Decades of research point to the critical role faculty play in the promotion of student success on college campuses (Kuh, 2006). While much of this literature is directly related to student learning and the overall educational experience, the potential impact faculty have on students’ retention, progression, and completion is significant.
Below are three areas where faculty can strive to make a positive impact on RPC at UNLV. Recommendations are derived from a collection of sources available below.
Engagement
- Provide opportunities for students to participate in undergraduate research
- Discuss career possibilities and plans with students, and when applicable, aid students in connecting course material with practical applications
- Complete Early Alert Progress Reports if received via email, and utilize Campus Connect’s capabilities by issuing an alert/referral for students you feel are in need of additional support
- Strive to be physically or digitally present and visible to students outside of the classroom
- Get to know your college’s academic advising unit and how they are promoting RPC
Encouragement
- Regularly provide students with positive and/or constructive feedback and opportunities to improve
- Be aware of and recommend resources available to students on-campus
- Advocate for students’ involvement in co-curricular activities
- Urge students to enroll in future semesters and, if appropriate, to register for a full course load of 15 credits per semester, or 30 credits per year (15 to Finish)
- Advise students to complete math and English requirements early in their academic career
Course Offerings
- If responsible for course scheduling, please keep the following items in mind:
- Strive to offer required courses consistently and with relative frequency. Whenever possible, be flexible to meet student demand (e.g. offering an additional section of a course in Spring that is typically only taught in Fall)
- Consider how class meeting times impact students. Schedule courses earlier or later in the day to aid students in finding a class schedule that works
- Examine how courses are sequenced within a program to ensure it is purposeful and avoids potential bottlenecks
- Complete regular program and course assessments to ensure intended learning outcomes are being met