California State University, Fresno Strategic Plan for Excellence IV
Report on Theme 2: Commitment to Student Transformation and Success
The University will aggressively focus on student success and transformation, emphasizing
data driven and research-based strategies, and provide support for faculty to undertake these
activities.
Strategies
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Revise existing, and create new curricula to prepare students for careers and
graduate education.
Use individualized learning plans with personal learning objectives.
Implement e-portfolios with an assessment plan to show student growth over time.
Place an emphasis upon mentoring and mandatory advising and enhanced
student interaction with faculty, staff and alumni.
Investigate the value of block scheduling for first semester freshmen in improving
student success.
Enhance tutorial and support services for high failure rate core courses
Use new and emerging best practices to make student advising more convenient
and effective.
Implement programs to improve academic preparation.
Utilize other techniques such as mentoring, learning communities and first-year
experience to enhance student success.
Recruit the most talented undergraduate and graduate students and process their
applications in the most efficient and timely manner.
Continue to provide additional programs to support diverse and non-traditional
students, e.g. first generation and underrepresented ethnic groups.
The following are brief summaries of the key activities/progress that have been realized during
the past academic year in support of Theme 2. This progress will be amplified in the presentation
to the Strategic Planning Committee. Accompanying this executive summary are materials
related to these initiatives.
Background
Fresno State has had a Student Success Task Force since 2002. Starting in 2003, this Task Force
has been the driving force behind many initiatives designed to increase student retention and
improve our six year graduation rates. In 2009, the Chancellor’s Office initiated a system-wide
project to increase the six year graduation rate by 6% over 6 years on each campus. For Fresno
State, our base graduation rate was 45% and our target graduation rate for 2015 is 51%.
In addition to continuing the initiatives that were developed by the Student Success Task Force
prior to 2009, the Task Force developed and submitted to the Chancellor’s Office a six year plan
to accomplish the goal of the CSU Graduation Rate Initiative (GRI). That plan includes not only
1
strategies to increase our six year graduation rate, but also to reduce by 50% the difference in the
retention and graduation rates between Caucasian students and underrepresented minorities
(achievement gap). A third component of the plan is to increase the three and four year
graduation rates for our transfer students.
A unique feature of our plan is that specific strategies have been implemented each semester/year
with each cohort of native students starting in Fall 2009; specific strategies have been
implemented for each year of that cohort (freshman, sophomore and junior year) for that cohort.
The strategies that have been successful have been implemented for the succeeding freshmen
cohorts in 2010-11 and 2011-12. This approach has proven to be successful as you will note later
in the statistics that will be shared regarding the progress we have made in our plan. In addition,
our team has been asked to present information on our plan at a CO Workshop on the GRI later
in April.
Overview of Graduation Rate Initiative for Native Cohorts and Transfer Students
Attached you will find two documents that provide an overview of the strategies that have been
implemented during the first three years of our graduation rate initiative. They are depicted in the
document entitled “Continuum for Student Success”. A number of these initiatives were
implemented in 2003-09; however, new initiatives were created as part of the GRI and a number
of those will be highlighted later in this report. A brief description of these initiatives is included
on the back as a reference point to better understand what they are designed to accomplish.
A second attachment is included as the “Transfer Graduation Rate Plan”. This plan has been
recently been adopted by the Student Success Task Force and is in the process of implementation
for the Fall 2012. It should be noted that a number of these initiatives parallel the initiatives
implemented in the student success continuum for native students. In addition, a special
emphasis has been placed on the transition process between community college and Fresno
State; this includes a plan to implement increased collaboration between community colleges and
Fresno State prior to a transfer student’s application to attend Fresno State. To the extent that we
can align the student’s community college curriculum with Fresno State articulation, the
smoother we can make that transition process for transfer students.
Specific Initiatives
Learning Communities
Learning Communities have been a consistent component of our student success initiative for
several years. These communities consist of students who take two or more courses together to
enhance their learning and increase opportunities for student/faculty interaction both within and
outside of the classroom. As a result of the success of this program, we have expanded that
number and focus of these learning communities. This includes creating professional learning
communities for faculty. The attached document describes our Learning Communities plans for
2012.
