1. Freshman Friendly Workshop 1
Assumptions, Expectations, and communication

2. 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%

3. 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

4. Attendance
Kang H. Park and Peter M. Kerr ("Determinants of Academic Performance: A Multinomial Logit Approach" , THE JOURNAL OF ECONOMIC EDUCATION, Spring, 1990, pp ). 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.

5. 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

6. 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