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New Faculty Orientation August 13,2010 UHD First-Generation Student-Faculty Interaction Group Dr. Viola Garcia, Associate Professor, Urban Education Dr. Chynette Nealy , Associate Professor, General Business. The Stickiness Lesson. What Do You Need to Know? Test - Revise.

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New faculty orientation august 13 2010 uhd first generation student faculty interaction group

New Faculty Orientation

August 13,2010

UHD First-Generation Student-Faculty Interaction Group

Dr. Viola Garcia, Associate Professor, Urban Education

Dr. ChynetteNealy, Associate Professor, General Business


New faculty orientation august 13 2010 uhd first generation student faculty interaction group

The Stickiness Lesson

What Do You Need to Know?

Test - Revise

What Do You Know?

Attention to Details –

Structure and Format

  • How Will You Learn It?

  • Experiment

Roundtable discussions

Storytelling

Casual conversations

“Raise students’ comfort levels”

Assessment

Learner Outcomes

Paying attention - Activities Requirements – Deadlines

Guide the academic process

Align the requirements

Descriptions

Goals to Monitor Progress


New faculty orientation august 13 2010 uhd first generation student faculty interaction group

The Stickiness Lesson

What Do You Need to Know?

What Do You Know?

  • How Will You Learn It?

Objective –Learner Outcome

I want my students to THINK and take RESPONSIBILTIY

I want them to experience a deeper learning (pool their different perspectives and experiences)

I want them to create knowledge together-similar to the 21st century workplace –which focus businesses as Learning Organizations – Knowledge Workers

RETHINKTreat people the way you want to be treated

*First Generation and Diverse Student Population

People don’t always want to be treated the same way


New faculty orientation august 13 2010 uhd first generation student faculty interaction group

Active Learning Reality Based (Real World Applications) Learning occurs when students focus their attention, energies and abilities on solving real world problems and reflect on their experiences (Dewey, 1997; Kolb,1984)

Concrete Experience “DO”

Active Experimentation “PLAN”

Reflective Observation “OBSERVE”

Abstract Conceptualization

“THINK- RETHINK”


New faculty orientation august 13 2010 uhd first generation student faculty interaction group

Why Active Learning - Encourage Learning (First Generation)

1-Being involved in new experiences (course material-practical applications)

2-Watching others –developing own experiences (pooling information)

3-Create theory-applications to understand observations (sharing knowledge)

4-Use theory to solve real world problems

  • Closing The Gap: Theory - Practical Applications


Faculty student interaction
Faculty-Student Interaction

  • Tinto (1990) asserts that the quality and quantity of faculty-student interaction (particularly outside the classroom) is one of the single strongest predictors of college retention.

  • Lohfink and Paulsen (2005) identified supportive relationships with faculty as one of the major determinants of persistence for first-generation students.


Students
Students

  • Longwell-Grice (2008) notes that first-generation students are less likely to interact with faculty due to social discomfort and the perception that faculty are not genuinely concerned about students.



Before classes start
Before Classes Start

  • Before you meet students in class:

    • Develop a comprehensive syllabus.

    • Include specific instructions for projects (provide samples if possible).

    • Clarify all assignments (orally, in writing, and through examples).

    • Provide rubrics with explicit expectations.

    • Select engaging textbooks.

    • Identify supplementary or electronic resources.


During class suggestions
During Class Suggestions

  • During class :

    • Be accessible and approachable (smile).

    • Listen to the students; sometimes you’ll have to read between the lines.

    • Engage students who are not participating.

    • Use active methods of teaching and not just a lecture format.

    • Provide or use study guides.

    • Encourage class discussion.

    • Create study groups.


After class suggestions
After Class Suggestions

  • Support students outside of the classroom

    • Develop Vista support.

    • Make resources available.

    • Suggest students use the Academic Support Center (Writing, Math, Reading) and other resources as needed.

    • Meet with students individually before or after class.

    • Scheduled appointments (especially for struggling students).


Mentor
Mentor

  • Inquire about structured support provided by your College or Department.

  • Identify and refer students that need help.

  • Begin to mentor students early.

  • Use the Buddy System (peer mentoring).

  • Consider needs and differences among students (freshmen, transfers, older, etc.).

  • Engage faculty sponsors and members of student organizations to reach out to your students through social or academic networks.


Invitation to collaborate
Invitation to Collaborate

  • UHD received $100,000 through The Institute for Higher Education Policy (IHEP) Walmart Minority Student Success Award (Walmart Stores, Inc. and the Walmart Foundation).

  • The initiative is intended to support the success of first-generation students at UHD.

  • We invite you to participate in the UHD First-Generation Student-Faculty Interaction Group .

  • The focus is on classroom practices and the role faculty play in their students’ academic success.