Create structures focused on the first-year experience –scaled summer bridge program, freshman learning communities, redesigned institutional priority courses, meta-major based curricular and co-curricular activities-to promote student belonging and to guide students into right-fit academic majors in the first year.
Key Performance Indicator: First-Time, Full-Time (FTFT) Retention
Goal:
Increase FTFT retention to 85 percent by 2030, demonstrating CSU’s commitment to enhancing student success, belonging, and persistence through intentional first-year structures and data-informed interventions.
Baseline:
The Fall 2023 FTFT cohort established a baseline retention rate of 69.7 percent. The Fall 2024 cohort achieved 72 percent, reflecting a 2.3-point improvement and early progress toward long-term retention goals.
|
Cohort Year |
Target FTFT Retention Rate |
Incremental Increase (Target) |
Actual or Status |
|---|---|---|---|
|
Fall 2023 (Baseline) |
69.7% |
— |
Baseline established |
|
Fall 2024–25 |
72.8% |
+3.1% |
Achieved 72.0% (slightly below target, +2.3%) |
|
Fall 2025–26 |
75.8% |
+3.0% |
On track with continued retention-focused interventions |
|
Fall 2026–27 |
78.8% |
+3.0% |
Midpoint target aligned with full Academic Success Coaching implementation |
|
Fall 2027–28 |
81.8% |
+3.0% |
Reflects expanded FYE structures and integrated support programs |
|
Fall 2028–29 |
84.8% |
+3.0% |
Near aspirational benchmark, closing the sector performance gap |
|
Fall 2029–30 |
87.8% |
+3.0% |
Exceeds 85% goal, positioning CSU among system leaders in retention |
2025 Planned Activity Summer Bridge:
The launch of the Cougar Success Academy in Summer 2024 marked a significant milestone in reimagining CSU’s summer bridge programming. This for-credit experience combines two core curriculum courses with targeted academic support and co-curricular engagement. Students in the pilot cohort demonstrated strong academic performance (average GPA 3.18) and reported increased confidence, social connection, and familiarity with campus resources. Based on this success, the 2025 plan aimed to scale the program to serve up to 150 students.
2025 Status Update Summer Bridge:
By May 2025, enrollment for the 2025 Cougar Success Academy totaled only 10 students despite utilizing the same recruitment strategies for the pilot cohort.
After consultation with the Momentum Council and key leadership in Academic Affairs, Enrollment Management, and Student Affairs, the decision was made to pivot and reallocate resources toward high-impact, scalable interventions.
The chosen strategy embedded academic and student support directly into ENGL 0999 corequisite learning support courses. This included intentionally partnering with faculty to integrate tutoring, academic coaching, library partnerships, and counseling outreach. This shift ensured that students with the greatest academic vulnerability received structured support within their coursework and could not opt out. This expanded on a previous pilot for fall 2024 and spring 2025 and included all sections of ENGL 0999. The faculty reports that this larger cohort of students is more engaged and performing better than previous cohorts. Formal outcomes will be available after end of term data is collected.
The pivot demonstrated CSU’s commitment to data-informed decision-making and efficient use of resources. While the Cougar Success Academy effectively supported a small cohort, low enrollment revealed limited scalability and misalignment with student demand. The cost structure of a standalone summer bridge model was determined to be prohibitive given the return on investment.
2025 Planned Activity FLCs:
CSU developed the RIVR course sequence (RIVR 1101, RIVR 1102, and 2101) as the foundation for a redesigned first-year and sophomore experience. These courses were designed to promote belonging, academic planning/purpose, and career development, aligned with CSU’s mission and the IMPACTS core redesign. The university anticipated launching the new RIVR sequence in Fall 2025 pending USG curriculum approval.
2025 Status Update:
RIVR 1101 and 2101 were approved by the USG in Spring 2025, though the timing impacted block scheduling for Fall 2025. RIVR 1102 was sent back for revisions. Nearly all new students were enrolled in RIVR 1101 by focus area for Fall 2025, establishing a universal first-year experience across the institution. Students were also enrolled in PERS 1506 by focus area where possible, to support students in the RIVR 1101 classes in connecting to the campus and community.
