This document summarizes a seminar program at the University of South Carolina aimed at assisting students on academic probation. The program involves a specialized University 101 seminar course offered each spring semester. The course uses appreciative advising and motivational interviewing techniques to help students improve their academic performance and transition back to good standing. Assessment findings show the course helps increase students' term and cumulative GPAs as well as their rates of academic recovery and retention.
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
Leveraging Early-alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student success and retention. It begins by defining early alert programs and providing a brief history. It then examines the prevalence and types of early alert programs used at colleges. Common signals that trigger alerts are academic performance, class attendance, and conduct issues. Most programs monitor all first-year students. The roles of technology, staff from different departments, and the nature of communication with students are also explored. The goal of early alert programs is to foster cross-campus collaboration and provide intrusive advising to help students in need.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document provides an overview of designing early alert programs aimed at fostering student success and persistence. It discusses defining early intervention, the history and purpose of early intervention programs, how they have developed on a national level, and the theoretical underpinnings that guide their design. The document outlines an agenda for a workshop on early intervention that will explore recent research, help participants identify at-risk students at their institutions, design systematic early alert programs, and develop networks to support students through bottlenecks in their first year.
Leveraging Early-Alert Programs to Foster Cross-Campus Collaborations Aimed a...Mike Dial
This document discusses early alert programs aimed at improving student belonging and success. It provides background on the history and rationale of early alert programs, as well as considerations for their implementation including the types of students targeted, timing, communication approaches, roles of different campus offices, and the level of technology versus human involvement. Research findings are presented on common early alert practices from a national survey of over 500 institutions. Key factors discussed include the prevalence and reach of programs, as well as the timing of monitoring, response approaches, and staff roles.
Leveraging Learning Center Resources to Connect Students to SuccessMike Dial
The document discusses strategies used at the University of South Carolina to connect students to academic success resources. It outlines the Success Connect model which assigns each first-year student a success consultant who conducts outreach via email and meetings using motivational interviewing. The model identifies at-risk groups to target and leverages existing resources like tutoring and supplemental instruction. The intrusive advising approach shows promise in increasing retention rates.
Designing Early Alert Programs Aimed at Fostering Student Success and Persist...Mike Dial
This document summarizes a presentation on designing early alert programs to foster student success and persistence. The presentation was scheduled for March 17, 2021 from 1:30-6:00pm and included two presenters from the University of South Carolina. The learning outcomes focused on understanding early alert programming, exploring research on national trends, identifying key components, designing systematic programs, developing faculty/staff support networks, preparing faculty/staff, and evaluating programs. The presentation covered defining early alert, the history and rationale of programs, implications, causes of student issues, research on programs, prevalence in different institutions, students targeted, reach of programs, communication/intervention timing, staff roles, the role of technology, data collection, intrusive advising
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Helping Students on Academic Probation to Persist and Succeedskurland
The document discusses initiatives at Rutgers University-Newark to help students on academic probation persist and succeed. It outlines previous practices which involved letters and workshops with low attendance. Recent practices implemented mandatory advising, workshops, and online courses. Current data shows a 13% reduction in students on probation and 21% reduction in dismissals. Next steps include making the online course mandatory for all probation students and using increased retention revenue to expand support programs.
This document summarizes a presentation given at the 95th Annual Western Psychological Association Conference in Las Vegas, NV on May 2, 2015. The presentation discussed a program called Degree Attainment for Returning and Transfer Scholars (DARTS) which was created to help students who had been academically dismissed or taken a medical/personal leave return to school successfully. The DARTS program aimed to increase graduation and retention rates for at-risk students. Data was presented on the numbers of students dismissed at one university and their low reinstatement rates. The presentation also reviewed literature on factors influencing student dismissal and reintegration.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
What supports students to stay at university?Sarah_Lawther
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Education 2 - Promising areas and interesting puzzlesMiles Tidmarsh
This document summarizes an presentation on promising and interesting interventions in education. Some key points:
1) Parental interventions like engagement seminars and regular messages to parents about students' performance have shown benefits like improved parental engagement and student outcomes.
2) Focusing on student identity, things like highlighting high-achieving peers can backfire by lowering other students' performance due to social pressures, while emphasizing similarities between students and teachers can improve outcomes.
3) Removing small barriers like fees or assisting with complex processes, and providing school counseling, can significantly increase college enrollment especially for low-SES students by substituting for lack of parental assistance. However, just informing students of education returns generally does not change
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
Academia, the social model and mental health say it like you mean itFrederic Fovet
Frederic Fovet argues that while Universal Design for Learning (UDL) has been embraced to rethink pedagogy through the social model of disability, there is reluctance to apply this approach to mental health issues in academia. He notes that many mental health issues are exacerbated by the university environment. Fovet provides examples of how UDL principles of multiple means of representation, action/expression, and engagement can be applied to course design to avoid triggering mental health issues and better support neurodiverse students. He calls for disability studies programs to play a greater advocacy role in promoting a social model approach to mental health within universities.
