Dual Credit at NDSU: Increasing Options and Exploring Possibilities

Dual Credit at NDSU: Increasing Options and Exploring Possibilities by Dr. Stacy Duffield

After a few years of start and stop planning, and a pandemic that made everything screech to a halt, we are excited to launch the Dual-Credit Program at NDSU. Courses will be offered during the 2022-23 academic year, but the registration process is happening right now.

Our colleagues at the junior colleges have been doing an amazing job of offering dual credit for many years. They have made universal general education classes like English 110 and College Algebra available to North Dakota (ND) high school students, allowing them to get a head start on college while fulfilling their high school course requirements.

NDSU’s dual-credit program has a somewhat different purpose. Continue reading “Dual Credit at NDSU: Increasing Options and Exploring Possibilities”

Assessment is Telling a Story

Assessment is Telling a Story by Dr. Cheryl Wachenheim

My family knows of my appreciation for “prove me wrong” and “change my mind” pictures and memes. I love them because they call for a thoughtful response to a clearly stated viewpoint, even if at times purposefully rebellious.

I chuckled as I read one of these memes texted to me by an under-motivated member of my family sitting just feet from me. We were discussing the day’s chores, which included raking. The meme depicted an individual sitting at a table with a banner that read, “Any lawn best enjoys winter under a soft cover of leaves. Change my mind.” As I thought about and carefully crafted my response to that meme, I got an idea for my own meme. Continue reading “Assessment is Telling a Story”

How to Blend Teaching and Research

Pedagogical research and I met serendipitously on a pontoon motoring around Little Floyd Lake on a warm summer afternoon two decades ago. A young man sitting across from me, who I had only met that morning, recognized me as the instructor of his online introductory economics class. As it turns out, this young man would play a pivotal role in my introduction to pedagogical research. I will explain in a moment how this student drew me to pedagogical research, but first let’s look at what pedagogical research is, then continue reading to learn how to seamlessly blend pedagogical research and teaching. Continue reading “How to Blend Teaching and Research”

Celebrating the Good

child jumping for joy with balloons

“This is why our children find video games so enjoyable and even addictive,” said the instructor of the Nurtured Heart parenting class I enrolled in as a means to transition back into the role of mother after a year-long deployment.

“Think about it”, she said, “they are offered a hands-on experience with an achievable goal that has regular rewards as they make progress. And the cost of failure is negligible, so they are not afraid to push the boundaries of their previous success.”

Mario Kart

 

I went home that night and really watched the kids playing Mario Kart. They concentrated and shared some competitive verbiage with one another, but I noticed for the first time that they were happy and motivated to try again, regardless of the outcome. When they won, a large trophy appeared on the screen, and they seemed to glow in their sense of accomplishment. If they drove off the road during the game and their car went into the abyss, the only cost imposed was a short delay before they rejoined the race. They didn’t hesitate to attempt the same move again. Regardless of their final place in the race, the costs of failure were small, and they were ready to give it another try.

Watching them prompted me to think about my teaching and how these strategies might work there as well. Continue reading “Celebrating the Good”

Addressing Student Stress At The End Of The Semester

Health Promotion: Addressing Student Stress at the End of the Semester

This blog post is the second in a series of posts from NDSU Health Promotion. With the understanding that students’ health and well-being affect every facet of their lives, including their academic performance, we have created a series of posts with information and practical tips for faculty to promote health and well-being in their classroom. For each topic in the series, we asked our peer educators—the Body Project, Healthy Herd Champions, and Violence Prevention Educators—to provide us with their point of view as students, and we have incorporated their feedback throughout each post.

This post focuses on addressing student stress at the end of the semester, while a future post will focus on addressing student stress at the beginning of the semester.

Student Stress During Dead Week and Finals
As we head into the end of the semester, we know that student stress often rises as we move closer to dead week and finals week. This semester students report that they are feeling more stress than ever due to the challenges of attending college while surviving a global pandemic, and we know that will only intensify in the coming weeks. Continue reading “Addressing Student Stress At The End Of The Semester”

Burnout: How To Avoid It, How To Overcome It.

burnout: how to avoid it, how to overcome it.

In the past, I have written here about how to take care of yourself during the pandemic.  As co-chairs of the mental health committee of the President’s Council for Campus Well-being, Emily Fraizer and I have shared information with the campus-community about surge capacity and how to deal with your surge capacity being challenged.

Today, I want to talk about what happens when these areas of stress continue for a length of time and intensity that they begin to overwhelm.  In other words, what is burnout, how can you avoid it, and how can you best deal with it if it happens to you? Continue reading “Burnout: How To Avoid It, How To Overcome It.”

How do we promote health and well-being in the classroom?

girl resting with hot beverage

This series of blog posts from NDSU Health Promotion will explore how faculty can promote health and well-being from the classroom. Before we begin, we want to give a brief overview of NDSU Health Promotion’s mission and values. NDSU Health Promotion, within Student Health Service, engages the broader campus community to inform, educate and empower students to make healthy decisions that enhance their success and well-being. We understand the reciprocal relationship between health and learning, and we partner with other NDSU services and resources to foster a campus climate that supports health and well-being.

Health Promotion Peer Education Groups

One of the many ways we do this is through our peer education groups. Peer educators are students who serve as leaders and role models to fellow students and encourage others to make responsible and healthy lifestyle choices. There are three peer education groups in Health Promotion, each with their own focus on specific aspects of well-being.

Continue reading “How do we promote health and well-being in the classroom?”

Supporting Students’ Introduction to Research

raised handAs a librarian, I’m often asked to visit classes in advance of research assignments, usually to discuss topics related to finding scholarly sources of information. A few years ago, I started asking a simple question when visiting classes at the 100 or 200 level: How many of you have read a scholarly journal article before? While the number of raised hands I saw would vary, I can’t say that it ever surpassed 50% of the students in the room.

Making the transition to the expectations of college research is a significant hurdle students face in acclimating to academic work. They’re asked to use an unfamiliar type of literature, with its own idiosyncratic customs and system of organization, and which is best discovered using its own unique search tools.

Bearing these realities in mind, below are a few tips to help provide students with a supportive, inclusive introduction to research at the college level.

Continue reading “Supporting Students’ Introduction to Research”

What is Teacher Immediacy?

What is teacher immediacy?

What if your students’ college success depends on you? Not the collective “you”, but the specific, personal, individual you?

What if you could raise your students’ high school grades retroactively? What if you could raise the scores of their entrance exams? What if you could make them better prepared for college success?

This is crazy. It’s impossible to raise your students’ scores or grades from high school. As predictors of college success, they are important college entrance requirements, but there is nothing you can do about them. True, but there is one more factor that is just as significant in predicting student success; one not considered by admissions. Continue reading “What is Teacher Immediacy?”