Faculty/administration cooperation
I am glad that this section brought up the importance of a school advertising itself appropriately. I worked for many years at a college that I felt did not present a truthful face through its Admissions materials, and many students suffered as a result. A big contributor to the problem was a strong lack of quality interaction between the faculty and the administrative staff. Making sure everyone involved in the hierarchy has the same expectations can go a long way to preventing student alienation.
Unfortunately, your problem isn't unique. Many adjuncts suffer the same problems. Your department head could be a valuable resource to provide background information and guidance about the people and services at your school.
Does your institution have a resource guide or orientation program for new personnel? If not, perhaps you could provide input regarding the usefulness and content of these tools.
I think that there could definitely be more communication between faculty and the admin staff where I teach. I am an adjunct and I don't know but a few of the admin folks and what they are tasked with. I feel embarrassed when students ask about financial aid or drop/add policies and I don't even know who to ask.
Is this type of training available at your institution? If not, what will it take to do it? If so, who does the training and is the training mandatory?
Do performance evaluations standards include components about student relationship skills? If people are evaluated on a skill, they will be more eager to get the training that will help them do a better job.
Train falculty in listening and basic counseling skills. Faculty feel they are there to teach and of course they are. "Babysitting" doesn't always fit in their JD nor does class time allow for personal involvement.
I agree that there must be communication between faculty and addmissions. It often becomes a huge issue soon in a student's acedemic career when they realize that the car they bought was not the the one they were sold. I suggest having a faculty member act a prospective student to hear what is being said during a school tour or addmissions interview.
I'm not sure that I agree that taking a quiz re product knowledge is non threatening, but I do agree with the process of providing product knowledge.
I would also suggest that the department chairs are good resources, but that it is useful to include faculty in the process. This gets their buy-in and they know that the information has been provided.
The academic department chairs must hold a "product Knowledge" workshop for the admissions department. This could take approximately 30 minutes of their time. A Q and A session must follow with a short quiz to test their understanding. This allows a non threatening forum where they can ask questions and receive the correct information. Department chairs are the best source of information.
Your point about only faculty taking the CEE course is a good one. It is important that everyone develop a shared vocabulary and perspective.
However, this practice also presents an opportunity for the faculty to "set the agenda" and frame an institution wide initiative. That should lead to others taking the course and becoming engaged with the retention efforts.
Being proactive and talking to prospective students is a great way to manage expectations.
Do the reps seek out your classroom for tours or do they avoid you? Do they ever invite you to address them as a group?
I agree with Mr. Edmunds statements. The problem that I see is that only the faculty are asked to take these CEE retention courses and not the rest of the staff, most importantly the admissions reps and upper management. A car will not run smoothly with only 3 wheels! Unless everyone involved is on the same page the end results will not change. But then again I am asking that all of us actually put forth some effort and we all know that it is much easier to just talk about things then to do what is necessary to really make a difference. Just one man's opinion.
This has been an ongoing problem in my own experience. What I have resolved to do is to speak with prospective students personally when a tour comes into my classroom, and tell them exactly what they can expect to see and do in my class. I have also been keeping up with admissions reps as much as I can, to let them know what really happens in class. When it comes to expectations after graduation, I am quick to tell my students that their degree/cert. is a stepping stone, that they still have to work hard and climb the rungs on their own.
If you believe the admissions department is selling a false dream, what's the next step? Is it all right for them to make the faculty's' job more difficult?
I completley agree. If an Admissions Dept. is selling a false "Dream" it is very difficult for the the faculty to do their jobs as educators.
Why not invite them to sit in, Harry? You don't have to wonder or wait for someone else to take the initiative.
If the Admission reps give tours for potential students, try following them and listen to what they have to say. Years ago I used to be totally shocked at what I heard. Now the reps must attende Product Knowledge Meetings with Dept. Chairs from every program in order to learn what our school truely has to offer.
Extremely rough times made everyone realize that something had to change. The administration helped to organize the teams, along with volunteers from a highly committed staff.
Tough times can be beneficial when it forces people to re-examine their methods of operation.
What was the process that led to the formation of these teams? How did you establish the membership of the teams?
Good. What's the next step?
I have noticed a major improvement in communication at our school, since everyone finally started working together. We have teams of faculty, admissions, finacial aid and student services that regularly meet and discuss student needs. With the hard fincial times, everyone has rolled-up their sleeves and jumped in to do what ever can be done to help make a positive educational experience for our students.