The document discusses student retention at Southampton Solent University (SSU). It summarizes research finding that SSU has relatively high dropout rates, especially for young entrants, compared to benchmarks. While SSU aims to support students from non-traditional backgrounds through widening participation, the statistics do not support the view that student skill levels explain the poor outcomes. The document recommends adopting an evidence-based approach by implementing interventions targeted at whole cohorts, rather than individual students, based on recent research findings on effective practices.
This document discusses the importance of measuring and developing non-cognitive skills in students. It provides information from multiple sources supporting the role non-cognitive skills play in student success, retention, and post-college outcomes. SmarterMeasure is introduced as an assessment that measures various non-cognitive skills and attributes. Research examples are given showing how using SmarterMeasure data to target intervention strategies can improve student outcomes such as reducing failure rates in online courses.
Academic Recovery: Leveraging the First-Year Seminar as an Intervention for ...Mike Dial
This document describes a first-year seminar course at the University of South Carolina designed to support first-year students on academic probation. The course leverages the first-year seminar format to emphasize academic strategies, campus resources, personal development, and social responsibility. It utilizes appreciative advising and motivational interviewing approaches. Results from past years show most students improved their GPA and were able to return to the university in good academic standing.
Final College Students Challenges in Academic Success_PRESENTATION_AERA_3-31Charles Ledesma
This document discusses challenges faced by college students, particularly first-generation students, and examines how a peer mentoring program helps students build resilience. It finds that while financial struggles, lack of support, and time management are common obstacles, first-generation students report higher confidence in managing stress compared to other students. This preliminary study analyzed data from a peer mentoring program attended by mostly Latinx women. Further research is needed to better understand the impacts of such programs in developing academic skills and overcoming challenges to success.
Academic Recovery: Designing a Seminar to Support Students on ProbationMike Dial
The document summarizes an academic recovery seminar designed for students on academic probation at the University of South Carolina. The seminar is a 3-credit graded course offered each spring semester. It utilizes appreciative advising and the transtheoretical model of behavior change to help students develop strategies for academic success, build community, and improve their GPA to return to satisfactory academic standing. Evaluation data found students who completed the seminar had higher GPAs, higher retention rates, and were more likely to return to good academic standing compared to similar students who did not take the course.
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Helping Students on Academic Probation to Persist and Succeedskurland
The document discusses initiatives at Rutgers University-Newark to help students on academic probation persist and succeed. It outlines previous practices which involved letters and workshops with low attendance. Recent practices implemented mandatory advising, workshops, and online courses. Current data shows a 13% reduction in students on probation and 21% reduction in dismissals. Next steps include making the online course mandatory for all probation students and using increased retention revenue to expand support programs.
This document summarizes a presentation given at the 95th Annual Western Psychological Association Conference in Las Vegas, NV on May 2, 2015. The presentation discussed a program called Degree Attainment for Returning and Transfer Scholars (DARTS) which was created to help students who had been academically dismissed or taken a medical/personal leave return to school successfully. The DARTS program aimed to increase graduation and retention rates for at-risk students. Data was presented on the numbers of students dismissed at one university and their low reinstatement rates. The presentation also reviewed literature on factors influencing student dismissal and reintegration.
25 Years of Peer Leadership in University 101Mike Dial
The University of South Carolina's University 101 program has utilized peer leaders for 25 years. Over 200 peer leaders are selected each year through a rigorous application and interview process to serve as teaching partners in over 75% of UNIV101 sections. Peer leaders receive training and course credit for their role helping first-year students transition to college. Program assessment shows peer leaders make important contributions and receive high ratings from students and instructors. The program seeks to increase diversity and enhance training as it continues to grow.
Extended Orientation to Peer Educator DevelopmentMike Dial
The document summarizes the University 101 peer leader development model at the University of South Carolina. It describes the multi-stage process of selecting, training, and supporting peer leaders to co-facilitate first-year seminar courses. Peer leaders participate in spring orientation, a planning workshop, and a fall training course. They also enroll in a 3-credit leadership course. Assessment data shows peer leaders help improve students' transition and the program's effectiveness, and that the training model strengthens peer leaders' facilitation, communication, and leadership skills.
Systematic School-wide Screening: Identifying Students At-Risk for Social-Em...Nanci Johnson
The document discusses the rationale for using universal screening instruments to identify students at risk for social-emotional and behavioral concerns. It recommends a comprehensive system that includes academic assessment information, teacher nominations, data-based decision rules, and universal screening. Two screening instruments are described: the Systematic Screening for Behavior Disorders (SSBD) and the Strengths and Difficulties Questionnaire (SDQ). An example implementation from the Heart of Missouri region is provided. Minimum features for an effective universal screening system are outlined.
