Supporting Student Success
Improving student success is an important priority at most U.S. two-year colleges (2YCs), but is especially challenging given the wide range of abilities, preparation, and goals of 2YC students.
The number and diversity of students attaining a degree in geoscience has not kept pace with the growth of the population or the opportunities for people with relevant knowledge and skills. Addressing more than just learning inside the classroom can help bring students into STEM fields and reach their educational and career goals.
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.
Stereotype Threat and Solo Status are two related issues that underrepresented populations often face in the academia. Knowing what they are, what triggers their negative effects, and how to minimize their impacts on students' success is important for helping all students be successful in our classes.
Disability, or differing ability, is a natural part of human existence. As faculty or instructors, we are in a position to minimize challenges that a disability might create for our students who live with disabilities, and to then help these students change their college stories from struggling to success.
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.
The journeys of first-generation students can be challenging. These students arrive at college with less academic preparation than their peers, with little or no financial support from their families, and with little familiarity of the systems of bureaucracy, financial aid, and other complex avenues they must navigate in college. There are successful strategies to help them be successful.
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.
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.
Advising and mentoring are a critical part of retaining and graduating students who are ready for their next step, whether it be transitioning to the workforce or going on to further study.
- 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.
- 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.
- Increase the Diversity of your Graduates
The InTeGrate project has developed an extensive resource for faculty and programs interested in attracting more diverse students to their departments, supporting them through successful completion of a degree, and preparing them for the workforce.