Fostering Student Success - Research Paper Example

Fostering Success The research aims to identify an issue related to fostering success in the campus community of one’s interest that reflects an area one would like to improve or make changes in the work setting. From the examples that might include student services, student programs, campus learning environments, advising, student leadership, the specific area identified for further study is the participation and involvement in student study groups. Likewise, the discourse would provide a discussion of the following issues, specifically identifying the following concerns, to wit: (1) all aspects of the issue or problem; (2) what is known, what needs to be known, and how it can become known; (3) what quantitative or qualitative data is needed; (4) who will have the responsibility of obtaining the data about the issue or problem; (5) a formulation of a series of potential solutions to the issue or problem; (6) a selection of the most reasonable solution with supporting rationales; and finally, (7) a definition of how one’s decision will be evaluated. Fostering Student Success Various cultures have stressed the importance of education in the realm of an ever increasing competitive environment. Qualifications and competencies of individuals are developed with the advancement in theoretical and practical expertise. Higher education poses strategic differences from high school making students virtually insufficiently prepared for its diverse challenges. Fostering student success should therefore be the focus of school administrators to ensure that academic life would prove to be worth every student’s efforts. Students are expected to take accountability and responsibility for their academic performance through prioritizing compliance to requirements. In a book written by Gary L. Kramer (2007) entitled Fostering student success in the campus community, the author indicated several measures to direct students towards the triumphant path. Kramer averred that “addressing changing student demographics and needs… aligning institutional and student expectations, connecting student-oriented services systemically, organizing and fostering student services for learning, and creating and delivering services for students…(are key issues) to achieve success on campus” (Kramer, 2007, xxix). The research aims to proffer issues which focus on the participation and involvement in student study groups as part of organizing and fostering student services for learning. As required, the discourse would provide a discussion of the following issues, specifically identifying the following concerns, to wit: (1) all aspects of the issue or problem; (2) what is known, what needs to be known, and how it can become known; (3) what quantitative or qualitative data is needed; (4) who will have the responsibility of obtaining the data about the issue or problem; (5) a formulation of a series of potential solutions to the issue or problem; (6) a selection of the most reasonable solution with supporting rationales; and finally, (7) a definition of how one’s decision will be evaluated. Problem Identification In college, the professors usually present the class modules at the start of each course stipulating topics to be discussed with references at clearly specified time frames. Course requirements such as projects, essays, exams, and even rubrics for grading are distributed for the students’ perusal. The students are expected to strictly adhere to the syllabus for compliance. Given that the course syllabus presents all the academic requirements for the students to follow, it could be a quandary as to the reasons for failure in college. Aside from the fact that students could have been mentally and emotionally unprepared from college courses, students fail in college because of an interplay of the following reasons: (1) failure to manage time and to prioritize on academic requirements that must be complied according to schedule; (2) ineffective studying habits; (3) apprehension to seek academic support in terms of counseling, participation in study groups, and utilizing the right academic resources, as needed. As indicated by Light (n.d.), the value of study groups is magnified as “interviews of sophomores show that isolation is the biggest threat to students who are not as productive as they want to be in their coursework. Further, students who begin having trouble are likely to drift into even deeper trouble if they simply keep to themselves, working alone in their rooms hour after hour” (Light, n.d., 12). Available Information To identify what is known, what needs to be known, and how it can become known, the research delved in secondary sources of information from books, publications, and from electronic sources. Research literatures have revealed that statistics show that there are an alarming number of students who leave school for a variety of reasons. In addition, as indicated in the book written by Kramer, student success can be achieved by focusing on the indicated key elements. In addition, in a study conducted by Richard Light entitled Strengthening Colleges and Universities, he recognized the advantage of study groups in successful academic performance. The information that needs to be known is the availability and accessibility of study groups in campus, as required, specifically by incoming freshmen students. A quick search on