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TCC Fall Conversation #2: The CARE Framework for Retention

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Graphical flyer that outlines the CARE practices with descriptions

12:30 pm - 01:30 pm

The TCC's Conversations Series this year is centered around our theme of Pedagogies of Care. Please join us for the second one, "The CARE Framework for Retention," facilitated by Gena Merliss (TCC), Mark Ricci (VaPA), and Sherri Kurtz (Dental).

It is fitting that MCC’s evidence-based, retention-promoting teaching practices are named the CARE practices. Students, typically, do not stay in our classes because they are enamoured with our content. They stay because they feel like they belong and that their effort will move them towards their goals.

In this conversation, participants will (re)learn about the CARE framework and find out the results of last year’s survey regarding faculty’s use of these practices. We will have a chance to discuss how the results can inform our practice, both as faculty and the TCC. Then, hear about the results from a qualitative study that looked at how faculty’s practices changed during the pandemic. We will use that data to discuss how we can leverage the positive aspects of teaching last year to move closer to the CARE framework. 

What are the CARE practices?

A few years ago, Jason Anderson (CHE/GEO) completed a qualitative research study with faculty from MCC who had the lowest rates of student withdrawals in their classes. Through class observations and interviews, four themes emerged as faculty practices that promote student retention at MCC. These are known as the CARE practices (see attached).

Which survey last year?!

As a part of her professional leave project, Gena Merliss (TCC) developed a survey based on the CARE framework. It was distributed through the Trib, Faculty Senate and department chairs in February 2021. We had 121 faculty respondents.


All faculty and staff are welcome!


This event is designed to address the following goals and outcomes of the Teaching and Creativity Center's programming:

Goal 2: Create a culture of critical reflection, continual growth, and faculty collaboration

  • Outcome: Utilizing critical reflection and evaluation of teaching practice

Goal 4: Promote evidence-based, high-impact, innovative teaching strategies and support course design and implementation to improve student retention and learning

  • Outcome: Expanding awareness of evidence-based strategies that promote student learning and retention

Goal 3: Support the scholarship of teaching & learning for all

  • Outcome: Integrating scholarship/research into one’s teaching (whether in general or specific to discipline)

Join Zoom Meeting

CARE Flyer.pdf

CONTACT: Amy Burtner
SPONSOR: Teaching and Creativity Center