RIVR 1102, a redesigned continuation of PERS 1506, is still progressing through the approval process—it has passed CSU’s University Curriculum Committee and is awaiting submission for final USG approval. It did not make it through the 2024-25 submission cycle.
RIVR 2101, designed for sophomores, will launch in Spring 2027. This staggered implementation allows faculty resources to be focused on first-year instruction each fall, then shift to second-year engagement in the spring. The structure also strategically supports student belonging and persistence during the critical “second-year slump” period.
A major milestone in the new First-Year Experience was the launch of the First-Year Convocation on August 8, 2025, which drew record attendance (over 900) and formally welcomed students into the academic community. The event celebrated CSU’s mission and culture of belonging, featuring faculty, deans, academic coaches, and student leaders from each focus area. It is now established as a signature annual event marking the beginning of the academic journey for every incoming student.
Reflection and Next Steps Summer Bridge Activities (for Momentum 2026):
The integrated ENGL 0999 approach offers a more sustainable, equity-focused alternative by embedding academic, library, and counseling supports directly within required corequisite learning support courses. This ensures that all students with developmental needs receive structured, proactive support.
- Next Steps:
- Continue monitoring academic outcomes and retention among ENGL 0999/1101 students.
- Assess the impact of embedded tutoring and support on DFW rates.
- Assess the impact of these supports on retention of students.
- Use findings to refine the first-year experience strategy within the core curriculum rather than through a separate bridge program.
Reflection and Next Steps FYE (for Momentum 2026):
The successful approval and launch of RIVR 1101 represents a major step forward in CSU’s comprehensive redesign of the first-year experience. The delayed approval process and limited scheduling infrastructure revealed the importance of early coordination across Academic Affairs, Enrollment Management, and Information Technology to support large-scale course implementation. The intentional design of RIVR 2101 as a spring offering for second-year students will provide continuity in academic and social belonging and may serve as a model for sophomore momentum strategies.
- Next Steps:
- Monitor outcomes from the first RIVR 1101 cohort, including retention, GPA, and engagement indicators.
- Finalize approval and launch RIVR 1102 for Fall 2026.
- Prepare instructional teams, coaching partners, and co-curricular units for the inaugural RIVR 2101 launch in Spring 2027.
Continue refinement of the FLC model and Convocation programming to strengthen student belonging and academic identity.
CHALLENGES
The RIVR sequence and expanded first-year programming require sustained instructional and co-curricular support. Balancing faculty loads between RIVR 1101/1102 in fall and RIVR 2101 in spring will necessitate intentional resource planning and ongoing coordination with department chairs and deans.
- Data Integration and Assessment:
As the new courses and supports roll out, consistent data collection across units (Academic Affairs, Enrollment Management, Institutional Research) will be critical to measure impact on belonging, GPA, and retention. Current systems are improving but not yet fully integrated. - Student Awareness and Engagement:
Transitioning to a universal first-year model requires clear communication to students and families. Early outreach, consistent messaging, and active engagement from coaches and faculty will be essential to ensure full participation and understanding of the program’s value. - Sustaining Momentum Over Time:
As CSU scales the new model, maintaining enthusiasm and alignment across multiple divisions will be key. Ongoing collaboration, professional development, and visible leadership support will help sustain energy and consistency through the multi-year implementation.
SUPPORT
To ensure the continued success and scalability of CSU’s first-year experience and learning support initiatives, several areas of external support would be valuable:
- Curriculum and Course Approval Timelines:
Delays in course approvals, such as those experienced with the RIVR sequence, can disrupt implementation and scheduling cycles. There should be a dedicated CAT (formerly RAC) which supports the Institutional Priority area as it’s not always clear to other CATs the purpose of IP courses and how they support the SLOs which are determined by the institution. - Professional Learning Communities:
Opportunities to collaborate with peer institutions implementing similar first-year course structures or learning community models would strengthen CSU’s capacity to refine and sustain its own initiatives through shared resources and best practices. - Targeted Grant or Momentum Innovation Funding:
Continued access to system-level funding to pilot or expand evidence-based student success strategies—particularly those focused on first-year persistence and second-year momentum—would accelerate CSU’s progress toward systemwide retention and graduation goals.