electronic sources on study groups in campus indicate that almost 8 million results validating the wealth of information that can be delved into. Therefore, the information can be easily accessed and viewed through electronic searches and through other secondary references which can be found in university libraries. In addition, the school administrators could provide specific information on known study groups within the campus that can assist students through their course modules. Data Required Quantitative data is defined as “data expressing a certain quantity, amount or range” (OECD, 2001, par. 1) as contrasted to qualitative data which means “data describing the attributes or properties that an object possesses” (OECD, 2002, par. 1). In this regard, the research could use quantitative data in terms of statistics on the average number of study groups in campus of every university in the country and the average number of members per study group. For the qualitative data, the composition of the study groups’ members in terms of average age, gender, ethnic or racial origin, among others would be helpful for the research. Responsibility for Obtaining the Data Normally, for study groups registered in the campus, school administrators have the responsibility to note the composition of study groups, their whereabouts, their schedules for group meetings, itineraries, and the like. For purposes of the research, the researcher has the responsibility to search for specific data on study groups as a means to foster student success. Proposed Solutions For failure of students to be actively involved, participate, or search for effective study groups who would assist in enhancing academic performance, the following suggested measures are noted: (1) school administrators must assign every academic advisor to organize study groups within class modules to work on academic requirements together; (2) a specific division within the campus should be design to address inquiries regarding requirements to join study groups from diverse students and directly assign (or create groups, if required) students to join specifically created groups; (3) specific departments in the universities should assign mentors to assist study groups in subjects that need advising and counseling; (4) encourage active participation and involvement by designing competitive academic activities among study groups with rewards in terms of credits to specific modules. Chosen Solution From among the enumerated proposed measures to enjoin the active participation and involvement of students in study groups, the most viable solution is an interplay of the recommended alternative courses of action. This simply means that a collaborative effort from school administrators, advisors, departments and study group members must be instituted to design several options for diverse students to join. From the governance of school administrators, advisors must encourage each and every student to form, participate and be involved in study groups outside the classroom setting. Freshmen who are at a loss on groups to join could inquire from the division, clearly indicated for Study Groups in Campus. Mentors from different departments could be invited by the study groups, if needed, to assist in understanding complicated subjects or modules. As indicated by Light (n.d.), “not only do students who work in small study groups outside of class commit more time to their coursework, feel more challenged by their work, and express a much higher level of personal interest in it—they are also much less likely to hesitate to seek help” (Light, n.d., 12 – 13). Evaluation of Decision The success of the proposed decision could be evaluated and measured in terms of the academic results of students who are actively involved in study groups, as contrasted to those who insist on working alone. Timidity, pride, financial considerations, cultural diversity barriers, among others get in the way of availing academic support. It is eminent to stress that there are more benefits that would be derived from seeking ways and means to ensue students get to be involved in study groups to enhance learning skills. Support from parents, teachers and school administrators could never be overemphasized. Sometimes, students are just looking for the right advice, at the right time, at the right place. Conclusion Education, per se, provides innumerable benefits for the individuals as well as for the society, in general. It is during these times that students develop long time friendships and learn a diversity of topics in accord to their personal interests. Although the key elements to foster student success entails focusing on areas other than study groups, one must be aware that it is actually the personal commitment and adherence for self-discipline to genuinely be determined to learn and succeed that is of primary importance. References Kramer, G.L. (2007). Fostering student success in campus community. John Wiley & Sons. Light, R. J. (n.d..) Strengthening Colleges and Universities. Retrieved 25 November 2010. < http://net.educause.edu/ir/library/pdf/ffp0604.pdf> OECD Glossary of Statistical Terms. (2001). Qualitative Data. Retrieved 25 November 2010. < http://stats.oecd.org/glossary/detail.asp?ID=3494> OECD Glossary of Statistical Terms. (2001). Quantitative Data. Retrieved 25 November 2010. < http://stats.oecd.org/glossary/detail.asp?ID=2219> Read More