Professional Development at SUNY Broome

It’s great to see you here again and Happy October and WEEK 6! More than a third of the way there; we can do this! This week, I want to spotlight a few more National Hispanic Heritage Month resources, as well as share an article that I have found timely and relevant to all that we do and face as a college community to motivate our students. Have an idea? Know of a cool article or event? Want me to highlight something you think is important? Let me know at or you can email Professional Development at!

National Hispanic Heritage Month Resources

This resource from EAB focuses on Latinx student success . The article discusses the need to foster belongingness, which can include making connections with each other as well as Latinx faculty and staff, which will help our Latinx students feel more connected to our campus and institution and more likely to persist and complete. The article also discusses the importance of supporting students using technology, which has an important role to play in closing equity gaps and improving Latinx student success. Most notable for me about the article is the part where it says that share of Latinx students in higher education is expected to increase 14% over the next 10 years; as enrollments are projected to decline, how might we market and position our academic programs to attract Latinx students? What relationships might need to be developed with local and global organizations and what resources might we want to have in place to support our potential students once they are here?

I know a number of us are Podcast People (not a real title; I made it up). If you are one of us, this resource, 9 Latinx podcast episodes, is for you. One that I found particularly interesting is Latina to Latina’s ‘Ain’t I a Latina’, which focuses on creating space as an Afro-Latina where an ideal Latina is defined by a specific phenotypic presentation.

­­­­­Motivating Students: Teachers are the Key!

This week the Hechinger Report reviews research on what motivates students. Two conclusions stand out: teachers are more influential than parents in motivating students to learn and there are three critical components of internal motivation. The three needs are competency, belonging and autonomy. Students who express competency, in this research, have confidence that they’re capable of learning content. “Students who have a strong sense of competence are likely to think that they’ll get better grades if they study or they’ll succeed if they do an exercise.” The research also indicates that internal motivation matters and is most strongly associated with success in school, persistence and well-being. “By contrast, motivation that is driven by a desire to obtain rewards or avoid punishment was the least beneficial and associated with lower well-being.” To read more about this meta-analysis that was recently published by the Review of Educational Research, see PROOF POINTS: What almost 150 studies say about how to motivate students.

Check out the upcoming PD offerings (pdf).

Submitted by: Professional Development


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