2
Academic Advising
Sound purposeful, intentional and timely academic advising is critical to student success. It assists
students with developing clear graduation roadmaps and facilitates meaningful interaction between
faculty and students outside of class. Toward that end, efforts have been made to enhance the
engagement of academic departments with early academic advising and to encourage students to regularly
seek advisement prior to registration. Department chairs and faculty are meeting with high-risk students
at key points in the college experience and several mandatory advising milestones have been successfully
integrated into campus practice. In addition, the following are either underway or planned for next year.
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A Blackboard course for second-semester freshman advising (spring 2012)
An undeclared workshop series (spring 2012)
A Blackboard course for undeclared students (fall 2012)
An online advising system that will use live chat and email for currently enrolled undergraduates
(spring 2012)
An advising campaign to encourage students to get advised prior to class registration (spring
2012)
Mandatory advising for first-time transfer students in their first semester (fall 2012)
A checklist for transfer students of key items to cover during academic advising sessions during
Dog Days (summer 2012)
Spanish-language parent orientation session at Dog Days (summer 2011)
Hmong-language parent orientation session at Dog Days (summer 2012)
Supplemental Instruction (SI)
An analysis of student performance data continues to substantiate the effectiveness of SI as an academic
support system in high failure rate classes. SI was linked with 7 courses in fall 2011 and served 372
unique students. A notation was added to the Schedule of Courses to advise students of the availability of
SI for specific courses. Student satisfaction remains high. In addition, data continues to show:

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Students who consistently attended SI sessions continued to achieve a higher mean final course
grade (2.72) than those who do not attend (2.03).
The number of students who received a grade of “D” or “F” or withdrew from the course was
lower for students who attended (2l.78%) SI than those for who did not (33%).
Program expansion and increasing student attendance will be among the top priorities for AY
2012-13.
Academic Checklist
The Strategic Planning Committee was previously introduced to the Academic Checklist which
outlined in detail a variety of checklist items needed each year (freshmen, sophomore,
etc.). After considering feedback from staff and students, members of the SSTF have been
working over the past few months on a redesigned concept. This newer version was created with
greater student input (who felt the content was important but more visuals were needed). The
3
Academic Checklist team also added a checklist for transfer students and included a resource
page for all students. In May, incoming freshmen will receive the "Before You Arrive" list and
in August, four other lists will be distributed to the corresponding students ("Freshmen Year",
"Sophomore Year", "Junior Year", "Senior Year", and "Transfer Students"). In January, updated
lists will also be distributed.
GradesFirst
The GradesFirst Student Support System combines Early Alert, Advising Management, Tutor
Management, and advanced communications tools to improve student success and increase
university retention rates. With GradesFirst , advisors , faculty, student support programs and
faculty have the ability to keep records within one system to better serve students, increase
communication and unify the campus. Student-Athlete Services began using GradesFirst this
past fall with remarkable results. For example, with the added benefit of being able to text
student appointment reminders, student show rate rose to 95%! Late this spring or early summer,
selected advisors and student support programs will receive training and begin using GradesFirst.
A broader campus implementation is anticipated for fall 2012.
CLASE-Student Support/Course Redesign
Title V - Commitment to Latina/o Academic Success & Excellence (CLASE) is charged with
improving retention, graduation, and student success rates at Fresno State. The CLASE program
offers direct student support through targeted academic interventions and professional
development opportunities for Latino students. In addition, Title V - CLASE assist faculty in
creating innovative and optimal learning environments through (1) course redesign, (2)
enhancing student writing initiative, (3) authentic learning assignments, and (4) servicelearning. The following attachments provide more detailed information and outcomes of Title V
- CLASE initiatives:
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

The "CLASE Services Interventions" handout demonstrates our targeted services based
on the academic level of the student.
The "CLASE Student Outcomes Report 2011" reports student demographic information,
number of student contacts, and retention/graduation rates.
The "Course Redesign" handout reports academic initiatives and course redesign
outcomes for improved student success (C or better ) in high failure rate courses.
Data Summary
Performance Indicators
1. Achievement gap between traditional and underrepresented students reduced by 50%
(Graduation Rate Initiative).
4
2. Six-year first-time, full-time freshman graduation rates increased by 6% (45% baseline
from Graduation Rate Initiative).
