Ad hoc Mentoring Committee Report to the Chancellor’s Council May 1, 2001.

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