Steve Vitto Response to Intvervention (RTI) in School-wide Behavior Support 2009Steve Vitto
This is an overview of the RTI process presented by Steve Vitto in East Grand Rapids in November 2008. Steve can be contacted at svitto@muskegonisd.org
The document discusses holistic assessment and its application to improve student success. It begins by outlining degree attainment rates which show that a significant portion of students, particularly underserved populations, do not complete a degree. It then discusses how holistic assessments that measure noncognitive skills can provide a more comprehensive understanding of students and help target support. The document presents the SuccessNavigator assessment as a tool that measures both cognitive and noncognitive skills to help with placement, advising, and planning support services. It provides an example of how the assessment could be used to recommend support services to a student and accelerate course placement when appropriate.
What supports students to stay at university?Sarah_Lawther
This document discusses research into why some first-year university students have doubts about continuing their studies but ultimately decide to stay. The research found that approximately one-third of first-year students seriously consider withdrawing. Students who doubt are more likely to have a poorer university experience and cite reasons related to their course for doubting. Developing a sense of belonging was found to influence students' decisions to persist despite doubts. The research recommends universities support student transition, improve relationships with staff, help students make informed choices, and foster social integration to reduce doubting and improve retention.
Education 2 - Promising areas and interesting puzzlesMiles Tidmarsh
This document summarizes an presentation on promising and interesting interventions in education. Some key points:
1) Parental interventions like engagement seminars and regular messages to parents about students' performance have shown benefits like improved parental engagement and student outcomes.
2) Focusing on student identity, things like highlighting high-achieving peers can backfire by lowering other students' performance due to social pressures, while emphasizing similarities between students and teachers can improve outcomes.
3) Removing small barriers like fees or assisting with complex processes, and providing school counseling, can significantly increase college enrollment especially for low-SES students by substituting for lack of parental assistance. However, just informing students of education returns generally does not change
Webinar presented by Nicole Crawford and Cathy Stone discusses preliminary findings from research into supporting the mental wellbeing of mature-aged students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
This document discusses feedback in higher education from the student perspective. It defines feedback as information about performance relative to a goal, including a description of what was done, an evaluation, and guidance for improvement. While feedback is important for learning, students often find it unclear, inconsistent, or too critical. Recommendations include making feedback timely, specific, focused on performance rather than the person, and involving students in the feedback process. For feedback to be effective, students must understand the learning goal and standards, see the gap in their current performance, and take action to improve.
Academia, the social model and mental health say it like you mean itFrederic Fovet
Frederic Fovet argues that while Universal Design for Learning (UDL) has been embraced to rethink pedagogy through the social model of disability, there is reluctance to apply this approach to mental health issues in academia. He notes that many mental health issues are exacerbated by the university environment. Fovet provides examples of how UDL principles of multiple means of representation, action/expression, and engagement can be applied to course design to avoid triggering mental health issues and better support neurodiverse students. He calls for disability studies programs to play a greater advocacy role in promoting a social model approach to mental health within universities.
The document discusses student retention at Southampton Solent University (SSU). It summarizes research finding that SSU has relatively high dropout rates, especially for young entrants, compared to benchmarks. While SSU aims to support students from non-traditional backgrounds through widening participation, the statistics do not support the view that student skill levels explain the poor outcomes. The document recommends adopting an evidence-based approach by implementing interventions targeted at whole cohorts, rather than individual students, based on recent research findings on effective practices.
This document discusses the importance of measuring and developing non-cognitive skills in students. It provides information from multiple sources supporting the role non-cognitive skills play in student success, retention, and post-college outcomes. SmarterMeasure is introduced as an assessment that measures various non-cognitive skills and attributes. Research examples are given showing how using SmarterMeasure data to target intervention strategies can improve student outcomes such as reducing failure rates in online courses.
Academic Recovery: Leveraging the First-Year Seminar as an Intervention for ...Mike Dial
This document describes a first-year seminar course at the University of South Carolina designed to support first-year students on academic probation. The course leverages the first-year seminar format to emphasize academic strategies, campus resources, personal development, and social responsibility. It utilizes appreciative advising and motivational interviewing approaches. Results from past years show most students improved their GPA and were able to return to the university in good academic standing.
Final College Students Challenges in Academic Success_PRESENTATION_AERA_3-31Charles Ledesma
This document discusses challenges faced by college students, particularly first-generation students, and examines how a peer mentoring program helps students build resilience. It finds that while financial struggles, lack of support, and time management are common obstacles, first-generation students report higher confidence in managing stress compared to other students. This preliminary study analyzed data from a peer mentoring program attended by mostly Latinx women. Further research is needed to better understand the impacts of such programs in developing academic skills and overcoming challenges to success.
A New Retention Variable: Hope & First Generation College StudentsXochitlRegalado
This document outlines a presentation about a research article on hope and retention of first-generation college students. It discusses the authors of the research article, the purpose of creating the article which was to examine unique challenges of first-generation students and describe Snyder's Hope Theory. It then covers some of the main points of the article including common challenges faced by first-generation students such as lack of family support and financial issues, as well as findings that higher hope levels correlate with better academic performance. The presentation concludes with a discussion of how the topics could inform mentoring of first-generation students.
