Prepare first-year students for success by improving their academic grit.
A student’s ability to succeed in higher education is not solely based on entrance exams and test scores. Research indicates that you can retain first-year students—especially at-risk or underprepared students—by helping them improve essential non-cognitive skills to increase academic grit. Do you know which non-cognitive skills to target and how?
Join us online to learn how to promote persistence and performance by helping first-year students apply assessment-based strategies to improve four key non-cognitive skills:
Following this webcast you will receive a toolkit with resources to help you use non-cognitive assessment data with first-year students, including checklists and a sample goal-setting chart.
Student affairs professionals looking to improve retention and academic grit of first-year students will benefit from this webcast. This program is ideal for academic support professionals, facilitators of first-year student programs, academic advisors, and student retention coordinators.
We want you to be satisfied with your Academic Impressions learning experience. If the program you purchased fails to meet your expectations, please contact us within 30 days and let us know. We’ll credit the full amount you paid toward another AI program that may better fit your needs.
After participating in this webcast, you will be able to assist first-year students in building an educational action plan to improve academic grit.
Dr. Gore is responsible for negotiating and coordinated efforts to leverage institutional data to inform strategic planning, institutional operations, student success, and growth. In his faculty role, he serves as the Director of graduate programs in School and Clinical Mental Health Counseling. Dr. Gore’s professional interests focus on high school and college student transition and academic and career success. He is currently writing a student success textbook, Connections: Empowerment for College and Career Success. He is interested in how institutions use data to align resources and services to meet the particular needs (or capitalize on the strengths) of their students.
Dr. Gore has consulted with over 3 dozen high school districts and colleges and universities in the U.S. and abroad. Dr. Gore earned his Ph.D. in 1996 from Loyola University in Chicago IL in the field of Counseling Psychology. He is a Fellow of the American Psychological Association, serves as the editor of the Journal of the First-Year Experience and Students in Transition and has published over 50 articles and book chapters. Dr. Gore was named as a 2013-2014 American Council on Education Fellow and spent this academic year working with the President and Executive Leadership team at Montana State University on issues related to educational financing, student success, shared governance, and the research enterprise.
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