Tag: help

The Struggling Student

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Before I started in Faculty Development, I was the course coordinator for the large lecture public speaking class. In my third year, I abandoned the midterm and final for a series of low-risk open-book quizzes students took through Blackboard. I had read the research and decided to make the switch. Some aspects of student performance increased, but the failure rate for the course more than doubled. I worked with my Teaching Associates to discover why students were failing when the thing they expressed the most concern about in evaluations, the exams, had been eliminated and replaced with a user friendly assessment strategy. Almost universally, the students who did not pass the class had failed to take several quizzes. Very few of these students would have forgotten to take exams because they happen during class time. We were concerned about student success so we set up an alert system on Blackboard, reminders were built in to lectures, and we started doing periodic grade checks throughout the semester to identify students who were struggling. None of these represented magic bullets, but they did help us make progress.Image result for struggling students

12 weeks from now you will be glancing back and forth between an Excel sheet or your gradebook and Peoplesoft entering grades for Fall 2016. It can be an interesting exercise as you realize the student who was always active in class didn’t turn in half of the assignments. Maybe the student who never showed up was actually a star in every category except for attendance. You might realize, like I did, the unintended consequence of a well-meaning change. The time to help students is during the semester, not at the very end. One tool for identifying struggling students is the Retention Center in Blackboard. This can help you set up rules to identify students who are struggling. Even if this tool does not work for you, it is worth your time to scan your gradebook once a month to identify trouble spots.

Once you have identified a student, there are a variety of ways to increase their chances for success. Campus resources like the Student Learning Center, Accessibility Resources, college or department based tutoring, or peers are all available to students. Regardless of how they get help, you reaching out to them is a great first step. We have all had the student in our office at the end of the semester who is shocked their grade is low even though there has been ample information about it throughout the term. The time to help that student and avoid that uncomfortable conversation is now.

Dr. Sara Cooper has provided addition Book in Common Material. Check out this section of the CELT page for regular synopsis updates, discussion questions, and other resources.

The CELT Conference preliminary program and registration link are now available. See you on October 6-7!

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Know your limitations and get some help

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My academic training is in communication. I am reminded of all the things I do not know every time I have a conversation with my father-in-law who is an engineer or my friend who works as a recreational therapist with physically challenged youth. I like to think of myself as well rounded, but the most important life/academic lesson I have learned is when to ask for help.

This lesson is most important when dealing with students in crisis. We are teachers, mentors, and field area experts, but rarely possess the training or experience to properly assist a student in a time of deep psychological distress. There are as many different profiles of students in distress as there are students. The young man who is away from home for the first time and feels crushed by responsibility, the student who was been the victim of sexual assault, the young women poised to be the first family member to graduate, but riddled with anxiety about what happens next, the high achieving student who appears confident but is actually struggling through a family crisis, and an infinite number of other variations and combinations. The one thing these hypotheticals have in common is that we as faculty members are only a part of the puzzle in supporting the student, not the whole picture.

There arumatter-logoe so many places where students and faculty can find support when dealing with these difficult scenarios.  The Counseling Center is the resource we most often think of, but in many situations Student Judicial Affairs, The Health Center, University Police, or an Associated Students organization like the Gender and Sexuality Equity Center may also be able to offer help.

The first move often falls to you as the faculty member, you need to pick up the phone and ask for help. Even if you call the wrong unit, you can be directed to the right one. When students confide in us or seek guidance about an issue putting them in crisis. What we have to realize is that most often they are doing so because they need some help, and while we may not be the ones to provide it, we can help them get it.