I feel we do need to treat our students as customers but we have to do it in a way that they know they are our #1 but need to respect us.

How are some ways you connect with your studets?

The perception of students have usually lead to their own reality. We must try to meet all realistic expectations

i found it important to constantly have interaction and keep students attention in order to keep there interest in the topic being discussed.

I believe some of us are naturals with interventions based on personalities and experience. With that said, sometimes, students connect with certain individuals with no hesitation especially if you speak to their level and listen to their needs. From the time of enrollment, with consistent communication interaction even after the program has started, gives the students a sense of peace. I don't just enroll them and play the role of student services post-after. I play the role of an Admissions representative and Student Services from the beginning so they have a knowing of someone is there to talk to in regards to their concerns. I may not always be able to fix their problems but can recommend further assistance.

I think it is very important for a student to feel wanted in the program. Sometimes I see instructors being too critical which makes a student feel defensive and want to walk away. I understand that there are different age groups and maturities, but in what positive way or feedback can I give our instructors to not deter the students away?

I feel that students have a positive connection with me at my school and can talk to me. They are able to express why they might possibly be unhappy, but there is also a comfort level that could go beyond that such as a friendship. Because I am there as student services and admissions, how do you maintain a level of too much comfort? I have not let that develop into friendships but want to make sure they continue to stay within the program.

I work in a vet tech program and most people think that all we do is play with animals all day long. We like for prospective students to see that what we actually do goes far beyond that. Our program is very challenging and that isn't immediately apparent. How can we encourage our school to require observational hours as part of the admissions process and what is considered a fair amount of hours?

What is the best way to approch not so friendly costumer?

The first week is crucial in the classroom, it sets the tone for the rest of their schooling. If the students are bored and feel that they have not learned anything within the first week, there goes retention.

It takes a village to reaise a child and it takes a school to raise a college graduate. There is not just one support person for students, there needs to be many. Everyone at the school should have their hand in whether the students are successful in their road to that college degree.

I have a issues with students who do not attend school orientation, they tend to be unaware of the rules that are set forth for them. the should have been discussed with them by the admissions rep, but things always get missed, and that is where orientation comes in. I find that students that do not attend orientation seem to be missing something and have a hard time adjusting to college life.

I have several students who have become friends with one another and tend to compete with each other. I have a difficult time keeping the focus on what they received and not just competing for a good grade.

I've been using the "you ARE each others team" approach in my into classes ... the camaraderie has been surprising and seems to have an overall positive effect, even to the point that the student body is now actively involved in the retention effort.

Don't overlook the importance of facility in getting and keeping students. We have a courtroom on campus. It's used as a lecture hall and once every quarter or two we present mock trials involving the paralegal students and incorporating staff, faculty and other students as witnesses, parties and jury. Quite a selling point.

I teach our GS101 Career Development class. We occasionally refer to it as "How to go to College" - loads of info on studying, reading, not taking, test taking... and alot of positive reinforcement. I but into the program, but am dissapointed by that 1 student in almost every class that defies help - constant whiner, always SOMETHING wrong. How do we help the "chronic"?

In my department, its difficult to run a successful mentoring program due to simple numbers. I believe that a formal student mentoring program serves best - not only because it promotes that sense of belonging and bonding among students, but it also teaches leadership skills to the mentors and is yet one more notch they can put on the resume.

I believe that admissions would benefit greatly from meeting with program directors to establish a checklist of commonalities for prospective students. But they should also review these regularly, and remember that, as with any types of list, both admissions and faculty should not be a slave to this checklist. I completely agree that while the checklist is helpful, it is not, by itself, a predictor for success.

One of the things I like to do to encourage students come to class and come prepared is to start the class with a short quiz about the day's assignment/reading. It is not a difficult quiz and is often worth no more than 5 points - but I find that it helps to springboard classroom discussion and it does help keep students "locked" in.

I believe that setting the tone the first day is absolutely critical in providing students with the sense of structure and a framework for success. That being said, it also can be used useful as for retention - giving students a sense of companionship. I really like the idea sharing contact information on day one - I also like to send out a group email to the entire class after the first day to re-engage them and make sure everyone has everything they need to go forward.