Further analysis determined that there is a significant increase in satisfactory final grades (C or better) for fall 2015 compared to fall 2014. However, most commendable is the decrease in overall Ds, Fs and W's from 2014 to 2015 (Chart 5)
Table 5: 2015 and 2014 Final Grades by Total and Percent
| 2015 Final Grades |
| Total | % |
|---|
| A | 2658 | 42% |
|---|
| B | 1628 | 26% |
|---|
| C | 967 | 15% |
|---|
| ABC combined | 5253 | 83% |
|---|
| D | 245 | 4% |
|---|
| F | 485 | 8% |
|---|
| W | 1 | 0% |
|---|
| DFW Combined | 731 | 12% |
|---|
| 2014 Final Grades |
| Total | % |
|---|
| A | 2676 | 35% |
|---|
| B | 2006 | 26% |
|---|
| C | 1492 | 20% |
|---|
| ABC combined | 6174 | 81% |
|---|
| D | 457 | 6% |
|---|
| F | 810 | 11% |
|---|
| W | 30 | 0% |
|---|
| DFW combined | 567 | 17% |
|---|
Fall 2015
Fall 2014
It is important to note that results are based on 96% of the population (I, IP, NA, NG, P, W or blank counts were excluded from analyses).
A deeper exploration is recommended to gain insight into the correlation among student support usage, student behavior, and earned grades, in an effort to inform decision-making for academic support.
Center for Academic Persistence and Success (CAPS) and the Academic Center for Excellence held four pre-midterm workshops on October 13, 2015, and October 15, 2015, which were attended by 94 first-year students. Based on qualitative surveys, 95% of students believed that the workshop was helpful in improving their academic success. The participants identified three topics as most helpful: study tips, time-management, and advice from peers. Students suggested making the presentations more interactive as a way to improve the workshop.
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