Thursday, April 15th ~ 1:00-2:30pm EDT
Webinar Description
Many students enter college unaware of the expectations and unprepared for the academic rigors of college. Their initial enthusiasm and excitement is often replaced in a matter of weeks by varying degrees of discouragement. For many students, this first year of college is the "make or break" year. A national research study found that almost half of first-time students who leave their initial institutions by the end of the first year do not return to higher education. Identifying and engaging with these students is crucial to their persistence. Participants in this session will learn teaching strategies and techniques for engaging unprepared students, allowing them a better chance at success in the college classroom.
Objectives
By the end of this session, participants will be able to:
• recognize characteristics and/or behaviors of unprepared students.
• describe best practices to engage learners.
• identify techniques that can be incorporated into their classes that will lead to student success.
Who Should Attend?
• Faculty (all categories-- adjunct, full time, tenure track, lecturers)
• Graduate teaching assistants
• Directors of support programs
• Department chairs
• Instructional Deans
• College educators who are interested in teaching and learning and student success
Who is the Speaker?
Debra Runshe is an Instructional Design Consultant for the Center for Teaching and Learning at Indiana University - Purdue University Indianapolis. She works with faculty on instructional issues such as course design, online course development, learning objectives, classroom management, active learning, learning theory, and assessment methods. Her dedication to quality teaching, has led to her involvement in many national endeavors. Debra was a member of the Carnegie Foundation's CASTL Program: Scholarly Inquiry about Active Pedagogies. As a member of this cluster group she explored active learning pedagogies in universities across the nation and presented the findings nationally. She was also a member of the core team for the FIPSE grant: Promoting Strategic Teaching to Enhance Academic Competencies of Student in Transition Courses, which resulted in a professional development program for university instructors. She has presented the results of this grant in a number of venues.
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