Rochester Institute of TechnologyDepartment of Mechanical Engineering

StructureStructure

Student Services OfficeSenior Staff AssistantStudent Information SpecialistDirector of Student Services

First-Year EnrichmentPartnership between FYE Office and Mechanical

EngineeringCurriculum developed in M.E. with a focus on

attaining M.E. and FYE course goals.

Highlights of the FYE CourseHighlights of the FYE Course

Lays foundation for academic success strategiesLearning StylesWorking StylesTime ManagementGoal-setting

All students in the program have a common FYE experience

Why do college students fail?Why do college students fail?

Poor time management skills Distractions Not interested in course materials Ineffective study strategies

At RIT:MOST HAVE NEVER BEEN CHALLENGED

How do we teach academic How do we teach academic success strategies?success strategies?

“Manage your time better” “Get extra help” “Speak to your professors” “Study more” “Work harder” “Set goals for yourself”

The High School Experience of 2008The High School Experience of 2008

Pressures for high schools to perform (students achieve acceptable standardized test scores) have created a culture where students are being taught “to the test” rather than learning skills.

Math “drilling” has essentially been replaced by calculators and computers.

The High School Experience of 2008The High School Experience of 2008

Back to the FYE CourseBack to the FYE Course

Time management, study skills, etc. are useless unless…

STUDENTS UNDERSTAND WHO THEY ARE, HOW THEY WORK, AND HOW

THEY LEARN

Myers-Briggs Type IndicatorMyers-Briggs Type Indicator

Extravert/Introvert – study atmosphere, social environments, distractions

Intuitive/Sensing – working in groups – who will want to move forward without data collection

Feeler/Thinker – more “practical” when making decisions

Judging/Perceiving – organizational styles

Felder’s Learning StylesFelder’s Learning Styles

Chemical Engineer Teaches at NC State Co-director of the National Effective

Teaching Institute (NETI) After about 15 years, Felder realized he

wasn’t reaching his students. Says that teachers fall into two categories: Those who present information Those who help someone learn

Felder’s Learning StylesFelder’s Learning Styles

Active vs. Reflective Intuitive vs. Sensing Verbal vs. Visual Sequential vs. Global

First ProbationFirst Probation Students who earn a quarterly grade point

average between 1.0 and 1.99 probation Intake appointment:

Study strategiesTime management planWorking stylesCareer choicesPersonal issues

Use above to develop action plan Check in during week 7

Second ProbationSecond Probation

Second probation:LASSIProgress reportsGroup meetingsMeet with faculty advisorCheck-in with student services office during

weeks 3, 6, and 9

LASSILASSI

Learning and Study Skills Inventory Administered online by RIT’s Academic

Support Center Online follow-up modules allow students to

improve their skills in each area addressed in the inventory

Self-directed

LASSI ResultsLASSI Results

LASSI Skills MeasuredLASSI Skills Measured

Anxiety Self-Testing

Attitude Selecting Main Ideas

Concentration Study Aids

Information-Processing Time Management

Motivation Test Strategies

Refer to handout for a detailed description of each skill area

LASSI Follow-UpLASSI Follow-Up

Students agree to group meetings to discuss how they can/will use implement the strategies that they’ve learned

Group meetings are coordinated by student services staff

Faculty advisors are provided with results so that they can refer to LASSI when meeting with students.

Program ChallengesProgram Challenges

Time-intensive for student services staff LASSI is self-directed LASSI modules are “clunky” Need buy-in from faculty