Tag Archives: Student Success

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Disconnect

Recently I attended the Wisconsin Council on Undergraduate Research Economic Development Summit and I learned some rather interesting (and concerning!) information that I thought I should share here.  There was a panel discussion on skills that are required by local employers with individuals on the panel from the North Central Wisconsin Workforce Board, the Small Business Development Center from UW-La Crosse, a President from a local Staffing company and a HR Director from a local (but far reaching) company. Continue reading

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Staying Positive in Negative Times

Written by Illene Cupit, Professor of Human Development

A couple of weeks ago the Human Development department’s faculty meeting hosted Chancellor Miller, who spent 1 ½ hours going over the current state of UW-Green Bay’s fiscal crisis. And so my dear colleagues, I do not have to tell you that it currently is not a pretty picture.  The requirement of wringing out $4.6 million dollars from a lean budget does not provide cause for celebration.  We all are concerned about tenure, hiring, maintaining faculty lines in the face of retirements and program offerings.  Morale on campus is at its nadir. Continue reading

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Collaboration

Written by Vanya Koepke, Student

In the fall of 2014 a group of nine students and four professors came together to put together a capstone for the Political Science major. Often, opportunities like that do not materialize. Students might be intimidated by working with their professors. Faculty, on the other hand, might be tempted to work by themselves, a much quicker way to come up with a syllabus. In hindsight, the benefits of such collaboration were so profound that they could convince others to try it. For the students involved in the process it was a unique opportunity to be mentored by Dr. Weinscheink, Dr. Staudinger, Dr. Helpap, and Dr. Levintova. Overall, this blog will focus on the importance of faculty and student collaboration, while identifying the challenges and benefits of the process. Continue reading

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Setting a Good Example: Physics Problem Solving

Written by Heidi Fencl

I’m sure I’m not alone in teaching a field that is more about “how” than it is about “what.”  And so I think a lot about teaching by example.  There is a great deal of research in physics education about setting a good example in class as we teach physics process, but of course most physics learning happens outside the classroom when students work on their homework assignments.  And that is where I worry about practices that set a bad example. Continue reading

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Diverse Groups

Written by Adolfo Garcia

As a member of Chancellor Miller’s Enrollment Working Group it has been enlightening to learn about the challenges that area high school students face in enrolling at UW-Green Bay.  It is especially challenging for students that are from traditionally underrepresented groups like Hispanics, African Americans, Native American, and Hmong students.  Green Bay is facing a major population revision, and it is time that UW-Green Bay faces up to challenges that will change the way we enroll and retain our diverse local population. Continue reading

Sucess

Tutoring & Learning Center

Written by Sherri Arendt

The T&LC, Tutoring & Learning Center, is located on the lower level of the Cofrin Library, and is tucked away near the elevator entrance.  To those of you who did not know, the original space was a designated hang-out and TV lounge for those of us who graced this campus in the 80’s.  Thick purple shag carpet hug on the walls. This writer can recall walking over bodies to find an empty spot on the floor while balancing a plate of food to eat. It was a place to meet friends between classes while watching favorite soap operas. Continue reading

1933 - Grandma's 10th grade report card - Strum, WI by Rev. Xanatos Satanicos Bombasticos

Online Student Success

As a faculty member and an advisor I often get students asking me about whether or not they could be successful in online courses. The answer is usually, “yes,” with several qualifiers such as, “as long as you can effectively manage your time,” or “as long as you can stay motivated to do your best throughout the course.” These are often my thoughts, rather than solid research-based answers. Continue reading