Who are we to say who belongs in the program and who does not? Our role is to assist our students in the achievement of their dream. This includes providing them with all necessary and appropriate feedback--positive and negative. It is their responsibility to respond appropriately to the feedback we provide. There needs to be continuous dialogue through each step..
We use a comprehensive student survey system to track student satisfaction. However, we don't easily identify students whom don't belong in the program. We often work very hard to keep students in the program who belong in a different program or industry.
Our school uses a student survey and all the faculty have students they mentor if they need help. I think our school goes above and beyond to help students get acclimated with the school.
Student surveys at the end of each course. Feedback from instrucotrs. Instructors call if students are absent to inquire why.
How are departments held accountable for retention? Are results posted publicly? Are the results factored into performance reviews?
Who sits in on the daily meetings during the first two weeks after a start? How long do the meetings typically last? Do the meetings cover all students or just new starts?
Sounds like a major commitment of human resources. Has this practice paid off?
Is it possible that if feedback is sought in a way that bothers students, the process may actually reduce satisfaction?
Did they also give you the tools to do that?
Hi All,
Our campus holds all departments accountable for retention. We post information regarding communication with students in CVUE, hold retention meetings and conduct Student Satisfaction Survey. The President also has an open door policy.
Cross trainings occur frequently throughout the sessions. Department managers communicate vital information to the employees. Managers also communicate to each other in daily meetings the first two weeks of a new start related to student population and retention. Admissions reps are updated as needed about curriculum changes as an overview of each class.
Student surveys are conducted every three weeks. Communications with absent students on a daily basis. Lab visits and simple questioning and interaction are vital to our continued growth and development. Feedback is also an important aspect to ensuring satisfaction.
Our school put more pressure on us to keep in contac with our student's
Every student completes a course survey towards the end of each course taken. The students also complete an overall survey at the end of the program. Both the instructors and the institution as a whole can be assessed through out the course of the program.
Do you have a sense of the effectiveness of these efforts? Do you personally have better results with a specific action?
At our school we also use surveys. Instructors also call students who are absent, send info regarding absence to student services so they can follow up and we send e-mails if we feel a student is at risk. Department chairs also frequent the halls and classes to be easily available to students.
Sounds great, Jeff. Would you share a few ways that faculty and administrators are working with admissions? Are there regularly scheduled meetings or more on an as needed basis? Who has been driving this initiative?
Cross training between departments that interface with students prior to them beginning school is a vital part of our retention success. Faculty and administrators work with admissions on a regular basis to ensure a high quality and consistent product. One area of opportunity for us is to strengthen the communications for student scheduling. Our school has many starts throughout the year at multiple times throughout the day.
What are the qualifications of the case managers? How big is their load? Have you been able to measure their impact?
What's the topic of the interview? Is a mock job interview? Is it subject focused?
We have just implemented a new Academic Advisement department where academic advisors are the case managers for students. This centralized model provides students with an ongoing relationship with one person at the school. This helps greatly with student satisfaction.
