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The Faculty Role in Student Retention

The Faculty Role in Student Retention. By Larry G. Edwards OSU-Oklahoma City. Soc Joc: The Early Years/RR& I. Ray, Me the Fliers and the Dogs The 60% Solution. Alibis for Poor Retention & The Integrity Trap. I obviously have high standards; hardly anyone passes my courses.

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The Faculty Role in Student Retention

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  1. The Faculty Role in Student Retention By Larry G. Edwards OSU-Oklahoma City

  2. Soc Joc: The Early Years/RR& I • Ray, Me the Fliers and the Dogs • The 60% Solution

  3. Alibis for Poor Retention & The Integrity Trap • I obviously have high standards; hardly anyone passes my courses. • S/he is just a popularizer, not a real scholar. • An inverse ratio between winning teaching awards and tenure? • “My colleagues use teaching as an excuse not to do research and research as an excuse not to teach.”

  4. Encourage Faculty to MeasureSuccess, not Failure • Help Faculty to: • Take pride in • How many students meet their standards no matter how high they are, not how many fail • Fact each individual student received grade s/he earned • Recognize uniqueness of • Each class • Each student • Resist the temptation to force grades into a “bell shaped” curve or other preconception about grade distributions (danger of self-fulfilling prophecies)

  5. Retention vs. Integrity: A Tradeoff ? • Retention involves • Clear standards/objectives • Assisting students • Academic Integrity involves • Measuring only academic performance

  6. Faculty Influence Retention and More • Faculty Interaction w/Students: • Key to Retention • Especially in Car-Class-Car • Program Viability & Faculty • Mechanistic Model • Organic Model

  7. The “Middle Margin” • Some students will • Succeed no matter how lousy the course/instructor may be • Fail no matter how great the course/instructor may be • Most students’ success will be influenced by • Their interaction with the instructor • The instructor’s course design • The support offered or referred by the instructor • And—number one with a bullet—the willingness of the instructor to reach out to students in trouble

  8. The Syllabus as a Learning Contract • A “Meeting of the Minds” About the Course • Good contracts Are • Specific • Detailed • Clear about the Expectations for Both Parties • By Being Specific About Attendance, Grading, Schedules, etc., • Takes the Mystery Out of the Course • Encourages Better Compliance with Course Rules • The “Reification” Caveat (Six Absences = “F”)

  9. “80% of Life is Showing Up.” Woody Allen • High Correlation Between Attendance and Success • Create Incentives for Students Who come to Class • Pop Quizzes for Extra Credit • Study Groups • Group Projects • Grades Based on Participation • Guest Speakers • Review Sessions • Whatever It Takes (Mary Ann’s Comment/My Response) • Academic Integration = Success & Retention

  10. Get Students Involved Outside of Class • Faculty Role in Social/Campus Integration • Set Example by • Sponsoring Student Clubs/Activities • Attending Student Activities • Make Announcements about • Jobs on Campus • Scholarships • Activities • Sports Events • Student Government & Clubs

  11. Encourage Faculty to Develop Course Objectives • Course Objectives (Soc Joc Redux) • Specify Skills/Knowledge Students Must Master • Help Students Set Priorities/Emphases for Study • Help Faculty Organize Courses in Logical Sequence • Ensure Course Exit/Entrance Objectives Match • Build Sequence to Overall Program Objectives • Provide Benchmarks for Assessment of Learning

  12. Needless Repetitious Redundancy? • Students Are Often Confused/Anxious • Discuss/Review/Quiz Over Syllabus & Class Rules • Provide Students with Multiple Sources of Information (Actually Talk About Text?) • Repeat/Review & Reinforce Important Points • Ask Student(s) to Recite/Write Most Important Points Covered in Class • Skills/Knowledge Develop Through Practice • Give Students Chance to Build Confidence Through Practice & Skill Building

  13. Three Tries: The Olympic Standard? • Multiple Opportunities to Demonstrate Enhance Student Success/Retention • Fewer Opportunities to Demonstrate Success Increase Chances Non-Academic Factors and/or Learning Styles Limit/Inhibit Student Success • Allow for • Multiple Exams Over Limited Portions of Materials • Retesting (when appropriate) • Extra Credit • Drop a Grade

  14. A Retention Oriented Faculty • Shows Enthusiasm: If Faculty Don’t Care, Neither Will Students • Is Conscious Of His or Her Influence Over Students: Being Curt, Not Returning Calls, etc., Devalues Students • Focuses on Learning, Not the Lesson Plan: Wants Discussions, Questions, Interruptions, etc., during Class • Is Flexible:Class rules Are Parameters, but No Substitute for Professional Judgment

  15. A Retention Oriented Faculty (cont’d) • Shares Tips for Academic Success: Faculty Were Successful Students & Know Their Own Courses . Who Better to Offer Tips to Students? • Is Wary of Unintended Consequences: Can’t Always Know How Students Will React. Don’t Make Assumptions About Student Reactions. • Constantly Tweaks His or Her Courses: Continuously Looking for Ways to Improve Them. • Reaches Out to Students: Again and Again!

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