Helping students succeed
DIGEST Ted Panitz
THIS IS THE SECOND OF A TWO PART POSTING ON WHAT OUR STUDENTS ARE LIKE AND HOW
WE CAN HELP THEM SUCCEED AT SCHOOL
The list provided below gives suggestions for helping first semester
students and others succeed in college, especially developmental, re-entry and
nontraditional students. This list is the result of the second collaborative
workshop which I facilitated at Cape Cod Community College. The results of the
first workshop, where we identified what we perceived our students to be like,
were posted earlier. The second workshop addressed the question "What can we do
to help all our students succeed in their first semester?".
A brief description of our current services is also given below to help put
the suggestions in their proper context. Considering the degree of services we
currently provide it may be a little surprising that the list of student
characteristics was as negative as it was. This does appear to be indicative of
the times, based upon the responses I received to the first post, however.
The list is not meant to be complete but rather a starting point for us to
begin focusing our attention on the problem of helping both underprepared
students who may not be very motivated and those students who are motivated and
prepared. Our attention was directed mainly toward the former group with the
understanding that the better students will also benefit from many of our
suggestions.
As a starting point we felt we could initiate the scheduling suggestions in
the Fall by designing blocks of DE courses for groups of students to take
together and referring the suggestions for an improved freshman orientation to
the appropriate committee. A brochure of support services is being prepared by
the Director of Support Services for distribution to students and faculty.
In the Fall a third workshop will address the need to prioritize the
remaining items on the list as well as solicit any new ideas which may have
occured to people in the interim.
I WOULD APPRECIATE YOUR COMMENTS OR OBSERVATIONS ABOUT OUR IDEAS AND WOULD
ESPECIALLY LIKE SUGGESTIONS OR ANECDOTES ABOUT WHAT HAS WORKED FOR YOU OR WHAT
YOU MAY BE PLANNING TO DO TO ADDRESS THE PROBLEM OF HELPING STUDENTS,
PARTICULARLY AT RISK STUDENTS SUCCEED IN SCHOOL.
PLEASE DO NOT LIMIT YOUR RESPONSES TO COLLEGES. THE FEEDBACK I HAVE
RECEIVED AND DISSEMINATED IN A PREVIOUS POST INDICATES THIS IS A UNIVERSAL
PROBLEM AT ALL LEVELS OF EDUCATION.
Plase reply to the list so we can all share your advice or if you prefer
directly to me at the e-mail address below.
THANKS IN ADVANCE FOR YOUR RESPONSES.
TED PANITZ TPA...@MECN.MASS.EDU
CURRENT SUPPORT MECHANISMS FOR NEW AND RETURNING STUDENTS
* All new students are required to take a computer placement test in
english and math in order to obtain appropriate advising. This is done in the
Summer or between semesters in the winter. Immediately after taking the
assessment the students meet with an advisor to work out a schedule. Advisors
are senior faculty who work part time during the advising periods and are
familiar with the needs and stresses which new students are under.
* Students are assigned a permanent advisor, generally in their area of
interest if one is defined. They are required to meet with their advisor at
least once a semester to obtain scheduling information.
* All faculty have assigned office hours to be available to students.
* Tutorial facilities are available in the form of a math lab, computer
assisted writing lab, academic development center, and computer lab.
* A fully equipped learning disabilities lab is staffed full time and there
is a learning disabilities specialist on campus part time to make diagnosis and
help advise students.
* There are a variety of support services such as Coaches and Mentors,
Project Advance, Tech Prep, a counseling center, full time school nurse, a
career placement office, student senate, many clubs and organizations, etc.
* There is a voluntary student orientation half day prior to the beginning
of each semester.
* Students who receive a midterm warning grade are sent a letter from the
registrar suggesting they see their professor and/or advisor for extra help.
* The college has a day care center for single parents, working parents and
day care emergencies ( regular day care closed), etc.
SUGGESTIONS FOR INCREASED STUDENT SUCCESS
SCHEDULE FOR SUCCESS
* If students need 3 developmental courses (reading and study skills,
writing, and a math course such as algebra or basic math) then strongly
advise then into a College Success class for their fourth course instead of a
college level class, assuming they need a full load of 12 credits.
