It is difficult to teach if students are unprepared to learn. In a 2013 Faculty Focus reader survey, faculty were asked to rank their biggest day-to-day challenges. “Students who are not prepared for the rigors of college” and “Students who come to class unprepared” finished in a statistical dead heat as the #1 challenge; roughly 30% of the respondees rated both challenges as “very problematic.”
More and more students are arriving on campus without the tools they need to succeed. Some lack skills, others lack motivation, and many just don’t seem to “get” that college takes hard work and commitment. Led by Ken Alford and Tyler Griffin, this seminar provides guidance on how to get unprepared students better aligned with the demands of college.
Online Seminar • Recorded on Thursday, November 21st, 2013
If you find yourself working longer hours or maybe feeling a bit more stressed at the end of the day, you’re not alone. Fifty percent of college faculty who completed the annual Faculty Focus reader survey said that their job is more difficult than it was five years ago. Only nine percent said their job is less difficult, while 33 percent said it’s about the same.
Modern learners have a different mind-set about education, but that doesn’t mean they don’t want to learn. They just go about it differently. During this seminar, you will learn the small changes you can make to your course design and instructional methodology to better engage students and foster accountability.
Online Seminar • Recorded on Thursday, March 28th, 2013
Faculty members at U.S. colleges and universities continue to experience multiple sources of work–life stress, but those at public institutions in particular cited financial concerns as a top source of stress over the last two years, according to a new UCLA report on teaching faculty at the nation’s institutions of higher education.
If unprepared students and student motivation are two of your biggest teaching challenges, you’re not alone. They scored number one and two in the annual Faculty Focus reader survey conducted earlier this year.
Only 51 percent of high school graduates who took the ACT met ACT’s College Readiness Benchmark for Reading, which demonstrates their readiness to handle the reading requirements for typical first-year college coursework. For some groups, the percentage is even more discouraging: African American students are at 21 percent, while Hispanic American students and students from families whose annual income is less than $30,000 are both at 33 percent.