Seems to touch all the bases, Lisa. How well does it work? Is there a system in place to monitor the performance all these practices?
Spell check doesn't always catch everything. I'm sure Michael meant sign off, but I suspect there are times that instructors actually want to sigh off. It's what they do after that determines how effective they are.
Jamie, how has this practice helped you do your job better? Has it improved performance at your institution?
They do periodic student surveys for feedback
The students like this because its they don't use
Their names and they can speak more freely
Our institution has trained their admissions staff to inform the student of what is realisticly expected of them during their tenure at the school. The instructors are expected to monitor student attendance, identify students who may be struggling and mentor them through any issues that they may have. In addition, the Program Directors/Deans meet weekly to discuss at-risk students,meet with those students and help the student to resolve any issues that may prevent them from attending class. Students with life issues are referred to Student Affairs for referrals to outside agencies and organizations that may be of assistance. End of term/module surveys are conducted and the results are reviewed with instructors and other pertinent staff members. Quarterly institutional surveys are completed and students are contacted regarding any issues identified. Communication is the important key here.
Usually our lectures are followed by a lab activity to solidify the information that was taught. When the lab activity is completed the instructor must sigh off and assure the lab was performed properly. At this time I will ask the student if they were satisfied with this exercise. I have found this a good measure for student satisfaction
Every semester a Student Survey is given to students to get their feedback of the college. The faculty and staff remind students to complete this survey. This helps us to know if we are meeting the student's needs and if they are satisfied and what we can improve upon.
I applaud your understanding about some of the limitations of end-of-period surveys, Asher. How long have you been doing the survey at orientation? Is it too soon to know how effective it is?
I am pretty new to the education field but I am very excited and motivated to be learning new subjects and techniques, especially about retention.
At the school I work at, we give a Student Satisfaction survey at the end of each module which includes questions about the admissions department, finances, instructors etc.. After reviewing these surveys, I realized that giving the students the Student Satisfaction Survey was not enough. Those students who withdraw or drop out will not be taking these surveys because they leave before the module is over. I realized that if we wanted to improve retention, we should have another survey given at orientation on the first day of class so we get feedback from everyone.
The survey given out at orientation discusses the catalog, admissions, and policies. The students know I have an open door policy and they can come to me for anything. I think by giving the new survey at orientation it makes the student more relaxed and ease better into the program and what to expect which could ultimately lead to better retention.
Caryn, who is responsible for developing the Campus Effectiveness Plan and what sort of actions are driven from the student satisfaction surveys? Does the Effectiveness Plan translate into individual goals?
Good point, Steven. Use the data to identify areas for improvement and then set measurable objectives and determine areas of authority/accountability.
I'm curious, Fernando. Why did you capitalize we in your entry?
Great story, Jacqueline. Thanks for sharing. As you say, the small rewards really do make it all worthwhile.
Student satisfaction surveys are done at the end of each module. Semi-annual overall student satisfaction surveys are taken and reviewed for our Campus Effectiveness Plan.
We have a survey at the end of each course that allows the students to provide their feedback. One area of opportunity is to take action on the feedback and share with the user community the expected improvements or changes associated with their feedback. Very few organizations are good at data analysis, Root cause analysis and implementing systemic and sustainable change. We need to consider the entire closed loop process and not just data gathering.
WE also have satisfaction surveys at our school. The information is compiled and discussed with the Academic dean and then why try to address the concerns that are in the surveys. WE give feed back to the students and show the students that we have heard their comments.
Thank you Loren. I have been staying the course for nearly 10 years, and will continue to do so.
I have been working individually for the last two weeks for hours at a time with a bilingual student on her statistics class. The other night after a 10 hour day of tutoring, when I was about at my limit the student brought me a home cooked dinner. I may talk a tough game, but the small rewards really do make the effort worthwhile.
John, who is responsible for the conversations with the students? What resources do they have available to improve attendance?
I know what you mean, Jacqueline. Stay the course; the rewards as infrequent as they may be will make the effort all worthwhile.
We monitor students attendance closely and meet with them individually to discuss their situation.
