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What do you think LSUA needs to do to improve student learning?
#Response DateResponse Text
1Apr 19, 2013 9:42 AMInstead of building ball fields and black box theaters, which have a negligible effect on student learning, LSUA needs to refocus on academics. The honors program has been languishing in bureaucratic limbo for years now. The university needs to revive the honors program in order to attract the best and brightest students in central Louisiana. LSUA’s enrollment has steadily declined since enacting selective admission requirements. Resurrecting the honors program could help replace some of those lost students. Oakland Hall is an eyesore and desperately needs to be renovated. It could serve as a state of the art computer lab, tutoring lab, or an annex to the university archives. The university should aggressively pursue a relationship with the community college. LSUA has everything to gain from that partnership.
2Apr 18, 2013 4:39 AMmore interpersonal interaction in class activity
3Apr 16, 2013 1:23 PMProfessors should require library instruction integrated into their courses.
4Apr 16, 2013 8:49 AMProvide more resources outside of class (such as tutoring) to help students who are struggling.
5Apr 15, 2013 12:11 PMImplement more uniform standards across courses in the same curriculum.
6Apr 15, 2013 11:37 AMStart requiring that all faculty meet certain standards within their courses. I hear a lot of stories regarding classes that don't regularly meet, have very low standards, and have "enhanced" grading. These practices do not help the students in the long run, and do not prepare them to take upper level courses in their chosen fields.
7Apr 15, 2013 11:31 AMMore online course offerings Utilize the Learning center at EAP to offer more night courses to address students who work during the day
8Apr 15, 2013 11:29 AMThere are numerous opportunities for faculty to learn how to improve student learning. The problem is not the desire to participate. It is a juggling act to balance the service demands placed on faculty. The teaching load is high which limits time for research and publication.
9Mar 24, 2013 4:42 PMI think we need to be more intentional and thoughtful about it at all levels. On the front end we need to be making efforts to prepare students regarding college-level expectations before they get to us - working with high schools on that. At the freshman level, a few departments are now doing their own orientation courses, which is a start toward trying to prepare students for the shock of college expectations and giving them resources to help them succeed. That's a step in the right direction, but all departments should be doing something (BTW, I do not favor a one-size-fits-all USTY approach). I think the learning communities idea had some merit, but basing it at the Oaks didn't necessarily make sense since even our freshman population is still mostly commuter. It probably makes more sense to have that be departmentally based to reach more students. Every teacher needs to be intentional about his/her classes. It is too easy to just convey information without thinking about what one is doing in the classroom and how it relates to student learning. Our daily classroom presentations/activities need to be better planned to facilitate learning. It takes more work to devise every day's classes, but we need to do it and do it consistently. The attention that faculty pay to student learning and the time we spend working to better student learning, ought to valued and rewarded. Right now, if a faculty member spends a lot of time on something like undergraduate research or field experiences that really enhances student learning, there is absolutley no reward in terms of time credit, money, or even praise. The administration could look at changing some policies to create incentives for faculty to invest in student learning.
10Mar 22, 2013 9:18 AMLook at how faculty know students have learned (assessing learning is weak- seems mostly based on tests only) See faculty as "partnering" with students, More flexibility in course offerings, times, formats, etc Help students be PREPARED for demands of college
11Mar 22, 2013 6:45 AMconsider establishing USTY as a requirement for First semester freshmen. or a focus on undergrad research for our successful students to showcase relevant examples of profession related research.
12Mar 19, 2013 12:15 PMAllow students to use e-books in class. Many more online courses.
13Mar 19, 2013 11:37 AMpositive teacher-student interactions
14Mar 19, 2013 6:38 AMGet them to think about why and how.
15Mar 19, 2013 6:27 AMOffering more courses.
16Mar 18, 2013 3:29 PMIncorporate interactve learning techniques.
17Mar 17, 2013 6:44 PMWe desperately need an across-the-board commitment to requiring students to read. Their reading comprehension is not nearly as good as they think it is, and yet many of them think that it is perfectly fine, even stellar. Unfortunately, some disciplines seem to think that it is the job of other departments to make sure that students read, write, and think at a college level. Students will not do any of these things if they think they are not required by the degree of their choice, and often too many of them still have a voke-tech attitude towards education: if a particular skill is not going to earn him or her money, then he or she often dismisses it as the imposition of cruel and unreasonable professors in undesirable disciplines. Further, the skills they do learn in their Gen Ed classes atrophy if they are not used--and that's assuming that the students weren't muttering, "I only have to have a C" the whole time.
18Mar 16, 2013 11:15 AMcontinue to keep up to date and improve resourses.
19Mar 15, 2013 8:48 AMEvaluate teaching and learning styles of todays students
20Mar 14, 2013 8:01 PMLook at how some students can carry a GPA below 2.0 and still not be on academic probation due to our definitions of how we place people on probation.
21Mar 14, 2013 12:43 PMOffer a reading comprehension course as a part of the general education requirements.
