This is very important. On our orientation days we spend about 30- 45 minutes with the students in the classroom. In this time we re - introduce all staff members then introduce them to the campus managers. When introductions are done we go over a packet of information they will need for the first day off classes. When that is done we have our instructors set up in a classroom available to answer any questions. I work at a massage school so we also have things set up so the students can see bodywork being done. They also have the opportunity to get a paraffin wax treatment along with chair massages. This gives the new students a chance to talk to current students.

On the first day of classes for our students we send the first 3 ½ hours going over our expectations of them as students. At the end of the session we then ask our students what their expectations are of us. I think this is a great tool that we use because we not only start to build relationship with the students, but how can we expect stuff out of them that were not willing to do ourselves. More times than not they have the same expectations. So I think also by doing this its helps put reasoning behind our expectations and help the student understand why that expectation is in place. We also encourage our students to hold us to those expectations as we would for them.

I find that many students in their courses assume a leadership role and can instinctively focus on those who need mentoring in class. Typically these seem to be the older, more mature students but I have, on occasion, I have observed younger classmates tutor and become interested in the educational outcomes of their classmates.

It is easy to discern which faculty members are great educators. It's almost as if they have achieved "rock star" status! Students spread the word "wait until you have _____ for your next course". Or going to the Registrar to change their scheduled in order to enroll with a particular instructor.

Both students and staff can readily see those instructors who truly want to be in the classroom and in the "business" of education! There is nothing more disheartening than to see bored students listening to an instructor who lectures on the same topics class after class with any professional development on their part. On the other hand, those who are lifelong educators instill knowledge and energy into their presentations.

I find that even if an out-of-state student enrolls in our campus, it doesn't necessary mean that they won't connect with other students or feel homesick and maybe lost. Even students with close family ties to our community experience stress (especially during testing in their classes).

Many students that I work with on a daily basis don't feel that they are tech or computer literate as some of their classmates. But I also find that many students will mentor or tutor their fellow classmates in order to promote a team atmosphere towards classroom success.

I would like to see more faculty invovlement for student orientation. Not only are the Program Directors invovlved, I would like to see more instructors invovled with the news students becoming orientated.

I have a problem getting the students engaged, especially in the * am class. Any suggestions?

I really like to use humor as the big ice breaker during orientation and on the first day of class. Also since most of the faculty has been together for 5 years or more, we make it a part to share that as it shows a united front for the success of our students.

How are other campuses using Advisors? What kinds of activities to Advisors do to mentor and monitor their students?

We believe that it is critical to continually engage students to remind them of their goals and why they decided to pursue their career path.

How do you manage a student's unrealistic expectations?

Students fear the unknown. I sense on the first day of every class there are students who look at the syllabus and wonder if they will be able to pass this class.They wonder if they are up to it. To assure them of success I spend a lot of time the first day going over each assignment in complete and specific detail and showing how we together are going to accomplish our objectives. I make a point of bring in assignments and projects from previous classes for them to review as well as giving them a specific outline of each learning objective that we discuss as we meet them.

The anticipation and excitement on day one should be approached by every staff member, all departments. Credibility is important but continued involvement is equally important.

I believe that setting the tone and identifying expectations on day one is vitally important. Just as important, I allow time to ask each student to share their expectations, from both myself as well as their fellow studebts. This I believe helps to keep everyone on the same page as well as giving the instructor information to individualise their actions for the term.

THIS SET THE MOOD FOR A STUDENT TO TO FEEL SECURE AND COMFORTABLE TO WANT TO CONTINUE ON.

THE ADMISSION REP IS THE FRIST PERSON TO INTRODUCE THE STUDENT TO THE PROGRAM THEY WISH TO ENTER IF THE STUDENT DO NOT GET THE IMFORMATION THEY NEED TO MAKE THEM FEEL THEY CAN SUCCEED. THEY WILL NOT FOLLOW THROUGH WITH THEIR PLAN.

THE FRIST DAY TO SCHOOL IS EXCITING FOR STUDENT AS WELL AS INSTUCTORS A NEW ENVIORMENT FOR STUDENTS AND NEW STUDENTS FOR INSTRUCTORS A TIME TO FORM A BOND THAT WILL HELP THE STUDENTS SUCCEED.

STUDENT SHOULD BE ABLE TO FIND SUPPORT FROM THE INSTRUCTOR AS WELL AS THEIR FELLOW CLASSMATES.IT SHOULD BE TEAM WORK IN THE CLASSROOM.