Transcript Northern Arizona University Graduate College Creating

Northern Arizona University
Graduate College
Supporting Student Success
August 19, 2014
Graduate Student Orientation
Draw Your Ideal Student
Who is in your class?
• Thinking about the
students who may be in
your class, place a code
(on the back of the page)
on each desk for which
you think there may be a
student from that group
in your class. For
example, if you think
there are two students
from category 1, write a 1
on two desks.
Astin’s Model of Student Retention
Inputs
Experiences
What the student
arrives with.
What the student
does in college.
Outcomes
What happens as a
result of college.
 Ethnic background  Identification of
major
 First generation
status
 Abilities
 Socio-economic
status
Inputs
What the student
arrives with.
 Disabilities
 Personality
 Number of friends
 Gender
on campus
 Academic
preparedness
 Sexual Orientation
 Political Affiliation
 Religious affiliation  Health
 Family support
NAU Data
• Number of full-time undergraduate students: 18,769
• Percentage of males/females: 41/59% overall
• Percentage of first generation college students: 41-44%
• Total number of students returning from active military duty: 600
• Percentage of students attending NAU who are under the age of 30: 80%
• Percentage of freshmen students working – 23%
 Class experiences
 Extra-curricular activities
 Faculty relationships
 Friends
 Campus events
Experiences
 Student Orgs
 Health and wellness
 On/off campus living
 Weather
 Flagstaff
What the student
does in college.
 Responsible,
 Good memories
informed,
empowered learners  A great time!
 A Liberal Education
 Academic success
 Retention to next
semester
 Retention to
graduation
 Good academic and
co-Curricular
experience
 Learning
 A degree
Outcomes
What happens as a
result of college.
Grad Student Influence
Inputs
Experiences
Outcomes
Group Work
How would you approach this situation?
What resources would you suggest?
Scenario 1
It is the third week in the semester and you notice one of your
students has not turned in any assignments. You talk to the
student at the end of class and the student shares with you that
they haven’t done the assignments because they haven’t
purchased the textbook for the class. How do you respond to this
situation?
Scenario 1
Suggestions
“I’m concerned about you and your success in this course. Is there something
preventing you from buying the textbook? How can I help?”
Scenario 1
Resources
Textbook loan program – If you are working with a student who has unmet financial need that is
preventing them from purchasing their textbooks, contact the LEADS Center to speak with a staff
member about the textbook loan program.
Publishers- Some publishers will allow you to share the first chapter of the book with your
students for free. Posting this on BBLearn can help students whose financial aid has not dispersed
yet.
Library – You can put a copy of your textbook on reserve for students to use at the library.
Financial Aid- Encourage the student to talk to a Financial Aid advisor. The student may have
additional needs that are going unmet, and Financial Aid advisors can help students get connected
to other resources on campus, such as LOUIE’s cupboard, a food pantry run by Student Support
Services for NAU students who are struggling with basic needs.
Your Panelists- If you’re not sure how to proceed, call one of us to help problem-solve the
situation.
Scenario 2
It’s week four of the semester and one of your freshman students
has not completed any of the weekly quizzes that you have
posted in BBLearn, and after further investigation you see they
haven’t even logged into BBLearn, where your syllabus is posted.
How do you respond to the situation?
Scenario 2
Suggestions
There could be several factors affecting this situation; motivation being one of them.
However, before jumping to that conclusion, check in with the student to see if they
have all the information they need.
• “How is everything is going? I am concerned about your success in this class
because the weekly quizzes are worth a lot of points. I was checking to see if you
had completed any of the online quizzes yet and I noticed that you have not ever
logged in to the online site for the class. I try and make sure that everyone can use
the site. Are you having any difficulties just trying to use it?
• Are you having trouble figuring out what you need to do each week? Would it be
helpful if I walked through the syllabus with you?
Remember, 40% of NAU students are first generation students. If they are the first in
their family to attend college, they might not have someone who can explain
everything to them.
Scenario 2
Resources
Student Learning Centers Learning Specialist – The Learning Specialist works 1:1 with students to help them develop
study skills needed to be successful in college. The Learning Specialist can also develop an in-class academic
workshop that is tailored to your course and addresses study skills within the context of your course.
Student Learning Centers Academic Workshops- Students can drop in to weekly workshops on time management,
note-taking, college reading strategies, writing skills, and other study skills topics.
E-Learning- Online BBLearn video tutorials.
Peer Mentoring Programs - There are several peer mentoring programs on campus that can help students with the
transition to college. Peer Jacks Mentoring program (out-of-state students), Student Support Services (1st
generation, pell-eligible, students with a disability), Student Success Coaching (pre-major track), are just a few, visit
http://nau.edu/Student-Affairs/Mentoring-Programs/ for additional information.
