I belive we are all resonsiable for student retention, not just the Academics department. Admissions, Financing, all departments should be involved at any level.

How can we add the checks and balances to put effective students into programs of thier interest and there skill set out side of testing?

I like to ask my students to compose a "morning mantra" they'd like to say to themselves every morning to spur themselves on to have a great day. I share mine which goes something like this: "Lookout, world! Here comes a strong intelligent woman who can do anything she puts her mind to." They have to share their own mantra with the class the next day, and every day after that I ask a student to begin class by giving us his/her positive self-talk mantra for the day.

How is a instructor able to keep students retained in a course that they findout later in the course that they aren't physically or mentally capible of doing?

How do we as instructors place an important feeling in our students that is reciprocated.

Is it better for students to relate to their classmates or the instructor to relate to the students?

in my practices i've found students enroll to get an edge over the competitor's in the job market. is nthat the wa others see enrolling students

is the real orientation to me you acn see the personalities mesh

my students motivation is good grades and candy in class

is a fun experience for the students and they get to know others

Any ideas for classroom management that would be fun and not me scolding a student for using cell phones in class?

Retention is very vital in the existence of a successful student body and school accreditation. Faculty plays an important role in cultivating a climate that is conductive to learning and motivating their students to take ownership of their academic achievement. Adult learners need to be motivated just as all other students. They must be allowed to incorporate their life expereinces into their learning environment and must be treated with respect and dignity in order for them to be successful in completing their educational goals. Vernise Walker

It is our responsibility to help our students by supporting them when they run into diffculities that will jeporadize them continuing their education. We should never make promises that we cannot keep. We should never take on their problems but let them work it out. We can be supportive by listening and being committed to their success. Vernise Walker

No one wants to be known as a quitter. Ther are many factors that contribute to a student feeling they have no other choice but to quit. A school that is committed to their students and work with their student to gain understanding of what is giving place to their thoughts of quitting and are proactive in helping their students, are more likely to reduce their students attrition rate. It is not only important to understand attrition but it also is important be successful in avoiding and reducing the factors that causes attrition. Vernise Walker

Retention in postsecondary adult education isvery important. Most adults return to school in order to imporve their life style and provide for their family. Few people have time to waste and so I beleive most adult learners enter the academic arena with the expectation of being successful to complete the course they have started. It takes the entire faculty and staff to work together as a team to help our students accomplish their academic dream. Vernise Walker

This is great information we are learning here. It can not only be used in the classroom but for outside the classroom as well. There have been some fantastic ideas presented here.

I have had a huge increase in retention when I began calling students immediately when they miss class. But, the other part is that once you reach them you have to stay positive about their chances of catching up once they return to class. I offer to email them missed information and assignments so that when they come back they will not be as far behind. Once students realized that I do care how they do in my classes and that I am here to help them be successful they now contact me before they miss class. I have also found that the number of overall absences drops, because I don't have students saying to themselves 'well I already missed two classes so what's another class going to hurt'. I ask them to treat class like their job; you cannot 'no call no show' for a job so they should not start the habit with class. They have really taken the concept to heart and generally my attendance rates have increased and the length of consecutively missed classes has decreased.

At the beginning of each mod as I cover my syllabus, I also go over my expectations for the students in the classroom. I discuss topics such as phone use, breaks, classroom discussions, asking and answering questions, eating, tardiness, plagiarism, email and phone communications and other items that may be distracting or inappropriate behavior. In discussing, these matters I found that some students have many questions on appropriate behavior and are not sure of themselves as it is the first time in a formal educational setting. And when they see others have questions, they realize they are not alone in their fears. I end up with a great classroom dynamic of support and respect for others. These positive behaviors sometimes correspond to their workplace success more than the technical skills I teach them.

As a professor I was never involved in the new student orientations, but after reading this section of the course I realize that it may have been helpful. Maybe having the students do one of my exciting classroom activities may have quelled some of their fears that college would be boring or too difficult. Many of my colleagues could have offered lesson plans that showed the new students a glimpse of what college classes would be like and that regardless of their previous educational background or learning style they can be successful by first just showing up!

I have found that many of my students are unable to handle everyday problems or more serious life issues that happen to them. Anything from a car breaking down to a death in the family may cause them to go missing for weeks. What I realized is that the individuals that they go to for advice are unable to help them cope and resolve the problems. Many times those same individuals make the problem worse or do not see school as a priority when advising my students how to handle those issues. So when students advise me of issues they are having I try to help them work through their own problem solving or conflict management. It generally helps them to successfully move past any setbacks and get back into classroom quicker.