We have both assigned staff members (usually instructors who are dedicated), or student tutors (volunteers) who are available to help students that are struggling with academic issues. We call it "Fast Lane". It is an opportunity for independent study, and support from the sources above as well as a boost from the instructor who encourages the student to use this resource. The only thing that holds back these students is "time". They must find time in their busy schedule to use the resource. But it can be very powerful if they will apply it, and use it.
Do the people who are CC'd ever meet to discuss the student and develop a cohesive support strategy?
Loren Kroh
Does this course include an exploration of different learning modalities or attempt to identify weaknesses in their approach to learning? Does it present strategies to overcome deficiencies?
Loren Kroh
At mid-term, instructors are required to submit mid-term grades to students. If a student is passing (or not passing) the course at a C level or less, the grade and any suggestions for how the student can improve is documented in writing, and submitted to the student, academics department, and the student's program director. The program director, ten has a consultation with the student, and may bring the instructor in on the consultation.
At any time, students may go to the Student Success Coordinator, and express concerns if they are not satisfied with the level of instruction or assistance a faculty member is providing. At that point, some intervention between the instructor and the student is initiated.
The intervention practice that adresses Academic Erosion/Stagnation at my institution is that we have an employee in place as the "Student Success Coordinator", who will contact the students, and set aside time to meet with the them individually to address their issues/concerns; which in most cases, will lead to successfully getting the students back on track and completing the program of study.
I constantly engage in dialog with my students concerning their grades a study habits. We also have a Retention Coordinator who monitors their activity.
At our institution we practice several intervention methods. We call the student each absence and make a written note on a call log. We do mid-quarter progress reports so the students are informed of their grade and offer ways to improve the weak areas. Also, all internal email communicating issues or concerns are sent CC so everyone is kept informed on the students behalf.
What we try to incorporate at our institution is to be proactive in elinating Academic Erosion during orientation the message conveyed is that every student is very capable and very smart, but we all have different ways of learning. Following new student orientation the first quarter of classes these student are required to take a career development class to make the student aware of their self worth and their true potential. We believe that if a student is encouraged during their first quarter it will motivate them to succeed. By using this tactic our hope is to possibly eliminate Academic Erosion. Along with the previous strategies listed the instructors attend in-services and other training events to learn new teaching techniques and how to relate to the changing generations.
We have an advising program where the Lead Faculty will meet with each student and fill out an advising form. This usually happens around mid term. We have open labs that include supervison while practicing nursing skills, assistants with a computer review program and 1:1 tutoring sessions. We also let the student know that the instructors are available to talk to them.
You write that your institution offers "counseling for the student if needed...We also let the student know that the instructors are available to talk to them." Since students seldom come forward in a timely manner, however, is it your experience that instructors must reach out to students at risk before they pass the point of no return? If so how do you identify the risk factors and take preventive measures before it is too late?
Academic advisement and remedial support are the primary intervention practices designed to address academic erosion or academic stagnation. Since students seldom come forward in a timely manner, however, it is incumbent on course instructors to reach out to students at risk before they pass the point of no return. The challenge, of course, is to identify the risk factors and take preventive measures before it is too late.
Upon noticing that a student seems to not follow the rules consitently a verbal notice is given and then a written notice is given.
Many Academic Institutions offer support groups, learning labs, student services, and counselors and advisers who are also there to help.
I often email my students to check on how they are doing and feeling. I encourage students who might look like they are giving up to talk about what they are experiencing with their Adviser and to work together create a better plan.
Most Academic Institutions ask faculty to contact any leaner that seems to be suffering signs of erosion or apathy.
These students are then further contacted by the university to assure that their needs are being met and that they can reaming successfully in the program of their choice.
Hi Grant,
Nice to meet you!
I have often heard of this approach but my institution personally does not use it.
I have known of institutions and other professors who have used this method, and from what I have heard and can anticipate, it does not seem like it would be as effective as other methods. I have found that students often like to discuss their problems on the phone, much like they would with a personal counselor - rather than discussing a rational and clear method for success in school.
Would you mind sharing your thoughts and comments on your experience with this method? Do you find that it is effective with your students?
Thanks!
Jeremy Bolton
Hi Robert and Lisa, it’s nice to meet you!
Your post exchange stuck out to me and I enjoyed reading your responses.
Lisa, you note the following:
“It is amazing how much a simple smile and acknowledgement from an instructor can make on a student. “
>>> I have also found this to be very much the case. A single act of kindness and recognition can go a long way to motivating students.
The adult students that I have known often have a variety of challenges at work, at home, and in their personal lives, so sometimes all of those pressures combined with schoolwork can really weigh a person down.
In terms of intervention, I have found that approaching at-risk students with a combination of understanding and a firm attitude is the best approach.
This is because with too much of a “soft†approach, many at-risk students will succumb to the victim and self-pity mind set, and this is a very ineffective approach to schoolwork. When I acknowledge their troubles and let them know that I understand their situation, but also let them know that they don’t have to accept defeat or “excuses†from themselves – they really listen and take it to heart.
What methods do you use to encourage your students to take responsibility for their time management and success, especially early on in terms of intervention?
I would be interested in knowing your thoughts and comments on the matter.
Thanks!
Jeremy Bolton
At the mid-term, in addition to posting the students grade we meet with the students to verbally communicate their grade, let them know how they are doing, and what areas they need to improve on. For those students who are in danger of failing, either to to academic performance or poor attendance, we are required to not only meet with them but must have them sign a form indicating that they have been told that they are in danger of failing the course and that we have discussed an action plan for them to follow for the remainder of the course.
Since communication is key in the intervention process, keeping track of the students that are either missing too many classes and/or assigments is crucial. It is really easy to fall behind in fast-paced learning, so missing a few days can trigger stress.
We call the student after two days if they had not contacted us, and when I say we, it is not only the instructor's job but also an administators as well.
Our instution uses intervention write-ups. These allow for the professor to submit paperwork as soon as possible to help intervene with the student when the professor is aware of anything that may be problematic with the student.
calling students that have missed classes to follow up and encourage them
One of the best methods for combating Academic Stagnation is to bring in professionals in the field for guest lectures. Students get the opportunity to see first-hand where their education can lead them. They also have to chance to interact with their future peers.