* For students who score low enough on the placement test recommend
they take only 2-3 developmental courses to enable them to get
acclimated to the college environment and experience.
* Schedule classes over 5 days (MWF and TH schedules) instead of all
classes in a single time frame such as MWF. This leaves time in between
classes to study and/or work with classmates. Many DE students have trouble
handling concentrated amounts of material given in 4 classes in one day.
* Schedule the same students into all 4 classes or as many as you can.
This is intended to help build relationships among students through
repetitive contact and by having them work together in several academic
areas.
* Encourage faculty who use collaborative teaching or other interactive
methods to teach these sections in order to facilitate student interaction.
INCREASE TEACHER AND STUDENT AWARENESS OF STUDENT SUPPORT SERVICES
* Simplify and condense support programs (Project Coach, Project Advance.
Coaches and Mentors, Academic Development Center (ADC), Math Lab,
Counseling Center, school nurse etc).
* Increase student awareness about the support services.
* Improve communications about these programs to the faculty as well as
students through a brochure or publication, or some other mechanism.
(Many faculty expressed concern that they were not trained to handle special
problems and were not aware of who on campus was.)
* Have a special, short orientation for each class in the math lab and
ADC.
Many students are hesitant and even afraid to visit either center.
Physically bringing them there and introducing them to the tutors might
encourage them to return to get help when they need it.
* Improve the student orientation provided during the period before
classes. Consider making it mandatory and expand the program to deal with
issues such as time management, study skills and preparation etc. Include
social ocassions or structured situations for students to meet each other.
COURSE AND CURRICULUM RELATED SUGGESTIONS
* Increase the intensity of DE courses i.e. more hours in class.
* Schedule students into the math lab and ADC as a fourth class hour.
* Expand paired courses (DE courses with career oriented courses.
* Increase computer assisted instruction. (There is some concern here that
computers not be used to replace people, since person to person contact is
very important with all students.)
* Expand peer tutorial courses by having tutors in the classroom as we do
in the ADC and math lab. This presumes a collaborative teaching approach.
Increase the incentive for tutors through credits or salary
* Increase the number of modular courses offered.
* Expand math offerings to change the one size fits all mentality i.e. one
math sequence from basic math through intermediate algebra leading to
precalculus. Establish a precollege math sequence for stastistics, business
math, and survey of math, which addresses math reasoning, problem solving,
and practical problems as much as pure algebra.
* Look into developing a practical algebra based math course for A. S.
Career degree programs.
ASSISTANCE FOR FACULTY
* Increase professional development opportunities and training for diverse
student needs (learning and social needs).
* Increase assessment of learning styles and teaching styles and
investigate ways to match these, understanding the limitations here.
* Provide additional support for teachers who encounter special problems
* Expand the learning disability identification and advising program. Many
faculty are unaware of students with LD problems and many students are unaware
that they have LD problems.
STUDENT ORIENTED SUGGESTIONS
* Survey successful students for input on what helped them succeed. Ask
existing students and alumni for suggestions on improving the college.
Hold collaborative forums for students similar to the faculty
forums and include faculty, staff and admimistrators.
* Increase amount of time spent with students by faculty, staff and
administration. The difficulty of getting the students to do this was
discussed but it was felt it is still worth a try.
* Make matriculation a special occasion through an acknowledgement/
congratulatory letter or other means. It was felt that a public ceremony
would not be helpful since that would look too much like a high school
graduation again.
* Use students as mentors in the advising and support process.
* Develop a faculty mentoring program for at risk students, seperate from
or in addition to the course selection advising process.
* Have more independent study options and special projects for students
with special interests.
* Examine graduation requirements.
More than two degree tracks
Alternate programs
Increased certificate programs
Math in particular should be useful math
Not all courses need to be seen as transferable
* Increase efforts to recruit tutees. Many students who need help will not
ask for it unless they are encouraged by a peer or advisor or faculty member.
dir
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