Intervention Strategies
Describe an intervention practice at your institution that addresses either Academic Erosion or Academic Stagnation.
To assist with Academic Erosion our campus uses an active tutor center which has a combined student and instructor tutor base to help with student success. This resource is open all day including computer based learning lessons which can help to enhance and foster the students learning and confidence. As educators we also reach out to students we see struggling and offer additional assistance. My students can come in before or after class for extra assistance with either lab or class issues.
Bonita, has this use of program directors as advisors been successful? Are departmental retention rates shared or published? Has this lead to a healthy competition to improve?
Charles, has this practice been effective? Is there scheduled follow up after the advising form is given to the student?
Interesting point, Brian. It seems that managers most typically get involved when a rules or policy violation is the topic. Other issues probably can be best addressed by a caring faculty member or a counselor.
I'm sure I don't. We get any were from 25-30 students very 15 days. I normally see them in open shop and assist them with repairing their cars and passing hallways daily. I also work an AM & PM shift which changes students. The topics very from next class they have and what their going to do when they graduate.
From the start of the program students are connected with an advisor who is also the program director. Students that have possible issues are identified early in the term and the program director meets with those students once per week.
The intervention process we use for Academic Erosion is to write a advising form for the student.
Explain the reasons why they are receiving the form. Low test scores, Poor attendance rate.
Ask if they need help or suggest tutoring. Ask if work or home life is affecting school work.
We use the same process but, I always try to take it a step further before getting a manager involved. The relationship that I have developed with the student goes way beyond what any manager has. I will work with a counselor to help relieve the students stress.
Paul, how do assure that you are able to talk with each of your students? What are the topics?
Sounds very formal, Mary. Do staff and faculty use the chart? Has it been successful?
I have to agree, talking to the students 10-15 minutes before class starts lets them know we're are with them and in it for them.
they are bubble scan trons. They are administered at the end of each phase. The students have as much time as they want to read the question and fill out the scan trons.
Our administration has recently launched a "chain of command" referral system for faculty. If a student has a concern, we have a flow chart and forms we use to direct the concern to the appropriate personnel. The system also provides follow-up to faculty members that refer a student so we can be assured the issue was resolved.
At our school we make sure that the instructors stay on top of academic performance; they have to report any concerns to lead instructors, of course, they do this to involve as many people as possible and to make sure everybody is aware of any red flags send by the students. The instructors will develope a plan with the student and continuosly monitor their performance.
we also run S.A.P every 12 weeks (half the school population at the time) and follow up with a different procedure to advise any students performance. The intsructors are also involved in this process.
staying on top of Student performance can really help with retention.
I found this to be an interesting discussion.
In class, I do my best to give each student a clean slate each day, and answer the questions that come up, and seek out students to discuss opportunities to do better, as well as give specific praise when I see students making an effort, marked improvement, or adding an interesting perspective to our discussions. I make a point of letting the class know that I see our time together as a group as special time, and my decisions during that time are made with the group in mind, but that I am open to discussing things with them individually between activities, during breaks, or during office hours. When I have to say no in that context, I always make a point to express that I want to hear the whole story, and that their issue deserves my full attention, but I have obligations to the group as well-- and then I offer a time to speak later in the day outside of class.
As for outside of class, I've found that I never really say no to a student-- At my school we're required to hold office hours, so I don't feel that a student can be using too many of these since most of them are as the first poster in this discussion noted, not actually used. I listen, and try to figure out what the issues are, and then find out what the student wants, and then try to discuss options that the student has for achieving them.
Where I draw the line is that for students who are behind or missing work, I ask them to commit to an appointment to discuss the situation in-depth or make the work up if that is appropriate based on the circumstances. I make sure they know that I know they are balancing many issues, and that I understand where they are coming from, and I make a point to specifically recognize any type of positive efforts/behaviors that the student has demonstrated in the situation up to that point. I have found this lowers defensive barriers, and lets the student know that I am not responding unfairly in a knee-jerk fashion.
I think that this is what allows me to stay firm on stating what I expect from them to resolve the situation, but keeps the situation from becoming adversarial.
Hi Paul,
I've found that taking the time to spend a few moments in the classroom with the group before class and interacting with them then, off the clock goes a long way towards showing them that instructors really care. I know that many students notice when they feel--rightly or wrongly-- that their teacher can't wait to get out of the room.
I've also found that taking a few moments with each student each day during line-up, to just have a personal back and forth (how they're doing, checking in on missing assignments) is another technique for keeping things positive.
What approaches do you find to be the most helpful for you?
How is this Advisory Form communicated to the student, Shawn? Does it become part of their file? Are they required to respond to the finding?
I'm glad to hear that you are using this process, Paul. I hope it's been effective for you. Do you have any suggestions to improve the process as presented?
Jamie, how has your institution developed a target for student::teacher ratio? Does it vary by type of course or when it's offered?
