Goal 3: (CCG #7) Increase the likelihood of degree completion by transforming the way that remediation is accomplished.
ASU is currently pursuing the following strategies to address degree completion by initiating the USG guidelines for how remediation is accomplished: a) enrolling students most in need of remediation in gateway collegiate courses in English and mathematics, with corequisite Learning Support; b) combining remediation in English and reading; c) ensuring that all remediation is targeted toward supporting students in the skills they need to pass the collegiate course; and d) ensuring that students have unlimited “attempts” to complete corequisite remediation.
In Fall 2014, ASU’s students’ mid-term course success rate was 73% (up from 2013’s mid-term success rate of 72%), and the final success rate of 86% for the semester (up from Fall 2013’s rate of 83%). Grades First was used by AARC and faculty to contact students and recommend additional support. AARC sends early alerts to faculty of freshmen students, students on probation, students re-admitted after academic suspensions, and student athletes for advisement and academic support. All faculty continue to use Desire-2-Learn (D2L) in all courses, both online and face-to-face, for reporting attendance and grades and posting course syllabi and supplemental materials. D2L allows for tracking of attendance as well as monitoring of the academic progress of students. AARC generates e-reports on student progress for each student’s advisor, department chair, designated instructors and the Provost/VPAA one quarter of the way through each semester. Data on student use of supplemental instruction were collected by AARC in 2014-2015, and those areas offering the greatest usage and support for students were identified. In the Fall of 2013, the Academic Success Unit (formerly Learning Support) implemented credit-bearing courses in English and math and also developed a Learning Community designed to instill skills necessary to succeed in and complete college. In the fall of 2013, 177 students required remediation in English (or combined English/reading), reading, and mathematics . In the Fall 2014, 154 students required remediation in English (or combined English/reading), reading, and mathematics [English or combined English/Reading]. The College of Sciences & Health Professions offered study sessions each week in math, science and nursing and others as indicated. The Academic Advising and Retention Center monitored progress in all core courses identified as challenging and established study sessions for these courses.
Goal 3: Increase the likelihood of degree completion by transforming the way that remediation is accomplished.
Strategy |
Target |
Measure of Progress |
Assessment |
Responsible Division |
| Enrolling students most in need of remediation in gateway collegiate courses in English and mathematics, with corequisite Learning Support
|
10% increase in student enrollment over three years
|
% increase
|
Student Enrollment/Attendance
Fall 2013 baseline data
|
Academic Success Unit (Learning Support)
OIE
|
| Combining remediation in English and reading
|
10% increase in student enrollment over three years
|
% increase
|
Student Enrollment/Attendance
Fall 2013 baseline data
|
AARC
OIE
|
| Ensuring that all remediation is targeted toward supporting students in the skills they need to pass the collegiate course
|
10% increase in passing collegiate courses over three years
|
% increase
|
Passing rates over three years Fall 2014 baseline data
|
AARC
OIE
|
| Ensuring that students have unlimited “attempts” to complete corequisite remediation
|
Provide training for enrollment management, faculty and advisors so
that students are appropriately enrolled and advised
|
Number of trainings/number attending training
|
Trainings/Student attempts
|
ASU
Enrollment Management
AARC
OIE
|
