I found this to be important to see both students and co-workers as customers. I can teach the students to look at this in a different light. If the students look at this as a job and how to handle a customer in the proper mannor, this might help them succeed in the real world.

I have found that when Career Services and Academics work very closely together from the beginning of a student's time with us, we get the best results. A student has a much better sense of what they need to do throughout their entire collegiate experience to be ready for the employment, so that when they get to externship, it is not a surprise.

Creating student retention the first week starts with the bonding process. When students build rapport with others their chances of staying long term is increased. As the saying in the business goes "Students quit schools, they don't quit friends."

At what point can Instructors and Program Directors believe that everything that could be done to retain a student has been done?

A success of a student is the emotional tie that they have the first day. By helping them see the "light" it will instill the motivation to stay with the program. The vision of what is to come after graduation and how successful they can be in their chosen field.

Assessing the structure is what we all intutively do with most things in life. When it comes to students and thier choice of a college and/or class, it is no different, especially if they are paying good money for it. We can expect that students will assess the structure of the first week to see if it is worth staying on board.

Community is key for encouraging success with students. In the community, the faculty plays a huge role in leading the students and modeling by example. Wherein, the other students provide the needed support system. Collectively, they should work in synergy to create a family feel that embodies trust and encourgages having a voice. Ultimately, these pieces contribute to the right community.

Orientation is all about impression. Moreover, a first impression. When a student comes to orientation they are expecting to get connected not only to others in the institution (like instructors and other students), but are looking to get connected to the resources that will help them suceed in their journey. They are ultimately looking to have their expectations (set out by the admissions counselor) met and are there to make sure that they are in line with the descision they made to attend.

I usually have a red flag when a student fails to show for the first class. It seems many students see this day as a waste of time because so much can focus on the mechanics of the class, syllabus and expectations. While this is partially true, a savvy teacher keeps the first day interesting and “hooks” the students. When you get the “no-show” they miss that important interaction. A follow-up and connection to the new studding will be needed to ensure they integrate into the program and this also lets the student know you are watching and actually care about their participation.

Keeping students actively engaged and participating within the class structure to maximize their learning potential. Students “checking out” is a major challenge in career schools when a student is coming into a night class after completing a full days of work and managing the tedious aspects of their personal life. By creating an exciting environment and keeping the students attention will support the overall retention effort of the instructor and school.

In reflecting on the content thus far, I started to see how it really is all about service and servicing our students. For years I have facilitated quality service in what I do and have seen the benefits of having and acquiring long term clients. We, as instructors need to make it about the students and center or classes around thier needs and creatively and passionately communicate the objectives in light of thier specific personalities and learning types, while keeping in mind, thier surrounding influences. Ultimately, retention comes from exceptional service and retention is crucial.

I think that student engagement and overall experience are paramount to maximizing the learning environment. If the student is generally disconnected from the institution, staff or content then it is not likely they will apply themselves or demonstrate commitment. Education is a personal endeavor that requires constant application of discipline and it seems most students require an external motivator to remain successful. Having quality instructors, solid peers and supportive family are critical. So many external pressures and factors can influence student retention and a good instructor will work to create an education environment that is supportive and relevant to each student. This can be challenging in classes where the student to teacher ratio is tilted.

When building a retention program for one's program is there a safe place to begin, or do you have to just determine what is best for your program first, then add in additional practices? I see where it says there are no particular orders or plan but to mix up various practices for your program, but is it possible to start with too much or too little?

In an effort to create community and social interaction on a commuter campus, many schools are setting up formal peer-mentoring programs. A recent study identified the following best practices for a successful peer-mentoring model: 1. Make students feel wanted and needed by having peer mentors coordinate proactive student social activities on campus. 2.Create recognition levels for peer mentors to encourage their continued participation. 3. Have peer mentors serve as tutors. 4. Provide letters of recommendation to peer mentors upon graduation. 5. Have peer mentors organize student community service projects. 6. Team graduate peer mentors with career services to create seminars that help students stay focused on their career goals. Does your campus use any of these practices in your peer-mentoring program? How are they implemented?

After every assessment I give, I try to identify areas that many of the students may have been confused about and I ask myself what I could have done better in presenting this material. I try to identify my 'blind spot' in my instructional method. How do you identify your 'blind spot'?

Regarding Necessary retention in RT 101..... 

What can be done to rescue these at-risk students who withdraw, due to personal, family, academic,  financial or substance-abuse issues?

Intervention

Can there be a wellness person/referra agencyl who tracks these students and their progress, before, during and after their issues are resolved to remediate them back into the programs? 

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Regarding Unnecessary retention in RT 101..... 

Social Skills

Can we erode the interest in pop culture/social media/electronic devices during school hours (that distract) by offering students incentives to aquire skills instead.  They could "earn" credits for:

 

1) 1 no homework pass

2) 1 "leave a half hour early" pass

3) Wear"jeans" day pass

4) Other

 

These would be only for students who achieved their goals.

 

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Any thoughts?

 

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Nancy

 

 

People decide to enroll in school for many reasons. Primariliy, its the perception that its the "pathway" to a better more fulfilling life. As students enter the orientation process their perception instantly becomes their reality because the day has finally arrived. There here! Orientation/or first week of class is often the make or break point to weather or not a student stays in school. First impressions are lasting impressions! What I like to do is remind students (right from the beginning) on why they chose to come to school in the first place. Have them write it down on a small piece of paper and put in the wallet. Then, creating check points along the way and reminding students not so much the value of an education to them, but rather why what they are learning is so important to the industry and the value they now have to an employer. In the end..... are students ready for proving themselves to the industry? If they worked hard, proven themselves, and are well prepared, one can open that piece of paper tucked in the wallet, say "I did it" , and move onto the next journey in life.

A positive attitude and culture of a school goes a long way with, faculty, staff, and students.

I believe that expectations set by the administration and faculty are just as important as the goals of the students.

As we value every student we help on a daily basis, is there ever a time where we provide too much student service / activities to where it takes away from their education?