I like to bring all of the new students in my department together where I can give them a "real" introduction into their chosen field. I think it is important to ignite their passion and desire for their chosen career. And I also feel it importnant to congratulate them on making this descision - not everyone in the world would be willing to commit to this, and for that each student is indeed special. Above all, I want them to leave feeling excited and confident that they can do this.

As a faculty member, I often assign students to work on projects throughout the term - working in groups is a great way for students to come together both socially and within the school setting. I choose the groups, making sure that "new" students are paired with more experienced students - I also like to encourage a bit of competetion between the groups - in this way, the groups come to rely on each other more and new students feel that they are accepted and that they belong here.

I really liked the idea of a buddy for students enrolling late. I've had these situations and orientation can be difficult. Most of my classes are small so that helps but pairing the new individual with someone seems very useful and a great idea.

Most of the instructors where I work are very involved with the students. This is one of the things I admire and love the most about where I work. However, there are a few that seem to have no interest in the student are a person. Also, some do not seem to be adaptable to the classroom dynamics and size. In the last 12 weeks, I've taught two sections of the same course. The first class was very big, 17. The second class was very small, 3. I covered the same material but taught these classes very differently. I've seen a few instructors do powerpoints and lecture to one person. That doesn't seem to be the best way to handle small groups.

Does anyone have thoughts regarding meeting with students and going over commitment statements-setting goals (graduation) with smaller targets (mastering each modality taught) and specific and measurable ways to achieve these targets (attendance, being vulnerable to ask for support, studying 1 hour a day, etc) Does anyone have staff speak their commitments to each other? And what are your thoughts about doing so?

In the training it was mentioned that rarely do we know the honest reason a student decides to leave our program-due to the fact that they are most likely embarrassed by their "defeat". How would you guide us in the area of hearing what the students are saying beneath the embarrassment?

I believe the faculty set the tone for the entire experience. They're on the front lines. It's important that any frustrations with the institution not be shared with the students.

Because we have enrollments every three months, I believe that the staff can become a little lax in their approach to the orientation. The most effective orientations are the ones that we don't do halfway.

Our institution requires a minimum level of attendance. Often, students fail to meet this requirement and as a result, we must terminate their enrollment. I've often found it difficult when I have to act as a truancy officer to make them feel like they should be attending. Often, calling a student at home to say "You've been missing a lot of class" can drive them away, though I know sometimes they need to know we're paying attention. Finding a balance with this is a daily struggle.

Admissions has the opportunity to evaluate if the student is commited, and ready to start. But a lot of times, they focus more on meeting the enrollment numbers for the month. An example would be, the student has Child Care concerns, that have not been taken care of by the time they start class. Although it is brought up in New Student Orientation, they still think by some miracle it will all be taken care of. How can we avoid a potential withdraw so early in their enrollment?

I find it useful to have students in upper classes talk to new students. New students seem to embrace a topic passionately when an upperclassman explains the relevance in learning particular material. I love it when old students drop by. I put them to work encouraging my new students with experiental wisdom.

Customer service is very important. That is #1 no matter if it is a walk-in, returning customer it is important to treat every visit like a First impression. Everyone is a potential asset. We need to treat them like we care and respect their choice to continue to come to our business because we put them first. If we get laid back we are then putting a risk to losing not only this customer but all the customers that this customer influences into coming to your business. I enjoy my customers so my first rule of thumb is treat them as special as you want to be treated and you can't go wrong.

It's very important to communicate with our students making sure we always keep our doors open and listening not just hearing the problem. We are not only seen as instructors some of our students see us as mentors and in most cases the only person they trust.

Most of my students were not passionate about the election and seemed most focused on the here and now.

As an instructor I feel that different cultures and ages sometimes play a huge role in retention.

Our company offers free tutoring where mentoring can be also given

Career services help students to see that their here to help them find a job in their feild. Students will feel secure that someone is behind them till they gradurate.

Involvement in school give students a reason for being there and they look forward to coming to school.

It is critical to provide as much attention to those students who did not start on time to those individuals who are there on the first day.

It is important that faculty and Career Services work together to focus on work related behaviors and real world expectations of employers.