I established an acceptance of terms that all students sign when they enter my program. It is a contract of what they need to do to be successful and what I will offer to help them achieve that goal. We have early intervention even before the mid-term if we notice someone slipping close to failure. We encourage peer mentoring and instructor tutoring and well as review classes during non-class time. If a student misses two classes in a row, we call them to see what, if anything, we can do to improve their attendance and get them caught up.
Tanya,
I don't have any solution that will fix this situation, sad to say. Do all that you can do and if the student chooses to not participate then they have to live with that choice. When that happens I focus on my other students and try to encourage them all I can because they are motivated to achieve and I want to make sure I help them as much as I can.
Gary
Hi Karen,
Excellent post. One of the effective way I use to retain students that are struggling is through encouragement. I beleive that some students just need to hear "you can do it" from their Instructor. I admit that it has maded me proud when a student(s) that I have mentored and encouraged in ~1 to 2 lessons, improve and pass the course.
Hi Dr. Meers,
In my online classes, I have had students to whom I have sent several messages without a response. I have also sent their campus advisor a note(s) on lack of attendance, participation in discussion or turning in assignments which result in 0 change.
How do you retain a student that shows little interest in remaining in school?
There are many new things we can do to retain students that we could not do 5 or even ten years ago. We have the ability now to, send text messages, send emails, and make phone calls to direct cell phones. In the past we utilized snail mail and made calls to some phones that did not even have a voice mail. Let's utilize the 21st century technology and contact out students through many modern day communication vehicles. A cheerleading approach works for adult learners, they enjoy being appreciated!
I agree that it is important to build connection with student but most of the time it is difficult to instruct all of the didactical material to the student then fill of their individual question. Many time those outside distraction suggest that the student should reduce their overall load so that they are more effective in learning the course matterial. Student need to juggle life, school, work and children to be successful in every phase will be difficult. What are your suggestions especially for the student that struggles academically?
I agree. Feedback on student's progress as well as attendance helps with retention. I also let students know that I care about their success. This seems to motivate them to stick with it.
From my experience it is very important to build a connection with your class and some level of direct connection with the students individually in your class. This allows them to feel a more caring and concerned approach between the student & instructor. Many times students have other outside distraction happening from work, to family, etc. and need to feel they are appreciated and important as well as that you believe in them and that they have the ability to accomplish not only their school work,but in life. This helps bridge the gaps in student stress and their need for support.
Karen,
Good way to incorporate a number of reinforces into the learning sequence of your students. Many of them are seeking this kind of support as they struggle to stay in school.
Gary
I impose several strategies to increase retention; such as recognizing when a student has done well after struggling; arriving on time when they have been consistently tardy; review for the quizzes several time over the course of the class as well encourage asking questions to increase the knowledge base.
Yvonne,
Key point that many students do not take to heart. A tutorial is just that. It is designed to help advance the knowledge and understanding of students not give them answers to tests. They have to put forth effort if they are going to be successful and many forget that element.
Gary
I feel like as instructors we need to do everything we can to retain our students. I believe some students think we are here to spoon feed them. Education is a two way street and both the instructor and the student need to take responsibility in the learning process
I agree, some students do expect to be spoon fed. I have students come to tutorials and ask okay, what is going to be on the test? I reply, did you do your review? Tutorials are not for me to do my lecture over or tell you what is on the test, but rather for me to help you understand what you are not understanding.
yes students need to at least meet the faculty half way, I feel some students need expect to be spoonfeed.
By: Elizabeth Price
There are at least six steps for implement retention strategies that can make a difference in whether a students graduates or drops out of school. The first process is the admissions procedures, great orientation programs, effective mentoring of the students, a school that has a student friendly school and classroom involvement and successful placement of the students.
Some of the problems that adults students face when entering community college students who are at risk of not earning a degree for one or more of the above reasons. These characteristics include: delayed post secondary enrollment,part-time enrollment, full-time or significant employment, low commitment, only in college because parents want them to be or being in college is better n working, and no real intention to persist, low ability or under prepared, first-generation college student, high school dropout or GED recipient, friends attend other schools, family problems, lack of encouragement from family and/or peers, having dependents other than spouse, single-parent status, emotional and/or personal problems including substance abuse , lack of institutional/student fit and involvement ,absence of significant interaction with faculty and other members of the college community, transportation issues, financial independence and/or financial issues.
First, students are more likely to persist and graduate in settings that expect them to succeed. High expectations are a condition for student success, or as is sometimes noted, no one rises to low expectations. Students, especially those who have been historically excluded from higher education, are affected by the campus expectational climate and by their perceptions of the expectations of faculty
and staff hold for their individual performance. Unfortunately, too many institutions do not expect enough of their students, demand too little as regards student learning.
Second, students are more likely to persist and graduate in settings that provide clear and consistent information about institutional requirements and effective advising about the choices students have to make regarding their programs of study and future career goals. Students, especially the many who are undecided about their plans, need to understand the road map to completion and know how to use it to achieve personal goals. Least we forget most students are either undecided at entry about their field of study or change their minds, at least once, during their college years.
Third, students are more likely to persist and graduate in settings that provide academic, social, and personal support. Most students, especially those in their first year of college, require some form of support. Some may require academic assistance, while others may need social or personal support. Support may be provided in structured forms such as in summer bridge programs, mentor programs, and student clubs or it may arise in the everyday workings of the institution such as in student contact with faculty and staff adviser. Whatever its form, support needs to be readily available and connected to other parts of student collegiate experience, not separated from it.
Fourth, students are more likely to persist and graduate in settings that involve them as valued members of the institution. The frequency and quality of contact with faculty, staff, and other students is an important independent predictor of student persistence. This is true for large and small, rural and urban, public and private, and 2- and 4-year colleges and universities. It is true for women as well as men, students of color and Anglo students, and part-time and full-time students. Simply put, involvement matters, and at no point does it matter more than during the first year of college when student attachments are so tenuous and the pull of the institution so weak.
Fifth, and most importantly, students are more likely to persist and graduate in settings that foster learning. Learning has always been the key to student retention. Students who learn are students who stay. Institutions that are successful in building settings that educate their students are successful in retaining their students. Again, involvement seems to be the key. Students who are actively involved in learning, that is who spend more time on task especially with others, are more likely to learn and, in turn, more likely to stay.
I feel the instructor should ask more of the student when the student is absent or look like they have no fun in the course
I have used this strategy and found it to be effective. When the student was asked to review their answers or given opportunity to discuss their answers the confidence improved for the next quiz.
Sometimes when students are struggeling, some good old fashioned positive encouragement will help. Let them know when they complete a project and it is correct that they have done a good job.
RETENTION IS A BIG PART OF A INSTRUCTOR JOB,STUBDENTS NEEDSENCOURAGEMENT AND OPEN TO ALL.SOME TIME THE EXTRA STEP GOES ALONG WAY
I agree with you, I always try to be in class 30 minutes before class starts so that I am able to give students that need extra tutoring or just need someone to talk to the opportunity to do so in a closed door setting.
