Fairly easy to implement I would say. The students are given clear information (power point) during orientation, clearly outlining our expectations of them, as well as our responsibilities to them. They are shown a video on the first day of class that reiterates some of that information.
In the early weeks of class the students receive a survey, a different one weekly asking questions about the student experience & impressions.
Ideas as to how to improve our services are also included
Amanda, what steps did your institution take to better address student expectations during the admissions and orientation process? Were this easy to implement or involve a significant change of culture?
Loren Kroh
For the most part, I think it does. If you have a student that does not have a certain level of inherent skill to master our program, they can become frustrated no matter what. For those that are looking for a "quick fix" to either economic or personal problems, it seems nothing is satisfactory. We do have students though, that are willing to do the research, make the commitment, are successful and are quite satisfied.
I think the first and most important thing we do is address student expectations during the admissions and orientation process. I feel that our campus is doing a much better job of this now than in the past. Also, the chain of command to resolve any issues is clearly defined for them right up front.
We are also a fairly small school, so it is easier to figure out if someone is dissatisfied and to do something about it right away.
Our students are given a number of surveys throughout their time here, including an anonymous instructor evaluation at the completion of each course. Also, I have noticed an improvement in setting student expectations during the admissions process.
Yes, participation rates typically exceed our benchmarks.
Here is the process. Student Satisfaction surveys are announced and students are given verbal and written instructions. Students are encouraged to complete all parts of the surveys: instructor, campus, facility, etc. evals. Mostly, students are advised to make any suggestions as those suggestions are tied to campus improvements.
Some time ago, students wanted more eating options since they have limited amount of time to go out for food on their breaks. Today we have a mobile taco truck that makes regular trips to our parking lot. The students know it's there because they asked for it. To many that may seem like a small thing, but it matters a great deal to low-income students...which the majority of students are. We've also made improvements to our learning resources and other things.
Survey success is dependent on students' understanding the objectives, the purpose, and oh yes...the WIIFM (what's in it for me).
Take Care!
Absolutely, particularly in the area of soft skills. Students do seem to be getting it. There is no place in the interview for spaghetti straps and capri pants. I am being literal :).
The more we embed them in reality, the more motivated they are. The more motivated they are, the driven toward setting and reaching higher goals for themselves and what they can accomplish.
Just recently I had a student whose goal when she began was to get a "high paying job"...that's it. Now she's setting goals to finish school with a 3.5 GPA, attending class with great attendance, and committing to continuing her education.
Another student was determined to get her certificate and work in a cubicle where she would not have to have any interaction with people. Now she too is determined to continue her education. She wants to go to medical school to become a medical examiner. At least now she's beginning to warm up to people.
Taryn, there does seem to be a serious disconnect between workplace reality and students' perceptions. Have the field trips, guest speakers, etc. had the desired impact on student perceptions and behavior?
Loren Kroh
Taryn, congratulations on including feedback about how the survey results are used. Hopefully, this has improved student participation rates. Could you share some of the examples so other Forum participants can see how the process works?
Thanks.
Loren Kroh
Sounds like a very thorough process, Karla. Has this reduced student complaints about being misled?
Loren Kroh
And good morning to you, Jason.
How often have you been observed? Did you find this process useful in improving your classroom skills? What are some of the typical suggestions made to instructors after observation?
Loren Kroh
Ty, these survey type instruments have been mentioned by many people. You are one of a few that has indicated how they are used. What changes have been implemented as a result of this input? How did you communicate this to the students? (I hope the institution took credit for listening and acting.)
Loren Kroh
To continue with my first reply...
The more students understand the expectations and the purpose of those expectations placed on them, the more they buy into them. Over the past year, I've seen a positive shift in attitudes and expectations from students with regard to first timers entering the workforce.
As instructors, we know students have extremely high expectations of us. I think it only fair to match that and deliver.
The committee is made up of various industry professionals, course graduates, and current students.
It covers course content, materials, resources, etc. Moreover, the committees and students input are directly linked to our accredidation standards.
In my situation, my committee has been addressing a higher level of professionalism. Many students don't understand what that means because of the cultural divide that exists between the corporate identity and the "M-Tv" identity.
Many students want those management jobs (as their first job) and don't understand why they aren't getting them at $3.00 above minimum wage.
Student input has shed light on the different expectations and made me more aware of how to bridge the gap. We do more field trips, use guest speakers, and dress according the culture and environment of our chosen profession.
Today, students will be taking computerized satisfaction surveys. They are given instructions on how to complete them and why completing the surveys is worth their time. We not only encourage them to include suggestions in the comments field, but we also provide examples of past recommendations that have resulted in current changes and/or improvements.
For the new students, I take a personal approach because these students are fragile with respect to the flight or freeze response. I hold one-on-one meetings and review their early course work in private setting.
Secondly, gauge how well and how quickly they are interacting with other students. This also allows me to study that student's individual nuances.
Prospective students go through an extensive admissions process. They are fully informed of the industry including job availability, skill sets needed and potential income levels. They are introduced to the details of the program including all academics and other physical skills that are required, costs of the program and the time commitment involved. They are given information to research through the internet and industry experts to contact regarding any questions they may have. Students who are enrolled in our program are counseled during their program to answer any questions they may have and seem to be satisfied regarding their initial expectations about our program.
Good morning Professor Kroh,
I am delighted to be a student in your course and hope to expand my knowledge through your fascilitation of the curriculum.
One of the things my institution does to ensure that student expecations are being met and that they are satisfied is to have our manage periodically spot check our instruction in the classroom and make sure that we are teaching in acordance to the syllabus and the established curriculum. We are not permitted to go off the beaten path and must adhere to the established guidelines set up by corporate.
Secondly,the students fill out mid term evaluations after week three so that we can find out if something is lacking. This allows management to make corrections in the remaining three weeks of the block.
Finally, we have the student fill out an annonimous course evalaution at the end of the block which rates their overall satisfaction with the course. There is a section which allows them to make comments and if we find that something is wrong we can fix it for the next block.
At the middle and end of every term, the students are given evaluation forms that discuss their overall satisfaction with the school's curriculum and the instructor. Those evaluations are reviewed by the faculty leadership and reviewed/discussed with the instructor on how to further improve and develop the academic experience.
