March 3, 2003

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• Students fall behind due to workload
• students experience priority conflict with personal life
• Students really don't understand the material
• Students haven't really committed to their college education
• Faculty conflict
• Faculty course delivery is non-structured and without clarity (to the student)
• Course short-term and long-term goals are not clearly stated in detailed syllabus

(2) Remedies which lead to student commitment:

• "Float" time is worked into the syllabus , allowing students a chance to catch up
• if possible, request that a student with specific conflict do a "focused" project but with greater academic quality
• faculty must remember that our success is really measured by how well we teach the challenged student, not the gifted one
• Challenge the unsure and non-committed student with special incentives
• Faculty must recognize personality conflict and meet with that student to resolve professionally
• Faculty must recognize the constraints many community college students experience and help direct their efforts with a clear outline
• Faculty must work goals into the syllabus and offer up an implied 'contract" with students

(3) Creative Remedies

• Implement mentorship within the classroom, taking advantage of good students
• Implement extra-curricular activities within the program, thus expanding student interest and ownership in their education and course of study
• In specific cases, offer special assignments to students who have unique learning styles. 

Highlights of  the Round Table Discussion

Classroom in the Round
It was suggested  that learning in the round provides for a learning community where no one is left out.  There becomes no place for a student to hide.  It was also mentioned, however, that some students may not yet be 'ready" for this type of experience, and might drop the class if he can't be hidden in the back.  It was suggested that the "temperature of the class" be taken  for each class before engaging is potentially discomforting experiences  

Communication & the Cafeteria - Food for Thought

• Taking a stroll to the cafeteria & sitting with students for a few minutes was highly recommended as a way to  increase communication and establish rapport.  It is in the cafeteria that students may say, 'Oh, by the way, what did you mean , exactly, when in class you said...?"   Ten minutes here & there can't be underestimated. 

Customer Service

• It was suggested that retention can simply be viewed as customer service, repeat business, word of mouth advertising.  (Sandy Brooks)
• Everything we do is about retention - from the first time students view our web pages and walk into the institution - to each and every experience - classrooms, tutoring, halls...

Engaging Students
Engaging students was also suggested an avenue for stimulating students.  It was also, mentioned, however, that some students  resent this and would rather just listen.  some with special disabilities may feel uncomfortable. 

Image of Three Rivers

• We should be more than a stepping stone to another institution.  
• We need our own identity, image, & pride.
• A "Students First" image should be portrayed, where  students are the heart of our institution
• "Three Rivers Community College, Where Students Come First" was suggested as a signature line. 

In-Class Student Assistants and Tutoring

• Some instructors strongly recommended inviting a stellar student to become a 'student assistant" for a semester, and granting this assistant college credit.  The assistant's name can appear on the syllabus, and recommended office hours would be before and after each class.  Sometimes our students are afraid to ask us questions, but may be comfortable speaking with a peer, a student assistant.
• It was also suggested that telephone tutoring might be a way to accommodate students with babysitting difficulties.

NAMES
It's important to learn student names. Helpful strategies are listed below:

• Placing the responsibility on the student to introduce himself to the instructor.  One instructor reminds students a successful class participation grade  of 15-20% is contingent upon the professor knowing students names.  Therefore, encourage students to test you during break, after class, whenever on names.
•  taking of digital class pictures & of providing each student with a group class picture was mentioned.
• Having students say their names before asking or answering questions
• Playing name games at the beginning of the semester
• Association tricks
• Calling students by name
• Taking attendance orally & making eye contact
• Using name tags  in the beginning of the semester
• Conversely, students don't know our names. they enter the "Reserve Section" of the library and say, "My teacher put a book on reserve." Yes, they don't know the name of the instructor or the exact name of the course.

Unique Challenges:

• Severely challenged students -  would it be best if  they were redirected elsewhere, thus allowing the prof to focus on 95% of the class
• Undoing psychological harm inflicted by high school instructors
• Unraveling psychological blocks to subject matter
• In math, dealing with the fear & fear of making a mistake and creating positive experience for students. Also there re no "Math Majors" & resentment with mandatory nature of course must be overcome.