSSE). To interpret NSSE data, effect sizes are used to compare SDSU to other institutions. A. L E V E L O F A C A D E M I C C H A L L E N G E ( L A C ) 2011 Implementation of First-Year Experience First-year Students or higher Senior Students or higher The negative effect size indicates that SDSU is performing at a lesser level than national peers. B. A C T I V E & C O L L A B O R A T I V E L E A R N I N G ( A C L ) First-year Students or higher Senior Students or higher Cohen s d Effect Size.20 Small.50 Medium.80 Large C. S T U D E N T F A C U L T Y I N T E R A C T I O N ( S F I ) First-year Students or higher The 2012 NSSE data will be used to determine whether or not effect size increase goals are met. Senior Students or higher D. E N R I C H I N G E D U C A T I O N A L E X P E R I E N C E S ( E E E ) First-year Students or higher Senior Students or higher E. S U P P O R T I V E C A M P U S E N V I R O N M E N T ( S C E ) First-year Students or higher Senior Students or higher 5

6 2. G R A D U A T I O N & R E T E N T I O N D A T A The Consortium for Student Retention Data Exchange (CSRDE), established in 1994, provides benchmarks on student retention and graduation rates. The CSRDE benchmarks are based on data collected from first-time, full-time freshmen who are enrolled in a Bachelor s degree program. This distinction is important because the evaluated cohort doesn t include the outcomes of part-time students. With a two-year residential requirement, the majority of SDSU s cohort lived on-campus during the first four semesters of their college experience. S I D E N O T E S A. R E T E N T I O N The table below outlines SDSU s retention rates over the past seven years, along with the CSRDE benchmarks established by comparable institutions. Academic Year Cohort Size 1922 SDSU Retention Rate 76.4% CSRDE Benchmark 72.3% % Above Benchmark +4.1% Average ACT Score 22.5 The retention rate reflects the percentage of full-time freshmen that entered the SDSU during the fall academic term and resumed the following fall term % 78.0% 77.4% 77.1% 77.6% 72.5% 75.7% 76.4% 76.5% 76.3% +2.4% +2.3% +1.0% +0.6% +1.3% is the year SDSU moved into the Selective category based on an increased ACT score. Below the line, the gap between SDSU s retention rate and the benchmark tightens % 76.3% +.3% % 76.3% -2.8% Source CSRDE Annual Reports ( ) B. G R A D U A T I O N The table below outlines SDSU s graduation rates over a seven year span, along with the CSRDE benchmarks established by comparable institutions. Academic Year (Enter) Cohort Size SDSU Graduation Rate 55.0% 55.0% 54.6% 54.7% 56.7% 55.5% CSRDE Benchmark 44.5% 45.0% 46.0% 46.2% 46.2% 45.9% % Above Benchmark +9.5% +10.0% +8.6% +8.5% +10.5% +9.6% Average ACT Score CSRDE establishes benchmarks for graduation by assessing those graduating within six years of entering a university. Example: 55% of students entering SDSU in fall 1999 graduated by spring SDSU is in the mid-sized category, with an enrollment between 5,000 and 17, % 53.2% +.8% 22.6 Source BOR Factbooks ( ) C. G O A L S According to SDSU s Strategic Plan (2008), we aim to move the retention rate to 80% and the graduation rate to 60% by

7 3. C O L L E G E S T U D E N T I N V E N T O R Y ( C S I ) CSI is being implemented Fall Data to follow. 4. C A A P E N G A G E M E N T D A T A The following results are based on 2010 data from the Collegiate Assessment of Academic Proficiency (CAAP) asking students if they plan to return to SDSU the following year. First Year Students 5. S O P H O M O R E S U R V E Y Sophomore Survey is being implemented Fall Data to follow. Responses Percentage Returning to SDSU next academic year 1,813 94% Transferring to another academic institution 77 4% Other 39 2% 6. P L A C E M E N T S U R V E Y The Placement Survey was conducted in Spring Results show student s intentions within weeks of graduation from SDSU. Responses that most closely reflects students plans Responses Percentage Considering an offer, but have not made a decision % Employed, full or part-time (includes self-employment or remaining in, or returning to, previous position) % Full-time military % Other % Seeking employment now or in the near future % Will enter graduate/professional school within the next year % Totals % 7

8 7. P O S T - G R A D U A T I O N A L U M N I S U R V E Y D A T A The following results are based on 2010 data from the Post-Graduation Alumni Survey. Participants graduated from SDSU between Spring 2006-Spring Questions focused on student development and growth during their academic career at SDSU. While at SDSU, I... Improved my ability to accept and understand people with different values and beliefs Strongly Agree/ Agree Disagree/Strongly Disagree # % # % % % Became more aware of social problems and issues % % Developed a better understanding of becoming a more responsible community member and citizen Accessed service or programs to help me be a more successful student % % % % Received assistance to help me identify my major and career goals % % 8. F A C U L T Y S U R V E Y O F S T U D E N T E N G A G E M E N T ( F S S E ) The following data was gathered using data from the 2008 & 2010 FSSE. Objectives correlate with those noted in the NSSE. Note: Lower and Upper refer to the course level. A. L E V E L O F A C A D E M I C C H A L L E N G E ( L A C ) Assignment Lower Upper Lower Upper Number of written papers or reports of 20 pages or more None 92% 74% 93% 81% 1 7% 20% 6% 13% 2-3 0% 4% 1% 4% 4-6 1% 3% 0% 1% Mental Activity Memorizing 12% 7% 12% 11% Analyzing 31% 41% 28% 42% Synthesizing 33% 43% 30% 36% Making Judgments 27% 29% 14% 27% Applying Theory 42% 46% 42% 48% B. A C T I V E & C O L L A B O R A T I V E L E A R N I N G ( A C L ) Very Often Responses Only How often do students in your selected course section engage in the following: Work with other students on projects during class 21% 32% 20% 25% Participate in a community-based project as part of a regular course 4% 10% 0% 7% 8

9 C. S T U D E N T F A C U L T Y I N T E R A C T I O N ( S F I ) Very Important Experience for Undergraduate Students at SDSU How important is it to you that undergraduates at your institution do the following? Work on a research project with a faculty member outside of course or program requirements 12% 12% 9% 15% Use an electronic medium to discuss or complete an assignment 21% 25% 27% 27% D. E N R I C H I N G E D U C A T I O N A L E X P E R I E N C E S ( E E E ) Very Important Responses Only In your selected course section, how important to you is it that your students do the following: Have class discussions or writing assignments that include diverse perspectives (different races, religions, genders, political beliefs) Work on a paper or project that requires integrating ideas or information from various sources Try to better understand someone else's views by imagining how an issue looks from that person's perspective 12% 13% 10% 14% 37% 43% 26% 42% 29% 26% 33% 29% Learn something that changes the way they understand an issue or concept 46% 34% 49% 47% E. S U P P O R T I V E C A M P U S E N V I R O N M E N T ( S C E ) Emphasized Very Much at SDSU To what extent does your institution emphasize: Providing students the support they need to help them succeed academically 27% 28% 36% 26% Encouraging students to participate in co-curricular activities 20% 12% 20% 13% Encouraging students to attend campus events and activities (special speakers, cultural performances, athletic events, etc.) 17% 8% 18% 9% 9 Last updated