The document discusses formative assessment and its integration into curriculum. It provides background on formative assessment, describing how it originated in the 1960s-1980s and was further developed and promoted by researchers like Black and Wiliam in the late 1990s. The document also outlines five key characteristics of formative assessment, including clarifying learning intentions, eliciting evidence of learning, providing feedback, activating students as teachers for each other, and empowering student ownership. A variety of specific formative assessment strategies are presented for implementing these characteristics in the classroom.
1. The document discusses different perspectives on learning and development, including that real learning involves transforming understanding rather than just memorizing facts.
2. Development reflects increasing complexity through interactions between individuals and their environments, and provides a framework for understanding learning outcomes assessment.
3. Both assessment approaches and teaching should account for students having different personal epistemologies and conceptions of knowledge that influence their learning.
This document discusses student culture and designing the learning environment. It begins by outlining some key statistics about the makeup of students at the University of Tennessee, including that most are in-state, have high GPAs and test scores, and are millennials. It then discusses learning styles and preferences according to the Index of Learning Styles, including preferences for sensing vs intuitive, visual vs verbal, active vs reflective, and sequential vs global learning. The document emphasizes that understanding student culture and learning styles can help teachers design effective learning environments that meet student needs.
What Successful College Students Do DifferentlyJC Cruz
This document discusses how successful college students differ from others. It begins by outlining 12 characteristics of successful students, including grit, resilience, discipline and relationships. It then discusses research and studies conducted on students at South Texas College and the National Hispanic Institute. The research found that providing students opportunities to overcome challenges and leverage difficult experiences helps develop grit and resilience. This leads to greater college enrollment, completion and transfer rates. The document concludes by providing additional resources on developing grit, resilience and perseverance in students.
This document discusses feedback and its importance in student learning. It outlines four common problems with feedback: the mismatch problem, issues related to the National Student Survey, constraints of quality assurance processes, and disconnection of feedback from future work. Potential solutions discussed include focusing on relationships, emotions, mindsets, dialogue over monologue, and developing feedback cycles across modules to better connect feedback to future learning. The talk advocates taking a more relational approach to feedback through conversation, questioning, and addressing emotional and cognitive barriers to help students actively engage with feedback.
Dr Carole Davis et al present how Graduate Academic Assistants are altering the learning experience of Education Studies with students through assessment literacy
This document outlines a program at Youngstown State University that provides mandatory academic intervention services to at-risk first-year students. It describes the university and student demographics, retention data, and the conditional admission policy. It then details the intervention services, which include individual meetings using motivational interviewing techniques to develop study skills and address challenges. Examples of session topics and case studies are provided to illustrate how the program provides tailored support to help students persist academically.
Txt 4 Success: Utilizing text messaging to shift students' college-going beha...Jessica Vodden
Across the world, outreach professionals are finding that text messaging can be an effective platform to address social issues by prompting changes to individuals' behavior and serving as an outlet to provide personalized counseling and support. This presentation focuses on the experiences of two organizations - the West Virginia Higher Education Policy Commission (HEPC) and uAspire - in utilizing text messaging to promote college access and support college retention and success. The projects featured are supported by the work of Signal Vine, LLC, a company specializing in personalized, two-way text messaging platforms tailored to the needs of education organizations. HEPC is a state agency which serves as the coordinating body for West Virginia's public four-year colleges and universities. uAspire is a non-profit organization focusing on college affordability. This work is informed by the research of Drs. Ben Castleman and Lindsay Page and funded in part by the Kresge Foundation. Co-authors/presenters: Dr. Sarah Beasley, Alexandra Chewning, and Brian Kathman.
From alienation to engagement through a programme assessment approachTansy Jessop
This document summarizes a presentation on taking a program-level approach to assessment and feedback. It discusses four common problems: 1) variations in assessment patterns, 2) an imbalance with high summative and low formative assessments, 3) disconnected feedback, and 4) student confusion about goals and standards. Potential solutions include reducing summative assessments, increasing formative assessments, providing more connected feedback across modules, and involving students in co-creating assessment criteria to improve understanding of goals. Taking a program-wide approach can help address these issues and improve student learning outcomes.
Student, Teacher, and Partner: Understanding and Supporting the Many Roles of...juliafee
The document discusses supporting graduate teaching assistants (GTAs) as they transition from students to teaching professionals. It recognizes that GTAs have multiple roles and responsibilities as both learners and instructors. The document outlines some of the challenges GTAs face in navigating these roles, such as balancing coursework with teaching duties. It then presents strategies for institutions to help GTAs in this transition, such as providing training resources, meeting GTAs where they are, and focusing on mentorship. The case study of Virginia Tech describes their programs for supporting GTAs through resources, conversations, and collaboration with academic departments.
