After each course student's have the option to complete a survey.
This is the student's opportunity to say in writing if the course met their expectations.
I do not feel this process is sufficient. First the survey is only offered after the course is complete. When issues arise during the course they should be addresses immediately. A retrospective review does not help the current student only the future one.
Participation with the survey is also questionable. It is not mandatory. While the average class size is 25 students perhaps 3 may complete the survey. The feedback is still reviewed but it may not accurately reflect if all students expectations are being met.
Some of the feedback provided by students is in the instructor's control to improve upon. Some is left up to the administration. I may teach a course 3 and 4 times before administration acknowledges there is a problem and decides to implement a change. This snail like response is not acceptable for my students.
Finally, it may take several months for the feedback to get back to an instructor. Or several classes worth of surveys may be provided at once. Providing this feedback to the instructor in a timely manner should be a priority. The same issues may be occurring because an instructor is unaware of the issue.
We have instructor evaluations at the end of every course but it only reflects on the instructor. Every 3 months or so representatives from student services, accouting and job placement and present a survey for they're respective departsments. The students do not react well because it is cutting into they're valuable and graded lab time
Students are periodically given surveys to complete about their experience and then at the end of each class they complete surveys about the class and the instructor.
By evaluations, student surveys. Most instructors use the rubric method so it is more fair way of grading and the students know exactly how they are being graded.
We provide a few different thing to track them. At the end of every course students are asked to fill out a class evaluation. The school also sends out a semi-annual evaluation of the school as a whole. We also track absenteeism and contact students after they have missed 3 consecutive days.
In our department we give a questionnaire out to each student that we meet to ensure that their experience met there expectations.
I was very satisfied with the information that I read it actually incouraged me to continue what I'm doing as far as the communication that I try to have with the student's.
Yes, I have a Ph.D. in clinical psychology and many years of doing therapy/counseling. I currently teach a career development course in which there is sectionsat focuses on study skills. I have collected other materilsthat I use to hel tudents.
Earl, have had any specific training for your role? Have you developed the self-management and study tips on your own?
Julius, with all this, what's the end result? Is your persistence rate improved?
Julius, many schools have a similar policy but it doesn't translate to action or results. How effective is this practice at your school? Do you have any personal experience with students stopping in unexpectedly?
I am the school's counselor (Student Success Advisor). I have an open dorr policy that allow students to come in and share their personal challenges in achieving academic success. One key element that I have found effective is to be a good listener. I also provide self-management and study tips in addition to community resources/referrals.
Well that begins from the time the students are enrolled. they provide them with a multiple of resources such as pamphlets and directional online contacts to get them started. they lead them around through there perspective departments of interest and let them speak with students an facility to allow for them to ask questions and get a little familar with whom and what the school is about. if the student decides to enroll, then they have the instructors and students of multple organizations as a resource.To help with there finacial needs questions and just basic resource questions... staff is available via... emails, text and or direct portatles of communication. if thats not enough then several websites are available for the students on personal query (ie, igrade). when or if there is a problem that may come up then the open door policy is available for them to use. To help with there successes we have organizations, fairs, community activities they can participate in... We know that we can not satisfy everyone expectations but providing a start to end jorney thats open and relatable helps the process.
Our school has an open door policy, where students and facilty have a disering ear that could help with every discussion, to serious issues. Most of the time the door to most offices are always open unless there is a private conversation taking place or meeting of some sort. This allows fior the students to have have full access to administration and to staff.
Earl, what's your position and your responsibility to help at risk students? What techniques have been most effective?
I believe things are working fairly well at our school. For the most part, we are able to track at risk students by documenting concerns in your campus computer system. Of course, this is only effective if students are communicating their issues and staff take the time to document the information. Because of my job position, I get a lot of at risk students sent my way.
We routinely receive feed back after each three week course. The changes I make vary, I might change demo procedures, make my lectures more inter active by questioning the students, IE "what would be your opinion for this topic, etc.
Thanks for asking
Earl, how effective is this system? Seems like you have the bases covered - at least in theory. Does it work in practice?
James, how often do you receive this feedback - after each three week session or on an 'as needed' basis? What changes have you made as a result of this process?
During the admissions process, students are given a tour of the facility and have an opportunity to meet and talk with faculty /staff. During student orientation (Grad Prep), they are made aware of available resources to aid in their academic success. We have an open door policy that allow students to reach out to any faculty/staff for assistance. During the first day of class, all students are provided a thorough overview of their courses and made aware of what is required of them. Half way through the quarter, each student is given a mid-term evaluation to inform them of the academic standing in their classes. Low performing students are provided feedback from their instructors to improve their performance. They are made aware of tutoring and other support services to aid in their success. Their is a chain of command that allow every student to address any concerns (instructor to Campus Director).
