November 10, 2000

Desotelle discusses faculty role in student success and retention

From Context to Practice: Implementing Elements of Ignation Pedagogy in the Classroom was the subject of a soup and substance lunch and lecture sponsored by Loyola's Task Force on Student Success and Retention for faculty and staff Thursday, October 26. Karen Desotelle, director of Student Educational Services for Marquette University, was the featured speaker.

Desotelle discussed many issues concerning the life of a student and the difficult transition from a high school setting to a college setting. She commented that often freshmen enter a college atmosphere with the idea they will make the same A and B grades that they made in high school. Many are surprised when this dream does not become a reality and subsequently their self-esteem plummets. She urged faculty and staff to try and make a difference in the lives of the students they encounter on campus.

Desotelle also pointed out how teachers can help students receive a positive college experience by easing the confusion during the transition from high school to college. By evaluating the effectiveness of various teaching tools such as syllabi and lecture notes, and faculty availability outside of the classroom, faculty can improve student success and retention.

Students likewise were given tips for easing the transition process. Realizing that self-discipline, responsibility, and better study habits are the key components to student success will ensure their college experience will be greatly improved.

This was Desotelle's second visit to Loyola. Earlier this year, in February, she received rave reviews from faculty and staff for her presentation during a soup and substance lunch titled "The Context for Teaching and Learning in Jesuit Universities." This visit served as a follow-up with special emphasis on practical classroom applications.

Theresa Ryan, A'00, Publications Coordinator