Pedagogical design for honors study abroad and beyond Beata Jones
We present a framework for design of learning activities within a context of an honors study abroad program. Translating into practice the fundamental principles of honors learning, such as challenge, learner autonomy, and being part of a community of learners, incorporating structured PRISM pedagogy (Williams, 2014), Fink’s (2003) guidelines for course design for significant learning experiences, and rigorous outcome assessment (AAC&U, 2010), the presenters developed a detailed curriculum design process that can be translated to any discipline and any honors classroom. A showcase of a student ePortfolio capturing the study abroad learning and competence development accompanies the presentation.
Cracking the challenge of formative assessment and feedbackTansy Jessop
This document summarizes a workshop on formative assessment given by Tansy Jessop. The workshop included discussing the rationale for formative assessment, current data showing low formative to summative assessment ratios, and reasons students may be reluctant to do formative work. Case studies were presented that showed successful strategies for formative assessment, including reducing summative workload, linking formative and summative assessments, and using public and collaborative tasks. Principles for good formative assessment that emerged included balancing formative and summative assessments, using authentic tasks, and providing relational and conversational feedback.
This document contains a compilation of reports and modules focused on classroom processes. It includes 5 modules: Module 19 on the meaning and types of motivation, Module 20 on theories affecting motivation, Module 21 on student diversity in motivation, Module 22 on human environmental factors affecting motivation, and Module 23 on the classroom climate. Each module contains a discussion of the topic, examples or applications, and suggestions for further research. The compilation was prepared by 5 students for their Education 3 course and submitted to their instructor, Annie Y. Samarca.
Lights, action, clapperboards: changing how students think and perform throug...Tansy Jessop
1) The document discusses challenges with assessment and feedback on TV production degree programs, including an over-reliance on summative assessment, disconnected feedback between assignments, and a lack of clear goals and standards.
2) It proposes addressing these issues through increasing formative assessment, improving feedback dialogues across modules, and co-creating assessment criteria with students to help internalize goals and standards.
3) Case studies show that a "TESTA effect" of rebalancing assessment toward formative, connecting feedback, and clarifying expectations can improve learning outcomes and student satisfaction.
This document summarizes Victoria Tanaka's participatory inquiry project on implementing a self-determination and career education curriculum for students with disabilities at Happy High School. The project used appreciative inquiry and engaged students, teachers, and administrators. Surveys found students found the workshops helpful and likely to use the materials. A field trip to a disability resource center was also conducted. The project aimed to improve post-graduation outcomes for students with disabilities.
Similar to Assisting Students on Probation: The Seminar as Intervention (20)
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Leveraging Generative AI to Drive Nonprofit InnovationTechSoup
In this webinar, participants learned how to utilize Generative AI to streamline operations and elevate member engagement. Amazon Web Service experts provided a customer specific use cases and dived into low/no-code tools that are quick and easy to deploy through Amazon Web Service (AWS.)
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Assisting Students on Probation: The Seminar as Intervention
1. Assisting Students on Probation: The
Seminar as Intervention
Mike Dial
University Advising Center
University of South Carolina
Mikaela Greene
University 101 Programs
University of South Carolina
Scan with your
phone’s camera
for more
resources after
the presentation!
3. UofSC Overview
Public research institution
First-Year Class (as of Fall 2019)
Enrolled: ~6300
GPA (high school average): 4.12
SAT average: 1275
ACT average: 27.5
Enrollment
Undergraduate: 27,502
Out-of-State: 44%
Minority: 20%
Total: 35,364
5. UNIV101 Overview
Fall 2019
Enrollment: 4,943
◦ (80% of first-year students)
Sections offered: 268
Section types: 24
Faculty and staff instructors: 240
98% of sections co-taught
6. What is known about
students on probation?
◦ 15% of institutional departures are due to dismissal (Tinto,
1987)
◦ First-year grades = incredible predictor (Adelman, 1999)
◦ No nationally accepted definition
◦ Often GPA < 2.00/4.00
◦ May feel "discouraged, emotionally damaged, fearful, and
upset” (Barouch-Gilbert, 2015)
◦ "Transition between unsatisfactory performance to either
acceptable academic standing or to dismissal” (Arcand and
Leblanc, 2011)
7. UNIV 101 Academic Recovery Section
Offered each spring
Same Learning Outcomes as U101
Co-taught
Added emphasis:
◦ Non-cognitive factors including resilience and
the cultivation of growth mindsets (Dweck,
2008)
Theoretical Models
◦ Appreciative Advising
◦ Transtheoretical Model (TTM) of Human
Behavior Change
◦ Motivational Interviewing
8. Invited Students:
• Approximately 70 students
• Eligible for Grade Forgiveness
Failed UNIV 101 in the Fall
• Approximately 100 students
• Often using to improve skills and boost GPA
FYS on probation & did not enroll in UNIV101
9. Psychologically Attuned Invitation
Describe probation as a process of learning, not a labelDescribe
Acknowledge factors that contribute to academic difficultyAcknowledge
Communicate that is it not uncommon to face academic difficultyCommunicate
Offer hope and supportOffer
Waltenbury, M., Brady, S., Gallo, M., Redmond, N., Draper, S. & Fricker, T. (2018). Academic Probation: Evaluating the Impact of Academic Standing Notification Letters on Students.
