Including Faculty Training as an Integral Part of your Student Success Plan

Venue: online

Location: online,

Event Date/Time: Apr 27, 2010 End Date/Time: Apr 27, 2010
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Including Faculty Training as an Integral Part of your Student Success Plan 27 April 2010, 1:00-3:00pm EDT online webinar Host: Innovative Educators NOTE: Payment is not required prior to event date (choose check by mail or PO as payment method when registering). The recording is always included and is accessible for one full year. OVERVIEW This will highlight the collaborative efforts of faculty members, student services staff, and administrators of Central Piedmont Community College (CPCC) in Charlotte, NC, in the development, implementation, and assessment of a faculty training series which serves as an integral part of a college-wide effort to improve the retention and success of at-risk students (defined as those placing into one or more developmental reading or English courses). This project, funded in large part through a Dept. of Education Title III Improving Institutions grant, resulted in significant increases in student success and retention for this student population. The Student Success Faculty Training Series developed at CPCC included funding for part time faculty to attend (part timers from the developmental reading and English areas were required to attend at some point during the five-year grant period), which was imperative to address and resulted in significant changes to the delivery of instruction in developmental classrooms. Significant attention will be paid not only to the design and delivery of the training, but also to the research-based reasons for the design of the training series. Additionally, an explanation of the unique assessment method used to determine the effectiveness of the faculty training program, which was the focus of Dr. McElroys dissertation research for his Ph.D. program. In a treatment versus control assessment, students were asked to identify teaching methods used by their instructors. Both design and results of the assessment project will be covered in detail. Participants will: * discover how faculty, student services staff, and administrators can collaborate to improve the retention and success of at-risk students * learn how to develop and implement a faculty training series * expand understanding of how to better assess the effectiveness of faculty training programs * develop knowledge of how to implement assessment programs relating to development activities for faculty * explore non-traditional roles of student services professional and faculty members in helping students, and particularly at-risk students, to be successful in college Who should attend? * Faculty *Vice Presidents of Academic Affairs *Vice Presidents of Student Affairs *VP for Enrollment Management *Dean/Director of Admissions *Deans of Academic and Student Affairs *Student Success Staff *Retention Specialists *Student Development Retention Coordinators *Academic Advisors *Directors of Enrollment Services *Directors of Student Development Services Who is the speaker? Clint McElroy, Ph.D., is Dean for Retention Services at Central Piedmont Community College (CPCC) in Charlotte, NC. He earned his doctorate in Curriculum and Instruction with a concentration in Urban Education from the University of North Carolina at Charlotte. He chairs CPCCs Retention Committee, a cross-functional group which focuses on improving student retention, and also its cross-functional Student Intake Steering Committee, which focuses on improving student intake processes. From 2003 to 2008, he served as Activity Director for a federal Title III Improving Institutions grant project focusing on improving retention of students entering the College who placed into two or more developmental courses. The success of the CPCC Title III activity in positively influencing student retention has resulted in teams from several colleges from across the United States visiting CPCC to learn about the implementation of the project and how it might be duplicated on their own campuses. The organization of the CPCC Title III activity was highly cross-functional, requiring substantial interaction among the Colleges Instructional, Student Services, and Information Technology Services units. Enquiries: