Student Success: Executive Summary

Cal Poly embraces a broad conception of student success that incorporates degree acquisition, attainment of the University Learning Objectives (ULOs), and achievement of whole-system thinking. In this sense, student success is one of four key principles that give rise to the university’s values and vision. The current chapter considers student success in the numerical but nonetheless important sense defined by WASC and the federal government: a set of indicators such as graduation and retention rates that measure progress to degree. The university’s analysis of these indicators and the resulting program and policy changes are discussed here.

In general, this chapter addresses aspects of WASC Standard 1, Defining Institutional Purposes and Ensuring Educational Objectives, which include the institution having a system of measuring student achievement (CFR 1.2), responding to diversity (1.5), demonstrating that its academic programs can be completed in a timely fashion (1.7), and exhibiting integrity in its operations (1.8). This chapter also addresses aspects of Standard Two, Achieving Educational Objectives Through Core Functions, which include the institution collecting and analyzing student data (2.10) and ensuring that all students understand academic requirements and receive appropriate advising (2.12), as well as student support services being designed to meet the needs of specific students and curricula (2.13). Finally, the section on diversity training addresses one aspect of Standard 3, Developing and Applying Resources and Organizational Structures to Ensure Stability, which is maintaining appropriate faculty and staff development activities (3.4).

Recommended Action Items

1. Investigate the cause of achievement gaps in retention and graduation between URM and non-URM students and devise appropriate responses.
2. Study the impact on student success of the new policies described in this chapter, including their impact on the number of super-seniors.
3. Expand the advising methods used in the Freshman Success Program beyond first-year students.
4. Integrate FYE programs to create unifying experiences for first-year students.
5. Assess campus climate on a regular basis using a valid survey instrument and other appropriate means.
6. Continue to investigate and address impediments to recruitment, retention, and graduation.
   • Seek the resources needed to make Cal Poly more competitive in offering scholarships and other forms of financial aid to admitted students; specifically, encourage an organization independent of the university to raise funds and administer a scholarship program targeted at admitted URMs.
   • Continue and, if possible, expand participation in programs such as LSAMP that assist targeted groups of students in achieving academic success. Seek involvement in additional externally funded programs with similar objectives, such as the McNair Scholars Program.
7. Continue and coordinate diversity training/learning for students, staff, and faculty.
   • Use Aaron Thompson’s “Staircase Model” to integrate campus efforts to expand cultural competence among students.
   • If justified by the results of the pilot, implement the Intergroup Dialogues program in a sustainable manner throughout the campus.
   • Build on the “Training of Trainers” initiative to further develop Inclusive Excellence awareness and skills among staff and faculty.