3. Six-year underrepresented minority graduation rate will rank in the top 25% of public
Carnegie Engaged Universities.
4. 100% of complete applications have an admissions decision rendered within 60 days.
5. Increased percentage of new freshmen satisfying remediation through their high school
senior experience before enrolling.
1-2. Retention/Graduation Rates and Closing the Achievement Gap

Six-year first-time, full-time freshman graduation rates increased by 6% (45% baseline
from Graduation Rate Initiative). The target is 51%. Our most recent FTFTF cohort
(2005) graduated at 49.4%.

Achievement gap between traditional and underrepresented students reduced by 50%
(Graduation Rate Initiative). The urm/non-urm grad rate gap is to be halved. The gap is a
bit narrower, 9.8%, instead of the 11.5% baseline.
We are encouraged by the retention rates of the 3 cohorts we have tracked to date
(2009/10/11) – see chart below

First Year Retention Rates
Cohorts
2008
2009
2010
African American
68.7 (16.4)
79.5 (9.5)
83.5 (4.8)
Hispanic
78.5 (6.6)
86.3 (2.7)
85.4 (2.9)
Asian
80.5 (4.6)
88.5 (.5)
85.2 (3.1)
White
85.1
89.0
88.3
* The number in parenthesis is the “achievement gap” in retention between the URM
cohorts and White cohorts.

In addition, the 2nd to 3rd year retention rate for the entire 2009 cohort was 79.6% - a
significant increase from any previous cohort.
3. Six year urm graduation rate will rank in the top 25% of public Carnegie Engaged
Universities. We have not hit this mark. We're in the middle of the comparison group. To
achieve the Strategic Plan goal of being in the top 25% of Carnegie Engaged peer
institutions for underrepresented minority (URM) graduation rates, Fresno State had to
improve by 9% according to last year’s indicator report. This year’s report shows that
Fresno State has to improve by 6%. The problem is that for both reports, Fresno State had
the same URM graduation rate of 39%. The reason for these moving targets is the
increase in the number of institutions that applied for and received the Carnegie Engaged
classification. In one year, the comparison group for Fresno State grew from 50 in 200809 to 83 in 2009-10. The larger group of institutions in 2009-10 changed the URM
graduation rate cut-point for the Strategic Plan indicator compared to 2008-09. For 200809, the URM graduation rate cut-point for the top 25% was 48%. In 2009-10, the URM
graduation rate cut-point for the top 25% is 45%. While Fresno State’s URM graduation
5
rate and overall standing among Carnegie Engaged peers has not changed, the cut-point
changes makes determining how much Fresno State needs to improve to achieve the
Strategic Plan goal difficult.
4. We currently do not have access to data on the time period for processing individual
applications; however, the usual turnaround time for applications that are complete is 1
week.
5. Increased percentage of new freshmen satisfying remediation through their high school
senior experience before enrolling.
Percentage increased from 5% in fall 2010 to 9% in fall 2011. We are meeting this p.i.
Total first-time freshmen
Remediation satisfied through
HS senior experience
Fall 2010
2700
N 128
% 5%
6
Fall 2011
2925
277
9%
FRESN
STATE
Academic Checklist
April 9, 2011 - Strategic Planning Theme Implementation Meeting
April 9, 2011 - Strategic Planning Theme Implementation Meeting
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April 9, 2011 - Strategic Planning Theme Implementation Meeting
n classes, stud
April 9, 2011 - Strategic Planning Theme Implementation Meeting
GradesFirst Student-Athlete
Services Fall 2011 Highlights:
* By texting appointment
reminders, student advising
show rate was 95%
* Contacting students even
the same day produces
student results. For example,
a text message sent to 21
students in a particular class
to let them know they were
creating a study group
resulted in 12 students who
showed up that evening for
tutoring.
* Advisors unanimously
report greater ease of
administration of advising
sessions and progress checks
GradesFirst is an online Early Alert and Advising System that will provide an
integrated database for faculty, staff and students. Some of the key features and
benefits of GradesFirst include:

Advisors can record information about advising sessions with students that
can be shared with other campus advisors or noted as private
 Student reports are consolidated in one location (Progress Reports from
Faculty, Advisor Reports and Tutor Reports)
 Engaging communication system with students to allow automated text
messaging and email appointment reminders as well as a private Facebook
integration
 Ability to identify students needing special assistance or who may be "at risk"
 Faculty can track attendance and identify students easily who are not
meeting attendance requirements
 Students can request or make appointments online for tutoring offered
across campus
 Tutor tracking and payroll
 Student KIOSK capabilities for automatic check in for advising or tutoring
appointments
* Very positive responses
from faculty who had
athletes in their courses.