Disability Resources provides accommodations for students based on their needs. You can refer students directly to
Disability Resources, and/or call Disability Resources yourself to find out how you can structure your
course to be more accessible to students’ needs.
Grade Performance Status (GPS)
Counseling Services
Your Panelists
Scenario 3
Its midterm and you’ve just scored the first big exam for one of
your stellar students. The student participates in class, has great
discussions about the course material, and has done well on
small, take home and in-class assignments thus far. Surprisingly,
however, the student has scored a D on the midterm exam. How
do you respond to the situation?
Scenario 3
Suggestions
There could be several factors affecting this situation:
“How is everything is going? I am concerned about your success in this class. It seems you’re
doing well on in-class assignments and projects. What do you think happened on your midterm?”
“How did you prepare for the midterm? What did your preparation for the midterm look like?”
“How did you feel while you were taking the midterm?”
Scenario 3
Resources
Student Learning Centers Learning Specialist
Student Learning Centers Academic Workshops
Grade Performance Status – Provide students with immediate feedback on their performance in
your course. Academic advisors and support staff will be able to see your feedback and provide
services to the student.
Scenario 4
You have been teaching your course for three weeks. One student continually comes to
class late, arriving between 5-10 minutes after the beginning of class. Rather than
quietly entering through the back door in the room they come in the front door and
walk across the front of the room to find their seat. This often diverts the attention of
other students while you are trying to prepare the class for an activity or lecture.
During class, the student will sometimes whisper derogatory comments about other
student’s responses or questions (e.g., “I guess they let anyone into this institution” or
“That’s stupid”) or in response to your directions or lesson content (e.g., “Everyone
knows that” or “And she has a doctorate in this area?”). These comments make other
students visibly uncomfortable. You have noticed that the number and quality of
student comments have decreased over the past week or so. Some students have even
given this student “the look” but without effect. What can you do?
Scenario 4
Suggestions
Speak directly to the student outside of class.
“[Name], I want to talk to you about some of the things you say and do in
class such as [cite examples]. These behaviors are disruptive [cite how they
are disruptive – disturb other students attention when entering the room,
students are becoming upset at the comments made, possibly intimidating
some students = lower response rates], violating the NAU classroom
disruption policy. I have high expectations for students and I believe that
you can meet them. I expect that all students arrive on time so we can
effectively use the time we have together to learn as much as we can.
During discussions or when other students are making comments, I expect
others to listen to your classmates. If you make comments, you can
disagree, but it must be done in a respectful manner. I believe that you can
do these things; however, I want you to know that if these behaviors
continue, I will need to consult with my [chair, Associate Dean] to
determine what consequences will occur.”
Scenario 4
Resources
Document your conversation. Review the classroom disruption policy in the Student
Handbook
(http://nau.edu/uploadedFiles/Administrative/EMSA_Sites/Folder_Templates/_Forms/
Classroom_Disruption_Policy.pdf)
Consult with the Office of Student Life and/or your Department Chair/Associate Dean
Disability Resources (if indicated)
“Hi [name], over the last few weeks I have noticed that you are continually
coming to class late, disturbing other students. Are these things that have
happened in school before? Did you ever get any assistance with this at school
before?”
The bottom line is to reach out to any one of these resources. If they are not the
appropriate unit to provide you with the information or services to the student, they
will assist you find the right unit or department.
Scenario 5
After a couple of weeks of teaching your course, a course in which you heavily rely on
collaborative learning activities to provide applied learning experience, you notice a
female student who typically sits in the back corner of the classroom near the door.
This student is quiet and appears to be withdrawn, so much so that you need to consult
your class roster to recall their name. When you organize students into groups, asking
them to move to different locations in the room, you note that this student joins the
groups only with reticence and prompting and sits on the periphery of the group rarely
contributing to the discussion or activity. They appear to be taking notes during
lectures and are attending well. Other students have begun to make comments to you
like, “What’s up with XXX?” or “XXX is creepy, can you make her leave the class.” What
can you do?
Scenario 5
Suggestions
Speak to the student about your concerns:
“[name] I have noticed that you seem to be having difficulty when
we work in groups in this class. For example, when I ask everyone to
form groups, I frequently have to prompt you to join a group. Can
you help me to understand what is going on?”
Scenario 5
Resources
Office of Student Life
NAU Counseling Services
Disability Resources (Jamie Axelrod)
“Hi [Name], over the last few weeks I have noticed that when we are
forming groups, I frequently have to prompt you to join a group. Are
these things that have happened in school before? Did you ever get any
assistance with this at school before?”
Student Support Services
The bottom line is to reach out to any one of these resources. If they are not the
appropriate unit to provide you with the information or services to the student, they
will assist you find the right unit or department.
Bottom Line
• Reach out to any of these resources!
• If they can’t help, they know who can.