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I have a student who...Fall 2003 Did you accidentally delete a message you wished
you would have saved? I have a student who... I have a
student who may need study skills assistance. Where
can I send him or her?
As always, you can send your students to
Learning Support Services where they can meet 1-1 with staff
members and learn the tips and tricks for their classes.
You could also send your student to a workshop on study skills!
Successful Student Workshops Recommend attending a "Successful Student"
workshop. We have 15 workshops scheduled this semester,
ranging from Time Management to Academic Advocacy. For
more information, follow this link to the LSS website on EdgeNet:
http://edgenet.edgewood.edu/LSS/student_success_workshops.htm
Don't forget to recommend relevant workshops to
your advisees!
A brief calendar of events--follow the above
link for a detailed description, times, and locations of each
workshop!!
September 9 * How to become an
Effective Note taker September 10 * The Mysteries of
the Syllabus September 16 * Conquering Math
Anxiety September 16 * Getting to Know
You (Understanding Tutorial Services) September 24 * Diet for a short
semester (Long term planning) September 30 * Navigating the
Edgewood Superhighway October 1 * Crisis Management vs
Time Management October 7 * Be your own Academic
Advocate October 9 * Public Speaking
without fear October 22 * Test Taking October 29 * Get it Together
(Writing Research Papers) November 12 * Get back on the
Academic Wagon Millennial
Students Enter Edgewood College. At our August Seminar, Maggie
Balistreri-Clarke and Scott Flanagan discussed the traits of the
"Millennial" student. Those characteristics include: Feeling Special Sheltered * Confident Team-Orientated *Conventional Pressured *Achieving How do these national characteristics of the
Millennial generation compare with what we see at Edgewood? Nationally, we see unrealistic academic
expectations, less studying, students who are overly optimistic
about grades (and life), and about 46% receiving an "A" average
in high school.
First year students were asked to compare
themselves with the average person in their age groups in a
variety of areas.
What can you expect? Nationally, we are
beginning to notice some trends.
What can Edgewood faculty do?
Have fun! Remember, whatever the
profile of the "typical student" is, you will always have a
different mix and class dynamic with each semester, indicating
different needs--that's what makes this job so exciting! For more information on the
Edgewood Student, see last year's "I have a student who goes to
Edgewood."
https://edgenet.edgewood.edu/lss/Faculty%20Information/student_who_F2002.htm#Edgewood%20Student
Data from: I have a student with a
disability (I think). There are typically three situations in which
this statement arises The student self identifies him or herself and
presents documentation. Students with documented disabilities
have self identified themselves to Edgewood College and are
receiving coordinated services through Learning Support
Services. Typical services provided to students include: paid
peer note taking, alternative testing (i.e. extended time, quiet
testing environment, materials in alternate formats),
interpreters, Real Time Captioning, books on tape, and materials
in other formats. The Disabilities Services Coordinator,
Elizabeth Watson, may or may not provide additional information
to the faculty and staff that would be beneficial to the
student’s academic welfare. Please remember any documentation or information
provided to you from the student or LSS is confidential, and
cannot be shared with other faculty, staff, or students. A student requests accommodations, but does not
have Edgewood documentation. Please refer any students to
Elizabeth Watson. She can clarify Edgewood policies and
procedures to the student and start the process of an
accommodation request. I have a student who does not seem to "get it,"
and I think there might be a learning disability. Please talk
with the student and inquire if the student has received
academic supports in the past. If you or the student is not
comfortable with the discussion, refer them to Elizabeth Watson.
Edgewood College cannot require any student to participate
with LSS. You are free to contact Elizabeth Watson at
anytime to discuss a student. However, it is important for you
to understand that there is a limit on the information that can
be shared. Disability documentation is confidential and can only
be shared with other faculty or staff members if the student has
signed a release form. If you wish to know more about how a
student best learns or the disability itself, your best venue
for information is the student. He or she is generally the
expert on what works best (or worst) for him or herself. We can discuss any requested accommodation by a
student, how to best work with students with disabilities, and
how to integrate alternative teaching strategies for students
into your lessons. If you have any more questions,
please contact Elizabeth
Watson in Learning Support Services at 663-2281. I have a
student who is an Edgewood Student Athlete.
Student athletes are students first. They
go to classes, carry full time loads, work part time jobs, and
do all of the other things that students tend to do. They
have also made a commitment to represent Edgewood College
through the athletic program. Because we are a
division 3 school, these students do not receive financial aid
assistance for participating in the athletic program. When their sports are in season, these students
practice up to 4 hours a day; they also practice for
periods in the off season. As you can see, a strong
commitment is required, as well as very good time management
skills. Missing Class Students do not miss class for practice.
