Our institution utilizes several different modalities to ensure that student expections are met. We have quarterly student surveys that provides insight into individual student experiences. We ensure availablility of staff members with a complete open door policy. In addition to the open door policy faculty members are encouraged to "get to know" each student by name to establish an instant raport with each student. Instructor led mid-term evaluations are done to identify at risk students who are then referred to the proper staff member to address indivual concerns. We are encouraged to work as a team to maximize student satisfaction and to collectivly attempt to meet all student expectations.
We use a student survey after each course completion.
We have a chain of command that first involves the instructor;then Program Director;then DOE;and finally Campus Director. We communicate closely with each other and have a weekly meeting that formally addresses retention and other topics.This system seems to work realy well in keeping small issues from becoming overwhelming. We catch things in the early stages and try to develop an action plan that satisfies the student and the school. The ultimate gaol being graduation and employment.
This is checked through Campus Vue which gives details of student/instructor interaction.
We have a meeting weekly that includes program chairs,admissions,financial aid,DOE ,etc. We discuss each student that has been absent and the result of our communication with them.We are assigned students we are responsible to communicate with via Campus Vue. we are held accountable for each student in our school and work as a unit to determine the best way to help each student.
Constant evaluation and monitoring and keeping open lines of communication.
Our school has started a student group that they use to survey the student population to find out about the students' experiences and expectations. They then work with our Retention comitee to relay this information to the staff.
We communicate daily with students and listen to their concerns. We relate text materials to onthe job duties, which will prepare them for employment.
We do the following:
1. Student satisfaction surveys every term. I collate them myself from SurveyMonkey.com and distribute to Program Directors for discussion with their faculty.
2. Real-world experience in the classroom.
3. Externships
4. Guest Speakers and Field Trips
5. Student services department (we call them our fairy Godmothers)
6. Faculty buy-in to the mission of Changing Futures, Changing Lives
Our school uses student surveys asking specific questions such as if the syllabus was explained, did class start and end on time, was the material presented in a organized manner, and were your expectations met. It also asks questions about the instructors knowledge of the subject matter, accessibility, and did the instructor give constructive feedback.
Setting students expectations begins with the impression you make on a prospective student. This could be the physical appearance of your school and the demeanor of your employees. When we bring in prospective students the first person to meet with them is there Admissions Representative, so this individual can set student expectations. At our school our admissions department is trained on what the expectations of our students are in the classrooms so they can set the correct expectations for our prospective/incoming students. This includes explaining to prospective students the time commitment they are making which includes homework outside of class. We had some issues a few years ago with a few Admission Reps telling students they would not have homework outside of class. Obviously the students expected no homework but were sorely surprised when every class had homework and with different degrees of difficulty. When this was reported to our Administration department this issue was immediately corrected and they changed their training and intensified on-going training which includes instructors as special guests at some training sessions to give classroom insight to the Admissions team. After the student begins classes it is the instructor’s job and other employees ensure the students’ expectations are being met. One way to help instructors gauge this is by reading student evaluations. If any issues arise they can be corrected.
They, the administration or department heads, are willing to meet with a student when asked to by the student who may have any questions. An instructor, like myself, will do the best to teach them so that they learn and can take what they learn with them and use in their next class and in their life.
Specifically, what are you doing with admissions? This is important and it would be useful to other schools who want to set up a system.
How often is the advisement tool used? Is there a limit to the number that a particular student can receive before some action is taken? Who tracks the system?
We are working closingly with admissions to make sure we are all on the same page with what the student will see and do.
I have noticed that giving advisments. (Witch is a written paper that tells the student they have missed time or have been late to many times as well may be given for other reasons). This document seems to help with informing the student where they stand. Weather it means that he/she is falling behind to the student is just not paying attention in class. We believe a lot in one on one comunication there are several of us instructors that are graduats from this school and to be able to know how they feel is very helpful and what they are going through.
At the end of each three week rotation the students are asked to critique the course content, instructor knowledge of subject matter and overall class experience.
One of the methods employed by our institution is the use of a critiques. Critiques are filled out by students at the end of every cours. This allows us to obtain student feedback and asses satisfaction levels. Critiques are kept anonymous unless a student requests a follow up and then the source is kept confidential except for those in management. Any dicontent voiced by students is addressed. Follow up interviews are conducted and allow a more personal touch and further understanding of the students concerns. Critiques are conducted every three weeks.
Are the feedback questions the same each rotation or do you vary the areas of inquiry? What is the threshold for action - ie how many students have to identify a problem before action is taken?
Faculty are indeed the primary of point of contact with students. What does your school do to encourage them to be proactive in identifying students who need some form of support?
