In keeping with the Mission of University of Holy Cross, the Preparing Students for Success Program (PSSP) offers holistic support for underprepared students through developmentally appropriate placement, courses, and resources. The PSSP was first implemented in the fall semester of 2009. It is a direct result of the University of Holy Cross Quality Enhancement Plan (QEP) submitted to the Southern Association of Colleges and Schools Council on Colleges (SACSCOC) in partial fulfillment of accreditation renewal in 2009.
The overarching goal of the PSSP is to design, implement, maintain, and continually evaluate a program that assists underprepared students in acquiring the knowledge, critical thinking skills, and attitudes necessary for success in the General Education curriculum. Subsidiary program goals promote development of the following:
The PSSP is guided by the Marianite core values, the University Mission, and best practices recommended by the National Association of Developmental Education (NADE). Engagement in the PSSP unites undergraduates in a learning community, thereby helping students to build relationships and skills that benefit them throughout their college careers.
Courses
The following PSSP courses help underprepared students acquire proficiencies needed for success in subsequent courses in the General Education curriculum in college: Introduction to College Success (ICS 100), Introduction to College English (ENG 100), Fundamentals of Mathematics (MAT 099), Introduction to College Algebra I (MAT 100A), Introduction to College Algebra II (MAT 100B), and Introduction to College Reading (REA 100).
All first-time freshmen must successfully complete ICS 100. For transfer students, successful completion of ICS 100 is required of all students taking one or more PSSP courses. Exemptions are granted to students who have previously taken ICS 100 or a similar course and to juniors and seniors. ICS 100 introduces students to the Marianite core values and the University Mission. Campus involvement, service learning, and personal/career goal setting are also components of ICS 100. Course embedded sessions at the Thomas E. Chambers Counseling and Training Center and a resource binder are provided at no cost to students. Guest speakers from various academic and administrative departments visit class sessions to orient students to the special services, curricula, and involvement opportunities available at UHC. Enrollment in ICS 100, therefore, helps students to become part of the larger learning community. Introduction to College Success is a one-credit tuition-free course.
Intended Student Learning Outcomes
Upon successful completion of corresponding PSSP courses, at least 70% of students should be able to demonstrate
- Reading skills (REA 100) necessary to function successfully in a college-level social science course, as measured by a final semester grade of C or higher in HIS 101, HIS 102, HIS 201, or HIS 202;
- Writing skills (ENG 100) necessary to function successfully in a college-level English composition course, as measured by a final semester grade of C or higher in ENG 101;
- Pre-college algebra mathematics skills (MAT 100A and MAT 100B) necessary to function successfully in college-level algebra, as measured by a final semester grade of C or higher in MAT 105;
- Prerequisite basic mathematics skills (MAT 099) necessary to function successfully in a pre-college algebra course, as measured by a final semester grade of C or higher in MAT 100A or MAT 100B;
- Personal, technical, and social skills (ICS 100) necessary to function successfully in undergraduate college-level courses, as measured by a student satisfaction survey.
Placement
University of Holy Cross uses American College Test (ACT) subtest scores in English, Mathematics, and Reading as criteria for placement in PSSP courses. Concordant ACCUPLACER Placement subtest scores for writing, pre-algebra, and reading are used when ACT scores are not available. Students whose scores exceed placement requirements may enroll voluntarily. The following placement matrix defines the PSSP Course Placement Policy:
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Pre and Post-Testing
ACT or ACCUPLACER subtest scores are also used as course pre-tests. Post-test results are given in the final two weeks of the semester. ACCUPLACER placement and pre-/post-tests are administered on campus at no cost to students.
Resources
Multiple resources aid in providing holistic support for underprepared students. Services are centralized in the Center for Teaching and Learning (CTL), which houses the administrative office of the PSSP, the services of a skilled advisor, and three tutoring labs. The Director of the CTL monitors the effectiveness of the PSSP. Additional resources include access to the Academic Skills Center, the Blaine S. Kern Library, the Thomas E. Chambers Counseling and Training Center, the Office of Campus Ministry, and the Office of Student Life.
Computer-assisted support, such as Learning Express, provides PSSP participants with 24-hour electronic access to study guides, practice examinations, career information, and tutorials, which are available both on and off campus. Critical thinking, active learning, pre-/post-testing, and the posting of mid-term grades are essential components of all PSSP courses. The administrative office of the PSSP houses resource materials and equipment that may be checked out by instructors and students.
Early Intervention
In addition to posting midterm grades, PSSP instructors alert students and their advisors when grades and attendance are unsatisfactory. This is done through Early Intervention Forms, which are completed at midterm and throughout the semester. The Director receives a copy of the completed forms and follows up by requesting conferences with the students. During the conferences, the Director recommends strategies that aid each individual student in achieving greater academic success.
Evaluation
All students enrolled in PSSP courses receive midterm grades in addition to final semester grades. Midterm grades are intended to represent the instructor’s estimate of the e a c h student’s progress at that point in time, not 50% of the final grade. Because attendance is an important element of success in developmental courses, attendance requirements are embedded in the evaluation matrix used in each course. Students who do not satisfy the requirements of a PSSP course due to excessive absences receive a midterm or final grade of FN, meaning failure due to non-attendance. Students with low academic performance and/or too many absences are referred for early intervention and support prior to or during the midpoint of the semester. The final grade of a student who does not fulfill the counseling component (personal/career/goal setting) or campus involvement requirements of ICS 100 will be reduced by one letter grade.
Academic Credits
Institutional credit hours earned upon successful completion of ICS 100, ENG 100, MAT 100A, MAT 100B, a n d REA 100 do not satisfy general education requirements but may be used as electives, where applicable. Successful completion is defined as earning a final semester grade of C or higher.
Remedial credit hours earned upon successful completion of MAT 099 do not satisfy General Education requirements, nor are they applicable to any degree program. Successful completion is defined as earning a final semester grade of P on a PASS/FAIL scale.
Maximum Number of Credits
Students enrolled in PSSP courses may enroll in a maximum of thirteen credit hours per semester.
Repeating Courses
Students may spend one semester or a maximum of two semesters in each PSSP course. Courses repeated should be taken in the regular semester immediately following the first time they were taken. Students who are unsuccessful in completing MAT 099 a second time will receive a final semester grade of F. PSSP courses not successfully completed within the first two semesters on campus or successfully repeated in the semester immediately following place the student in jeopardy of academic suspension for one full year, including the summer term.
Dropping Courses
A student must obtain written approval from the Director of the Center for Teaching and Learning in order to drop a PSSP course.