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KaSondra Toney’s journey through college has been anything but straightforward, marked by challenges and self-doubt. After initially beginning her college education, she found herself withdrawing twice to prioritize her family. With her children now older and more independent, KaSondra made a determined effort to return to The University of Southern Mississippi (USM) and complete her degree. Yet, as she started her online classes, she grappled with lingering questions: Am I truly suited for this? Do I belong in college?
These feelings are not uncommon among the approximately 20 million students embarking on their college journeys this fall. Many will struggle with insecurities that make them question their place in an academic setting. Unfortunately, such challenges are often misinterpreted as indicators of inadequacy, leading to a sense of unworthiness.
KaSondra’s experience underscores the critical need for higher education institutions to prioritize student belonging and support, particularly at the outset of the academic year.
Significant changes began for KaSondra when she encountered Dr. Angel Herring, a professor who adopts an asset-based approach to teaching. Dr. Herring focuses on recognizing and valuing the unique talents and backgrounds of each student. By creating engaging welcome videos and sharing her personal experiences as a first-generation college student, she fosters a supportive environment where students feel validated and understood.
To align her teaching with student needs, Dr. Herring conducts one-on-one meetings to understand each student’s aspirations and challenges. KaSondra reflects on her experience, noting, “She listened to me. It helped me realize that my thoughts and ideas were valuable. She saw potential in me that I hadn’t recognized in myself.”
As KaSondra discovered, this culture of encouragement extends throughout USM, where supportive relationships with faculty and staff are prevalent. She credits these connections with helping her overcome her self-doubt and describes her experiences within USM’s School of Child and Family Sciences as “transformative.”
By 2020, KaSondra celebrated a significant milestone by earning her bachelor’s degree and receiving the prestigious Bishop Award, honoring students who triumph over adversity in their educational journeys. Later this year, she will complete her master’s degree in School Counseling and begin her new role as a social emotional school counselor.
The Impact of Quality Teaching
Professor Herring is part of a dedicated group of over 200 educators at USM who have received full certification in effective college instruction through a collaboration with the Association of College and University Educators (ACUE). As chief academic officer, I can attest to the importance of the effective and equity-promoting teaching practices these instructors employ.
Professor Herring’s strategies align with ACUE’s Effective Practice Framework, which comprises 25 core competencies supported by extensive research. These practices are adaptable across disciplines, enabling faculty nationwide to benefit from our resources.
Every ACUE course features modules packed with teachable practices that can be implemented immediately. Data reveals that faculty across various backgrounds are eager to adopt these strategies, with over 20,500 educators attaining ACUE credentials, a professional distinction recognized by the American Council on Education (ACE).
KaSondra’s success at USM is not a mere coincidence. The university’s partnership with ACUE, initiated in 2016, has led to a culture of recognition and support for faculty seeking to enhance their teaching methods. Recent studies indicate that first-year students taught by ACUE Certified faculty experience improved retention rates, academic achievement, and performance in subsequent courses.
USM’s experience aligns with broader trends observed in public university systems nationwide. Institutions like CUNY, Texas A&M, and California State University are investing in effective teaching initiatives. Research shows that students benefit significantly from ACUE-certified faculty, as evidenced by results from various studies highlighting increased course completion and student retention.
Strategies for a Successful Semester
As the new academic year begins, fostering a sense of belonging among students is vital. Preparatory actions can be taken even before classes commence, enhancing equitable course design and student engagement.
Here are three strategies that can be immediately integrated:
#1 Create an Inclusive Syllabus
The syllabus serves as an initial introduction to your course and sets expectations and priorities. It is an essential tool for cultivating an inclusive educational environment.
#2 Distribute a Welcome Message
Sending a welcome message can alleviate students’ apprehensions and foster a supportive rapport right from the start.
#3 Acknowledge Student Strengths
Adopting an asset-based perspective begins with identifying the skills and experiences students bring to the classroom. Consider implementing surveys to gather insights about their interests and backgrounds, which can inform course design.
Explore Further
Colleges and universities are increasingly recognizing the pivotal role that faculty and staff play in enhancing student success, fostering belonging, and promoting equity.
Whether you are an educator or an administrator, empowering instructors with effective teaching practices is one of the most impactful ways to promote student learning and achievement. Joining a community committed to professional growth can further enhance efforts to assist students in reaching their full potential.
For more information on how ACUE programs can drive student success and equity at your institution, click here.
Source
www.higheredjobs.com