Support the Academic Success of All Students
Improving students' academic success is an important priority at most U.S. two-year colleges (2YCs), but is especially challenging given the wide range of preparation and goals of 2YC students.
The academic success of our students depends on more than just what happens in the classroom. Just as none of them are one-dimensional people, helping them succeed involves addressing many different aspects of their college and life experience.
Self-regulated learning is an overarching term that addresses how students approach their learning, work toward goals, and evaluate their performance. The topic of self-regulated learning intertwines cognitive strategies, metacognitive strategies, and motivational beliefs.
English Language Learners (ELLs) are currently the fast growing segment of the public school student population in the United States. More than ever before, students graduating from high schools in the U.S. are entering college while still in the process of acquiring and/or refining their skills in English. Two-year colleges have already begun to provide instruction to this new wave of undergraduate students.
All students contribute value to the learning community, are worthy of being there, and are capable of success. That is the essence of validation. While validation is an intuitively simple idea, the implications are profound, particularly for at-risk students.
Some students enter the geoscience workforce with a degree from a 2YC. Others need to transfer on for a four-year degree or more to reach the career they want for themselves. Understanding how to best support students before, during, and after the transfer process is critical to their success.
Two-year college (2YC) students can be a very different from those enrolled in four-year institutions and conducting research at 2YCs can be difficult for a variety of reasons. Regardless, two-year college students can benefit greatly from the academic and social development that research experiences afford.
Research on learning indicates that when students are actively involved in their education they are more successful and less likely to fail. Not only are students more successful when they are engaged in learning, but studies also show that the type of instruction can increase student engagement. How faculty deliver the curriculum can increase student's active engagement and knowledge acquisition making it more important to student learning than the content.
- Faculty Perspectives on Supporting Student Success
These essays were submitted by the participants of the 2013 workshop Supporting Student Success in Geoscience at Two-year Colleges, describing what they are currently doing to support geoscience student success in two-year colleges.
- Workshop: Supporting Student Success in Geoscience at Two-Year Colleges
College of William & Mary, July 17 - 20, 2013
This workshop brought together faculty, administrators, and education researchers from across the country, to share successful programs and activities for supporting the success of all students in geoscience at 2YCs, both in and outside the classroom.
- InTeGrate: Support the Whole Student
There are many moving parts to supporting all kinds of students. A holistic approach to supporting students is fundamental to their learning and appears to be particularly important in helping minority students persist in STEM majors.