22Mar 14, 2013 12:07 PMIn some cases, raise expectations. I believe that if instructors raise expectations as the course number increases, students would have the opportunity to apply new information, which would be more meaningful in the long run. With this, instructors might want to consider moving away from multiple choice exams for higher level courses. With multiple choice exams, students rely on recognition because the answer is on the page. If students were required to recall information, they might study more.
23Mar 14, 2013 11:45 AMRemove the obstacles our students are facing: transportation, cost, family responsibility etc. We should consider going to four-day class weeks so that students can come to campus two days each week if their situation dictates such. Increase communication on campus...students do not check emails (and some faculty members don't either!) Open more channels for communication. I think our students want to see more online classes.
24Mar 14, 2013 9:41 AM* More faculty, but that is not possible at the moment. I would still see this as extremely important. Faculty here are simply overworked, and we could offere more and smaller classes. * Many of our students have no health insurance. Getting sick or injuring themselves negatively impacts their learning, when they never consult a physician. It would be worth the time and effort to have negotiations with a health provider to offer affordable health insurance to students. If this works out, we may even make having health insurance mandatory - and we could advertize the availability of health insurance. * Limit the hours of outside work that a student can do: those who work two jobs for 50h/week will never finish their studies. * Many students do not come well-prepared from Highschool. They unfortunately only learn about the need to study when they make experiences with bad grades in class; telling them about study habits alone is not enough - they simply do not belive you. And why would they? All their experience tells them, that studying hard is not necessary. I would suggest for every introductory course (every 1001, 1201, etc.) to have the opportunity to drop one bad grade from their final grade or to find other ways to make up for it. It take a while for a grade lesson to sink in. * Identify possible bad teachers and work with them - according to students they do exist, but that is always to be seen carefully. If they have tenure, they cannot be simply replaced - so try to help these teacher to improve their teaching. But the way, having all As in class does not mean you are a good teacher; and having 50% drop your course also does not mean you are a bad teacher - subject content matters, and some courses are simply more difficult for most students.
25Mar 14, 2013 8:51 AMMore faculty, but that is not possible at the moment. Many of our students have no health insurance. Getting sick or insuring themselves negatively impacts their learning, when they never cosult a physician. It would be worth the time and effort to have negitiations with a health provider to offer affordable health insurance to students. If this works out, we may even make having health insurance mandatory - and we could advertize the availabiliuty of health insurance. Limit the hours of outside work that a student can do: those who work two jobs for 50h/week will never finish their studies.
26Mar 14, 2013 8:31 AMOur main problem is that we primarily enroll students who are under prepared for college. So I believe the QEP should address these issues. The QEP could even involve reaching out to students at the high schools as we have already begun to do. And of course, the QEP should address retention, but I think this will be a side affect of creating students who are better prepared. In case, I haven't made my point the QEP should be something that immediately affects freshman students and their ability to succeed in the first courses.
27Mar 14, 2013 8:19 AMStudents need a more active learning style of approach to learning as well as community and global exposure.
28Mar 14, 2013 7:58 AMFigure out a way to get students to participate in class (attendance...both classroom and online).
29Mar 14, 2013 7:38 AMFaculty need to incorporate more writing and research in their courses Writing across the curriculum is essential for student success LSUA must move into the twenty-first century by offering more online courses and degrees
30Mar 14, 2013 7:32 AMgrow the enrollment with a greater percentage of students who do not need remediation
31Mar 14, 2013 6:55 AMThis too big a question; however, I suppose that we really need to apply some of what we have heard at the in-service trainings. For instance, we need to create "hot classrooms," in which students do not see each course as discrete and separate. Instead, they need to see that what is learned in one course has further applications down the line. Of greater concern to me is the entire tendency in this state to see higher education as merely vocational training that leads immediately to a job. Jobs, of course, are good things. However, I also think that my first duty to my students is to alert them to the fact that they have more choices than they realize. Just a comment re: nursing. One of the great things about the nursing program is that it does provide "hot classrooms" and that it is really more than a vocational program--Nurses are now fighting keep their recognized status as professionals. Too many outside the profession seem unaware that a nurse is not a handmaiden to the doctor.
32Mar 14, 2013 6:22 AMStop spoon feeding the students. Talk with the high schools and have them prepare the students for college and the real world. For the moment a student is prospected, they should be told the burden of learning in on them. The faculty does a good job of providing resources and their time to help students who want to be helped. However, if the students are unwilling to take part, send them on their way. As for the non-traditional students, there needs to be flexible scheduling or webinars they can access when it's convenient for them (due to work schedules, child care, etc). I am more willing to assist them than a student who admits to going out the night before an exam!
33Mar 13, 2013 10:22 AMWe all (faculty) need to strive to take the barriers down inhibiting student learning. Faculty need to work to add additional courses and degrees that the students want to further there education. It would be nice if the rest of the state would see education as a priority for our youth.
34Mar 13, 2013 10:20 AMOur mission and vision speaks to high quality education. We have a culture however of both recognizing that students come to LSUA largely unprepared to learn, and failing to help them. They lack time management and study skills as well as content competency. However we as a whole have done little to rectify the situation by giving across the board access to skill acquisition and expected competency remediation. Instead, lamentations about student inabilities abound. We need to recognize the difficulties our students face and put into place strategies for them to overcome their shortcomings.
