What's the level of participation in these volunteer events? The benefits are obvious to most of us, but what happens with the students who are unwilling or unable to participate?
How does a student end up on this list? What level of service do students who aren't in need of assistance receive?
Our institution does surveys at the end of each class to check and see how the students feel about the class they have just finished. Some of the students use it as a chance to constructivly give criticizm others use it as a means to bash the teacher and school.
How much variation is there in student schedules? How many students will a program director be responsible for?
Are you saying that you have a universal syllabus for each course that is used by every instructor who teaches that course? Is there a common exam used by everyone?
I have always believed that this practice makes a lot of sense, but always got a lot of resistance from the faculty.
To help ensure our students’ expectations are being met and that they are satisfied, we work to achieve 100% participation by our students in the course and faculty surveys at the end of each course. Students are given the opportunity to answer both closed-end and open-end questions about the course content, materials and instructor.
These survey results are reviewed every term so that patterns, both positive and negative, can be identified and we can incorporate the feedback, as appropriate, into the course for the next term.
This enhances our ability to react to student needs in a timely fashion.
To help ensure our students’ expectations are being met and that they are satisfied, we work to achieve 100% participation by our students in the course and faculty surveys at the end of each course. Students are given the opportunity to answer both closed-end and open-end questions about the course content, materials and instructor.
These survey results are reviewed every term so that patterns, both positive and negative, can be identified and we can incorporate the feedback, as appropriate, into the course for the next term.
This enhances our ability to react to student needs in a timely fashion.
We encourage a student-centered, student-friendly culture. I think it all starts there. I we do our collective jobs, from admissions to student services and everything else in between, students will be more satisfied with their experience.
Making sure that instructors are advising students that are currently scheduled to them, this way you are addressing any concerns within a real time scenario.
Instructors also network information from one to the other and try to be proactive in there approach to students who may be problematic.
It is my opinion that admissions representatives need be more involved with their students throughout their educative process, mentoring them to a successful means, and being the go to person for the student.
As in most relationships, I agree that communication is integral, in all aspects. All departments must work together to achieve student satisfaction.
This starts out with Admissions; the admission advisors are trained to deliver the correct material so that the students will have clear expectations of what to expect. It is true that the students are overwhelmed by so much information at the beginning. The shift then moves to academic advisors, who consist of all faculty members as well as administration. Students also complete surveys at the end of each course and this is discussed with instructors. We also have an open door policy and students can go to anyone, including our campus president, with issues or concerns.
The institution provides ongoing contact and opportunities to interact with industry professionals through programs and volunteer programs. As we speak, representqatives from a major Cruise Line are preparing for a food event with the help of our students. Students who volunteer are being rewarded with a tour of a cruise ship kitchen and a Q&A with an Executive Chef as a thank you.
Open door policy.
Student surveys at phase end(every 6 weeks)
Orientations.
I try to develop the relationships with my classes so that students can talk/discuss freely about their learning.
Our institution has a list of students who are shown to be borderline and in need of assistance. Each instructor is assigned to be an advisor to a set of students. In this way we are dedicated and proactive in making sure the students proceed to complete their proscribed degree program.
Our students maintain a close academic relationship with their program directors. They must meet at least once a term to determine schedules. The program directors are considered their advisors also and this arrangement seems to be working so students do not get lost in the crowd.
We make sure that all our curriculum is standardized and that the faculty follow this curriculum to ensure that all expectations are met and that all students get the same result. In addition, we measure student learning by assessment and also their satisfaction with the use of end of term surveyst hat rate both the faculty member and the course.
That's wondeful that you take the time to get to know a few things about each student. I can't help but think back to when I was in school and my instructors did this, and I always thought "ok, they know something about me...what do I know about them to make this relationship meaningful?" Are you letting them know some of your history, your goals, and your motivations as well? I think doing this establishes the groundwork for an open and trustworthy student-teacher relationship.
Our institution provides the flexibility of an online learning environment but also has a demanding curriculum that will prepare them for their future career. Throughout their course of study (beginning with the new student orientation) students are informed that they should be studying at least 20 hours a week outside of class in order to successfully complete each term--we set their expectations for how much time they should be focusing on their school work.
Students expect a mentor or advisor to be there for them during their academic tenure; our student services department maintains frequent contact with the students, working with every individual as needed. Student advisors perform many roles, from helping students to adopt healthy coping mechanisms to devising study strategies/schedules (e.g. emotional support, study schedules, encouragement, etc). Students know that we will not do their work for them, but we are more than willing to help them overcome any obstacles they face.
Because many student's don't immediately turn to advisors or instructors for support when they're having trouble attending class or grasping the material, we monitor attendance on a weekly basis; student advisors personally call the students after 6 days of absence. We are committed to the success of each student and lack of attendance or failing grades greatly impacts the probability of graduation.
Our institution also provides the option to complete admissions and course evaluations each term; doing so allows us to learn about and acknowledge our performance from a student's perspective.
We survey our students at the end of every course, talk to all who have made a comment good or bad.
Our students are required to complete TWO surveys each and every term until they graduate. One is a student satisfaction survey which allows them to critique the institution overall. This includes physical plant items, such as the cleanliness of the student break area, patio, etc. This survey allows them to complain about the food...and they usually do. The second survey which is the Instructor Satisfaction survey is typically done at the end of each term. It is used as a tool to help instructors improve. The scores figure into our annual reviews. Both surveys are completed on-line and the results are shared with each department in a timely manner.
