Check out an interesting story about using data to send students digital nudges to help keep them on track. There are benefits, and some drawbacks as well. Read more here: https://www.educationdive.com/news/giving-a-nudge-how-digital-alerts-can-keep-students-on-track/545993
Education Dive has an interesting article about a program at George Mason that awards students a digital badge for participating in wellness programs to reduce stress and anxiety – issues many Gen Z students struggle with. For more information check out: https://www.educationdive.com/news/gen-z-takeover-as-demand-for-mental-health-services-grows-colleges-give-s/552475
A study by the Community College Research Center documents a growing interest in Associate Degrees in Liberal Arts. Touro is uniquely poised to combine this with our student success goals to ensure our students receive the best quality education in a manner than enables our students to be successful and prepared to enter the workforce. The study can be found here: https://ccrc.tc.columbia.edu/media/k2/attachments/humanities-liberal-arts-education-how-much.pdf
For more information see: https://www.educationdive.com/news/associate-degrees-in-liberal-arts-are-on-the-rise-study-finds/557833/
Although the article linked below does not focus on student motivation for success, demonstrated skills mapping can no doubt help to motivate students with a clear connection between their education and workforce desires. See: https://www.educationdive.com/news/with-skills-mapping-colleges-create-a-universal-language-to-explain-valu/557422
“While the student evaluation model might leave a lot to be desired, I would dispute the assertion that evaluations are completely useless. If you can accept their limitations and acknowledge that your teaching almost certainly isn’t as brilliant or as disastrous as your anonymous undergrad evaluators would have you believe, then evaluations can be a helpful tool (one of many available) to guide your pedagogical development. We’re getting this form of feedback whether we like it or not — course evaluations don’t seem to be going away any time soon and some of the alternatives are even worse — so we may as well get as much utility out of them as possible. Here are some ideas on how to maximize that stack of evaluations.”
- Prime your students to give you meaningful feedback.
- When you get that feedback, don’t take it personally.
- Separate criticism of the material from criticism of you.
- focus on opportunities for feasible, tangible improvements.
- Finally, save your evaluations.
“Mentoring is not limited to advising — it requires truly investing in the development of another person. For that reason, we can find mentors in many places, and they need not be only academic advisers.”
“Far from supporting this gloomy perspective, the statistical evidence suggests that American universities have never been stronger or more prominent in public life than they are now. At major research universities, from 1980 to 2010, research expenditures grew by more than 10 times in inflation-adjusted dollars, while high-quality publications cataloged in the Web of Science grew by nearly three times. Few, if any, sectors were as important to the emerging knowledge economy as universities, and the federal government supported their development with high, if never fully sufficient, funding. Federal R&D funding, estimated at more than $30 billion in 2017, is largely responsible for the explosive growth of research during this period. The federal financial-aid system provided essential fuel for higher education’s expansion, doling out about $65 billion in Pell Grants, work-study funds, and tax benefits in 2015 — not counting the hundreds of billions of dollars in loans that are also available through federal lending. Both support systems have trended sharply upward in inflation-adjusted dollars since the 1980s, including during recessionary periods.”
“Start with yourself
Practice coaching conversations with a trusted confidant
Incorporate coaching conversations in high-stakes situations”
“Kurlaender and her co-author on the project, Scott Carrell, professor of economics and co-faculty director of the California Education Laboratory at Davis, wanted to see what would happen if professors reached out to students individually via email just a few times a term, with the goal of promoting their sense of self-efficacy and help-seeking behavior. Would their performance improve? Would they get a better impression of the course and the professor? A small 2014 pilot study involving economics students at Davis suggested yes, to both.”
“Growing tired of lecturing to a half-filled auditorium, we tried a different approach: Give students a choice of policies.
We asked them to pick one of two attendance policies — the old “optional” one, which offered extra-credit incentives to encourage attendance, or a new “mandatory” one that would reward consistent attendance but penalize frequent absences.
On the first day of class, we shared data substantiating a link between attendance and course performance. Then we explained the behavioral principles that informed our new policy and encouraged students to select it. We cautioned them that their choice, once made, could not be undone.”
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