| SoCTL How hard should we work to create learning environments that invite quality student-faculty interaction in their first year of college? If we work with these students outside of class, would it help us to keep them engaged in our courses and in the content therein? Indeed, student-faculty interaction is tied to student interest in college, as well as their long-term success.
Looking at the results of recent surveys on student engagement such as the Community College Survey of Student Engagement (CCSSE) and the National College Survey of Student Engagement (NSSE), we can see how trying the transition from high school to college can be for today’s students. These surveys reveal patterns of high school performance relative to college readiness, as well as faculty and institutional practice indicative of college success. Student-faculty interaction and faculty instructional approaches to teaching are both keys to student success in college.
The CCSSE illustrates an under-preparedness problem in its respondents. More than half plan to take developmental math, reading, or writing courses. However, the survey also reveals that these same students, given adequate support, are working harder to succeed. Resultant from these findings, the CCSSE establishes “benchmarks of effective educational practice,” suggestions for faculty and institutions in how to best meet the challenges posed by today’s complex students. Among them are academic challenge and student-faculty interaction.
Institutions can help set the stage for increased student interaction with faculty by offering programs such as first-year seminars. NSSE data shows that students who participated in a first-year seminar interacted more frequently with faculty and reported that they gained more from their first year of college than their peers.
To find out more about the CCSSE and NSSE, go to:
Community College Survey of Student Engagement (CCSSE)
National Survey of Student Engagement (NSSE)
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Dates
to Remember
NOV 9-10: NEVER AGAIN, ALL OVER AGAIN: Teaching Genocide
Location: Landmark Center & Metropolitan State University, St. Paul
Registration closes October 31.
Sponsor: Center for Teaching & Learning
NOV 15: RSP/ITEACH CALL FOR PROPOSAL DEADLINE!
Present your insights of working with the First-Year Student in the 21st Century! This year's Realizing Student Potential/ITeach Conference will feature best-practices in the challenges of teaching and learning and best-practices in teaching with technology.
Conference Information
Submit a Proposal
Sponsors: Center for Teaching & Learning, Minnesota Online, Instructional Technology, Metro Alliance, and Perkins Educational Grant Unit.
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Teaching Tip
of the Week
The One-Minute Assessment
Do you want to know how things are going in your course? Whether you are teaching on-ground or online, try the one-minute assessment.
Each week, ask your students a couple of questions to which they can respond in a minute (or two). Examples can include:
- What are the most reassuring feelings you have about this class?
- What are some questions, concerns, or worries you have about this course?
- What is the most important thing you have learned this past week?
- What would you like me to review from the points we discussed this week?
By using an online poll or sheet of paper at the end of class, students could respond anonymously giving you a wealth of information in a minute!
Source: Hanna, Donald. (2000). 147 Practical Tips for Teaching Online Groups. Atwood. |
CTL Report
Campus Leaders Fall Workshop
CTL Campus Leaders had their fall planning workshop at Cragun’s conference center in Brainerd last week, October 24 and 25. One day of this workshop coincided with a joint meeting of Chief Academic, and Student Affairs Officers and deans, which provided an opportunity for all parties to participate in a workshop on collaboration. This workshop, entitled “Building Essential Partnerships for Planful Change” was led by Hank Rubin, University of Redlands School of Education dean.
Evaluations from the workshop attendees were positive. Participants reported that they believe this workshop will help their work on campus by “making connections across areas and faculty members involved,” “helping them be more proactive leaders in assisting students who need developmental education,” and by giving them a “better understanding of what collaboration is.”
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