13. Brené Brown
• Researches courage,
vulnerability, shame, and
empathy
• What I learned...
• Shame and vulnerability for
students on academic probation
14. Transtheoretical Model (TTM) of
Intentional Human Behavior Change
Behavior change occurs through a progression
of stages
Includes specific and varied tasks
Pre-
contemplation
Contemplation
Preparation
Action
Maintenance
Relapse
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
15. Appreciative Education
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.
17. Appreciative
Advising
Inventory
44 Question Inventory
Measures:
◦ Commitment to Learning
◦ Positive Values
◦ Social Competencies
◦ Positive Identity
◦ Support/Connectedness
◦ Empowerment
◦ Boundaries & Expectations
◦ Constructive Use of Time
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.
18. AAI Intake Results Past Two Years
4.25
4.42
3.97
3.83
4.33 4.325
4.14
3.03
4.22
4.37
4.12
3.61
4.21 4.12
3.75
2.99
2.5
3
3.5
4
4.5
5
Spring 2018 Spring 2019
19. Days 1 & 2
Name Tents
◦ Preferred Name
◦ Favorite Movie
◦ Favorite Food
◦ Dream Job
◦ Describe Yourself in 3 Words
I Have a Link
Best Class/Worst Class
Mutual Expectations
Go Over Syllabus
Yarn Ball Activity
20. Topical Areas Throughout Semester
Syllabus Mapping & Semester at a Glance
Time Management
Goal Setting
Study Skills
Digital Identity
Wellness
Conflict Resolution/Difficult Conversations
Money Management (+GPAs & Scholarship)
UofSC History
Values Clarification
Diversity and Self Identity Exploration
Finals Preparation
23. Assignments
“My Story” Presentations
Reflection Journals
Passport to Success (replaced in
2020)
Midterm Reflection Essays
Article Synthesis Group
Presentations
Final Project – Two Parts
◦ Personal User Manual
◦ Temperature Reading
26. Enrolled AVG Fall
GPA
AVG Spring
GPA
Began on
Probation
Recovered Returned
Following
Fall
Spring 2018
21 1.32 2.37 15 10 14
Spring 2019
19 1.29 2.20 15 5 13
27. UNIV101 End-Of-Course Evals.
Spring 2018 Spring 2019
In this class, we learned a lot almost every day. 4.72 4.76
Class time was well spent. 4.78 4.82
Taking University 101 has been a valuable experience. 4.89 4.71
I recommend that future USC students take University
101.
4.94 4.65
Taking University 101 helped me adjust to college life. 4.94 -
This course helped me develop meaningful friendships. 4.33 -
The content and topics covered in this course were
relevant to my needs.
4.72 4.88
29. References
Arcand, I., & Leblanc, R. (2011). Academic probation and companioning: Three perspectives on experience and
support. Mevlana Intenational Journal of Education (MIJE).
Adelman, C. (1999). Answers in the tool box. Academic intensity, attendance patterns, and bachelor's degree attainment. Washington, DC: U.S.
Department of Education, Office of Educational Research and Improvement. Retrieved September 1, 2018
from https://www2.ed.gov/pubs/Toolbox/toolbox.html
Barouch-Gilbert, A. (2015). Academic Deficiency: Student Experiences of Institutional Labeling. Journal of the First-Year Experience & Students
in Transition, 27(2), 101-111.
Bloom, J. L., Hutson, B. L., & He, D. Y. (2008). The appreciative advising revolution. Stipes Publishing.
Brown Brené. Daring Greatly: How the Courage to Be Vulnerable Transforms the Way We Live, Love, Parent, and Lead. Penguin Books Ltd, 2015.
Dweck, C. S. (2008). Mindset: The new psychology of success. Random House Digital, Inc..
Duckworth, A., & Duckworth, A. (2016). Grit: The power of passion and perseverance (Vol. 124). New York, NY: Scribner.
Haber, R. Virginia Satir’s Family Camp Experiment: An Intentional Growth Community Still in Process. Contemp Fam Ther 33, 71–84 (2011).
Miller, W. R., & Rollnick, S. (2012). Motivational interviewing: Helping people change. Guilford press.
Seidman, A. (2012). College student retention formula for student success. Lanham: Rowman & Littlefield.
Stearns, Peter N. Shame: a Brief History. University of Illinois Press, 2017.
Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. (2nd ed.) University of Chicago Press, Chicago, IL 60637.
30. Thank You!
Mike Dial
mdial@sc.edu
Twitter: @mtdial
miketdial.weebly.com
Please remember to
submit your evaluation
on Guidebook!
Mikaela Greene
mrea@mailbox.sc.edu
803-777-4761
MG
For the majority of the 80% of students that take U101, it is an optional course. If you take music and engineering majors out of the mix, because they don't typically have many electives open in their schedule, that percentage goes up to 90% of first-year students enroll in U101.
