|1||Apr 19, 2013 9:42 AM||Instead 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.|
|2||Apr 18, 2013 4:39 AM||more interpersonal interaction in class activity|
|3||Apr 16, 2013 1:23 PM||Professors should require library instruction integrated into their courses.|
|4||Apr 16, 2013 8:49 AM||Provide more resources outside of class (such as tutoring) to help students who are struggling.|
|5||Apr 15, 2013 12:11 PM||Implement more uniform standards across courses in the same curriculum.|
|6||Apr 15, 2013 11:37 AM||Start 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.|
|7||Apr 15, 2013 11:31 AM||More online course offerings
Utilize the Learning center at EAP to offer more night courses to address students who work during the day|
|8||Apr 15, 2013 11:29 AM||There 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.|
|9||Mar 24, 2013 4:42 PM||I 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.|
|10||Mar 22, 2013 9:18 AM||Look 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|
|11||Mar 22, 2013 6:45 AM||consider establishing USTY as a requirement for First semester freshmen.
a focus on undergrad research for our successful students to showcase relevant examples of profession related research.|
|12||Mar 19, 2013 12:15 PM||Allow students to use e-books in class. Many more online courses.|
|13||Mar 19, 2013 11:37 AM||positive teacher-student interactions|
|14||Mar 19, 2013 6:38 AM||Get them to think about why and how.|
|15||Mar 19, 2013 6:27 AM||Offering more courses.|
|16||Mar 18, 2013 3:29 PM||Incorporate interactve learning techniques.|
|17||Mar 17, 2013 6:44 PM||We 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.|
|18||Mar 16, 2013 11:15 AM||continue to keep up to date and improve resourses.|
|19||Mar 15, 2013 8:48 AM||Evaluate teaching and learning styles of todays students|
|20||Mar 14, 2013 8:01 PM||Look 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.|
|21||Mar 14, 2013 12:43 PM||Offer a reading comprehension course as a part of the general education requirements.|
|22||Mar 14, 2013 12:07 PM||In 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.|
|23||Mar 14, 2013 11:45 AM||Remove 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.|
|24||Mar 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.|
|25||Mar 14, 2013 8:51 AM||More 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.|
|26||Mar 14, 2013 8:31 AM||Our 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.|
|27||Mar 14, 2013 8:19 AM||Students need a more active learning style of approach to learning as well as community and global exposure.|
|28||Mar 14, 2013 7:58 AM||Figure out a way to get students to participate in class (attendance...both classroom and online).|
|29||Mar 14, 2013 7:38 AM||Faculty 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|
|30||Mar 14, 2013 7:32 AM||grow the enrollment with a greater percentage of students who do not need remediation|
|31||Mar 14, 2013 6:55 AM||This 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.|
|32||Mar 14, 2013 6:22 AM||Stop 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!|
|33||Mar 13, 2013 10:22 AM||We 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.|
|34||Mar 13, 2013 10:20 AM||Our 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.|
|35||Mar 13, 2013 9:10 AM||I 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.|
|36||Mar 13, 2013 8:22 AM||A comprehensive focus on reading, writing and critical thinking across the campus.|
|37||Mar 13, 2013 6:53 AM||Continue to promote the positives to local high schools....we lose so many locally to larger universities.|
|38||Mar 12, 2013 6:56 PM||Offer more online classes.|
|39||Mar 12, 2013 6:41 PM||Students 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.|
|40||Mar 12, 2013 4:56 PM||Good communication between student and teacher.|
|41||Mar 12, 2013 3:40 PM||Offer more online classes for non-traditional learners and/or core curricula.|
|42||Mar 12, 2013 2:34 PM||Stay current with the trend of society to use an abundance of technology and inprove faculty wages (see discussion below).|
|43||Mar 12, 2013 2:23 PM||1)Have computers for student use in more classrooms. Offer full degrees in theatre and social work and more kinds of language classes.l|
|44||Mar 12, 2013 2:18 PM||More choices in degrees. Better facilities for teaching sciences.|
|45||Mar 12, 2013 1:58 PM||implement 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.|
|46||Mar 12, 2013 1:51 PM||I 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.|
|47||Mar 12, 2013 1:51 PM||Assess 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.|
|48||Mar 12, 2013 1:46 PM||Offer sessions to enhance study skills; receive training to assist students with learning styles and study skills|
|49||Mar 12, 2013 1:46 PM||Our 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.|
|50||Mar 12, 2013 1:44 PM||Increase the focus on research and writing in the general education courses.|
|51||Mar 12, 2013 1:42 PM||Students 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.|
|52||Mar 12, 2013 1:34 PM||Students 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.|
|53||Mar 12, 2013 1:27 PM||We 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.|
|54||Mar 12, 2013 1:25 PM||I'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.|
|55||Mar 12, 2013 1:23 PM||We need to be able to exemplify the quality programs we have at LSUA.|
|56||Mar 12, 2013 1:22 PM||Impress upon students the importance of preparation/commitment|
|57||Mar 12, 2013 1:21 PM||Place less emphasis on non-teaching duties and allot more time for us to spend with students on classroom activities.|