Jorge, do the clubs do fee-for-service jobs outside of the school? If so, what are the guidelines for uses of the money earned?
Many of us volunteer to host clubs. We are a culinary school so our clubs include Catering, Pastry Showpiece, and Molecular gastronomy to name a few. These clubs provide students with the opportunity to shine in areas that they excel at. They also keep the students engaged so and provide some "fresh air" that helps combat academic stagnation.
Gary, are there some special techniques you have that help you identify those students who are hiding their problems?
We really don't have any practice specifically designed to address this need. As instructors we can reassure our students and relate our own successes to them to allow them to see what is possible for them as well, but we don't really have a school program to deal with these problems other than general counseling.
My institution has counseling available for students who are feeling overwhelmed to help them cope with the problems that they are facing. Identifying those in need of services is the main concern. They often will hide their problems and instructors need to be in tune with students to see changes that indicate need.
Jessica , what's an education manager? Where does he/she fit in the organization?
When a student feels academic stagnation, we talk to the students and advise them about the problems they face. I believe one on one conversations are the best practice when a student encounters a problem.
Academic erosion tends to occur when a student in the class is not catching on as fast as the other students and is feeling lost. This makes the student start to feel frustrated and if self-esteem is already poor, this does nothing to help it. Unless someone takes the initiative to intervene with this student he or she will be an additional student added to the attrition numbers. As the instructor, you have the power to make a difference through the use of encouraging words, trying to identify the student's learning style and making adjustments that might contribute to more successes and increased confidence, and simply put just respecting the student and making sure that you are not contributing to the student's overall feelings of being less important than the other class members.
We meet with new students every week of their first 5 week block to check on progress and how they are adjusting to their new schedule and life changes.
If there is a problem with the student such as absence or low test grades the instructor and education manager will set up a meeting with the student to try and come up with options for helping the student perform better.
When it comes to Academic Erosion, there have been incidents in which students turn to negative outlets to let out their frustrations. When things like this happen, I see that the staff within the organization utilize a very effective intervention practice, to intervene.
Sometimes, staff will tell students they can talk to them about anything, that they are available whenever the students may need it. However, it is not often genuinely acknowledged.
At my current organization, I see many of the staff members, including directors and coordinators leave their seat and go see the student in class. If the student is not at the campus, then calls are made. Whatever it may take in a true effort to reach out to the students; notice them and acknowledge what they are feeling or thinking.
Students can tell whether people are paying attention to the concerns they have. They are reassured of this because the staff make the effort to pay attention to student needs, feelings, or concerns. When I do a report, I notice a student did really well in their term, I see them on campus and congratulate them. Ask them about their successful techniques, tell them to keep up the good work, and if they need something I can help them with, let them know my door is open to them.
Dallan, sounds like a great opportunity to showcase student work and get them fully engaged. Please share some examples of the projects.
Sharron, do your students ever complain about having their grades posted publicly? Even though it's by student number, eventually people will figure out who is associated with the numbers.
At my Institution, from time to time, we have competition based projects, that allow students to show their skills in particular areas. The competitions are very positive, allowing all of those who participate to receive positive feedback. It also allows students to grow at different areas within the program, and to get multiple opportunities to improve their self image through regular submissions.
Our instructors stay on top of their students progress and advise them of their marks as they are completed. We post their marks by student number in the hallway for ease of access. If the instructor is concerned about a student for any reason, they notify Student Services who then takes appropriate action (speaking with the student, placing the student on academic, attendance or behavior probation, referring the student to the support teachers for ESL, academic tutoring or personal coaching). Student Services has an open door policy and we chat with students as we see them on campus as well.
If a student has a low test score I speak with them privately and over tutoring.
Sharon, are the academic advising forms in a paper format or computer based? If paper, are the responses quick enough to solve problems before they lead to a drop out?
james, what do you mean by "web based retention"?
Jessica, is this system a third party product or something specifically developed by your school? Is it widely used by your colleagues?
John, is this just standard classroom practice or really an intervention strategy?
We give students a mid term grade at week three but always pass back every quiz and test then go over them so students can keep track and have an idea of how they are doing. If students are doing poorly in a class or miss class frequently instructors fill out academic advising forms which thengo to the program director for follow up.
