We have an open door policy and try to reach out to all of our students. At the beginning of their programs we have each new student fill out a “New Student Questionnaire†where they can mark which areas they may need some assistance. This could be with housing, tutoring, or simply needing someone to talk to and setting up a private one on one meeting to go over any issues or concerns. We reach out to those students and follow up with their concerns. Also, when see that students have not been attending class or have missed some assignments we call and reach out to them as well. We want to make sure that if there is anything that we can do for them that we are doing so. If we can catch a problem at the beginning stages then we can help the student get on the right track before they feel too overwhelmed.
Students are given private surveys 4 times during their 10/5 month enrollment period. Evaluations can be made based on student responses. We can track what areas may need improvements
My institution does quarterly surveys with both open and closed ended questions. All the instructors then review the ratings and comments together with the educational supervisor. We also do an exit survey with each student. Finally we have an open door policy which allows for students to voice opinions and concerns as they arise. Due to the small size of my institution, the open door policy is very effective and can actually change prior to the next quarterly survey. We also try to give feedback as to why some changes are implemented and others are not. It can be difficult based on the quarterly surveys because these are anonymous, but we can still try to address these issues in a broad sense as they are presented.
Our college provides an orientation for students to introduce expectations and acquaint them with our mission to help them succeed, as well as explain avenues of ongoing support for their academic success. This dovetails with ongoing faculty training on key issues to address how to support student retention, as well as the end-of-course surveys to collect data from both faculty and students on each course taken and use it toward continued improvement of delivery and academic achievement. I find that meaningful feedback given in each assignment for every student is critical to engagement and building the rapport needed in online classes to reinforce retention.
We have several things in place. One is called the 'keep plan' so that we identify students who are having a problem with attendance long before they have reached the point where they may be dropped. The institution requires a certain percentage of attendance. When they miss 2 classes we meet with them to discuss attendance issues and develop a plan with them. That may be for extra help/tutoring or other services that are available to help them feel successful. It also redefines the expectations set by the institution that they were given when they enrolled. I also use it to relate to what employers in the field expect for attendance, repercussions by employers for lack of work or the lack of communication from employees when they need to miss work. I also reinforce my availability by email as well as before & after class for any questions, issues that they'd like to discuss.
We believe that everything begins in Admissions. We have a very thorough protocol that introduces a prospect to what we are all about. During the tour, the prospect meets staff and students and is encouraged to set up a classroom visit to observe and participate on a regulated level. Then, as a student, before starting, we have an orientation where we go through the handbook and set the new class up for their first week of school. Then, during school, we have quarterly "revisits" of our handbook to reimplement our rules and standards. As a company, we also have student online surveys for satisfaction, during different points in their education. Upon feedback, we address the topics in question. Last we have monthly progress reports so they know where they stand. Should they be lacking in attendance or gpa standards, we develop development plans to show them how to get to where they need to be.
So, we do have a lot in place to ensure satisfaction and expectations. However, we still have a lot of "singular" cases that add up qickly through the year, as drops. Unfortunately, many of them seem to have truly legit issues as to why they should drop. Retention is a difficult subject, which I suppose is why this forum/class exists, right?
Well, I'm new, so I couldn't give you hard numbers. But the fact that the department has just been expanded from one person to three probably says all you need to know! We've definitely found that if we can intercept students during the early stages of GAS and act effectively in removing stressors other than school, we can improve our retention rates immensely.
Our students welcome the meetings and action plans we help create for them. Our demographic is 18-24 and we really focusing on time management and nurturing. There are some students that are really on the ball and we will meet with them when necessary.
Nathaniel, what's your track record? Have these actions improved student success rates?
How receptive are the students to all these meetings? Is there a point where they feel it's too much and intrusive?
How receptive are the students to all these meetings? Is there a point where they feel it's too much and intrusive?
How receptive are the students to all these meetings? Is there a point where they feel it's too much and intrusive?
Our institution has a similar department of three people. We do everything from calling students who have missed class to helping them find jobs, carpools, housing, food, medical help-- any problem that might stop a student from making it to school, we set out to solve.
Student Services, Education and the Campus Director hold one on one meetings with every student monthly to gauge progress and ask for feedback and contribution.
Hitting 90 per cent or better overall.
You folks seem to be some good things. How are the results?
Do all the students participate in the focus groups? If not, how are they formed? Is participation voluntary?
What response rate do you get, Lindsay? Is this a phone survey; paper?
Raphael, what criteria do you use to screen the survey results?
Leo, does having a standardized syllabus make class prep easier? How, and how often, is the syllabus updated?
