Formation of USSI-SC Subcommittees

To accomplish work in all five focal areas, the USSI Steering Committee convened five subcommittees. The co-chairs of each subcommittee are representatives from offices and positions across campus to provide a diverse perspective to achieve the goals and initiatives of the USSI. The sub-committee co-chairs sit on the Steering Committee bringing that group to 24 members. The design and implementation of special initiatives to advance student success - in appropriate collaboration with colleges and central administrative units - are primarily the responsibility of the subcommittees. The subcommittees are designed to move change through the institution in a networked way.

Work of the Curricular Excellence Subcommittee (CE):

  • Recommends: hiring a Director for the Baccalaureate Core to provide guidance and insight, dedicated implementation responsibility and accountability (consistent maintenance, oversee periods of change, and cyclical review) as well as consistent communication, and providing institutional memory and advocacy for general education.
  • Recommends: training for curricular best practices that will be housed in the Center for Teaching and Learning in partnership with Academic Programs and Assessment, Graduate School, Ecampus and other units.

Work of the Experiential and Research-based Learning (ERL) Subcommittee:

  • More information regarding the recommendations and actions of this subcommittee is forthcoming.

Work of the Financial Aid & Scholarships (FAS) Subcommittee:

The FAS Subcommittee’s work to date has focused on overall programmatic excellence regarding Financial Aid and Scholarship programs via:

  • Examining best practices, effective timelines, etc.
  • Considering the Value of a Scholarship – How to integrate findings into the selection process, how to decide where you can have the most impact.
  • Reflecting on financial literacy efforts and ways to expand their reach.
  • Looking deeply at completion grants, retention grants, and emergency grants.


The FAS Subcommittee recognizes the excellent work of the existing Beaver Completion Grant program:

  • Served 206 students with almost $190,000.
  • Half of the funding comes from the UIA and half from OSU Foundation funds.
  • The FAS committee would like to see this program continue to receive funding, and expand if possible.


Work of the Faculty-Student Interactions (FSI) Subcommittee:

Faculty-Student Mentoring Program (FSMP):

  • 2nd pilot year mentoring underrepresented minority, Pell-eligible, and first-generation students.
  • FSMP pairs a faculty member with an undergraduate peer mentor and, together, they mentor a group of up to five new-to-OSU students.
  • First year to second year retention rate is higher for students who voluntarily participated in the program (88.4%) than it is for a matched group of students who didn't participate (81%; p<0.01 for a test of the difference).
  • Considering scalability, trainings, and recognition (for both faculty and students) ahead of advancing recommendations regarding this or similar interactions/mentoring efforts.


Faculty Feedback Pilot (FFP):

  • Provides an additional tool for teaching faculty who have concern for a student, and who seek assistance in supporting that student.
  • Faculty currently message or email students directly, or submit a concern to the Student Care Team, but this new "Faculty Feedback" tool aims to cover the gap between those two support efforts.
  • Pilot includes courses from within PHHS,  CLA, COB and INTO OSU. Faculty members from outside the pilot are welcome to leverage the tool as well.

Work of the Transition Experience (TE) Subcommittee:

  • Increase and enhance the parent/family engagement.
  • Broaden access to materials and web content with select materials available in Spanish, Chinese (Mandarin), and Arabic languages.
  • Explore separating Parent and Family Coordination from existing orientation efforts.


The TE Subcommittee recognizes the importance of social belonging efforts established to normalize the struggling of transitioning students and foster helpful connections.

  • Assess existing social belonging programming within the College of PHHS.
  • Increase awareness and utilization of social belonging programming.


      The TE Subcommittee is considering the recommendation to identify dedicated personnel (welcome week steering committee) to assess, re-imagine if appropriate, and coordinate efforts across campus related to Welcome Week.

      • Refine learning outcomes and assessment for activities and programming.
      • Evaluate if current model adequately supports all new student populations.
      • Consider replicating model for students starting OSU in Winter or Spring terms.
      • Identify skilled FTE to revamp current website.