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Adjunct Strategies to Foster Student Success  Burdick
 

Adjunct Strategies to Foster Student Success Burdick

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One faculty member's experience implementing the recommendations from Dr. Richard Lyons' Adjunct Success Program

One faculty member's experience implementing the recommendations from Dr. Richard Lyons' Adjunct Success Program

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  • We want to discuss student success and retention in terms of capitalizing on strategic mileposts that we adopted from the Adjunct Success Program. Adjunct Success is grounded in the works of Dr. Richard Lyons and Dr. Helen Burnstad – it is a professional development program for part-time professors. The program is designed to improve instructional quality and student retention through participation in a one-year program that includes 15 webinars, bi-weekly e-newsletters, and other printable and on-line resources. Dr. Lyons has also written other books in the area, such as the Success Strategies for Adjunct Faculty as depicted here.Dr. Lyons postulates that student retention is most attributable to success in the classroom. Improving student retention directly relates to improving the effectiveness of instruction and quality of relations with each student. College professors are being viewed as facilitators of learning and course managers rather than simply as dispensers of information. To achieve success, it is best to benchmark the strategies of the best in your field and then fine-tune them to your specific needs most effectively. Successful managers in many arenas commonly embrace a strategy called the Pareto Rule, which is also known as the 80/20 Rule. Pareto, an Italian economist of the 1800s, found that 80 percent of the success (or failure) of a particular endeavor is derived from roughly 20 percent of its contributing factors. For example, 80 percent of the business of a particular business is generated by roughly 20 percent of its customers. Ergo, manage the key 20 percent of any issue effectively and the overwhelming majority of your job is done.In the need to manage student retention, we are likely to see that 20 percent of our class meetings correlate with 80 percent of student dropouts. Therefore, if we manage those 20 percent of meetings effectively, about 80 percent of the course retention problems could be solved. Those 20 percent of meetings are the mileposts for student retention.
  • First Class Meeting - The initial class meetings are critical times for instructors. Students must quickly decide whether a given course is a wise investment of their time, money, and self-esteem. Most students are searching for an experience that is rewarding and relevant but also that allows them to pursue other critical activities in their lives. Instructors must ensure that students attending the first class meeting perceive that the instructor can be trusted to orchestrate a rewarding, relevant learning experience throughout the term.First Major Graded Assignment – The first examination or the submission of the first major graded assignment is sometimes an even more significant milepost than the first class meeting.Mid-Term – The third key retention milepost is the midpoint of the term. This often coincides with the a second examination or the submission of a major assignment. At this point, students often weigh the resources they are required to invest against the outcomes they expect.

Adjunct Strategies to Foster Student Success  Burdick Adjunct Strategies to Foster Student Success Burdick Presentation Transcript

  • Strategic MILEPOSTS
    Adjunct Strategies to Foster Student Success
    Presented by: Brent Burdick
    Adjunct, Business and Legal Studies
    College of Southern Maryland
  • Strategic MILEPOSTS Managing for Student Retention
    Adopted from the Adjunct Success Program
    • Dr. Richard Lyons and Dr. Helen Burnstad
    • Retention most attributable
    to success in classroom
    • Mileposts – Pareto Rule
    (aka: 80/20 Rule)
  • Student Retention Mileposts
    • First class meeting
    • First major graded assignment
    • Mid-term
  • Managing First Class Meeting
    • Orchestrate first impressions
    • Earn the right to teach
    • Conduct an icebreaker
    • Learn about your students
    • Whet appetites for course content
    • Clarify course expectations
    • Discuss/employ learning styles
    • Reassure students
    • Follow up via e-mail
  • First Major Graded Assignment
    To reduce chances of students’ stumbling:
    • Anticipate, discuss anxiety
    • Identify helpful resources, study groups
    • Communicate content & approach of exam or performance standards of assignment
    • Score and return promptly
    • Afterwards, foster success
    • Follow up via e-mail
  • Manage Mid-term Malaise
    • Energize the mid-term class meeting
    • Assess progress and provide feedback
    • Do something different
    • Review the path ahead
    • Reassure students
    • Be available after class or via email
  • Why informal assessment?
    • Means of mitigating formal methods
    • Opportunity to improve
    • Enhances confidence
    • Provide summary to students
  • Informal Assessment
    Strategically planned:
    • First class meeting
    • First major graded item
    • Mid-term
  • Informal Assessment
    First Class Meeting – anonymous responses
    • Enjoyed most
    • One thing you’d change
    • “Muddy” concepts
    Results via e-mail and live in class
  • Informal Assessment
    First Major Graded Exercise – anonymous responses
    • Biggest challenge in completing?
    • What would you do differently?
    • Biggest surprise?
    • Any changes you’d make?
    Summarize results to students via e-mail
  • Informal Assessment
    Mid-term – anonymous responses
    • What engaged you most?
    • What is most “muddy”?
    • Ideas for remainder of term?
    Summarize results via e-mail
  • Strategic MILEPOSTS
    Adjunct Strategies to Foster Student Success
    Presented by: Brent Burdick
    Adjunct, Business and Legal Studies
    College of Southern Maryland