With 268 sections offered, we are the largest course offering on campus at the University of South Carolina.
We offer 24 section types based on student's majors and interest areas, as well as general sections anyone can take.
MD
MD
Course design and individual meetings with students were guided by the Transtheoretical Model (TTM) of Human Behavior Change (Prochaska and DiClemente, 1983) which recognizes that behavior change occurs through a series of stages with unique milestones along the way. Further, motivational interviewing (Miller and Rollnick, 2002) and the Appreciative Education Theory-to-Practice Framework (Bloom, Hutson, and He, 2008) guided instructor interactions with students. Through the use of motivational interviewing, instructors facilitated opportunities for students to observe for themselves the ways in which their current behavior was inconsistent with their ideal future states. On the other hand, the appreciative education framework is an intentional, collaborative framework aimed at helping students optimize their educational endeavors and set and achieve goals.
MD
MD
Add information on Psychologically attuned letters.
MD – intro that we’re going to spend some time talking about the theory behind the way we design this course.
MG
As Mike mentioned earlier, students on academic probation experience many emotions, and among those emotions is shame. In his book, Peter Stearns defines shame as an emotional experience that depends on group standards and group enforcement. Shame also requires an audience, or at the least an imagined audience.
For our students, the feelings of shame came from being labeled by the institution that originally accepted them and told them hey you can do this, and is instead now saying your performance does not meet our requirements. The institution serves as the first audience for our students. Other audiences could be parents, siblings, other family after receiving a letter at home over winter break about their academic standing. Additionally, friends could be another audience for the shame they are feeling when talking about what classes they are taking this semester or how their first-semester went.
When I committed to being the peer leader for this spring University 101 section, I did not anticipate seeing connections between and incorporating material from my psychology classes to support these students.
MG
One of the things I brought to the classroom was the work of Brene Brown. You may have heard of her from her 5 New York Times Bestselling Books, her TED Talks, or her Netflix special. But if you haven’t heard of her, Dr. Brown is a researcher and storyteller focused on courage, vulnerability, shame and empathy.
I was first introduced to Brene Brown during the fall semester before I was a peer leader for this academic recovery course. In my psychology of marriage course, I read one of her NYT bestsellers, Daring Greatly, and was immediately impacted by her work on shame.
In early meetings with Mike when we were planning for our class, I couldn’t help but notice the connection between what these students must be feeling and what Brown's research taught me. Two big ideas I knew that I wanted to share with my students were that shame thrives in secrecy and vulnerability does not equal weakness.
On the very first day, we spent time talking about and acknowledging our student's feelings. We talked about what they may have been feeling after receiving a letter at home from the University informing them that they were on academic probation and we talked about the vulnerability it was going to take to be a successful member of this class. They had each faced different struggles to get them to this point, but now that we were all here together, we encouraged them to own it, not be afraid to talk about it and work with us to figure out what they needed to be successful moving forward.
Brene Brown says, “If we can share our story with someone who responds with empathy and understanding, shame can't survive." Mike and I made it our mission to create an environment where shame wouldn’t survive and where our students were free to be vulnerable and become the very best versions of themselves.
MD
Reluctant
Lack of knowledge/do not want to consider change
Rebellious
Aware of the problem
Often invested in the problem/problem behavior
Invested in making their own decisions – “don’t tell me what to do”
Resigned
Lack of energy or investment
Given up on the possibility of change
Overwhelmed by the problem
Rationalizing
Appears to have all the answers
Not considering change because of personal risk
May believe their problems are someone else’s fault
MD
MD
Highlight Philosophy -Get to wanting them to feel comfortable to talk with us about anything so we need to be willing to hear everything
MD
MD
MG
For the first couple days of class, we wanted to get to know our students and help our students get to know us. In U101 we love a name tent, and we asked our students to give us a little more than just their preferred name; we also asked them to put their favorite movie, favorite food, dream job and three words they would use to describe themselves. After everyone had the chance to create their name tent, we went around the room and had each person share out their name and any two corners of their name tent.
To continue getting to know one another and start to build community in our classroom, we did an activity called I Have a Link where students share about themselves and when someone has something in common, or "a link" they hook arms and now that student begins to share about themselves until another student has a link. In the end of the activity, we all had found links to one another. This demonstrated to our students that even though we were all very different and unique individuals, there were many things that connected us all together.
We also spent time talking about what makes a college course great, and what makes courses not so great. When we talk about the best and worst classes, we talk about what the instructor did to make a class the best or worst and we also talk about what the students in the class did to make a class the best or worst class. From there we were able to set mutual expectations for the semester—what did we as instructors expect from our students and what did our students expect from us to make this class the best class.
As with all courses, it was important for us to go over our course syllabus and assignment packet. By having the assignment packet and syllabus on the first day of class, they knew what we expected of them moving forward through the semester.
And lastly, the yarn ball activity is another chance for us to build community within our class where they make connections with one another and with us as their instructors.
