teaching to retain students. only 69% of first year students return for the second year (msu...
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Teaching to Retain
Students
Only 69% of first year students return for the second year (MSU 72%-2009 data)
47% of first year students graduate in five years (MSU 39%-2009 data)
American College Testing, Inc. 2006. National Collegiate Retention and Persistence to Degree Rates. http://www.act.org/path/policy/pdf/retain_2006.pdf.
http://www.montana.edu/opa/facts/FroshRatesAll.html
Teaching to Retain Students
Vincent TintoGuru of retentionAuthor of
Leaving College: Rethinking the Causes and Cures of Student Retention
“Taking Student Retention Seriously” Tinto, V. (2005, November 11). Building campus communities
for student success. Symposium sponsored by New Mexico State University, Department of Intercollegiate Athletics and the Office of the Provost, Las Cruces, New Mexico.
Teaching to Retain Students
1. Set high expectations.2. Advise effectively.3. Provide academic, social and personal
support.4. Engage in frequent and high quality
contact with students.5. Involve students with their learning.
5 Ways to Teach for Retention
1.Set high expectations
Maintaining standards does not lead to low retention.
Learning is highly correlated with retention.
• “Unfortunately, too many institutions do not expect enough of their students, demand too little as regards student learning.” Tinto 2005
• Students report studying 24 minutes per class per day (Hutchins, P., T. Marchese, and B. Wright. 1991. Using Assessment to Strengthen General Education. American Association for Higher Education.)
Hold students accountable daily
Never fail…
to Hold Students Accountable Daily
Menges, 1988
Doubles learning
Quiz daily. Use “clickers” or “colored cards”Call on a student every 2-3 minutes.
Never fail…
to Hold Students Accountable Daily
Quiz daily
Quiz One ?
Problem/ Short
answerChanges tone of class
Use “clickers” or “colored cards”
“Clickers”• Wireless response technology• Classroom performance system (CPS)
• Like TV remote controls except students are tested on M.C. questions
• Graphs show answers• If disagreement• Discuss in pairs• Test again
• No grading!
“Colored cards”• Anonymous• Simultaneous
Use “clickers” or “colored cards”
AT
BF
C D
• “Deck of Cards”• Call on 20 students per fifty minute period• Call on 2-3 students per question
• Frequently shuffle the cards• Modern Languages
• A story
Student NameMajor?
Pic?
Call on a student every 2–3 minutes
2.Advise effectively
Provide effective advising •programs of study and future career goals.•institutional requirements.
Richard Light, Making the Most Out of College•Time Logs•Revise a professor’s paper together•Get to know a different professor each term
25% of the undergraduates surveyed said no professors took an interest in their academic lives
40% said no professors took an interest in their personal lives.
50% said they felt most students at their college are treated like “numbers in a book.” (Boyer, Ernest. 1987. College: The Undergraduate
Experience in America. New York: Harper & Row.)
3.Provide academic, social, and personal support
Intrusive advising
Early warning systems
Summer bridge programs
Mentoring programs
Student clubs
3.Provide academic, social, and personal support
Learn namesTake attendance—it makes a
statistically significant difference in learningStanca, Luca. (2006). The effects of attendance on academic performance: Panel data evidence for introductory microeconomics. Journal of Economic Education, 37(16), p. 251.
Require students to visit youCome to class early and stay late
4. Engage in frequent and high quality contact with students
5. Involve Students
(Bligh, D. A. [2000]. What’s the use of lectures? San Francisco: Jossey-Bass.)
Your Heart’s Reaction to Lectures
Involve Students
Involve Students
Medical Students Retention from Lectures
(Stuart, J. & Rutherford, R.J. (1978.) Medical student concentration during medical lectures. Lancet 2: 514-516. )
•Banker-Teacher Model• How much do teachers talk?
• 85% of class time• When teachers are
challenged…
Fischer & Grant, 1983; Lewis, 1982; Nunn, 1996; Smith, 1983
Involve students
The fable of the pitcher and the glass
Involve students
What’s the moral of the story for learning?
Involve students
It’s not what’s poured from the pitcher, but what lands in the glass.
What is learning?
Involve students
•Pause procedure
•One-minute papers
•Think-Pair-Share
Involve students
• Pause for 2 minutes, three times in a 50-minute period
• Allow students to work in pairs to rework notes with no interaction with teacher
• Experimentals did better by up to 17 percent on tests
Use the pause procedure
Ruhl, Hughes & Schloss, 1987, Teacher Education and Special Education, 10(1): 14–18
Asks students to write for one minute on questions such as:• What was the most important thing you
learned during this class?• What important question remains
unanswered?• What was the muddiest point?
Usually done at the end of the hour.
Assign one-minute papers
Next class period (or immediately afterwards), close the feedback loop:• Respond to the papers • Tell how your class was
changed as a resultDaily use increases knowledge significantly(Chizmar and Ostrosky 1998).
Assign one-minute papers
Ask a question or make a statementTHINK: Students think (or write)PAIR: Discuss in pairsSHARE: Discuss with teacher
Use Think-Pair-Share
Let’s try it: What’s one thing you could do differently to better engage students in class?
THINK: Students think (or write)PAIR: Discuss in pairsSHARE: Discuss with teacher
Use Think-Pair-Share
Engaging Students• 12:05-1:20 today, SUB 235
Build it and They Will Come: What Worked at NMSU’s Teaching Academy • 4-5 today, Procrastinator Theatre• 9-10:30 tomorrow, SUB 120
Publish & Flourish: Become a Prolific Scholar• 1:30-2:30 tomorrow, SUB 235
Other Events
Teaching to Retain
Students