Improve Distance Education Services
– Increase course offerings– Comply with SACS Criteria
• Revise the DE website
• Provide online services
• Screen students
Track College Transfer Students
All graduate transfers to UNCW Only graduates with “B” averages to
UNCW
Improve Advising Process Establish guidelines and prepare for virtual
advising Check prerequisites/ASSET scores at
registration Survey selected F/T faculty fall & spring Provide two general pre-advising sessions
each semester Strengthen partnerships with transfer
institutions Recommend changes in Common Course
Library
Increase Course Offerings
Which courses satisfy student needs?
Which courses fit into our curriculum?
What types of courses enrich the student experience?
Explore the Feasibility of Fine Arts Pre-majors
How can a pre-major benefit the student?
What does it require on the part of faculty?
Where do prospective students go? How do institutions deal with the pre-
majors?
Increase Library Holdings in the Humanities and Fine ArtsWhat type of demand is there
for more material?Will those materials be used?Should a professional library
be developed?How much does this
cost?What type of planning is
necessary?
Increase the Frequency ofPublic Performances
Displays of student artwork Regularly scheduled musical
performances The evolution of a theatre program The intellectual forum in current issues
Refine Basic Communication Competencies
Pinpoint basic competencies Create a systematic way of measuring
these competencies Make recommendations for further
observation Document the process
Establish Early-AlertFaculty Interventions
Establish clear definitions, violations, and consequences in syllabus
Create environment for required attendance
Note early signs of resignation Keep counselors apprised of our
observations
Equip Computer Labs for Teaching Photography and Art
Determine software needs
Establish future direction of 4-year programs
Account for growth in demand
Results
Less than 5% of these students came for help
NCs for Fall 2000 were 1,992– Lack of time– Excessive absences
The attrition rate for 1999 - 2000 was more than 35% (includes W, F, WP, WF & NC)
Strategies
Drag students to the Learning Lab
Offer supplemental instruction– Is based on the model initiated at
UMKC– Is offered in over 460 universities,
colleges, and community colleges
Supplemental Instruction (SI)
A proactive program– Focuses on process– Focuses on content
Target high-risk courses and not high-risk students
Improve student grades, reduce attrition, and increase graduation rate
Reasons for High Attrition Attrition high in historically difficult courses Open door policy Under-prepared for entry level classes
0%10%20%30%40%50%
ACC120
BIO111
ENG111
HIS115
PSY150
Selected Courses
Attrition Rate for 1999 - 2000
How Does it Work?
Four Key Persons– SI Supervisor - A trained professional– SI Leader - A facilitator/student
• Will be in class, taking notes (who will learn course content)
• Help students develop critical thinking and learning skills
• Become independent learners
– Student– Faculty
Conclusion Helps students master course content in
targeted courses– Improve student grades– Reduce attrition rate– Increase graduation rate
To be successful – Administration support– Faculty support