UNIVERSITY OF NEW ENGLAND (ME)
by Lorraine Shire Pecchia, Learning Specialist
LAC 030 OpportUNEties for Success has been taught for four consecutive semesters with increasing student interest and enrollment. The table below reflects GPA and academic standing. In summary, LAC 030 is an elective course and has contributed to the academic success and increased GPA of the students it enrolls. Attending the On Course training in May/June 2009 has added to my confidence and pedagogy in teaching the course and adopting the textbook (by the same name) for the curriculum. I teach the full nine chapters in fifteen weeks. The 90% average persistence rate of LAC 030 students is higher than that of the University’s 77% for first-time full-time undergraduates entering Fall 2008 (taken from Report on Undergraduate Persistence and Graduation Rates at UNE). The two students who were placed on Academic Probation after taking the LAC 030 course had been on Probation prior to taking the course. This is also true for the two students who were academically dismissed.
|
Students enrolled in LAC 030 |
Headcount |
Pre-cumulative GPA(non-first-time freshmen) |
Post – cum GPA of All |
Academic Standing Good |
Academic Standing Dean’s List |
Academic Standing Dismissal |
Academic Standing Probation |
Persistence Rate (enrolled 2 consecutive semesters) |
|
|
Fall |
16 |
2.66 N=8 |
2.82 |
10 |
5 |
1 |
0 |
94% |
|
|
Spring |
6 |
3.1 N=5 |
3.1 |
5 |
1 |
0 |
0 |
84% |
|
|
Fall |
19 |
2.2 N=5 |
2.86 |
12 |
5 |
0 |
2 |
95% |
|
|
Spring |
9 |
1.74 N=8 |
2.17 |
6 |
1 |
1 |
1 |
89% |
|
|
|
|
|
|
|
|
|
|
|
Student Testimonials from “Personal Philosophy of Success” final papers
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“While college started off as a struggle, I finally feel now like I stand a better chance at doing well. This semester my grades have greatly improved and soon I will be off academic probation. I am very fortunate to have taken the LAC 030 class because it has helped me to be a better student by finding strategies that work for me.”
-
-
“I could see my improvement on critical thinking questions in my LILH class. The tests would consist of fill-in-the-blanks and critical thinking questions. From the beginning until the end of the year my critical thinking (responses) went from being two out of four (points) to four out of four (points).”
