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In his 1999 opening day address, President Sidney Ribeau
inspired the campus when he invited faculty and staff to submit
proposals for projects to help the University's undergraduates
achieve the deepest learning and living experiences possible.
Three areas were identified for action: classroom learning, academic
support outside the classroom and teamwork and leadership initiatives. The University has a strong interest in demonstrating progress
in these areas as continued state funding will depend on how
successful BGSU is in achieving the goals set by the state, Provost
John Folkins noted recently. The 37 proposals funded through CISS were very diverse. They
ranged from "Creative Imaginings for Grammar Instruction,"
from Shirley Ostler, English, to "Diversity and Communication
in the Workplace," from Alberto Gonzalez, interpersonal
communication, to "Bridging the Gap for Adult Learners,"
from Mary Krueger, Women's Center director. The more than 70 participants recently got together to share
a conversation about what makes for student success and how it
can be implemented here at Bowling Green. Bill Knight, director of institutional research, told
those gathered that some definite themes have emerged from decades
of research as well as his review of their proposals. A very
important finding is that "what happens to students while
they are in college has a much greater effect upon their outcomes
than do their entering characteristics," Knight said. This
means faculty and staff have a major opportunity to make a positive
difference in the lives of their students. Also, "the impact of college is largely determined by
the individual student's quality of effort and level of involvement
in academic and non-academic activities." So the more the
student makes use of the University's people, programs, facilities
and opportunities, the more successful he or she is likely to
be. Student-faculty and student-peer group interactions also
play an important role in the student's overall experience of
college life. It is important to reduce the "psychological size"
of the institution through, for example, housing arrangements,
mentoring and co-curricular activities, Knight said the research
shows. A bonus to incorporating these themes into daily campus life,
Folkins told the participants, is that every student will benefit,
not only those deemed at risk (in this case, students who have
received an Ohio Instructional Grant). The initiatives are a
positive step toward improving the overall quality of education
at the University and creating lifelong learners. Folkins also stressed that "timely completion of degree"
does not mean four years for everyone. "We want students
to graduate in the time that serves their educational needs best.
For someone with a double major, or someone who is working and
supporting a family, or someone participating in a co-op, that
will mean different things." Support for the challenge grant process came from faculty
who worked with students and staff in the office of the vice
provost for enrollment and student support services. Next steps
include short workshops to assist participants as they seek outside
support, in the form of grants or other resources, for the continuation
or replication of successful initiatives. Working with key faculty
and college administrators, Sallye McKee and her staff
will provide technical assistance for this important next step.
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