Faculty resources for student success
Data points to know
The following links can help you find the help your students need; select a header below to get started.
Equity-minded framework (versus deficit-minded)
- Understanding equity-mindedness (USC CUE)
- 5 principles for enacting equity by design (AAC&U)
- Non-traditional students and the equity imperative (AAC&U)
- Equity-minded syllabus (USC CUE)
On instruction and pedagogical strategies
- Instructional Strategies (University of Texas at Austin)
- 50 Course-Related Knowledge & Skills Assessment Techniques (CAT) by Angelo and Cross
- Checks for Learning During Instruction (University of Texas at Austin)
- Blumberg, Phyllis. (2009). Maximizing Learning Through Course Alignment and Experience with Different Types of Knowledge. Innovative Higher Education, 34, 94-103.
- Brookhart, Susan. (2004). Assessment Theory for College Classrooms. New Directions for Teaching and Learning, no. 100, 5-14.
- Fink, L. Dee. 2003. A Self-Directed Guide to Designing Courses for Significant Learning.
- Loes, Chad, Salisbury, Mark, & Pascarella, Ernest. (2015). Student perceptions of effective instruction and the development of critical thinking: a replication and extension. Higher Education, 69: 823–838.
- Nilson, Linda. 2016. Teaching at Its Best: A Research-Based Resource for College Instructors. 4th edition. San Francisco, CA: Jossey-Bass.
- Reeves, Thomas. C. (2006.) How do you know they are learning?: The importance of alignment in higher education. International Journal of Learning Technology, 2 (4): 294-306.
On working with first-generation students
- VCU You First
- Who’s in First (Generation)?
- Lessons from a first-generation Latinx student
- We Must Help First Generation College Students Master the Hidden Curriculum (from The Chronicle of Higher Education)
- 22 tips for teaching first-generation college students at CSUF
- Ortega-Villalobos, L. “Understanding and Supporting the Learning Process for First Generation College Students at CSUN,” 2009.
- Ward, Lee, Michael J. Siegel, and Zebulun Davenport. "First-Generation College Students: Understanding and Improving the Experience from Recruitment to Commencement." San Francisco: Jossey-Bass, 2012.
- Collier, Peter J. and David L. Morgan. “Is That Paper Really Due Today?”: Differences in First-Generation and Traditional College Students Understandings of Faculty Expectations. Higher Education: The International Journal of Higher Education and Educational Planning (April 2008).
- Additional first-generation resources from NACADA
On working with financially stressed students
- I Was a Low-Income College Student. Classes Weren’t the Hard Part. (from The New York Times)
- What Colleges Can Do Right Now to Help Low-Income Students Succeed
- Supporting students’ basic needs with a syllabus statement (Hope Center)
- Broton, K. A review of estimates of housing insecurity and homelessness among students in U.S. higher education, Journal of Social Distress and the Homeless. (2019)
On working with students from traditionally underrepresented communities
- Advice for Teaching First-Generation Latinx Students (from Inside Higher Ed)
- 9 Ways Colleges Should Support Underrepresented Students
- Improving Underrepresented Minority Student Persistence in STEM
- Beyond a Deficit View (Inside Higher Ed)
- Inclusive Teaching Strategies Checklist (from U of Michigan)
- Additional References for Inclusive Teaching and Learning (from University of Texas)
On helping students develop appropriate study skills
On the importance of holding office hours
For spring 2020 classes
Consider including in your Syllabi:
- More assignments, earlier in the semester
- Classroom attendance/logging in to Blackboard (success indicators that are behavioral vs. academic performance)
- Early grades
- The following Student Success statement: Success in this course includes attending class regularly, reading your syllabus, monitoring assignments and grades in Blackboard, meeting with me (your professor) during office hours, going to the Campus Learning Center and the Writing Center, and using resources in the library to support your learning.
Words of wisdom
“Student success does not arise by chance. It requires that institutions commit themselves to intentional, structured, and systematic forms of action that involve faculty, … staff, and administrators alike.”
-Vincent Tinto, Completing College