MG
This is an overview of topics we covered throughout the semester. With every new semester teaching, there is always the challenge to stay relevant, fun and meaningful when it comes to designing your course. There is an added challenge in designing a course for student’s who’ve already taken a U101 course in the fall but failed.
As an example of being willing to talk about everything so our students know they can come to us with anything, when talking about money management, we talk about how to not blow all your money at the bars by sharing tips like taking only a set amount of cash rather than your credit card. With that day we incorporated GPA calculations based on what grades they are hoping to receive in their current classes and how their GPAs will affect their scholarships and for some, how this may impact their ability to remain students at Carolina.
We devoted an entire class period to talk about study skills. This day was completely peer leader led. The year prior, I created a lesson plan for my U101 students to get out of the classroom and walking around campus while incorporating different study skills. I took my students to my three favorite study spots on campus. At each study spot I talked about a different way to study for exams. The lesson ended at the Student Success Center in the library where students were not only able to find out where the student success center is located but also what services they provide to support students.
MG
Another topic I want to highlight is goal setting. We broke it down for them like this... at the top of the worksheet, students would write their someday goal, then their one-year goal, then their semester goal, and finally at the bottom their right-now goals. Some students could easily identify their someday goal, like working for the BAU in the FBI, but then it was more challenging to think about the steps along the way to meet that someday goal. Although ambitious and excited about their future, these students needed help focusing on what do I need to do in the here and now and in the near future to make that goal a reality?
On the flip side, some students had a difficult time articulating their someday goal. For these students, we started at the bottom and thought about what they are hoping to accomplish in the days and weeks that lie more directly ahead of them such as making a good grade on an exam or finally submitted the application for a part-time job. We encouraged them to continue thinking about what their someday goal could be as we know that can inform the rest of their goals. Additionally, students who have a hard time articulating their someday goal have a hard time finding the value in right now goals since they do not see the benefit in the long run. For some of our students, no one had asked them what their goals were or where they saw themselves in five years. It was important that we gave those students the space to reflect.
MD
MG
On the first day of class, along with their syllabus, students received assignment packets that detailed the requirements of these assignments.
The five reflection journals and the passport to success were assignment woven throughout the semester.
The midterm reflection essays were a more formal way for Mike and I to check-in on our students by asking them to articulate their needs, struggles, successes and goals.
The Article Synthesis Group Presentation gives our students the opportunity to work as part of a team and not only learn more about topics relating to study skills and the science of learning, but to also teach that information to their classmates.
The final project was two parts and had an incentive... if a student had no or one absence, they only had to complete part one of final. Most students did end up having to complete both parts of the final project.
For the first part of the final, students created a personal user manual based upon what they had learned and discovered about themselves throughout the semester. Required components included their name, purpose statement and self-identified strengths and weaknesses. Students were encouraged to get creative and have fun with the other components to complete the assignment by including information such as warnings like "finds uncertainty frustrating," or sharing their motivators, values and personal inventory results.
For part two of the final, students were asked to complete a temperature reading. The temperature reading idea also came from my psychology of marriage course where I learned about Virginia Satir, a leader in the world of family therapy, and her family camp experiment. At family camp, the participants started each day with temperature readings that included four components (appreciations, bug/possible solutions, new information & hopes and wishes). We adapted these four categories to fit our students to help them reflect on our class and their time thus far at Carolina:
1. Appreciations: what did this experience teach you? What did you learn from this whole year?
2. Bugs/Possible Solutions: What hurdles do you still need to overcome? How will you do so? Who can help you? What do you need to improve or learn to get there?
3. New Information: What do you know about yourself now that you didn’t know in August? What brought you to these conclusions?
4. Hopes and Wishes: What's next and how are you going to get there?
MG
After the semester had already begun, Mike and I realized we had made, what my elementary art school teacher calls, a happy accident- we had forgotten to include an attendance policy in our syllabus. So, we asked our students to design the attendance policy with what they thought would be the most fair. This turned out to be really great because it led to a discussion on the importance of accountability.
Class GroupMe that Mike and I were both in – share reminders, things happening around campus like a basketball game or organization fair
Our students were required to meet 1:1 with either Mike or myself around the midpoint of the semester. 1:1 meetings are one of my favorite parts of teaching because it gives me a chance to get to know them better. In my 1:1 meetings, some students needed more personalized attention on how to prepare for exams, how to balance their schedule, or just talk to me about how their life is going in their second semester.
Detail some small assignments
The Goal Setting Action Plan is an example I talked about earlier is an example of a smaller assignment incorporated into our class. Students think about the small steps necessary in order to achieve larger goals.
Another example of a small assignment is the Syllabus Map. Students are asked to bring all the syllabus from each other their classes. We have this worksheet that allows the students to go through each syllabus and pull out important information like professors' information, the weight and type of assignments, attendance policy and assignment due dates. We have students complete this worksheet for each of the classes they are currently enrolled in.