They may, however, miss classes when a game is scheduled.
Student athletes are encouraged to meet with their instructors
at the beginning of the semester, to let them know when games
are scheduled, and when they will be missing class. These
students do care about their classes and probably would not like
to miss--however, they have additional obligations as athletic
ambassadors for the college. The official "Missed Class"
policy is attached, if you would like to view it. How can you help these students? Academic Performance. Students will not
need "additional help" merely because they are athletes.
Academically, you can expect the same performance as other
students. In fact, since our student athletes need to
maintain a specific cumulative gpa to remain active in the
athletic program, you may find that they work harder! Some
coaches require an even higher scholarly performance, and may
require a "study hall" in the evenings, where the entire team
must work on coursework. Go to games. Playing is a lot more fun
when you have the support of your fans. Try to go to a
game or two, and let them know that you are backing them. If you have questions about
student athletes or Edgewood's Athletic Department, contact
Steve Larson, Athletic Director, or James Goll, Academic Advisor
to the Athletic Department. For more information on
Edgewood Athletics, go to their website at
http://athletics.edgewood.edu/ I have
a student who doesn't attend class. Is attendance part of the
student's grade? Some students honestly believe that they
don't have to go to class if attendance isn't part of
their grade. Others don't understand that the
"participation" portion of their grade includes attendance.
In case the student has not already realized, it may be good to
point out the learning that takes place during class, and stress
its importance. If attendance is part of the grade, let
the student know the quantitative impact of missing... Early Alert Rosters. Early
Alert Rosters have arrived. Fill them out to provide the
Early Alert committee the most information possible. Talk with the student.
What seems to be the problem? Is it the 8:00 class after the
Thursday party that's the problem? Is it time management
skills? You may be able to refer this student to the
proper resources. By doing so early on, you may be saving
the student from academic probation. Most students cite
specific instructors and staff members as their reasons for
staying at Edgewood College and not transferring or dropping
out--you could be the person that makes a difference for that
student. Send an Academic Alert Notice.
The student will get a copy, and know something is amiss.
The academic advisor will also receive a copy. (go to
https://edgenet.edgewood.edu/lss/Faculty%20Information/academic_alert_notices.htm
- Fill one out online!) Check with the Registrar.
Did the student drop the class? Contact the Early Alert
committee. Many students are already flagged "at risk,"
and someone on the committee may have a reliable way to contact
your student. Why should I do anything? While
we like to believe students understand that going to class is
important, some don't. Also, missing class may be an
indicator of a health problem, or a larger emotional issue.
By catching these things sooner, the student can get the help
that he or she needs before it is too late. Consider
referring the student to Career/Personal counseling, Learning
Support Services, Health Services, Campus Ministry, the Center
for Diversity, etc. If you have more questions or
suggestions, contact someone on the Early Alert Committee today
(x2281). I have a
student who does very poorly on my tests. Students do poorly on exams for many, many
reasons. It is important to talk with the student (or refer him
or her) to determine the cause or to refer the student to the
proper place on campus. What are YOUR tests like? Let students know how
you plan to structure exams, so they are better prepared to
study. Give them specific study tips. What are your
expectations? How can they succeed? This type of "heads up" will
give students an advantage, and will also eliminate some excuses
later in the semester for poor performance. It can also
help alleviate pretest anxiety. Underprepared. "I studied for six hours last
night and got a 'D'!" Re-emphasize the proper way to study for
an exam. How would you do it? A little bit of reviewing every
night is much more effective than the six hour cram session the
night before the exam. By telling your students this early and
often, you might eliminate complaints of the "6 hour 'D'." Confused. Maybe this student is very lost in the
subject matter. Encourage him or her to visit you during office
hours. Or, suggest the student make an appointment with Sara
Anderson to go over specific study skills or to sign up for an
Academic Peer Educator (tutor). Review. Many students who receive lower exam
scores try to ignore them and move on. However, without going
back and reviewing what they missed and determining why they
missed it, students will not learn the material for the final.
Also, the student could be having problems with a specific type
of test i.e. multiple choice, true/false, essay, etc. Without
determining where his or her independent strengths and
weaknesses lie, the test becomes no more than a grade, when it
could be a very important diagnostic tool. You may require
corrections to be made and handed in, go over exams in depth in
class, or do something else to force students to really look
over their exams. You may also refer them to Learning Support
Services for assistance in this area. Dropping the class. If it is getting later in
the semester and the student hasn't improved you may want to
consider mentioning a course drop to the student, before
it is too late (November 5--also the last day to request an
academic peer educator). Send the student to his/her advisor to
discuss options and how things will work with financial aid,
residence halls, etc. Other Possibilities... Study Groups. Many students won't think of
forming study groups outside of class, even though study groups
have proven to aid in understanding. Recommend students try this
great learning technique. The "Millennial" students coming
in will be very accustomed to group work, both volunteer and
mandatory. LSS has a study group board available in Son 408--see
Sara Anderson for details. Personal Issues. It is possible that poor
performance was caused by events in the student's personal life.
