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Enhancing Academic Success: Committee Report on Improving Student Performance and Satisfaction

This report highlights the findings and recommendations of the Ad hoc Mentoring Committee formed to address high rates of Ds, Fs, and Ws among UMR students. The committee identified the need for faculty to focus on reducing these grades, increasing student satisfaction and retention, and providing timely feedback. It emphasizes the importance of grade honesty, avoiding vague grading practices, and meaningful evaluation before drop dates. The report also sheds light on student perceptions and the need for increased study time and dedication in higher education.

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Enhancing Academic Success: Committee Report on Improving Student Performance and Satisfaction

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  1. Ad hoc Mentoring Committee Report to the Chancellor’s Council May 1, 2001

  2. History • “Sticking Points” • Classes with > 25% Ds, Fs, Ws • Academic Council asked that I form a committee to study what could be done to address this problem

  3. Committee Beliefs • Vast Majority of UMR instructors teaches with the very best of intentions

  4. Committee Beliefs • Vast Majority of UMR instructors teaches with the very best of intentions • Occasionally those intentions are unintentionally misdirected

  5. Committee’s focus • What can faculty do to: • Reduce Ds, Fs, Ws

  6. Committee’s focus • What can faculty do to: • Reduce Ds, Fs, Ws • Increase satisfaction

  7. Committee’s Focus • What can faculty do to: • Reduce Ds, Fs, Ws • Increase satisfaction • Increase retention

  8. What do students want? • Better grades? – Of Course

  9. What do students want? • Better grades? – Of Course • Lower standards? – Absolutely NOT

  10. What do students want? • Better Grades? – Of Course • Lower Standards? – Absolutely NOT • Predictability How well am I doing? What can I do to improve?

  11. Specific Recommendations • Grade honesty – Intimidation doesn’t motivate

  12. Specific Recommendations • Grade Honesty – Intimidation doesn’t motivate • Avoid tests with averages in the 40s and 50s

  13. Specific Recommendations • Grade Honesty – Intimidation doesn’t motivate • Avoid tests with averages in the 40s and 50s • Avoid being purposely vague about how numeric scores translate into letter grades

  14. Specific Recommendations • Timely Feedback

  15. Specific Recommendations • Timely Feedback • Evaluate something significant prior to WD date

  16. Specific Recommendations • Timely Feedback • Evaluate something significant prior to WD date • Complete 60% of work prior to Drop date

  17. Specific Recommendations • Timely Feedback • Evaluate something significant prior to WD date • Complete 60% of work prior to Drop date • No single item > 30%

  18. What Our Students Tell Us About Themselves

  19. What Our Students Tell Us About Themselves • Never had to study diligently

  20. What Our Students Tell Us About Themselves • Never had to study diligently • Never had to take extensive notes in a lecture environment

  21. What Our Students Tell Us About Themselves • Never had to study diligently • Never had to take extensive notes in a lecture environment • Never had to carefully budget time

  22. What Our Students Tell Us About Themselves • Never had to study diligently • Never had to take extensive notes in a lecture environment • Never had to carefully budget time • Never had to memorize extensively

  23. What Our Students Tell Us About Themselves • Never had to study diligently • Never had to take extensive notes in a lecture environment • Never had to carefully budget time • Never had to memorize extensively • Never had to calculate without an electronic calculator

  24. What Our Students Tell Us About Themselves • Never had to study diligently • Never had to take extensive notes in a lecture environment • Never had to carefully budget time • Never had to memorize extensively • Never had to calculate without an electronic calculator • Studied 2 hours per week in H.S.

  25. A Personal Observation • In H.S. our students spent 35 hrs. in school + 2 hrs studying • Our students enter UMR knowing that it is tough • So, they increase their study time by 500% - 1,000% • By every measure that is reasonable this should guarantee success – RIGHT?

  26. WRONG! • We expect them to study a minimum of 30 hrs – 35 hrs. / week • That’s a 1,500% increase

  27. Time on Task A 40% increase in total time on task

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