“Faculty members and graduate student instructors can play a key role in identifying ‘at-risk’ students or, more specifically, students who are likely to fail or perform poorly academically.
Factors linked to poor academic performance vary widely, and include mental health status, social anxiety, socio-economic status, insufficient academic preparation, poor study skills, learning disabilities, status as first-generation college students, family disruptions, work responsibilities and a whole range of other issues. Because teaching faculty interact regularly with students, they may be uniquely positioned to identify such factors. By identifying at-risk students and implementing interventions, such as personalized instruction or referral to the appropriate University resources, faculty members may help the students succeed not only in their courses, but in the students’ others classes as well.”
Read more from our very own Joel Brady, Teaching Assistant Consultant for the Graduate Student Teaching Initiative, in the Feb. 2 University Times!