|
May 19-21, 2008
Facilitating Student Success
in
First-Year Courses and
Learning-to-Learn Camps
The Student Success
Institute is based on the premise that a key role of educators
in higher education is that of a "mentor" -- fostering the
growth and development of cognitive, social, and affective
skills. Success is referred to not simply in terms of academic
success but rather in terms of a broad set of those skills
required for success beyond college.
Process Education
An educational philosophy called Process
Education fully encompasses the concept of mentoring and
aims to develop individuals into self-growers— those
with such strong self-assessment skills that they are able
to continually improve performance and mentor their own
growth.
Process
Education includes elements of all of the following: active
learning, student-centered learning, mentoring, assessment,
use of technology and the learning paradigm. During the
institute, participants will be introduced to a variety of
tools which support the philosophy of Process Education and
lead to a quality first-year course. Some of these tools are
as follows.
S tudent
Learning Tools
-
life vision portfolio
-
self-growth
paper
-
learning
assessment journal
-
methodologies
-
levels of
knowledge
-
peer
assessments
-
guided-discovery activities
-
learning
communities
-
classification
of learning skills
-
performance
measures
The institute
will provide strategies, techniques, and tools which foster
personal growth and development
of students in the
context of first-year courses and
learning-to-learn camps. Institute participants will learn how
to:
-
create a
productive learning environment,
-
elevate the
use of assessment and integrate an assessment system into a
course,
-
design,
build, and facilitate effective learning teams and
cooperative learning,
-
facilitate
active learning with timely constructive interventions on
key issues and skills,
-
use
journaling and self-reflection,
foster learner ownership and implement
strategies for resistance to behavioral change,
challenge
performance ( raising
the bar),
grow learner
performance (including a special emphasis on reading),
coordinate
efforts (team teach) for teaching a course,
preassess individuals and assess their outcomes,
design a
process-oriented syllabus with clearly
defined
expectations and requirements,
connect with
students; believe in their potential and publicly commit to
their success,
get students
to take ownership for their own success (student buy-in),
help students
to build strong individual identities that is consistent
with their life visions.
Which type of first-year course do you enjoy
teaching?
Which type of first-year course do students
benefit from most?
|
