UNIVERSITY PARK, Pa. — The early progress reporting period during fall 2022 saw record high University Park and World Campus instructor participation and continued strong participation among Commonwealth Campuses.
As the Starfish mid-semester progress reporting period continues through Wednesday, Oct. 12, here is a look at some of the numbers from the fall 2022 early progress reporting period, Sept. 6-14.
Commonwealth Campus instructors continued their strong participation numbers with a 64% completion rate, though this rate was lower than in fall 2021. Instructors at World Campus had an all-time high 54% completion rate.
Michael Doncheski, chief academic officer at Penn State Mont Alto, said Starfish progress reports are part of the campus’ multipronged approach to proactive outreach. During his 26 years at the campus, Mont Alto has always encouraged instructors to check in with students during the first weeks of classes. He said the campus now works to promote Starfish progress reporting and cultivate a culture of commitment to follow up on tracking items.
“We recognize that while students should reach out for help when needed, not all of them do,” Doncheski said. “We are always looking for indications that students need help so that we can be proactive in reaching out. The EPR (early progress reports) and MPR (mid-semester progress reports) are excellent tools for us: completed at critical times when outreach can make a huge difference, completed by the folks most likely to be aware of students facing challenges, and dealt with by all of us.”
The University Park campus showed a 25% completion rate, a record high and well above the 18% completion rate in 2019. The early progress reporting period saw a total of 20,012 flags and 115,356 kudos raised University-wide for a total of 135,368 “tracking items.” Across all of Penn State, there was a 43% completion rate.
Unlike contacting a student — or even their adviser — through email or Canvas, raising a flag in Starfish helps to activate a broad network of services, known as the Starfish Success Network. Instructors can raise flags if they believe a student is not being successful in a course or has another barrier, such as access to technology or transportation. A kudo is another option for instructors and can be used to let students know that they are seen and that they are on the right track in a given course.
Laura Sapelly, instructor of history and women’s, gender and sexuality studies at Penn State World Campus, said she uses Starfish to connect students with their advisers if she believes they are struggling in her courses.
“I find this holds me, the student and the adviser accountable,” Sapelly said. “We can gather all of the facts and if necessary, have a discussion to see what the best choice a student should take regarding the course.”
She said that often, after a Starfish communication, the student will have a heart-to-heart with their adviser and come to a decision about what to do regarding the course. That could mean more time given for an assignment, or the realization the student has taken on too much or is struggling with a personal issue.
“I also make clear in these communications that I want the best for them, and I do not want them to fail!” Sapelly said. “It doesn't always work, but I would say eight times out of 10 students do respond positively, even if they have to drop the course. They understand that their instructor and adviser care about them. It makes a difference.”
Widespread use of kudos
Even though just two of the seven tracking items on Starfish progress reports are kudos, they account for 85% of all tracked items. Kudos can reinforce to students that they belong at Penn State and that their efforts haven’t gone unnoticed.
David Smith, associate dean for advising and executive director of the Division of Undergraduate Studies, said, “We’d like to think that good grades alone would convince students that they belong here. At the same time, we know that students with the same grades in the same class can have very different outcomes in terms of degree completion. Kudos are a way to let students know that someone is aware of them as an individual and cares enough to notice the value they’re already bringing to the classroom.”
Although instructors may not think much about the downstream impact of raising kudos for students who are already doing well, academic advisers see firsthand how important this simple intervention can be, said Janet Schulenberg, senior director for curriculum and technology in the Division of Undergraduate Studies.
“A first-generation advisee of mine was feeling like they didn't belong here, especially in a STEM area,” Schulenberg said. “Receiving unsolicited positive feedback from their biology instructor helped the student commit more fully to pursuing a college degree and a science-focused major.”
The Division of Undergraduate Studies is part of Penn State Undergraduate Education.