ad hoc mentoring committee report to the chancellor’s council may 1, 2001
TRANSCRIPT
Ad hoc Mentoring Committee
Report to the Chancellor’s Council
May 1, 2001
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
Committee Beliefs
Vast Majority of UMR instructors teaches with the very best of intentions
Committee Beliefs
Vast Majority of UMR instructors teaches with the very best of intentions
Occasionally those intentions are unintentionally misdirected
Committee’s focus
What can faculty do to: Reduce Ds, Fs, Ws
Committee’s focus
What can faculty do to: Reduce Ds, Fs, Ws Increase satisfaction
Committee’s Focus
What can faculty do to: Reduce Ds, Fs, Ws Increase satisfaction Increase retention
What do students want?
Better grades? – Of Course
What do students want?
Better grades? – Of Course
Lower standards? – Absolutely NOT
What do students want?
Better Grades? – Of Course
Lower Standards? – Absolutely NOT
PredictabilityHow well am I doing?What can I do to improve?
Specific Recommendations Grade honesty –
Intimidation doesn’t motivate
Specific Recommendations Grade Honesty –
Intimidation doesn’t motivate Avoid tests with averages in the
40s and 50s
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
Specific Recommendations Timely Feedback
Specific Recommendations Timely Feedback
Evaluate something significant prior to WD date
Specific Recommendations Timely Feedback
Evaluate something significant prior to WD date
Complete 60% of work prior to Drop date
Specific Recommendations Timely Feedback
Evaluate something significant prior to WD date
Complete 60% of work prior to Drop date
No single item > 30%
What Our Students Tell Us About Themselves
What Our Students Tell Us About Themselves Never had to study diligently
What Our Students Tell Us About Themselves Never had to study diligently Never had to take extensive notes
in a lecture environment
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
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
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
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.
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?
WRONG!
We expect them to study a minimum of 30 hrs – 35 hrs. / week
That’s a 1,500% increase
Time on TaskHigh School UMR
Time in Class 35 17
Independent Study Time
2 35
Total Time Devoted to Academics
37 52
A 40% increase in total time on task