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Student Academic Success Task Force (SASTF)

CHABSS Student Academic Success Task Force (SASTF) makes recommendations to the Dean regarding policy, programs, curriculum, services, recruitment, and retention of students in an effort to promote student academic success. SASTF is not one of the standing committees regulated by the CHABSS bylaws for governance, but serves a valuable role by providing advice and guidance on targeted issues related to student success. 

 The charge:

  • The voting members of SASTF shall consist of six faculty: two BSS, two HA, one At-large tenure-line, and one At-large lecturer).   
  • A chair shall be selected from the tenure-line faculty 1representatives elected to SASTF.    
  • Members from faculty shall serve staggered terms of two years elected by the voting faculty of CHABSS.   
  • Ex officio, non-voting members shall include one of the CHABSS ASI student representatives, the Associate Dean for Curriculum, Academic Programs, and Student Success and the Director of Student Success.
  • SASTF will make recommendations to the Dean regarding the CHABSS response to policies, issues, or concerns related student success.  The Dean may assign specific projects to the task force as well as request creation, review, or advice on procedures, student success data, and services for students.
  • At the request of the Dean or at its own behest, SASTF may provide advice to the Dean’s Office on any matter of long-term CHABSS planning, development, and/or resource allocation, working in consultation with the College Governance Committees and other standing CHABSS committees, as necessary and advisable.
  • The task force will disseminate information and updates regarding issues of student success to the college as needed.
  • Quorum for SASTF will be defined as the attendance of at least 50% of the currently filled seats on the committee. 

SASTF Assignment – AY 21-22 

Background: CHABSS needs to find ways to address high DFW rates in our classes. This is of particular concern in LD GE classes (i.e. GEW, GEO, HIST 130 and 131, PHIL 110). Receiving a DFW in one of these classes can impede progress towards graduation or impact retention. These courses have students from all majors, but since the curriculum is housed in CHABSS, it is incumbent upon us to see if we can find legitimate ways to address this problem. There are also upper-division classes – many major requirements - that have high DFW rates. SASTF should think about ways to address those as well.  Perhaps there are some common approaches and/or recommendations that can be made for both LD GE and UD major courses.  

Requests of SASTF: 

  1. Become familiar with the CSU Student Success Dashboards.

    From these dashboards, data can be searched by campus, department, class and modified by student groups such as underrepresented, Pell recipient, etc. Learning to navigate this data is not only essential to understand DFW rates on campus but should help all faculty investigate any issues in their specific classes. The members of SASTF should receive training on the dashboards, use the data to help make recommendations on how to address DFW rates in CHABSS, and help promote the use of the dashboards across CHABSS.

  2. Conduct research on best practices in addressing high DFW rates. Literature is available that provides recommendations on lowering DFW rates as this is a nationwide problem. Search for recommendations applicable to CHABSS.

  3. Utilize best-practices research and CSU Student Success Dashboard Data to make recommendations on how to address high DFW rates in CHABSS.

    The members of SASTF are welcome to conduct any other research or surveys of faculty/staff to obtain the data the task force members believe is necessary to make recommendations. If the task force needs assistance in reaching out to anyone on campus for information, the Dean’s Office is happy to help. The campus does have significant data on DFW rates and the Dean’s Office can help you access that information.