Identify
“Advising is viewed as a way
to connect students to the
campus and help them feel
that someone is looking out
for them.” – George Kuh
“Intrusive or proactive
advising is based on the
philosophy that we should
not wait for students to get
into trouble before reaching
out to them.” – Dr. Robert
Glennon
GradesFirst Contact:
Tosha Giuffrida
e: tgiuffrida@csufresno.edu
d: 559.278.5716
o: 559.278.8370
•Faculty
•Advisors
•Programs
Analyze
Engage
•PeopleSoft integration
•Program analysis
•Text Messenging
•Mobile Applications
•Facebook
•Email
Support
•Centralized documentation
•Online scheduling
April 9, 2011 - Strategic Planning Theme Implementation Meeting
LEARNING COMMUNITIES
Fall 2012
Fresno State has a range of learning
communities. Some are set up to simply
cohort students, others were arranged
by major to assist students as they enter
Fresno State. We also have learning
communities that are both cohorts and
professional learning communities for
faculty.
Residence Halls
First Year Experience
Linked Courses
HCOP
Liberal Studies
(Transfer)
Bio/Chem/Phys
Liberal Studies
Ag Bus
Music
Planned for Fall 2012
500 students
Primarily utilizing A1, A2, C1, C2, D1
(9 units)
100 students
Utilizing A1, A2, C3, D1, B2, E1
(27 units)
250 students
Utilizing A2 and D1
(6 units)
50 students
Utilizing A2, B1, B4
(12 Units)
50 students
Utilizing upper division major requirements
(12 units – one online)
50 students
Utilizing A2, B1, B4
(12 units)
50 students
Arranging GE and major requirements
(15 units)
50 students
Utilizing A1 and major course (AGBS 1)
(6 units)
55 students
Utilizing major courses
(8 Units – MUSIC 1a, 9 & 40)
April 9, 2011 - Strategic Planning Theme Implementation Meeting
4.2.12
Learning Communities
Learning communities assist Fresno State with its plan to increase the graduation
rate by ensuring courses are offered in a timely fashion; offer them the support of a
cohort to increase there focus on university coursework and knowledge thereby
reducing time to degree. (Gold &Pribbenow, 2000; Tinto, 1998, 2004; Kuh et al.
2006)
Preliminary Findings
University Courtyard Residents Average of Cumulative GPA
All Freshman UC residents
3.01
Freshman UC residents in a LC
3.03
Freshman UC residents NON-LC
2.93
(NOTE: 50% of the students kept all of the LC classes; 25% kept 2 of the 3 classes;
16% kept 1 of the 3; 8% dropped all)
First Year Experience (FYE)
9/10 FYE (50)
9/10 FYE Control
Average of Cumulative GPA
2.85
2.60
*These findings suggest that the FYE program helps students achieve academically. They are the least
prepared, but make as much or more progress than comparison groups. Motivation may be a factor.
10/11 FYE (100)
10/11 FYE Control
2.66
2.62
11/12 FYE (170)
Fall GPA only
2.88
11/12 FYE Control
2.22
• Compared to other three FTFTF groups, FYE cohort in Fall 2011 is less prepared but performs
better than two previous FYE cohorts.
