Freshman Friendly Workshop 1 Assumptions, Expectations, and communication

NSSE and FSSE NSSE FSSE Talked about career plans 35% 63%   NSSE FSSE Talked about career plans 35% 63% Discussed academic performance 24% 72% Clearly explained goals/objectives 100% Used examples to illustrate 59% 97% Provided prompt feedback 57% 85% Incorporated learning strategies vs. student reported activities Key reading info Review of notes Connecting ideas across disciplines Reflect on personal strengths and weaknesses -81% -67% -57% -53% -46% -76%

Objectives Developing good students / What is your ideal student behavior and how can you get there? Schema/Perspectives Setting the tone Checking comprehension Verbal Scaffolding Personal connection Feedback and grades

Attendance Kang H. Park and Peter M. Kerr ("Determinants of Academic Performance: A Multinomial Logit Approach" , THE JOURNAL OF ECONOMIC EDUCATION, Spring, 1990, pp. 101- 111). In this research ( conducted with classes where attendance did not enter directly into student grade determination), the role of class attendance was statistically significant in explaining student grades in those classes. Specifically, this research demonstrated that the lack of attendance was statistically significant in explaining why a student received a D rather than an A, a B, or a C grade in a specific class.

Personal Connection Wilson (2006) found that students’ perceptions of their professors’ positive attitudes toward them (e.g. concern, desire for students to succeed) accounted for 58 % of the variability in student motivation

Grading and Feedback Timely Geared to help them improve the next version Take time to review feedback examples individually or as a class. Recycle content so the feedback has meaning (otherwise some students don’t even read it) Use your LMS to record all grades so students don’t have to ask Highlight good work Use Rubrics