We try our best as instructors to observe the students and if there are any signs of stress, show them that we care and are concerned. If the issue is larger than we can help with, the school has EMs in place to help at the next level.
As one of the three Student Success Managers, we are based in Student Services and work with the entire population. Building rapport with the instructors brings an association of teamwork rather than your department and mine. Students are considered "our students".
As instructors brings attention to an at-risk student, I will either go to the classroom to meet with the student, have the instructor bring the student directly to me, talk to the student via phone to set an appointment for them, or sometimes it is a "happen chance" meeting. Once I get the meeting with the student, my intervention process is the survey process. When the students see they have the support and guidance from not only student services but their instructor, it can re-build their perceptions of Academic Erosion.
What does the blinker system track and how do instructors use it to get support? Is it an early alert tool?
My school is included in the blinker system. I was hesitant to implement the system in my school. It came, however, to a point where I thought what do I have to lose by trying it. I have to admit that I have been surprised with the universal support and success it has achieved. Instructors have embraced the system. They feel that they finally have a partner in retaining students. While we have not changed what we have done as management, instructors now feel and see our support of their work.
Our institution has a system called blinker. its a way where instructors can alert the dean of students and the students advisers with concerns the have about the students before it gets to serious. we set up the students with tutors, change schedules if it conflicts with them etc. This helps the student before its too late
There are very few instances where instructors are not willing to help. Some do express concerns about their ability to assist given the specific nature of a problem. That is where the communication between instructor, student and department chair plays a very important role. Everything we have in place related to students is designed to get the student help as quickly as possible. I see it as my responsibility to take over for an instructor if they are uncomfortable in providing assistance. I have not run into a situation where an instructor's performance review would be affected.
Sounds like a well reasoned system. Do you find that instructor willingness to take on student problems varies widely? If so, how do you handle that relative to performance reviews?
Academics Stagnation is one thing that our school deals with on a frequent basis. Our first line of defense are our instructors. They are the reason most of the student come to the school. Academic leadership places much emphasis on the chefs to interact with the students daily and ask questions as to their individual development. The leadership helps to support the chefs in assisting with issues larger than the instructor may feel comfortable with; like lesson three discusses, timing and intervention. Once the student is referred to the leadership, it becomes our job to help source ways to motivate the student, assist with issues that may be present outside the class room or simply listening to them. Once this occurs, we provide feedback to the instructor and the communication cycle continues.
Does this multiple step process really work? How many students actually meet with each of the people? If I'm dropping out my attention is on fixing my problems and focusing on the future, not jumping through a series of hoops.
Sounds like a lot of work! Does the report deal with every student individually or do you only report of students who are having problems? Who receives the information and what do they do with it?
Before a student withdraws, she or he must discuss it with an advisor, and then a lead advisor or assistant dean. This multi-step process takes time, but does allow more than one staff member to offer assistance. Sometimes, a staff member can offer a solution that the previous person did not think of. In other cases, it might be that one person is able to connect to the student, where the previous person could not. It also shows the student that we are interested in their success and want to work at solutions until all options are exhausted.
We have SPERS. Student Progress Exception Reports that allow us to track a students development through their program on a weekly basis. The instructor fills out a form every Friday that notifies the administration of the students progress. This way we can try to address any issues or concerns before its too late.
Providing a leave of absence if student's have a stressful situation they must attend to such as medical or family care
Interesting. What's involved with a master workshop? Is it for students? If so, are they required to attend? Are they for credit?
Does the blinker system create a data base where participants can enter advising notes? If so, could you access them?
What happens if a student blows off the appointments with their advisor? Are there consequences? What happens if an advisor doesn't keep up their up of the compact?
How much feedback do you get after posting this information? Do the support service people keep you posted about what is happening?
Isn't finding out what's wrong the beginning of the intervention process?
Sounds like a very efficient system. Did the school develop it internally or was it purchased from a third party?
