Bronwyn Seward Limon

So I now have a plan on how to intervene and support a student, but what if my superiors and coworkers don't? How do students react when they only feel supported or invested in by a small number of staff and faculty? Is there a way to remedy this inconsistency? 

I've done a lot of reading on grit, perseverance, and facing adversity on the individual level. But it is amazing to view school commitment as a remedy for academic erosion and academic stagnation. It really does take the whole team to support students throughout their programs. This module makes it even more clear that we all have a role and the way we interact with our students means so much to their persistence.  

This was a great intro! I was fascinated to learn that there isn't a universal definition of retention. And also, that means of measuring retention needs to be tailored by each institution. This empowers me to work with my campus leadership to develop a plan that works for our program and campus. 

So thankful that we are focusing on students as PEOPLE and not just as those with disabilities. I learned about how to check my faulty thinking to encourage all to pursue their full potential. 

I like a training that asks us to "Think Outside the Box" and "make a little noise." I feel empowered after this module to think through how I can best advocate for students seeking accommodations in a creative and personalized way. 

I was very thankful for a thorough overview of both visible and invisible disabilities. I support nursing school students and I am interested in how the demands of this career field may limit the accommodations available to blind and deaf students particularly in labs and clinicals. 

How informative! Though I learned much, I was most surprised by how complex this process is in higher education. In order to adequately weigh all complexities and gray areas, I look forward to examining each request on a case-by-case basis and will be sure to dedicate careful consideration to each request.