Professional Learning Communities
FYE faculty have been involved in a professional learning community for the
threeacademic years. As partially supported by a Walmart grant, faculty met for
three days in the summer and for one meeting a month during the academic
semester in which they taught to develop coordinated/integrated activities across
the semester and to share about student opportunities or concerns. Some of their
work: utilization of the theme 7 Revolutions woven across all courses; Global
Villager activities; service learning; Academic Language; and assignments that
crossed classes (Critical Thinking & Communication; History &Literacy). Title V is
also funding PLCs for faculty. (Hord, 1997; DuFour, 2004)
Barriers/Concerns
*Seats available in core subjects most wanted for LCs
* Faculty buy-in to the concept
* Utilization of social media/technology
April 9, 2011 - Strategic Planning Theme Implementation Meeting
4.2.12
TITLE V – HSI PROGRAM
COMMITMENT TO LATINA/O ACADEMIC SUCCESS EXCELLENCE
CALIFORNIA STATE UNIVERSITY, FRESNO
Table 1 CLASE Student Demographics
Spring 2011
Fall 2011
CLASE
Serviced HC
Non-Serviced
HC
CLASE
Serviced %
NonServiced %
1658
2153
43.5%
56.5%
Total HC
3811
CLASE
Serviced HC
NonServiced HC
CLASE
Serviced %
NonServiced %
471
3951
10.7%
89.3%
Total HC
4422
Male
597
844
36.0%
39.2%
1441
134
1522
28.5%
38.5%
1656
Female
1060
1309
63.9%
By Academic Level*
Freshman
60.8%
2369
337
2428
71.5%
61.5%
2765
543
591
Sophomore
32.8%
27.5%
1134
292
1575
62.0%
39.9%
1867
363
Junior
627
21.9%
29.1%
990
85
841
18.0%
21.3%
926
Senior
285
456
17.2%
21.2%
741
47
706
10.0%
17.9%
753
467
479
28.2%
22.2%
946
47
829
10.0%
21.0%
876
By First-Generation Status*
FGS
1258
1723
75.9%
80.0%
2981
407
3099
86.4%
78.4%
3506
CGS
400
430
24.1%
20.0%
830
64
852
13.6%
21.6%
916
Total Enrollment
By Gender*
*Headcounts & percentages based on subgroup totals
Table 2 CLASE Student Success Measurements
Spring 2011
Fall 2011
CLASE
Serviced
Non-Serviced
CLASE
Serviced %
NonServiced %
Campus
Total
CLASE
Serviced
NonServiced
CLASE
Serviced %
NonServiced %
4-Year*
49
31
13.5%
15.7%
9.8%
-
-
-
-
5-Year*
49
83
34.8%
36.7%
30.7%
-
-
-
-
6-Year*
Graduation
40
29
46.5%
35.8%
44.8%
-
-
-
-
Semester Retention*
1643
2136
99.1%
99.2%
85.4%
446
3679
94.7%
93.1%
Term GPA*
2.66
2.76
2.52
2.65
*Headcounts & percentages based on subgroup totals
1. The CLASE office has made contacts (e.g. appointments, workshops, events) with almost half of Latino students
2. Students with lower GPAs tend to visit the CLASE office more to seek additional support and referrals to campus resources
3. Graduation and retention rates are reported by subgroup (students who made contact with our office). Campus totals are also reported.
Prepared by: C.Hernandez
February 2012
April 9, 2011 - Strategic Planning Theme Implementation Meeting
Title V – CLASE Service Interventions
By Student Cohort
CLASE Cohort
Academic Checklist for Students
Emphasis / Reminders
All Student Cohorts
(2003- Present)
Freshman
Academic Success
 Lower division GE
 Learning Center
 Learning community
 Freshman Experience
Belonging
 Form study habits
 Major/career exploration (Career Services)
 Campus activities
 Perform community service (Richter Center)
 Maintain well-being
(Health & Psychological Services)
Navigating
 Access BlackBoard
 My Fresno State Portal
 Visit an Advisor
 Reapply for Financial Aid/Scholarships
 Academic Assistance (SupportNet)
 Register for classes
Emphasis / Reminders
Assistance/Coaching
Title V – CLASE Students
Service Interventions
 Welcome email describing CLASE program and services
 Personalized email, phone calls, and one-on-one support
Academic Probation /
Disqualification (MAP)
 Contact students with a 2.0 GPA or lower to ensure they have
fulfilled requirements to be in good standing and attend the
Maximizing Academic Potential Workshop (MAP)
Academic Skills Coaches
 Academic skills support available through SupportNet
Graduate School
 Outreach and made appointments with students to provide
information about graduate school requirements, etc.
Improve Student Writing
 Offer students Pearson My Writing Lab and Write Click to
support their academic papers
Supplement Instruction
 Supplement Instruction available for select GE courses
Textbooks / Computer
Resource Lab
 GE textbooks available in library and Computer Resource Lab
in ED161
Workshops, Events, Industry
Site Visits, etc.
