Engaging Faculty in the Student Success Conversation
MINDFUL TEACHING AMPLIFIES YOUR GAME CHANGERS
Higher education institutions are doing many things to improve student success. They spend between 5-12% of their annual budgets on student services and offer an average of 80 different interventions or supports outside the classroom for their students. And there are new trends and initiatives every year (e.g., iPASS, Guided Pathways, Redefining Sophomore Experience).
In our work at Complete College America, Starfish Retention Solutions (now part of Hobsons) and Blackboard – three leading voices in the student success movement – we have proudly seen appropriate focus put on remedial education reform, wraparound student services and pathways. These game changers help students increase momentum and overcome challenges to achieve graduation.
For years, though, we have wondered: “Given that faculty can have the greatest impact on student outcomes, how are we engaging faculty in the student success conversation?”
College teaching is vital to improving student learning and outcomes. Unfortunately, institutions often under invest when it comes to ensuring their faculty members have the support needed to ensure quality teaching. Reflecting on their work, observing the impact of their efforts on student learning, and building community with their peers around quality teaching need to become the norm for faculty. Engaging a single instructor in better teaching can change the outcome for dozens of students each academic term; if multiplied across an institution over multiple terms, the potential impact is exponential.
RE-INVENTING PROFESSIONAL DEVELOPMENT
The Faculty Guild is an educational services organization dedicated to improving student outcomes by helping faculty improve their own teaching.
The Faculty Guild is being developed from the ground up to support faculty members to do what they love – teach! We offer faculty members an opportunity to genuinely and authentically consider their own teaching choices through the prism of research-based quality teaching practice. Our purpose is to enhance, not evaluate.