The Office of Academic Affairs/Institute for Teaching and Learning is offering a year-long Supporting Student Success Series for faculty, staff, and contract professionals to explore what we can do to better support the success of our students. Nine topics will be explored throughout the academic year and each topic will have In the Classroom and Outside the Classroom strategies.
All are welcome at all sessions.
Please click the Seminars, Workshops, and Presentations link on the left to register to attend.
“Senior faculty members send strong messages to their colleagues and others when they teach lower division and introductory undergraduate courses and experiment with engaging pedagogies such as student-led seminars and group presentations, community-based projects, and applied learning . . . Another powerful statement about valuing undergraduate education is when faculty members adopt a talent development philosophy and use pedagogical approaches that address the learning needs of students who are less prepared to succeed . . . They use a variety of active and collaborative learning approaches, such as group projects and presentations, to engage students and . . . course clustering – to ensure that their mostly commuter population see some of their peers regularly, which also makes it easier for them to find times to study together.”
In the Classroom: Hands-on Learning in Science
“Academic challenge does not simply mean piling on academic work. Rather, standards for achievement should be consistent with students’ academic preparation, and designed to stretch students to go beyond what they think they can accomplish. Appropriately calibrated to student ability, intensive reading and writing assignments accompanied by feedback are indispensable in helping students reach their potential, attain desired levels of performance, and recognize the value of spending time on academic work . . . Equally important, holding students to high standards is a source of both motivation and accomplishment when those standards are met . . . Findings from the Faculty Survey of Student Engagement (FSSE) show that at institutions where faculty members have higher-than-average expectations for student engagement, students report being involved at higher levels in educational practices and report greater gains from their collegiate experience.”
In the Classroom: Writing Assignments are Key to Student Success
Outside the Classroom: Motivating Students Through High Standards
“Students learn more when they are intensely involved in their education and have opportunities to think about and apply what they are learning in different settings. Students also benefit when they are engaged in the teaching and learning of their peers, such as through assigned group work, peer review, coordinated study groups, and peer teaching in-and-out-of class. In addition, multiple styles of learning are accommodated by adopting varying teaching approaches. Because many students prefer concrete, practical applications, faculty members should provide opportunities for students to apply what they are learning to their lives outside the classroom. Service learning and community-based projects are good examples of structure approaches for application, reflection, and connecting learning to real world issues . . . Faculty members who take risks with their teaching, experiment with innovative pedagogical approaches, and make teaching and learning a collaborative activity are more likely to foster student success.”
In the Classroom: Community-Based Projects and Applied Learning
Outside the Classroom: Service Learning
“Students today are more diverse in virtually every way than their predecessors. We empower students when we respect and celebrate their backgrounds, prior achievements, and talents. Recognizing what students know and their perspectives, including asking for students’ opinions and taking their responses into account when making decisions, listening to students’ concerns getting to know students individually, and thanking students for their input, go a long way to foster student engagement in learning . . . Starting with what students know, or are good at, helps affirm students from historically underserved students who have doubts about their ability to do college-level work.”
In the Classroom: Crossing Cultures as an International Student: What can we do to support them in our classroom?
Outside the Classroom: Fostering Student Engagement Through Respect
“Students benefit when their teachers provide examples of what successful students do that enables them to perform well in their courses or for a given learning activity; it is best when this information is offered at the beginning of a class or activity and when additional information, advice, and guidance is provided at key points later . . . Do not leave students – especially newcomers – to discover on their own what it takes to be successful. Become familiar with and promote the available academic and social support resources such as writing centers and tutoring support programs. Equally important, make others aware of students in difficulty so that timely interventions can be made.”
In the Classroom: Providing Models for Success
Outside the Classroom: Setting Clear Student Milestones
“Maintaining an unwavering focus on student learning is labor-intensive. There is no substitute for human contact, whether face-to-face, or via e-mail. For this reason, faculty members must “make time” for students. Although serendipitous contact is more frequent at small residential colleges and universities, faculty members at large schools and those with commuter students also make time for students by being clear about the value of student-faculty interaction outside the classroom . . . By collecting student e-mail addresses, sending messages about important campus events, and inviting student to submit early drafts of assignments via e-mail, faculty members can make time to interact with students in educationally meaningful ways.”
In the Classroom: Faculty-Student Contacts that Matter Most
Outside the Classroom: Fostering Effective Contact with Students
“As with other features of powerful learning environments, there are no shortcuts to excellence. Faculty members in cooperation with their colleagues in other academic units must organize academic programs in ways that demand substantial student commitment and accountability. Peer teaching and leadership help students hold one another accountable for learning . . . Department and program governance structures can be created that require student participation and leadership. Students learn about decision-making and university issues through their participation in committees and campus governance . . . More importantly, being involved in meaningful ways with faculty members and peers helps connect students to the campus, thus increasing student satisfaction and the likelihood of persistence to graduation.”
In the Classroom: Setting High Standards
Outside the Classroom: Developing Exceptional Student Leaders
*Kinzie, J. (2005). Promoting student success: What faculty members can do (Occasional Paper No.6).
Bloomington, Indiana: Indiana University Center for Postsecondary Research.