 Reminder calls/emails for workshops, events, field trips,
mentoring, internship, and scholarship opportunities
Assistance/Coaching
 Outreach to students through campus/community events
 Send welcome email describing CLASE program/services
 Referrals to campus programs, activities, and events
Registration / Unit Enrollment
 Contact students with less than 12 units (full-time) registered to
determine their plan for fall enrollment
 Registration lab assistance
Service Indicators
(Remediation Holds and
Enrollment Status)
 Review incoming freshman service indicators to ensure
students are enrolled in appropriate courses
Advising Hold
(FT3 and MD1)
 Second semester freshman advising hold released by Counselor
after individual meeting
Remediation Complete
 Contact students (phone calls) to discuss the need to complete
math or English remediation at Fresno State or community
colleges in order to register for classes in the fall
 Offer students Pearson My Writing Lab
 Outreach to undeclared to take career assessments
Undeclared
April 2012
Page 1 of 2
April 9, 2011 - Strategic Planning Theme Implementation Meeting
Cohort
Sophomore
Academic Checklist
Emphasis / Reminders
Academic Success
 Lower-division GE
 Complete 10-20 units in major
Emphasis / Reminders
Advising Holds (MD2)
Title V - CLASE
Service Interventions
 Inform student of mandatory Declaration of Major (45th unit
warning) and advising hold for 60 units or less
DARS/Transcripts
 Review academic progress using DARS and transcripts to
ensure students are on track (Sophomore)
Academic Roadmap
 Create an academic roadmap or individual education plan (i.e.
course selection, sequence, prerequisites)
Connect to a Career/Major
 Outreach to undeclared and encourage career exploration,
major selection, career assessments, and ACT WorkKeys
Student involvement
 Referrals to Student Affairs activities, organizations, etc.
Academic Success
 Lower division GE should be complete
 Declare a major form
 Upper-division GE
 Upper-division Writing Requirement
Academic Roadmap
 Create an academic roadmap or individual education plan (i.e.
course selection, sequence, prerequisites)
DARS / Transcripts
 Review academic progress using DARS and units transferred
(transcripts) to ensure students are on track (Junior)
Belonging
 Same as above
Graduate School
 Review graduate school process
Presentations
 Presentations to transfer students from support programs from
Fresno City College and Reedley College
Upper-Division Writing
Requirement and Mandatory
75 unit Advising Hold (MA2)
 Review for completion of upper-division writing requirement
and mandatory advising hold (75 units)
DARS / Transcripts
 Review academic progress using DARS/Transcripts to ensure
students are on track (Senior)
 Same as above
Belonging
 Same as above
Navigating
 Declare a major by the end of 60 units
 Same as above
Junior
& Transfer students
Navigating
 Mandatory advising hold (75 units)
 Same as above
Senior
Academic Success
 Review DARS with advisor
Graduate School
Belonging
 Career preparation and experience
 Same as above
Navigating
 Apply for graduation
 Attend Career Fair and Grad Fair
 Commencement Ceremonies
 Life after college
Pre-Nursing
Upper-Division Writing
Requirement
 Ensure upper-division writing requirement has been fulfilled
Apply for graduation
 Encourage student to apply for graduation online (My Fresno
State portal) and attend commencement ceremonies
Life After College
 Encourage career experience, resume development, interview
skills, job search, and career transition
Academic Progress
 Email updates of student academic progress
 Call/make appointments with students to review the eight (8)
core courses for Nursing Program eligibility
April 2012
Page 2 of 2
April 9, 2011 - Strategic Planning Theme Implementation Meeting
C
O M M I T M E N T
T O
L
T I T L E V
A T I N A / O
–
A
H S I P R O G R A M
C A D E M I C S U C C E S S
&
E
X C E L L E N C E
CALIFORNIA STATE UNIVERSITY, FRESNO
Title V Academic Initiatives
The University’s five-year, $3.18 million Title V grant funds a variety of initiatives designed to
enhance the University’s learning environment. Additional resources are provided by the
campus’ Technology Innovations for Learning and Teaching program and the Center for the
Scholarly Advancement of Learning and Teaching. The table below summarizes faculty
development and implementation progress since January 2011.
