In order to keep students in college, we need to keep them (and keep them successful) in our classes. Many of our classes have high withdrawal (W) rates. There ARE things you can do about it. This workshop will discuss strategies for keeping students engaged in your class, and reducing your W rate.
Increasing our graduation rate is a strategic priority for KSU. Our institution has a strong, multi pronged plan to reach our target. In this workshop, Dean Rascati will share the plan with the group, including the available data, the multiple objectives of the plan, the challenges we face, and the strategies we have devised to succeed. This is an opportunity to understand the role faculty can play in this effort, to ask questions and to discuss with the group.
Literature on student success emphasizes the importance of creating learning environments that allow students to feel connected to the University. While students do build many of these connections through extracurricular experiences, the struggling economy has made it challenging for many to have the time or Monday to participate in these kinds of activities. Thus, their classes and the faculty who teach them may offer the only opportunity for students to establish the kinds of connections that are crucial in promoting their success. This workshop offers practical strategies for designing teaching environments that evoke a sense of connection for students that ultimately advances their learning and academic success.
According to the Complete College America initiative, "we've made progress in giving students from all backgrounds access to college -- but we haven't finished the all-important job of helping them achieve a degree." This session is devoted to exploring one factor that contributes to low graduation rates: student motivation. In this session, we will discuss research findings and creative strategies related to motivating students to achieve their degree -- and in a timely way.
Veterans and students with disabilities have unique obstacles in their quest to complete college. Frank Wills, director of KSU's Veteran's Resource Center, and Carol Pope, director of KSU's Disabled Student Support Services, will join us to give some insight into supporting these students.
How do you deal with students who are not academically prepared for your course? They should have had the material in high school, or in the prerequisite course, but they just don't seem to know it. Do you spend so much time going over prerequisite material that you don't get to nearly enough new material? Come to CETL and discuss strategies to handle this.
Advising can be so much more than checking requirements off a list. Indeed, student retention theories point to it as a major factor in retention and eventual graduation. Unfortunately, advising does not receive the attention it deserves. In this workshop, we will be joined by Professors Dean Adams from Theatre, Performance Studies and Dance, and Jeffrey Helms from Psychology. They will facilitate an exploration of advising challenges, opportunities, and strategies.
Why do students drop out of college? It is tempting to say that each student has unique circumstances that make the difference between graduating or not. However, it is possible to organize these circumstances in broad categories and a strong body of research has been doing that for decades. This workshop will explore student retention theory and highlight the main factors, setting the stage for future workshops to expand on each one. We will focus on comparing national data to our campus context, and start outlining course, curriculum, and institutional strategies to help students complete college.
Expectations. Students have them, administrators have them, and academic governing boards have them. Students expect faculty to be nurturing and entertaining; administrators want evidence of academic rigor and exemplary teaching evaluations, and academic governing boards what retention and completion. How does a faculty member balance expectations of students, administrators, and academic governing boards without compromising his/her own teaching standards while advancing student learning? Strategies and discussion offered through this workshop.