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The document summarizes a discussion about engaging students and supporting them. It notes that engagement requires effort, creativity, and time to build trust through meaningful dialogue. It also stresses the importance of making students aware of available support, ensuring the right support is provided to the right students, and learning from students who don't seek help. Responding positively to student feedback and disseminating best practices are also highlighted. Finally, it mentions that engagement requires commitment from staff as well through training, open dialogue, and a willingness to work differently.
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This newsletter from Winston-Salem State University's Center for Excellence in Teaching and Learning provides information on engaging students and improving retention rates. It discusses 7 best practices for high student engagement, including student-faculty interaction and active learning. It also outlines 5 high-impact practices that help students persist to graduation, such as learning communities and writing-intensive courses. Additionally, the newsletter notes that immediate feedback and meaningful first-year experiences are strongly connected to student persistence. The newsletter calls on faculty to experiment with initiatives to improve varying retention factors and avoid practices that could be considered "malpractice".
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The document discusses the important role that academic professionals play in supporting student success both inside and outside of the classroom. It states that faculty and staff set expectations, motivate students, guide them towards achieving their goals, help overcome obstacles, and forge lasting connections between students and the institution. Additionally, the document emphasizes that student success relies on effective communication between different support areas to provide a positive student experience. It also explores how insights from student support services can help improve academic programs and tailor interactions and content for incoming students. Finally, it recommends several best practices for academic professionals to support all students, such as reinforcing identity and purpose, being proactive, encouraging engagement, and providing consistent feedback.
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The document discusses instructional design theory. It defines instructional design as the systematic process of analyzing learning needs and goals, and designing instructional materials to facilitate teaching and learning. Instructional design theory consists of concepts, definitions, and propositions that explain the instructional process from a systematic perspective and offers guidance to improve instruction quality. The document also discusses different instructional design models and their key components like interface design, sequencing lessons, learner control, and evaluation strategies.
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The document discusses challenges an advisor faces in helping students transition from school to work. It notes students may struggle adjusting to workplace expectations and communicating with employers. The advisor wants better collaboration between students, employers, and themselves to improve internship processes and feedback. Their goal is finding ways to easily facilitate communication and streamline matching, administrative, and feedback activities to better serve a large number of students and employers.
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- Online attrition rates are 10-20% higher than face-to-face programs, so barriers to adult student success must be addressed.
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This newsletter from Winston-Salem State University's Center for Excellence in Teaching and Learning provides information on engaging students and improving retention rates. It discusses 7 best practices for high student engagement, including student-faculty interaction and active learning. It also outlines 5 high-impact practices that help students persist to graduation, such as learning communities and writing-intensive courses. Additionally, the newsletter notes that immediate feedback and meaningful first-year experiences are strongly connected to student persistence. The newsletter calls on faculty to experiment with initiatives to improve varying retention factors and avoid practices that could be considered "malpractice".
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The document discusses the important role that academic professionals play in supporting student success both inside and outside of the classroom. It states that faculty and staff set expectations, motivate students, guide them towards achieving their goals, help overcome obstacles, and forge lasting connections between students and the institution. Additionally, the document emphasizes that student success relies on effective communication between different support areas to provide a positive student experience. It also explores how insights from student support services can help improve academic programs and tailor interactions and content for incoming students. Finally, it recommends several best practices for academic professionals to support all students, such as reinforcing identity and purpose, being proactive, encouraging engagement, and providing consistent feedback.
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- Online attrition rates are 10-20% higher than face-to-face programs, so barriers to adult student success must be addressed.
- Grantham University developed an online orientation program called GU100 paired with an Academic Companion Course (ACC) to help students apply study skills immediately and earn 4 credits in 8 weeks through integrated support.
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2. It argues for a broader definition of employability that includes social and personal factors beyond just skills.
3. The author notes younger students are less likely to seek career help or pursue internships and many feel it will be difficult to get their desired job, showing need for improved student engagement.
4. Increased partnerships between employers and universities, like expanded work placements, are presented as a way to further develop student employability.
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Frederic Fovet presents on examining social media use through the lens of Universal Design for Learning (UDL) in higher education. UDL aims to remove barriers and widen access for diverse learners by focusing on teaching practices rather than student impairments. Fovet finds that integrating social media into teaching can increase accessibility by offering flexibility in learning styles and engagement beyond the classroom. While change faces resistance, social media create few true accessibility issues and align with UDL principles by providing multiple means of representation, expression, and engagement. Fovet concludes that examining social media through UDL can revolutionize teaching and learning by widening access.
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1.1 summary of discussion
- 1. A N D Y Y O U N G , H W B – S U M M A R Y O F T H U N D E R S T O R M D I S C U S S I O N , J U N E 2 0 1 5 Parallel session 1.1 - summary of discussion
- 2. Engaging students Engagement is a process, not a one-off event Engagement requires some effort And some creativity It takes time, to establish trust and rapport A 'meaningful dialogue' with students is required Genuine rather than tokenistic
- 3. Student support Making students aware of help that is available Maximizing the impact of support services Minimizing risk (e.g. social isolation) Ensuring access, the right person at the right time If students don’t seek help, why, what can we learn from this for the future? Different students, different needs E.g. mature students might require additional support Peer support can be effective, in relation to retention and integration
- 4. Responding positively to student feedback What is working in relation to student engagement? What is not? Disseminating best practice matters And embedding best practice in the curricula
- 5. Staff engagement Engagement is not just about students Departmental time/commitment Trust/an open dialogue Staff training/development A willingness to work differently