Arts and Sciences. Refine the Pre-Majors Staff the North Campus

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Text of Arts and Sciences. Refine the Pre-Majors Staff the North Campus

  • Arts and Sciences

  • Refine the Pre-Majors

  • Staff the North Campus

  • Improve Distance Education Services

    Increase course offeringsComply with SACS CriteriaRevise the DE websiteProvide online servicesScreen students

  • Track College Transfer StudentsAll graduate transfers to UNCWOnly graduates with B averages to UNCW

  • Improve Advising ProcessEstablish guidelines and prepare for virtual advisingCheck prerequisites/ASSET scores at registrationSurvey selected F/T faculty fall & springProvide two general pre-advising sessions each semesterStrengthen partnerships with transfer institutionsRecommend changes in Common Course Library

  • The Department of HumanitiesandFine Arts

  • Increase Course OfferingsWhich courses satisfy student needs?Which courses fit into our curriculum?What types of courses enrich the student experience?

  • Explore the Feasibility of Fine Arts Pre-majors

    How can a pre-major benefit the student?What does it require on the part of faculty?Where do prospective students go?How do institutions deal with the pre-majors?

  • Increase Library Holdings in the Humanities and Fine ArtsWhat type of demand is there for more material?Will those materials be used?Should a professional library be developed?How much does thiscost?What type of planning is necessary?

  • Increase the Frequency ofPublic PerformancesDisplays of student artworkRegularly scheduled musical performancesThe evolution of a theatre programThe intellectual forum in current issues

  • Refine Basic Communication CompetenciesPinpoint basic competenciesCreate a systematic way of measuring these competenciesMake recommendations for further observationDocument the process

  • Establish Early-AlertFaculty InterventionsEstablish clear definitions, violations, and consequences in syllabusCreate environment for required attendanceNote early signs of resignationKeep counselors apprised of our observations

  • Equip Computer Labs for Teaching Photography and ArtDetermine software needsEstablish future direction of 4-year programsAccount for growth in demand

  • Learning LabIE GoalProvide academic support to students:On probation At risk of failing

  • ResultsLess than 5% of these students came for helpNCs for Fall 2000 were 1,992Lack of timeExcessive absencesThe attrition rate for 1999 - 2000 was more than 35% (includes W, F, WP, WF & NC)

  • StrategiesDrag students to the Learning Lab

    Offer supplemental instructionIs based on the model initiated at UMKCIs offered in over 460 universities, colleges, and community colleges

  • Supplemental Instruction (SI)A proactive programFocuses on processFocuses on content Target high-risk courses and not high-risk studentsImprove student grades, reduce attrition, and increase graduation rate

  • Reasons for High AttritionAttrition high in historically difficult courses Open door policyUnder-prepared for entry level classes

    Chart1

    0.3527851459

    0.4704724409

    0.3303116147

    0.4373177843

    0.3756906077

    Selected Courses

    Attrition Rate for 1999 - 2000

    Sheet1

    Fall 1999Spring 2000

    total1310212833

    D

    F459463

    I11350

    WP972965

    WF10460

    W384427

    NC21711764

    42033729

    0.3207907190.2905789761

    Fall 1999

    CourseDFIWPWFWNCTotalTotal EnrolledAttrition%

    ACC 120337105110128135.94%ACC 12035.28%

    BIO 11135251297015134643.64%BIO 11147.05%

    ENG 11139471126269392123431.77%ENG 11133.03%

    HIS 11519211378514537738.46%HIS 11543.73%

    PSY 1505554132917933096234.30%PSY 15037.57%

    Spring 2000

    CourseDFIWPWFWNCTotalTotal Enrolled%

    ACC 12052080314329633.33%

    BIO 11122151505318816254.32%

    ENG 11121112111512219153135.97%1,765.00

    HIS 11533150141377315530950.16%686.00

    PSY 15038340305198821448644.03%1448

    CourseFWPWFWNC

    ACC 1203371051

    BIO 111352512970

    ENG 11139471126269

    HIS 115192113785

    PSY 15055541329179

    Sheet1

    Selected Courses

    Attrition Rate for 1999 - 2000

    Sheet2

    Sheet3

  • How Does it Work?Four Key PersonsSI Supervisor - A trained professionalSI Leader - A facilitator/studentWill be in class, taking notes (who will learn course content)Help students develop critical thinking and learning skillsBecome independent learnersStudentFaculty

  • How does it Work?...Learning SkillsSubject MatterOutcomeFeedback

  • ConclusionHelps students master course content in targeted coursesImprove student gradesReduce attrition rateIncrease graduation rateTo be successful Administration supportFaculty support

  • Questions

    SI Supervisor - selects courses, gains faculty approval and support, and trains leadersLeader will be proficient in that subject. If it is a student has to havecompleted the course with an A and with same instructor and Learning Skills - Reading textbooks (Skills indispensable to learnSubject matter - material to be learnedOutcomes - knowledge that is the result of learningFeedback - Grades and evaluation