Taryn, what is the scope of the program advisory committee? Course content? Presentation methods? Do you an example of student input that led to change?
Loren Kroh
Good observation, Taryn. Survey participants want some assurance that completing the survey is worth their time.
Loren Kroh
An early pulse check is a good idea. What technique[s] do you use? Is this a classroom exercise or more personal?
Loren Kroh
Providing peer mentoring, student advisors, and student members on program advisory committees is extremely effective. It's one thing for those of us who have been there to say, "when I was a student..." but it's an entirely different matter when one of their own says, "I am a student..." We tend to offer surveys after the fact, but I believe it's helpful to have a voice in some aspects of the creative process.
Also, surveys are wonderful, but they are also limiting; therefore, surveys should not be our only tool.
It's also a good idea to follow up with a response that tells students the purpose of the surveys and offer them a means for communicating with faculty should further action be required. The more students understand the process and feel involved in the outcomes, the better our engagement surveys will be.
In my program, I take a pulse check at the end of the first week and second week of the first course for new students. At the end of the course, I "survey" all students as to how the course met with their expectations.
Catching the new students right away is a way of measuring their fears early on...then seeing how well they are tracking with the course as their fears subside.
Amanda, is the student services follow up related to the end of module surveys?
Loren Kroh
We also give a student survey at the end of each module and student services will follow up with each student every two weeks to ensure that they do not need tutorial assistance and are not having any issues.
Student and instructor report to my office and I listen to both sides of the issue. Then I speak one on one and we discuss what and why it occurred during the class. Tutorial sessions are held weekly and the student and instructor(if the student does not feel that this instructor knows his/her studies) I ask another instructor to work with student. Later after tutorial, the student explains it make sense and they feel that they has to read and put lecture and what they read to understand the class. Eventually, that student find out that the instructor is knowledgeable of what he/she is demonstrating in the class.
Actually we are doing an ice cream social next week! Kite Flying! I like it! :)
Spring is coming. How about a kite flying day or bring in an ice cream truck.
Loren Kroh
I find both to be very effective but would like to see more fun stuff on campus. I think it gives the students a chance to see us in a lighter facet and engage them on a more personal level.
Tara, have you seen marked overall improvement in attendance when you offer incentives? Do you do this each academic period?
Loren Kroh
Tara, have you found one of these techniques to be most effective?
Loren Kroh
I have to believe there are times that the students don't get it right and suggest that an instructor doesn't know what they're talking about when, if fact, they do. How do you handle a situation like that?
Loren Kroh
Another useful retention method we have used is attendance incentives (i.e.; throwing a pizza party for the class with the least percentage of absences) as well as car-pool assistance for those with transportation issues.
Our institution distributes datamark surveys to students at the end of each module to get feedback about the class, teacher, and course work they have just completed. Additionally, we do regular student appreciation events and also have a student services advisor to help with personal issues and community resources.
We provide orientation so potential students get familiar with rules and policies, curriculum, accreditation outline. We also ensure that instructors are knowledgeable and skilled to instruct students for the programs.
I also have an Open Door Policy for my students and Instructors. I work diligently with my staff and inform them and give them guidance whenver and whatever is needed for my students to enjoy coming to school and perform well for the medical field.
Yes, I follow up with the surveys also. I go into the classrooms and ask instructors to leave. I get positive and negative feedback from students. Most of the negative feedback comes from students who do not attend classes and do not go that extra mile to get assistance when needed. For example- if a student need tutorial sessions, he/she will not ask for help from the instructors until it is the last couple of days in the module. My instructors prepare mid-module grades and hold one on one sessions with each student.
