A major goal of NWCLA is to help students develop the interpersonal skills to negotiate real disagreement and work with people who may have different ideas, beliefs and opinions.

At NWCLA, faculty will develop curriculum and assignments collaboratively and focus on addressing academic bottlenecks: places in the curriculum “where students consistently fail to master crucial ideas or actions” (Indiana U, History Learning Project).

When NWCLA students come to class, they can expect to have a spirited, substantive discussion with classmates who are prepared, engaged, and passionate about ideas.

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Through strong connections with local (Portland metro area) organizations and high schools, NWCLA will work with teachers and mentors to identify students interested in a liberal arts education who would benefit from NWCLA’s rigorous yet supportive academic environment.

This recruitment strategy is markedly different from those used by many traditional liberal arts schools that seek to maximize the number of applicants through marketing nationally and internationally.

FACULTY INTERACTION AND STUDENT SUCCESS Studies have shown that student success is linked to faculty interaction and mentoring.

When NWCLA students transfer to other colleges and universities, they will have had two years to develop relationships with faculty whom they trust, and who have held them to high standards.

NWCLA will be a two year liberal arts college for students who will become these thought leaders.

NWCLA will focus on the crucial first two years of college, offering a rigorous yet supportive academic environment, where full-time faculty teach a richly inclusive and deeply diverse student body recruited from the talent we know is right here in Oregon.

She may ask a colleague to observe a class with this issue in mind and provide feedback and suggestions.

Or is this a larger issue and if so, how should the faculty team approach the issue together?

Because NWCLA professors have students for many classes over two years, they can work with students to identify skills gaps and build mastery across classes and quarters.

Faculty will meet weekly to discuss the progress of individual students, as well as share teaching challenges or other issues that have arisen in classes.

Many students do not know which factors might lead to their success in a given program and so they decide based on criteria such as perceived cost or where family or friends attended.