Ad hoc Mentoring Committee

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
	Predictability How 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 Task