My school is doing a doing a good job of retention by actively encouraging the students to make use of the resources available to them and by also letting them know what those resources are. The faculty conveys a very caring attitude toward the students and actively encourages them to communicate frequently regarding any stressors that they are experiencing. This is done with the hope of catching the students that are thinking of withdrawing at a time period early on within this thought process. The faculty engages in vertically communicating with each student and makes student retention a top priority.
The institution has student satisfaction surverys on a quarterly basis, instructor satisfaction surveys after every term on the performance of the instructor, student calling, follow up calls, and monitoring of instructors.
Surveys are completed at the end of every term t get feedback from the students on the school and their instructors.
Tutoring is important to a students success, and makes them feel as though we really care.
Module data marks are evaluated at the end of each module to track satisfication; as well as quarterly satisfaction surveys to evaluate students satisfaction.
I noticed this past group of students are doing better than past groups with better retention after term 2 and I am hoping it is because the admissions staff is being more selective. I agree that the students must understand before they begin the program just what it will require in terms of time and energy commitment.
As a new faculty member, I am still learning about the different programs of my instition.
Our school has a strong student support program and effective tutoring program. At risk students are spotted quickly and encouraged to seek tutoruing; faculty is always available and promptly respond to students' need for tutoring and help. The tutoring progam is also open to students enrolled in online classes.
It is critical that we communicate to students exactly what expectations we have for them. If we are vague about expectations, students will inevitably be unhappy. I believe this starts at Orientation and continues through each term. Careful review of Course, Clinical, and SSS surveys are important as well.
Student surveys are completed, along with one on one with the students.
The institution continually does student satisfaction surveys. The student's are asked about both good and bad experiences, and if their expectations are met. Student's are allowed to fill the survey out without any personal information given. Student's are asked at the end of the survey if they would like the President of the college to contact them for further discussion, if so Student's then provide their contact information.
They have a student survey that is given out at the end of each term. Anything that is negative on it is addressed directly by the program director.
We have student satisfaction surveys followed up by faculty surveys. Then address issues according to the feedback
What we do at our institution to assure student expectations are being met and they are satisfied is one very simple method call a warm connection; when students visit our campus a tour is provide. After a student is enrolled and bring issues to the table any stafff member will walk the student and hand the student over the department or person that can better assist the needs of the student.
As a new faculty at my institution, a have a long way to go before I can make a sound judgement on the retention program. However, one of the point that was made clear to me from the start was the importance of faculty in students retention.
It was made clear to me that retention is the responsability of everyone associated with the school and that the role of faculty in spotting at risk students, and taking the right steps is critical to improve students the retention.
Using the information gathered by Student Satisfaction Surveys and Course End Surveys an interdisciplinary team develops an action plan to investigate students’ concerns. We look for trends and identify what issues were occurring just before the surveys. It is also important to reach out to students that have identified they would like a follow-up telephone call.
My mentor would be our dean who was hired about three weeks ago. However I believe that most of the input comes from our PAC meeting, our students and through the instructors themselves.
The School Director and myself as the Director of Education go around on the first day of class and introduce ourselves, we have conversations with students in the hallways and greet them as they come through the door, etc. I guess my point is, we don't just go sit behind our desks from the time we get to work until it is time to leave. We put ourselves out there and become a familiar face so that the students will be more open with us and come to us sooner rather than later. Their instructor is their first go-to person, but we assist the students often as well. We have about 250 students at our campus, so it is easy to become familiar with everyone.
Juliana, are all the recordings reviewed or just a random sampling? Who provides feedback to the reps? Hopefully, this system is used to praise as well as coach.
Our Admissions Representatives are recorded and the record is submitted to corporate so that we can ensure that our prospective students are given realistic expectations and the truth about our programs.
Throughout the programs, at the end of each course, the students have the option of giving the course and the instructor a review.
Mike, many forum postings reference open door availability. In your experience, how often do students take advantage of this? When they do, is usually related to an eleventh hour crisis?