Talk with the student, and if necessary refer him or her to
resources on campus. Health Issues. Is the student very ill? Remind
the student that Jan Zimmerman is our campus nurse practitioner,
and can help students in this area (services are free). It won't
help the student with past exams, but the information can be
very helpful for the future. Have any tips to share? Let us
know! For more information on test
taking or other study skills, contact the Student Resource
Center. I have a
student who needs feedback. There are many things an
instructor can do to provide feedback to students. Speak
with your colleagues--they may have other tips they have learned
through their own teaching experiences. Midterm Grades If you have freshmen or
sophomores in your classes, don't forget to submit midterm
grades. These grades give students an idea of how their
classes are going in the middle of the semester, still allowing
them time to bring up their performance before it is too late.
Midterm grades are also crucial to the Early Alert committee,
helping them to connect students with resources--before he or
she is on probation. The deadline to submit midterm
grades is Monday, October 20!! Academic Alert Notices If you have tried talking with
the student and didn't seem to make any progress, it may be time
to send an Academic Alert Notice (AAN). Formerly known
as "Unsatisfactory Work Notices," these can be used when
students are missing classes, missing or late homework or
problem sets, failing exams, etc. Copies of the AAN are
sent to the student, instructor, student's advisor, and the
academic dean. This way, more people are made aware of the
student's progress and can intervene when necessary. Fill
them out online! Navigate through the LSS page on EdgeNet
or go to
https://edgenet.edgewood.edu/lss/Faculty%20Information/academic_alert_notices.htm. Written Assignments or Exams Students also receive feedback
when exams, quizzes, and homework or problem sets are returned.
This immediate feedback lets students gauge progress in the
course and should help them decide how to proceed. Some
instructors write short notes on returned work (or on post-it
notes stuck to returned work) giving additional information or
concerns. Returning work promptly is a very important
component of this feedback, as students are not able to properly
act on advice if it comes too late. Talk with the Student Never underestimate the value of
talking with students. Students who have been retained
often mention a specific staff or faculty member who made the
difference for them. You could be that person! When you
are speaking with a student regarding academics or other issues
and you are not sure how to help, direct the student to the
appropriate on-campus services. Campus support services
include: The Writing Center, Math Lab, Tutoring Services, Career
Counseling, Personal Counseling, Disability Services, Residences
Life, Campus Ministry, Health Services, and more! Remember, you
may be the only person to recognize a struggling student. I received a
message regarding my advisee. The Early Alert Committee sends many messages to
advisors regarding advisees throughout the semester. After
4 weeks, results of Early Alert rosters have been compiled, and
advisors are contacted regarding detrimental behaviors shown by
their advisees. After midterm grades have been compiled,
you will receive notice if your advisee is in danger of academic
probation. You may also receive Academic Alert Notices,
messages from instructors, the registrar's office, or a variety
of other offices on campus. ollow up on any communication you receive about
your advisee. If you have received communication (or if you
receive any in the future) on one of your advisees, please act
on it. If you have been contacted, it is because this student is
at risk. Problem solve with the
student. What are possible solutions? What does the
student need to do at this point? Follow up with the student.
After you have met, check back with your advisee to make sure he
or she is following the plan that you created together. Close the loop. Let the
person who contacted you know that the situation is under
control. You are the primary contact for this student.
