Students need to always feel the institution is strong in regards to all departments communicate and maintain a steady line of open communimication.

I find that making a connection outside of the classroom is just as important as inside. Students are in class for so few hours during the week and if I can connect with them "where they live" they feel that I am interested and care about them all of the time; not just during the class. I also instill in my students the philosophy that we are a team - myself, them, and their classmates. I constantly emphasize cooperation and helping each other. This is also included outside of the classroom by means of exchanging phone numbers and email addresses with students who are willing to do this. (It is not mandatory, but I've never had anyone refuse.) As a result, my classes seem to thrive on a more personal relationship with each other both in and out of the classroom. I have also seen this relationship continue after their completion of the program.

the success of a student belongs to them, not to the instructor. they have the power to become what ever they chose. it is our job as instructors to remind them and to give the the tools they need. but at the end, it is up to them to decide how far they go.

we as instructor need to remind students that what you want does not always come easy. We need to remind them to not give up, to be strong, and that hard work does pay off.

Do you have coping skills training at your school?

What motivates your students?

What are your students committed to?

What is your responsibility for retention?

In my class, I have a simple motto; failure is not an option and as a class, our successes and shortcomings are shared. I teach my class every day for a whole year and we do bond pretty well and I believe this is the basis for any retention program

On the first day of class, I have the students introduce themselves and encourage them to exchange telephone numbers as soon as they feel comfortable with their fellow students. I encourage them to develop "study buddies" or sources for notes on days they are forced to miss. We have "Potluck meals" at the end of each module, and we celebrate student birthdays as they arise.

The most important step for student retention and effective intervention is to believe and to make the student believe that the institution is commited to their success for reasons that go beyond the bottom line. Many of my students come to class hungry to learn and for hope of a better future and as instructors, we are their advocates.

I strongly believe that it requires teamwork to preapare a student for success. This effort begins with the admissions counsellor, and continues with the administrative personnel, instructors and the program directors. It is important to lay out a roadmap and a vision for a student and inspire them to succeed in the course ahead.

As a part-time evening instructor, I am not aware of available intervention pathways available to my students other than my own counsel and that of the Education Director. Our school needs to have a faculty meeting and/or a handout listing the intervention steps available to our students and how to access then.

The students have the greatest access to the faculty, and the faculty are often counselors to the students. But the students must also have access to their admissions rep, their Financial Aid rep, the Registrar, and the Receptionist. Even though the student is enrolled in class, they still need to know that these people are there to support and encourage them. Too often, once the student is enrolled in classes, they can never get access to the administrative personnel and they feel alienated.

Every day when I take attendance I call out each student and ask them how they are doing. If it is Monday I will ask how their weekend went. If I know they one of life's situations ie:car problems, I will ask them if it was resolved, etc. Letting the students know that I know them as individuals gives them a senses of belonging.

I find when I pay attention to each and every student it helps them feel welcome in my classroom. Showing concern when a student seems upset or distant (right away) helps to deter a major event that could lead to the student dropping out

Admissions is often blamed by faculty for admitting students that have an unreal expectation of their program, or students that are not qualified to succeed in their programs. One possible answer to this question is to have meetings where faculty trains admission reps about what the courses are actually about, and what skill sets the students must have in order to succeed. Likewise, the admissions reps should train faculty about the details of the admissions process, the tests that the new prospective students must pass to get into the classes and any other tools used to choose the students that are enrolled in each class. Only when each group understands each others methods can they make meaningful suggestions for improvement.

Retention starts at the front desk with the first phone call, it carries thru admissions and into the student meeting the instructor. They need to feel the instructor has a genuine interest in the students goals. I tell my students I have a common goal with them and that is for them to be successfull.

"It takes a village" comes to mind when I think of retention.

I really believe that checking in with a person at least once a week, once they are enrolled, definitely helps the retention rate. Although it's not a hundred percent that the student will remain in school, I always try to make time to talk to them and check in with all of my Students at least once a week.