Less than a month has passed since Chancellors Woodson’s last forum on the strategic planning process, which many students were unable to attend. Since the last attempt to reach out to the student body resulted in a grand total of two attendees, the chancellor is offering us another chance.
Wednesday’s forum at 6 p.m. is totally devoted to students discussing the work of the Undergraduate Student Success Task Force. This forum provides an opportunity for students to comment on the suggestions the task for made for the future of various programs around campus for undergraduate students. It is imperative students attend with a knowledge of the task force’s plan of action.
The two over-arching goals of the task force’s plans are for “students to graduate in a timely manner” and to provide the kind of experiences that “prepare [students] to become leaders in their fields to prepare them for life.” These goals convert to five initiatives for undergraduate student programs which, while attempting to aid in the transition for undergraduates, puts more on the graduation requirements.
This 41-page monstrosity of a plan explains in detail ways the University can enhance its undergraduate programs to better provide “quality academic and nonacademic experiences.” This, as we all know, translates to more work for us. The suggested requirements seem to hinder rather than help students to graduate in four years’ time, because they are attempting to make certain classes mandatory while not instating them into the GEP or individual program’s requirements.
The second initiative explains the “First-Year Inquiry Program” and how it attempts to mimic a typical high school classroom. This involves smaller classes to aid in the transition from a dualistic mindset to the required individualistic mindset needed in the college environment. Due to this, the plan desires to raise the numbers of first year students taking these classes from 10 percent to 100 percent. However, unless these courses are added to every majors curricula or the GEP requirements, they will be taken as a free elective for students. Time is better spent taking courses in one’s major.
The fourth suggests a requirement by all undergraduates to complete a community or learning-based experience, an internship or co-op, capstone courses and projects or undergraduate research. While some are already required to complete one of these, others do not have to meet such requirements. This would, again, add on to the already cumbersome load of the average undergraduate student.
These white papers do suggest some ideas for helping undergraduate students. For instance the 120:1 ratios for advising and the creation of more learning and living will aid in student success. However, the other initiatives suggest adding to the already abundant load of requirements for students to graduate. Unless this task force suggests revisions or cuts to the GEP requirements to make room for their suggestions, these requirements, along with the typical course load, will be over-kill for undergraduate students.
So unless you are 100 percent satisfied with your educational experience, or the one suggested by this task force, speak up. Chancellor Woodson is giving us that opportunity, so use it. Otherwise, we will be at the mercy of more obstacles in the course of our attempts to graduate in a “timely manner.” While some of these suggestions in the “multi-pronged” approach to student success are strong, others lack the necessary support to achieve their effectiveness. So attend the forum to give and get valuable information on the future of your education.
White Papers Information: http://info.ncsu.edu/strategic-planning/task-forces/undergraduate-student-success/