Participation January 2011 – March 2012
Activity
Faculty Trained
Course Redesign
14
Service Learning
4
Authentic Learning
35
Assignments
Enhancing Student
45
Writing Initiative
Courses Impacted
5
4
5
38
Course Redesign
Fresno State’s course redesign program is modeled on the foundational work of the National
Center for Academic Transformation (NCAT), http://www.thencat.org, and successful efforts
around the country including programs at Carnegie Mellon, the University of Massachusetts,
Portland State University, and Chico State. We define course redesign as any effort to increase
student learning using active learning pedagogy.
The model below is a conceptualization of the impact of course redesign on students, faculty,
and the university. The model also guides course redesign planning and assessment, and is
aligned with the University’s Plan for Excellence.
Course
Redesign
Student Outcomes
Increased Learning Outcomes
Increased Pass Rates
Satisfaction
Efficacy
Long Term Student Outcomes
Increased Retention Rates
Increased Graduation Rates
Faster Time to Graduation
Increased Graduate Readiness
Faculty Outcomes
Satisfaction
Efficiency
Institutional Outcomes
Culture of Engagement
Efficient Use of Faculty Time
Cost Savings
Student
Engagement
Prepared by C. Hernandez & RJ Sanchez, March 2012
April 9, 2011 - Strategic Planning Theme Implementation Meeting
Page 1
C
O M M I T M E N T
T O
L
T I T L E V
A T I N A / O
–
A
H S I P R O G R A M
C A D E M I C S U C C E S S
&
E
X C E L L E N C E
CALIFORNIA STATE UNIVERSITY, FRESNO
Fall 2011 Course Redesign Results
The tables below reflect the pass/fail rates of the redesigned courses implemented in Fall 2011.
DFW figures reflect the number and percentage of students earning a D, F, or W for the final
course grade. The average enrollment (HC), number of DFW students, and percentage of
students earning a DFW between the Fall 2009 and Spring 2011 semesters serves as the baseline,
since the pedagogical redesign was implemented during the Fall 2011 semester.
Table 1 Enrollment of Business Course
Historic Average
Total HC
Students received DFW
238
55
23.1%
Fall 2011
269
47
Students
Impacted
15
DFW %
Change
-24.21%
17.5%
Table 2 Enrollment of Statistics Course #1
Historic Average
Total HC
Students received DFW
529
132
25.8%
Fall 2011
541
139
Students
Impacted
2
DFW %
Change
-1.12%
25.7%
Table 3 Enrollment of Statistics Course #2
Historic Average
Total HC
Students received DFW
309
102
33.0%
Fall 2011
251
46
Students
Impacted
37
DFW %
Change
-44.48%
Students
Impacted
DFW %
Change
18.3%
Table 4 Enrollment of Statistics Course #3
Historic Average
Total HC
344
Students received DFW
60
Fall 2011*
44
17.4%
4
4
-47.88%
9.1%
Table 5 Enrollment of Math Course
Historic Average
Total HC
91
Students received DFW
41
Fall 2011*
30
33.0%
5
Students
Impacted
DFW %
Change
5
-49.51%
16.7%
Historic Average = the semester mean for Fall 2009 – Fall 2010
Students Impacted was calculated using the following equation: (Historic Total Headcount * Spring 2011
DFW%) - Historic DFW Headcount
DFW% Change was calculated using the following equation: (Historic DFW% - Spring 2011 DFW%) /
Historic DFW%
*Only one section of this multi-section course was redesigned in Fall 2011
Prepared by C. Hernandez & RJ Sanchez, March 2012
April 9, 2011 - Strategic Planning Theme Implementation Meeting
Page 2
FRESN
STATE
Academic Checklist
April 9, 2011 - Strategic Planning Theme Implementation Meeting
April 9, 2011 - Strategic Planning Theme Implementation Meeting
Study skills
You are expe
cted to put in
two hours of
studying for
every hour in
the classroom
.
Time manag
e
time, activiti
ment
–Classes,
es, or job? H
ow will you ba study
lance your
time effectiv
ely?
April 9, 2011 - Strategic Planning Theme Implementation Meeting
April 9, 2011 - Strategic Planning Theme Implementation Meeting