Universities nationwide are facing the same challenge: how to make textbooks more relevant, meaningful and engaging for students. This problem has grown as the lack of student engagement—especially among general education classes—continues to be a contributing factor to today’s rapidly declining RPG (retention, progression, and graduation) rates.
For Kennesaw State University (KSU) in Georgia, educators were working to overcome this same obstacle while experiencing rather high DWFI (D, fail, withdraw, incomplete) rates in one of its institutional requirements, WELL 1000L Foundations for Healthy Living. Students were not successfully completing this required course, which could jeopardize their college careers.
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With a desire to lower the DFWI rate without compromising the academic integrity of the course, KSU faculty and staff decided to alter the WELL 1000 objectives while also replacing the textbook with online courseware that equipped students with more emerging technologies to help boost student engagement.
The implementation process
In the redesigned WELL 1000 course, KSU desired to offer a more holistic approach focused on goal-setting and building self-assessments and reflections to establish long-term health behaviors. This required a number of content progressions as well as a process to better identify and support at-risk students.