All that sounds good Robert, but what percentage of students ask to be seen? Has this practice improved retention and satisfaction?
Currently, one thing that I know is done, is that, our director in the first few weeks of the course each semester implements an instructor evaluation, and course evaluation.
This is randomly instituted throughtout each semester, and instructor evaluations are again instituted at the end of each semester, replies are given to the instructors via email.
We are able to look at the answers given and reflectively take into condsideration any negative comments, so that we may constanly alter or make neccasary changes to improve the quality of our programs, and look at the positive comments to see what aspects seem to be working well in the classroom.
Thanks for the on-line modules, I always find them useful in my development as an instructor.
Administration is always open to hear concerns that the students have. If a student feels that their expectations are not being met, we talk to students on how to better help the student. I like the idea of evaluations which our school currently is not doing. That will be our next step in our ongoing efforts to ensure that the student expectations are met.
It is as simple as starting class on time to implementing and offering internships to our students. Only the most astute and knowledgeable students can participate.
We hold each student accountable. If they have missed any class or assignment it is their responsibility to be proactive about their absence.
Integrity from faculty and staff also play a big role in student expectations. If instructors are not proactive, we will not give the students the opportunity to be proactive.
At our school we try various methods to help with retention. Students are contacted after every day missed to find out the reason and ask when they will return. We survey students at least once a month in different areas. The surveys are kept short and only focus on one topic at a time. We do "student appreciation" events a few times a year.
Well we meet with each individual student who wants to be seen. Some of the positive results have been more healthy choices in the vending machines, better interaction with student services and an overall more enjoyable campus environment.
Exit counseling might add something new to the discussion, Pamela. Is this done for every exiting student - even graduates? Who does it? What have you learned?
Robert, sounds like the standard procedure. What results have you seen from the practice?
Barney, who is responsible for developing the corrective action plans? Who monitors their impact? Has this been an effective practice or do you find the institution slips back into its old ways after awhile?
The field of survey development is highly evolved, backed by a lot of study. Unfortunately, that doesn't mean that knowledge is used when surveys are prepared.
Are you suggesting that the surveys should have more yes/no questions?
I recently began working with this new organization in the student services department. During my time, I have had the chance to observe the procedures utilized by the departments to ensure they are meeting student expectations and needs. Although I have spent a short time observing, I had the opportunity to conduct a paper survey that is given to students to complete each term at the end of the term.
The surveys ask a small series of questions that pertain to the satisfaction and expectations levels of the faculty, program, and curriculum. However, there is a section that asks students to provide feedback on the departments and the campus as a whole.
I thought, what about when the students are just beginning a program? How can we reassure them that we are there to provide the best quality service? The organization tends to utilize a variety of short surveys, most of which provide blank lines for the student to expand on their thoughts rather than provide yes or no answers.
When reviewing these surveys, the students are contacted to further discuss any concerns or feedback they have provided. The organization is focused on emphasizing the importance of quality student service. I feel as a whole, we are working toward improving our services so that we can meet the students' expectations.
Preiodic surveys as well as exit counseling
Student satisfaction surveys are conducted every term, which is every 12 weeks. Students are asked to participate fully and truthfully so our institution can track student satisfaction and what issues need addressed. Students can then meet with their instructors and well as the program director to see if those concerns are being met. They also conduct instructor feedback serveys once every term as well.
Well we do take surveys at the end of every class and the Lead Instructors come around on a regular basis to observe the classes and interact with the students.
We have three 15 week semesters within a calendar year and the corrective action plans are devised and carried out after the survey results are tabulated at the end of each semester.
Dallan, how aggressive is admissions in promoting the classroom visitation? This can be a powerful tool if they use it.
Barney, it's good to hear that there is follow through based on the surveys. How often are corrective action plans indicated?
Sharron, your method of getting student feedback is quite creative. It would seem that you should get valuable information. I also agree that showing student that what they say makes a difference would enrich the process and shouldn't be too difficult to do.
You say that students are assured of anonymity. How is that possible if you are sitting with them asking questions?
Carroll, when should students be asked about their expectations? Is that part of the admissions process? Integrated into the classroom or academic advising? Both? Who is responsible for keeping expectations and outcomes in alignment?
My institution uses surveys throughout the program to track student satisfaction and see how their experience is evolving. Before a prospective student enrolls, we offer the ability to sit in on a class, in order for the student to experience the nature of what we are teaching and how it will be delivered. After reading Module 1, I realize more than ever now, how important the student's vision of the school from the outset actually contributes to their commitment.
