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Benefits of 30 Units in the First Year

Enrolling in At Least 30 Units in the First Year Results in Improved CSUN Student Outcomes

Problem

One evidence-based trend in higher education is to increase the unit load students attempt in the first year. This research project investigated the relationship between increased unit load in the first year and student outcomes.

Solution

At CSUN, first-time, full-time freshmen who attempt 30 units in the first year experience higher one-year retention rates, higher average GPA at the end of each year, greater unit accumulation at the end of each year, and higher 4- and 6- year graduation rates than students who attempted fewer than 30 units. The benefits of credit momentum are experienced by all racial and ethnic groups, and are particularly strong for students of color when it comes to one-year retention rates.

The Details

Research conducted at other 2- and 4-year institution indicates that full-time, first-time freshmen who attempt 15 or more units in the first semester are more likely to earn a degree and earn more credits than full-time students who attempt fewer than 15 units in the first semester. The effects of credit momentum are especially strong for students of color. This study replicated and extended the study to learn about the effects of credit momentum on CSUN students.

We explored the outcomes among full-time students who attempted at least 15 units in the first term and among those who attempted at least 30 units in the first year and found results consistent with the previous research. In addition to looking at differences in 4- and 6-year graduation rates between first-time, full-time freshmen who attempted at least 30 units in their first year (momentum students) and those who attempted fewer than 30 units (non-momentum students), we also explored whether there were differences between the two groups in one-year retention rates, unit accumulation at the end of each year, and average GPA at the end of each year.

At CSUN, first-time, full-time freshmen in the 2007 and 2008 cohorts who attempted at least 30 units in the first year had higher 4- and 6-year graduation rates than full-time students who attempted fewer than 30 units. Additionally, momentum students were more likely to return for a second year, had higher average GPAs at the end of each year, and had accumulated more units at the end of each year than non-momentum students.

The benefits of credit momentum were experienced by students from all racial and ethnic groups, and are particularly strong for students of color when it comes to one-year retention rats. The gaps in one-year retention rates among momentum students of color (students of Black descent and Latinx students) and White momentum students is narrower than the gaps in retention rates between non-Momentum students of color and White students.

Why This Works

The mechanism wasn't explored in this study, but one hypothesis in the literature is that students enrolled in more units are more engaged with the campus and their peers.

Original Study

McManus, Ryan, Kristy Michaud, and Janet Oh. In Progress. "Credit Momentum Improves Student Outcomes at a Large, Urban-Serving Institution."

Fall 2018 Report: Credit Momentum and Student Success (Office of Student Success Innovations, in Collaboration with Institutional Research)

Benefits of Midsemester Progress Reports

Midsemester Progress Reports and Strategic Outreach by Advisors and Instructors Reduces Equity Gaps

Problem

Once a student begins struggling in a class, the effects can begin to compound until the student disappears from the class or earns a non-passing grade.

Solution

In partnership, advisors and instructors used progress reports and strategic outreach at three points during the semester to reduce equity gaps in course outcomes.

The Details

An effort to reduce racial gaps in rates of non-passing grades and course grade averages in a large, lower-division course brought together the instructor of one of the sections of the course with advisors. Together, they worked to provide comprehensive care to students struggling at three different points in the term.

The participating course has an average non-passing rate of 25% and considerable racial gaps (36 percentage point gap in non-passing rates between African American and White students and 16 percentage point gap between Latinx and White students). An instructor from one section of the course was invited to participate in the effort in Spring 2018.

The instructor participated in three EAB SSC Navigate progress report campaigns—one in week 2 of the Spring semester, a second in week 5, and a third in week 10. Participation involved the instructor following a link to their class roster and marking each student as either at-risk or not at-risk (in week 2, the at-risk determination was based primarily on the student's record of class attendance). For students marked at risk (earning a grade less than C-), the instructor included notes to help advisors understand the reason for the determination. At the same three points, the instructor also emailed each student their current course standing, along with resources that might help the student bring up their grade if they so desired. Students marked at-risk in EAB SSC Navigate were then contacted by an advisor, who provided additional support.

When compared with the same instructor's previous sections of the course, the average rate of non-passing grades was lower in the experimental section, the average course grade was higher, and gaps between Latinx and White students, and between students of Black descent and White students were smaller for both non-passing rates and average course grades.

Why This Works

Students struggling in a class benefit from early outreach and support from both their instructor and an advisor.

Original Study

Michaud, Kristy, Helene Rougier, and Shelly Thompson. In Progress. "Improving Course-Level Outcomes with a Partnership Between Advisors and Instructors and Midsemester Progress Reports"

Fall 2018 Report: Advisors and Instructors Partner to Improve Student Outcomes Using Midsemester Progress Reports (Offices of Undergraduate Studies and Student Success Innovations) COMING SOON

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