Lane Faculty Tips

Successful Strategies for Retaining Students in Your Classes and Helping Them to Succeed

I have used an anonymous "two-minute" feedback form once a week to get student input on how the class sessions are going for them. I share the feedback highlights in the next class period. Students seem to enjoy providing information about what they are learning and what is still unclear. I'm attaching the half-page form I use. (Two minute feedback) (.pdf)** Fred Beisse (CIT)

Suggested tips include the following: (1)Have students tour resources available in your building, (2)Meet office staff (get piece of info from admin spec), (3)How can students get papers to faculty boxes, (4)Where is nearest computer lab & hours open, (5)An information quiz at beginning of term covering syllabus policy & department/campus resources: (a)Is attendance graded in this class?, (b)Is extra credit available?, (c)When are tests scheduled, projects due?, (d)What is New Student Orientation and who may access it?, (e)Where is Tutor Center and how can writing tutor help? Tina Davis (Health & P.E.)

I am attaching a Time Contract that provides a good reality check for students during the first week of the term. (time) (.pdf)** Shelley Gaudia (Chemistry)

I circulate an optional sign-up sheet for those students who want to have access to phone numbers &/or e-mail addresses of other students in class. I have three columns on the sign-up sheet. There is one column for "Name", one for "Phone Number", and one for "e-mail address". Those who sign-up get a copy of the sheet. In my syllabus I included the following item under the heading "Resources": You may want to discuss math with other students from this class or even work in a study group. I encourage you to do this since discussing and sharing ideas with others is a very effective way of learning the material in any subject area. An optional sign-up sheet to facilitate this process will be circulated during the first or second week of class.

In the Math Division, there are many of us who use a "Scavenger Hunt" much like the Treasure Hunt activity hunt used by Gail Baker and Stacey Kiser in Science. Our Scavenger Hunt serves a similar purpose. I have attached a copy for your reference.

I make a point to return student calls and e-mails as soon as I can on the day that I receive them. This reminds students that I do care about them and their success in my class.

I will go out of my way to accommodate emergency situations so that students have a chance to complete the work required for passing even though their current circumstances may make it very difficult. I let students know that I care about them and that I take their circumstances seriously. (scavenger hunt) (.pdf)** Dale Green (Mathematics)

I use a 7th and 10th week grade check. This allows my students the opportunity to receive feedback regarding their grade status and grade options. Accurate and timely information allows students to make responsible academic, career and financial decisions. (7th_week) (.pdf)** Anthony Hampton (Counseling)

I reward students who maintain perfect attendance with 3 percentage points at the end of the term. Everyone else gets two absences with no penalty. This policy is the "Carrot" but shows i care about stendents' presence and committment. Michele Handy (Language, Literature, Communication)

I find that the more people share the more they become connected to the group and the program. In our Small Business Management program we have each business owner do a 10 minute "profile" of themselves and their businesses. We usually do 2 at each class, so it takes a few months (meet as a group monthly) to get everyone presented. They really start sharing and networking after these presentations. Most of them stay in the program 3 years. Bill Klupenger (Lane's Small Business Management)

I teach CG 100, College Success, a telecourse that is designed to assist student retention. A student can register for the Telecourse anytime during the quarter, for (1) credit, (2) credits or (3) credits. Therefore, students who register for classes and find that one of their classes is too difficult or whatever can drop that course and register for mine, thus keeping (12) credits in terms of financial aid, health insurance, etc. I take students anytime during the term. My course is a skill building course, in terms of the skills needed to be a master student; however, what students tell me they like about the course is that is so personal. In other words, the student does exercises that identify what is in their way of succeeding in College, personally. Carolyn Litty (Counseling)

First, I have a Hello sheet for everyone which has such questions as: What makes you smile? What's your favorite TV sit/com or musical group. There is always a drawing of some kind at the end -- draw your weed self with a bird friend. Some folks go whole hog so it is fun. Then we have a getting to know each person day --2nd or 3rd week. I put a series of questions on the board: Any significance to your name, major, where from, time at LCC, where are you going ? (4 yr school?, favorite color, fast food, a dead person you would like to meet, and one interesting fact about you. Students interview each other and the interviewee stands up waves and we all clap for the person being in the class. Then if they have some fact that they can share --touch tongue to nose, double jointed fingers, an opera singer, a belly dancer, I make them share a couple notes or a dance. It is fun and everyone has a good time and we try to keep students name in mind by continually going over them.

I also use peer reviews and things like that so students can share with one another. On field trips (children's lit) students work in groups or at least in pairs. All these things help. They present ABC books and Story books to class and we all clap. Ann Marie Prengaman (Language, Literature, Communication)

Four tips:
1. I have a helpful information form that I give to students to fill out at the beginning of the term. I pasted it here (the lines and returns will need adjusting):

Helpful Information This term_______ This year_______ This class Math ______________Time_________
Name _______________________________ Student ID# _____________________Phone # ______________
Last math class taken ________________________When _______Where ______________________________
LCC placement test taken Term _____ Year ________ Placed into which math class? ______________________
The next math class I intend to take is ____________________________________ Term _____ Year ________
Major or program or career interest(s) ____________________¬¬¬____________ Number credit hours taking ____
Outside obligation(s) __________________________________________________ Hours/week____________
Do you use a computer at home? ________ Kind ______________Are you comfortable using the web? _______
email address __________________________@_______________________
I give permission to post my grade records for this class, using this code name: ___________________
Special classroom needs _____________________________________________________________________
Other comments or concerns about placement:

(2) It is good to keep up with all students. Pass around a roll sheet each day. As soon as a student is gone twice, phone them; often they just need some encouragement when they we letting themselves give up. (3) An instructor's main job in the first class is to make sure everyone in the class is correctly placed; that they belong at that level. (4) We are not teaching math or English, or whatever, but students. Get in the habit of scanning the expression on your students' faces and respond to what this is telling you. David Shellabarger (Mathematics)

Here's a college Vocabulary list i use to force students to use the College Catalog. I will discuss this with you further if you find it useful. I find it to be a good tool for retention, when the student is able to navigate this campus for services. (vocabulary) (.pdf)** Marva Solomon (Counseling)

I realized after a term here that most students are unaware of many of
LCC's resources, and are stretched so thin (and are so culturally
unprepared) that they will simply miss out. (tips) (.pdf)** Barbara Sullivan (English)

I take pictures of students the first day and ask for letters from my students about my students and about their passions ahead of time. I also test them during exam times on one another's names and interests. I also work with them in book groups - literature circles - and meet with these groups outside of class time. I also remember birthdays via mail for all students for several years after they first take my classes. I attend 4-year graduations, weddings, baby celebrations on a regular basis and stay in touch if I can. I write several hundred letters of recommendations a year for students. Merrill Watrous (Cooperative Education Department)

Note: Some of the tips provided above include a copy of what instructors are using in their courses. They are in pdf format and can be downloaded. All instructors identified on this page can be contacted via e-mail by "clicking" their name.

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