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9 Strategies for Supporting First-Year Students

by basicact

Institutions of all types are working to create a more diverse and inclusive environment. Here are nine ways you can support diversity at your institution.

Each suggestion is accompanied by an explanation of how it supports diversity, accompanied by an example from one or more institutions that have implemented that measure. By following these examples, you can help make your institution a more welcoming place for everyone.

The COVID-19 has resulted in the closure of schools all over the world. Over 1.2 billion children are unable to attend school worldwide as a result of the COVID-19. Education has evolved dramatically, with e-learning being one of the most significant changes, and Quran student moving towards online Quran Classes.

Create a study space that is comfortable and inviting

Everyone who is living in a college dorm room knows how difficult it can be. There are always too many distractions around you, which is why creating your own comfortable study space is essential to keeping on track with your work. A good study area helps you focus better and that’s important when an impending project or deadline looms over you.

Create the perfect lighting for studying

When you are trying to get work done it’s important that you have good lighting. You don’t want any glare from overhead lights or lamps, nor do you want complete darkness. Create the right lighting by using lamps with dimmers. You can also use a desk lamp or even just your phone screen to give you enough light in order to see what you are doing.

Provide opportunities for students to get involved in campus life

The new motion would provide a safe environment for LGBT students to connect with others who have had similar experiences and struggles, as well as an opportunity for allies of the community to learn more about LGBT issues. Many other schools have implemented this club on their campus, such as the University of Manitoba that had their first meeting just this week.

Carleton University was one of the institutions included in Maclean’s magazine’s 2012 rankings for top LGBT-unfriendly schools in Canada. One criteria listed by Maclean’s was whether or not a university featured official clubs catering to LGBT students. Carleton currently does not have an official club, but the motion for this club is based on a similar one from last year that was shot down.

Carleton’s administration has been supportive of the idea of having a pride club on campus and it seems as if creating a safe environment for LGBT students to connect with each other would be beneficial in order to build community.

Offer regular check-ins with the student to discuss progress, challenges, and goals

To combat these problems, the counselor worked with the two students over time, providing them with support services both in and out of school. He also met with the students’ parents to aid in their development, though he did not contact Child Protective Services or take any other formal action.

The problem began when a student mentioned to his mother that he was meeting with a coach from school. In an effort to clarify this point, the counselor had typed up a short contract with the student, laying out the guidelines of their professional relationship. The mother saw this contract and assumed that he was a coach for a sports team, and she did not think much of it at first.

Encourage peer mentoring between upperclassmen and first-year students

“Mentoring is very beneficial for first-year students because it gives you that extra help that you might need,” said Nicole Garcia, a junior majoring in psychology. “It also encourages interaction among peers by giving everyone someone to talk to.”

Having a mentor can make the transition into college much easier and help new students quickly integrate into campus life.

“Having someone who you can go to if there is an issue or even just to hang out with makes the transition much more manageable,” said Megan Andrews, a sophomore majoring in political science. “I feel like I’ve become so much more involved on campus because of my mentor.”

Mentorship is beneficial for more than just the first-year students receiving guidance. Mentors are also able to benefit from experiential learning.

“I feel that I have learned more about how to be a good friend and really care about somebody since becoming a mentor,” Garcia said. “Mentorship has definitely taught me things that will help me in my future career.”

Although many people would like to become mentors, there is often not enough time in their day to help others. An effective way to encourage more peer mentoring on campus would be to require all first-year students take part in the program.

Create a syllabus that is clear, concise, and easy to follow

A syllabus is the most important component of your class. It needs to be clear enough that you can teach it effectively, concise enough that students read it, and understandable enough that they are still able to pay attention in class.

You should begin by writing an over-arching statement for what you want your classes to accomplish — the “big idea” that you will focus on throughout the semester. From there, it is easy to identify main topics and subtopics. You can then create learning objectives for each section of your class.

You should also include important dates regarding exams/homework deadlines, grading conversions, special projects, etc., as well as other course-specific information such as collaboration policies and the instructor’s contact information.

At this point, you can choose to include additional information such as learning modalities or a syllabus timeline where you break up all of the components of your class into smaller time segments.

The most effective way to make sure you are clear, concise, and easy to follow is by creating a syllabus template. This will allow you to quickly cover the main components of your class while maintaining consistency across your syllabus students should be able to demonstrate by the end of the course. Objectives will vary depending on discipline-specific knowledge, skills, and attitudes.

Be open about grading policies and expectations

A grade is a marker of how well a student has understood the concepts taught in the course. There are many ways that this can be assesse from tests to essays, to demonstrations. In general, however, grades should only measure whether or not students have mastered what you wanted them to master.

Grades are a powerful tool to motivate students. They can also cause detrimental behaviors in some students. For students with poor mastery of course concepts, grades are frustrating and discouraging. For the student with a strong mastery of course concepts, grades can be an incentive for even better performance.

A typical grading policy will include weighting on tests, assignments, and other assessment methods. This grading policy should be discussed at the beginning of the semester to give students. A clear understanding of how grades are given out in the class.

The grading policy should also include what grade curve exists for that class. It is acceptable to share this information only if it’s not too early in the semester. For students to change their behavior based on the news. Setting grading policies that students find acceptable will help drive student success in your class.

Meet regularly with other faculty members who work closely with first-year students

Faculty members who work closely with first-year students should meet regularly. Together to discuss best practices for working with their students. These meetings can also include faculty from graduate programs and at other institutions.

Faculty focus groups that engage in discussion about teaching methods and their application, especially. When it comes to the needs of undergraduate students, are a valuable way for faculty to learn from one another. Such groups can often provide a supportive and collegial environment in which experiences. With various teaching methods and learning styles can be share and discuss.

For many institutions, such faculty focus groups are seen as the most appropriate unit for classroom evaluation. The formation, organization, and function of these focus groups at individual institutions should be discussed at the department level.

Meeting regularly with other faculty members who work closely with first-year students allows for faculty to thoroughly. Review curricula, pedagogies.And classroom practices among themselves in order to provide improved support for undergraduate learning. For examples of best practices related to this goal see our articles on instruction, assessment, and feedback.

Keep an eye out for signs of stress or anxiety in your student’s

Evidence-based Practice in Applied Psychology: From Science to Practice provides a fresh, innovative, and rigorous approach to evidence-based practice. The book is essential reading for graduate students studying applly psychology at the master’s or doctoral level. This book will be of particular interest to students undertaking distance learning modules that require them. To undertake research and present evidence of this research in the form of an extended essay.

The editors, Paul Stallard and Carl Hughes have wide-ranging expertise in the field of evidence-based practice and bring. Together a team of international contributors to present key theoretical perspectives linked to contemporary issues, debates. And controversies surrounding scientific evidence that is apply to real-world problems

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