Help them out.

so them how to help them selfs.

show how the school can help

While we are certainly all discussing attrition and its relationship to the students' stress, I wonder if our own stress as instructors is a factor in our ability to address these issues. It's a difficult line to walk. As the reading points out, we all have stress and different mechanisms for coping with stress. I do all that I can to understand my students' stress, and I make clear to them early on that I have stress, too. I try to avoid statements like "If I can do this, anyone can." But at the same time, I have to maintain a balance that places the responsibility for learning on the student. This is where it is difficult for me to find a happy medium, I suppose. On the one hand, I want to help the students in any way that I can. But on the other hand, I want them to feel a sense of accomplishment. If I know that I the instructor is going to allow me to submit all of my work on the last day of class, how can I feel good about that accomplishment? I hate the word, but "standards" have to be in place, and they have to mean something. Does that include the student's responsibility? Can we make a system that would allow us to know when a student is playing the system and when a student is actually going through a rough patch that we can help him or her through? For instance, recently, I submitted an assignment on day late. Thankfully, I had a very understanding professor who recognized my typical work habits and did not dock me for being late. However, with most of my students, I have no such knowledge. I even heard of one student several years ago who faked cancer to get the professor to allow him to submit late work. So, if there were a system that would allow us to keep track of a student's habits, that would make those decisions easier. Of course, it might also be a FERPA violation, too.

In the world of culinary education the student comes to school to learn to cook first and then to become a chef second. Many of the students really do not have an idea of what being a chef is about. What they see on tv is fairy tale land. When an experienced chef instructor is able to bring their experiences into the teaching and lessons they are able to engage the student in a way they may not have expected. To share what the industry is about and to prepare them for real world experiences really peeks the interest of the student to a new level. The student becomes so much more interested when they know they are being taught and are learning from someone who has been where they want to go and will help them get there!!

Here in the southwest, the economy has taken a hit harder than most of what I see anywhere. Some of what I am seeing is so tragic it is difficult to combat. For example: when a student's vehicle is out of service s/he simply does not have the funds to make the repair. Because distances are vast and public transportation is wanting, students simply stop attending. There's not much anyone can do about that--as I see it. Additionally, as social service networks fail more situations arise. For example, students cannot find childcare; they cannot come to class. I personaly have no difficulty with a student bringing a child to class in an emergency but my institution does not permit it. Retention is a slippery slope that cannot be handled simply with the advice I have found in this module. Life is more complex than anyone can get her head around. It is like string theory, sometimes... If institutions are truly willing to tackle the multiple and tangental issues of retention with their own support networks they will loose students for reasons that have nothing to do with quality of teaching and reaching out to students.

School activities should revolve around the student population and their needs

I like to tell stories that connect student life with real world success

Pactical applications of skills will encourage students to learn more. Show them how to make money!

Required mentoring programs, which assign students to their mentors, can be successful as long as the mentoring role is an option & NOT A REQUIREMNET.

Admissions reps need to know their product, backwards & forwards.

I feel that when the students are in the class, if they are going to stay and learn from me I have to let them know I care. One on one, person to person I want them to have the chance to get their dream job.

I really like some of the intervention approaches in this section. I feel that not every problem will require this amount of involvement. Some of the problems that they have could be issues that the instructor may have delt with personally and can help by talking about their own dealings when in a similer situation.

I understand what was said in this section.... but I have some issues with it. In my opinion students, in high school, in some sports and in the home life are not tought to deal with failure! They are told "well at least you tried!" and they feel that that is good enough. Every body fails!!!! bar none. and untill kids that are growing up are tought that failing is part of life, and when it happens you have to pick your self up, dust your self off and (the MOST important of all.... Try it again. Untill this idea becomes mainstream again we will have students that give up as easily as they do.

Most of the students are now from the WHY generation. This generation is a generation that has been bombarded with media from the time they were babies. I feel that we still cater to the snore and pour technique when it comes to orentation and retention. We put them in rooms and have speaker after speaker puking information at them by the bucketfull. I feel that the WHY generation student would feel much better if we used the media that they grew up with to help them in retention, orentation and in the class room.... oh yea, our campus is fixin to start the latter. (hehehe) What I'm trying to say is use the media technology we have to help our students in all of their needs and wants.

At my school, our admissions team has to follow a very strick script on how to enrol students and our corp office does not want them telling them the rules such as no flip flops or hats. We do a grad prep as well and Corp does not want the grad prep to talk about rules either. This tends to create some challenges when we first get students. Does anyone else have the same challenge and have you found a good way to address it?

When students first arrive at a new school, many of them have just left the cozy confines of their parent's house just a few days before, perhaps for the first time in their lives! It is important to let them know that the staff at the scool are aware of the "butterflies" in their stomachs, and that it is a normal feeling given the circumstances. It should be pointed out that many other students in the room are also experiencing the same feelings as them.

What are everyone's thoughts on establishing the use of honorifics and last names in addressing students? ... and having them always address you as "Mr." or "Ms."? Carl

Retention is also aligned with keeping the students engaged. Having plenty of activities for students helps them feel that they are important and cared about by the faculty and staff.

Imagine yourself as a mystery shopper in your department. What strengths and challenges do you think you’d include in your final report?