35Mar 13, 2013 9:10 AMI do not believe that shortcomings in student learning are a problem of the institution. The students that are having difficulty meeting their academic responsibilities would have the same problems at any university. Students must take responsibility for their own success.
36Mar 13, 2013 8:22 AMA comprehensive focus on reading, writing and critical thinking across the campus.
37Mar 13, 2013 6:53 AMContinue to promote the positives to local high schools....we lose so many locally to larger universities.
38Mar 12, 2013 6:56 PMOffer more online classes.
39Mar 12, 2013 6:41 PMStudents need to put time into learning on their own. Many students think they ought to be able to attend class and that is all that is needed to learn. I know we are telling them in advising that they need to study 2 hours for every hour in class, but there are a huge number of students do not think this is reality until they fail. It takes bad grades (not a good thing) to get them to realize that studying is imperative. We need to be getting this idea across to students before they come to LSUA. We need to get students in high school to come to this understanding or we need to get students to experience consequences of not studying before they come to LSUA. This is almost impossible unless the high schools change what they are doing (in other words, failing students for not learning). Additionally, students come into class thinking that being able to reiterate material is learning. We are trying to teach higher order thinking skills and they need to be able to take concepts and apply them. It is a struggle to get this across to students because until they do poorly in a course that requires this, they have no idea. They will tell me that they have made A's in such and such classes and they ought to be able to make at least a B in my class. However, if I am asking them to apply concepts, they won't be able to apply them if they have never learned this type of skill in their courses before. It is a real struggle just to get them to realize that they are studying in the wrong way. It is more of a struggle to get them to learn to study in a better way. Basically, we need to reach the student with the idea that learning is not being able to spit back facts, but taking these facts and using them in higher order thinking skills. They need to know that this will take a good bit of time outside of the classroom. How we get them to understand this is part of this higher order thinking skill problem because we can tell them these things and they can repeat it back to us, but they don't really know what it means.
40Mar 12, 2013 4:56 PMGood communication between student and teacher.
41Mar 12, 2013 3:40 PMOffer more online classes for non-traditional learners and/or core curricula.
42Mar 12, 2013 2:34 PMStay current with the trend of society to use an abundance of technology and inprove faculty wages (see discussion below).
43Mar 12, 2013 2:23 PM1)Have computers for student use in more classrooms. Offer full degrees in theatre and social work and more kinds of language classes.l
44Mar 12, 2013 2:18 PMMore choices in degrees. Better facilities for teaching sciences.
45Mar 12, 2013 1:58 PMimplement more hands-on activities in the classroom where students can make connections between the course material and the activities additionally, in long lecture courses, sitting for nearly three hours can be unproductive.
46Mar 12, 2013 1:51 PMI think a focus on writing across the curriculum would positively impact student learning. I think good, rigorous academic writing reflects the kind of critical thinking and analysis that is a strong indicator of student learning and understanding of material. However, I do not think an emphasis on WAC should be "takes on" to current faculty workloads. I think faculty need the support to do this well.
47Mar 12, 2013 1:51 PMAssess what the major issue are if this has not already been done. Do we know why our students have problems? Is the problem an inability to read, understand mathematical concepts. understand the scientific method, etc.? If these are the problems we need to focus on these problems through maybe reading across the curriculum, math operations across the curriculum, understanding the scientific method across the curriculum, etc.
48Mar 12, 2013 1:46 PMOffer sessions to enhance study skills; receive training to assist students with learning styles and study skills
49Mar 12, 2013 1:46 PMOur students come to us without all of the preparation that they need. Reading is a fundamental skill that affects all majors. Students need to be able to read both literally and inferentially to be successful in their studies.
50Mar 12, 2013 1:44 PMIncrease the focus on research and writing in the general education courses.
51Mar 12, 2013 1:42 PMStudents don't seem to understand how to prepare for class and the level of preparation required to be successfull. Many do not establish school as a priority and let other things get in the way. I have found that completing required readings is an issue as well as writing assignments.
52Mar 12, 2013 1:34 PMStudents need to know how to use information resources and formally document their written papers. Students also need to know how to use APA, MLA, and other discipline-appropriate styles.
53Mar 12, 2013 1:27 PMWe need to address problems with students' ability to read and comprehend at the college level. Maybe we need to add a reading center that could help with reading issues.
54Mar 12, 2013 1:25 PMI'm not sure..From the university stand point we offer a lot of things to students that may not even be available at other facilities. I am not sure that our student body realizes this. I am not sure what the facility can do to actually improve learning.
55Mar 12, 2013 1:23 PMWe need to be able to exemplify the quality programs we have at LSUA.
56Mar 12, 2013 1:22 PMImpress upon students the importance of preparation/commitment
57Mar 12, 2013 1:21 PMPlace less emphasis on non-teaching duties and allot more time for us to spend with students on classroom activities.