Tracy, any thoughts about how to get feedback that wouldn't be so intimidating?
Loren Kroh
heidi, how long is the provisional stage? Has this practice improved retention?
Loren Kroh
Typically, instructors aren't called on to take on financial issues, Terri. I guess I applaud the institution for having FA guest speakers in the classroom, but it seems to me that the solution is more likely found further upstream in the process. Do your students complete a financial plan before they start classes? This plan should clearly identify sources of funds, how they can be used and the student's responsibilities. They shouldn't have any question about the level of care, support or funding when they show up.
You can proactively set expectations on the first day of class: provide contact information for the financial aid department; they have the answers.
Good luck.
Loren Kroh
Rochelle, what functions do the student organizations perform? Is one more effective than the other? What results have they produced?
Loren Kroh
Michael, how do the instructors respond to the opportunity to take a survey? How effective has this practice been in improving services and practices? Seems like it could be very powerful.
Loren Kroh
Nicole, do your students respond to your challenge? Do they actually question you? What types of questions do you get?
Loren Kroh
Amy, the response board is a great way to communicate your responsiveness. How often do you update the postings? Is there any easy way for students to identify new information?
Loren Kroh
I agree that students don't always truly express how they are feeling in satisfaction surveys. I believe the same is true for individual course and/or instructor surveys. This becmes especially true if the students know they will have that instructor again at a later date. Even if the surveys are done withut idenifiers, students still feel reluctnat to say what they really feel. It can be a tough situation ~
The school has a student body representing each class, an they meet regularly.
There is also a suggestion box available.
The students are also offered tutoring and are constantly encouraged to discuss concerns with faculty or other school personnel.
During their provisional stage, the new students meet with their program director and asked how everything is going and asked if they need any help with their classes or any other area.
Facilitator Kroh -
I have read all of the 292 posting associated with this question. I see two main answers: surveys that measure the student's disconnect between expectations and reality and also, orientation to help set expectations. We also deploy these methods as well as maintaining a student advisor to focus on issues that arise.
However, our student's disconnect seems to be occurring between Admissions and Financial Aid, long before Academics get a hold a student. We are discovering that many students have expectations of 'care', 'support' and 'funding' that is simply not reality. How does Academics address these concerns?
We currently have an initiative underway to have a FA guest speaking in every 1st quarter classroom. However, this is a reactive approach. How do we proactively set expectations on the limits of what we (as an institution) can do for our student financially?
Terri Lynn
One method used to measure student expectation and to determine their level of satisfaction is regular surveys. This on-line method allows them to be very specific in discussing their expectations, whether or not they're being met and to express their level of satisfaction. These surveys address each service level of our institution from the Campus Director and Director of Education including the admissions and financial aid process and counselors to Career Services, administrative support staff, and of course, the education faculty.
Students also have the opportunity to participate in the campus SGA and/or the Student Advisory Council. Although Student Government is an elected position and SAC is based on faculty/department recommendation, both student organizations allow students a direct voice in expressing expectations and level of satisfaction. Both organizations are comprised of student representation from each of the program disciplines offered by the school. Both organizations appear to be quite viable and functioning student programs.
As far as classroom instruction is concerned, I ask for regular feedback on particular activities to gauge student expectations and satisfaction. At the beginning of the term, the students and I develop a set of course/class expectations after we review the syllabus and course objectives. If a student is struggling, we have an "early alert"
discussion and refer back to these student-developed expectations. We also discuss them at mid-quarter reviews and I use this as a tool to measure their expectations as compared to where they measure academically as a type of "goal vs. actual" for course expectations and performance. At the end of the term, I also seek direct feedback even though students respond to the campus on-line surveys as well. I find the students are quite eager to discuss their expectations and levels of satisfaction, especially as the term progresses. This allows me to "tweek" as necessary and to also help direct or channel student issues when administrative assistance is required.
Like other institutions mentioned thus far, mine surveys students at the end of the session. They ask about pratical matters, like the quality of the bookstore's services. They also ask about the quality of the course, and the quality of instruction.
My institution also survey's instructors and asks about their experiences, how they would rate their own efforts, and how the faculty member rates support services offered to students.
Each faculty member's performance is evaluated by their chair as well. The aim is to provide feedback for areas that might need improvement.
Starting out as a math teacher and ending up as a business instructor, I have always been a supporter of using different classroom discourse. I encourage my students to question me as much as I question them. In my classroom, it's part of the learning process.
We also use end of term student surveys. I like the idea of showing students what we have done to implement their suggestions. I agree that otherwise, the quality and usefulness of student survey answers diminishes. We have a "You asked, we answered" board that we utilize with respect to comment box suggestions. However, after reading this thread, I am going to start integrating survey suggestions on this board as well.
We do student surveys at the end of every course and if there is something that comes up as a negative in the surevy we try to address ir in a way that stduents see that we take them seriously. We also do school wide surveys twice a year and with that feedback we are able to do campus improvements. At the end of the program we do a graduate survey and take those suggestions to improve our program. Our students typically answer our surveys honestly and give good feedback because they see changes.
Steven, why do you say education suffers after admissions hands off the students?
Amanda, do you post a copy of the power point and video on your web site? Is any of this information used in the admissions process?
Brenda, this is a slightly different twist to student surveys. How many questions on each one and how many? Does the participation rate decline over time?
Sometimes they find a way to make the instructor the person that is respo nsible for thier retention. After admissions hands off the student to educations the students prolems become ours and education suffers. We as teachers do the best we can with the limited resources the company gives us. Most of the time the student is gratefull for the help
