Arts and SciencesArts and Sciences

Refine the Pre-Majors

Staff the North Campus

Improve Distance Education Services

– Increase course offerings– Comply with SACS Criteria

• Revise the DE website

• Provide online services

• Screen students

Track College Transfer Students

All graduate transfers to UNCW Only graduates with “B” averages to

UNCW

Improve Advising Process Establish guidelines and prepare for virtual

advising Check prerequisites/ASSET scores at

registration Survey selected F/T faculty fall & spring Provide two general pre-advising sessions

each semester Strengthen partnerships with transfer

institutions Recommend changes in Common Course

Library

The Department of Humanities

andFine Arts

Increase Course Offerings

Which 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 this

cost?What type of planning is

necessary?

Increase the Frequency ofPublic Performances

Displays of student artwork Regularly scheduled musical

performances The evolution of a theatre program The intellectual forum in current issues

Refine Basic Communication Competencies

Pinpoint basic competencies Create a systematic way of measuring

these competencies Make recommendations for further

observation Document the process

Establish Early-AlertFaculty Interventions

Establish clear definitions, violations, and consequences in syllabus

Create environment for required attendance

Note early signs of resignation Keep counselors apprised of our

observations

Equip Computer Labs for Teaching Photography and Art

Determine software needs

Establish future direction of 4-year programs

Account for growth in demand

Learning Lab

IE GoalProvide academic support to students:– On probation– At risk of failing

Results

Less than 5% of these students came for help

NCs for Fall 2000 were 1,992– Lack of time– Excessive absences

The attrition rate for 1999 - 2000 was more than 35% (includes W, F, WP, WF & NC)

Strategies

Drag students to the Learning Lab

Offer supplemental instruction– Is based on the model initiated at

UMKC– Is offered in over 460 universities,

colleges, and community colleges

Supplemental Instruction (SI)

A proactive program– Focuses on process– Focuses on content

Target high-risk courses and not high-risk students

Improve student grades, reduce attrition, and increase graduation rate

Reasons for High Attrition Attrition high in historically difficult courses Open door policy Under-prepared for entry level classes

0%10%20%30%40%50%

ACC120

BIO111

ENG111

HIS115

PSY150

Selected Courses

Attrition Rate for 1999 - 2000

How Does it Work?

Four Key Persons– SI Supervisor - A trained professional– SI Leader - A facilitator/student

• Will be in class, taking notes (who will learn course content)

• Help students develop critical thinking and learning skills

• Become independent learners

– Student– Faculty

How does it Work?...

Learning

Skills

Subject

MatterOutcome Feedback

Conclusion Helps students master course content in

targeted courses– Improve student grades– Reduce attrition rate– Increase graduation rate

To be successful – Administration support– Faculty support

Questions