Students have an extra incentive to meet with you (their
advisor)--if they don't, you won't release the hold on their
registration--there is no such incentive for Learning Support
Services or any other office. And, you already have a
relationship with your advisees, no matter how small it may
seem, making the process even easier. It is probably the most
essential nature of the advisor/advisee relationship, and has
the potential to be the most useful, especially in easing the
transition from high school to college. You are our link to students, and
for someone at risk quite possibly the student's lifeline at
Edgewood College. You can also be proactive by
using natural opportunities to contact advisees en masse (set up
a distribution list). When are appropriate times to contact
them? Prep them for upcoming registration. When are
the dates? What do they need to do before registering? When are
you available to meet with them? I have a
student who needs to drop my class. The deadline is Today! Wednesday, November 5th! If you have advisees who still
need to drop classes OR students who have no chance of passing
your class, you may want to remind them of the drop date. Today is also the last day to
request an academic peer educator (tutor) for classes. The
Math Lab and Writing Center
will be open until the end of the semester. Go to
http://edgenet.edgewood.edu/LSS/default.htm for more
information. If you have students who are
lagging this semester, seem disorganized, grades are slipping,
or just need a boost of enthusiasm for the semester send them
our way... Get Back on the Academic
Wagon: You Really Do Still Have Class When: Next Wednesday, November
12, from 4:30-5:30 Where: L4 What to Bring: Syllabi and
Planners Sponsored by: Learning Support
Services I have a
student who has been ill. We all know that it is very easy to fall ill
this time of year. The weather is getting colder, flu
season is upon us, and with only four weeks left in the semester
students are under MUCH more stress. What can you do to help your students? Flu shots. Edgewood's flu clinic may be
over, but flu shots are still available off-campus--go to the
Health Center (Predolin 208) for the list of other locations.
Why get a flu shot? Resident students live in very close
quarters. With shared living, bathroom, and kitchen
spaces, germs are very quickly and easily spread. It is
much easier to prevent falling ill than it is to recover. Medical Treatment. If you have a student
who has seemed frequently ill or run down in class, talk with
him or her. Our Nurse Practitioner, Jan Zimmerman, sees
students free of charge, and is able to prescribe medicine for
standard illnesses (ear or sinus infections, strep throat, etc)
or help the student develop a plan to heal. She is also
able to determine if the condition is one where the student
needs to seek further treatment. Be Flexible. Everyone falls ill at some
point. Please be flexible when dealing with student
concerns over illness. Each faculty member has his or her
own policy for dealing with absences due to illness. Is the student routinely missing classes due to
this illness? Communicate your concern to the student in
person, via email, or by using an
Academic Alert Notice. Are these absenses causing a
problem in the student's grade? Will the student be able
to pass the class at this point? Is an incomplete an
option? These are all things to discuss with the student. "Math Test"-itis. Do you suspect that the
illness is not severe enough to warrant missing class? You
can require a note from the student's doctor, stating that the
student was indeed too ill to attend class. Many
instructors do this if students miss exams. If you have
specific health related concerns about a student, contact Jan
Zimmerman. If the student is going to be absent for an
extended period of time, direct him or her to the Academic
Dean's Office. They will assist the student in making the
appropriate arrangements. As with any situation, try to approach the
student early with your concerns, and treat him or her with
respect and compassion. I have a
student who will be registering for Spring classes. Even if you are not a student's advisor, you can
help him or her with the registration process.
I have a student who seems very
stressed about finals. Give them concrete information.
How would you suggest studying for your final? What is the
format? How long will they have to complete it? Is it cumulative
or a final chapter exam? Try to be positive when talking about
the final--these students have already put themselves under an
extreme amount of stress. Study tips. On which portions of
their notes/books should they concentrate? Refer students to the
syllabus to examine course goals, if you do not want to tell
them directly what to study. Group Work. Remind students the
value of group work! Reviewing material in groups has been shown
to be a very useful way to study for final exams. General Health. Remind students
that getting the right amount of sleep, eating regular meals,
and not pumping their bodies full of caffeine will be better for
them during test time than pulling all-nighters in an effort to
cram. Refer students to Jan Zimmerman in campus health for any
questions. Cramming. If students have not
yet begun studying and are now in "cramming" mode, there are
some general tips to aid them. For a cumulative final, have them
start finding principle themes, sub-topics and other major
illustrations of material. Then, have them decide on which
supporting information to concentrate. They will have an easier
time remembering a narrow range of material in depth, rather
than a smattering of random facts. Skimming text (not rereading)
or going through notes is much more effective and a better use
of time than rereading every chapter. Plan for it. If you've noticed
times in the semester when you know students will not be very
motivated (before winter break for example), plan for it. It is
much easier to teach students who are willing to learn! If you
begin cramming things into the last few weeks because the class
fell behind in the syllabus, it will create more stress for the
student (and you!) and contribute to the lack of motivation. Ask
fellow instructors how they combat this particular issue. Refer students to
resources. Send students to the SRC to make an appointment with
someone from Learning Support Services or Personal Counseling.
They may also find useful handouts through the LSS website.
http://edgenet.edgewood.edu/LSS/Study%20Skills/Handouts.htm |
Fall 2003 |
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Please email Sara Anderson at
slanderson@edgewood.edu with any questions about this site. Copyright © 2002 Sara Anderson and Edgewood College. All rights reserved. Last modified date: |
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