ERIC Number: ED338159
Record Type: RIE
Publication Date: 1991-Oct
Reference Count: N/A
Behavioral Instructional & Departmental Strategies for Retention of College Students in Science, Engineering or Technology Programs. How To Become an Even More Effective Teacher or Departmental Administrator.
Brodsky, Stanley M.
This document provides suggestions and strategies for teachers and departmental administrators to improve retention of college students in science, engineering or technology programs. Classroom management strategies include: setting the tone in the first class, demonstrating mastery of the subject, demonstrating enthusiasm for the subject, using good classroom management, reviewing study skills, encouraging out of class study groups, assigning homework carefully, developing fair tests, monitoring student involvement during class sessions, knowing different learning styles, being aware of the barriers to learning, exhibiting professional conduct, being aware of some students' lack of support systems, encouraging high aspirations, and emphasizing the importance of mathematics. Suggestions for developing teacher-student sensitivity include studying educational psychology, encouraging all students, creating a nurturing environment, treating students respectfully, being responsive to questions, identifying students needing help early, treating men and women students alike, and being sensitive to the other demands students may have. Suggestions for instructional department management include implementing early warning identification processes, arranging for students to meet those who are working in their field, establishing good coordination between faculty and counselors, emphasizing the connection between education and employment, developing a staff-wide commitment to retention, insisting on accurate course descriptions, and calling students who are often absent. Fourteen annotated references are included. (JB)
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Administrators; Practitioners
Sponsor: New York State Education Dept., Albany.
Authoring Institution: City Univ. of New York, NY. Center for Advanced Study in Education.
Note: For a related document, see HE 024 999.