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LSU Shreveport reports measurable gains after Momentum Framework reforms
Summary
LSU Shreveport representatives reported increases in gateway course performance and retention after implementing Momentum Framework interventions, including redesign of the freshman seminar, early‑term grading, and orientation/‘US at LSU’ readiness programming.
LSU Shreveport officials told the Board of Regents that a set of targeted, data‑driven changes inspired by the statewide Momentum Framework produced meaningful gains in student outcomes.
What they did: Associate Provost Dr. Helen Wise described a package of interventions — redesigning the freshman seminar as a gateway course with clearer learning outcomes, instituting a 'US at LSU' readiness day and four‑week graded assignments, expanding midterm outreach to students with D/F benchmarks, embedding peer-support and an academic recovery option, and emphasizing career readiness and metacognitive coursework. The campus partnered with Complete College America and the Gardner Institute for technical assistance and used the College Student Inventory and midyear assessments to triage risk and target supports.
Results reported: Dr. Wise said the share of students earning an A in the freshman seminar rose from 58% to 65%. Fall‑to‑spring retention in one year rose by four percentage points after initial interventions, and first‑to‑third‑year retention has improved markedly from 46% toward roughly 65% in the multi‑year view. Students who participated in the 'US at LSU' readiness programming posted higher first‑year GPAs; Dr. Wise said participants had a 2.3‑point higher GPA (transcript phrasing) and that requiring freshman convocation increased participation by 50%.
Why it matters: Officials emphasized that targeted, evidence‑based changes concentrated on high‑impact courses and early milestones can narrow equity gaps: Pell recipients and first‑generation students showed above‑average retention gains. LSU Shreveport plans to expand career‑focused coursework and paid micro‑internships supported by grant funding.
Next steps: The campus will extend its first‑year experience with a metacognitive course focused on career exploration, continue centralized advising, and report results to the board as the work scales.
