CHAMPIONS VS VICTIMS
Timothy Judge of Notre Dame has led a two-decade study that looks at how we can predict success in students. He declares that grades, test scores and pedigree can't predict success as well as the simple ability to confidently choose one course of action while abandoning others. That is why helping your students develop the ability to think critically is so important. When faced with complexity and uncertainly, many of our students lack the mental acuity to close the door on distracting activities while focusing on what will help them achieve their goals. Critical thinkers see themselves as champions who are in control of their outcomes. Others portray themselves as victims who are quick to place the blame of failure on others. This is a key component to student success. We should be encouraging our students to take responsibility for their academic progress. Your student engagement approach should always include the proposition that you are here to help but they have to meet you half-way. When the focus becomes student learning rather than about other distractions, everyone wins.

CONFERENCE OPPORTUNITY
Proposals are now being accepted for the annual SoTL Commons Conference to be held in Savannah, Georgia March 27-29, 2013. They are looking for proposals about the scholarship of teaching and learning as a focused, but expansive, evidence-based path for the improvement of teaching effectiveness and student learning outcomes.

PUT YOUR STUDENTS IN CHARGE
Ken Bain, in his book What the Best College Teachers Do (LB2331 .B34 2004 ), says that, "human being are curious animals. People learn naturally while trying to solve problems that concern them. They develop an intrinsic interest that guides their quest for knowledge and an intrinsic interest that can diminish in the face of extrinsic rewards and punishments that appear to manipulate their focus. People are more likely to enjoy their education if they believe they are in charge of the decision to learn."

MANAGING ASSESSMENT
Because we are a learner-centered institution, we are constantly looking to improve student learning and in turn improve our graduation, completion and transfer rates. Mary J. Allen has created a list of characteristics that most learner-centered institutions share. Assessment is an essential process. Faculty ask if students master learning outcomes and staff assess their impact on students, and they are flexible and creative when developing solutions to identified deficiencies. Faculty and staff see institutional effectiveness as a goal, contribute to it, and work collegially to promote student success. Campus recognition and reward systems recognize and reward contribution to student learning. Campus policies and procedures, including program reviews and budgeting, support learning and rely on empirical evidence for decision-making. You can find the rest of her list in her book Assessing General Education Programs (LC985 .A55 2006).