Student Expectations
When students start in any new environment, they bring with them a set of expectations that may be unrealistic or unatainable. In our orientation sessions, we discuss with the students not only what we expect of them and what they can expect of us, but what do they expect to happen while they are with us.
We also help them realize some of the common reasons that students drop out. (eg. transportation, child care, lack of commitment, work responsiblities, educational deficiencies, etcetera) We then help them come up with alternative plans and systems so when they encounter these issues they are prepared instead of surprised.
What methods do others use to help determine and focus the expectations of incoming students?
What are you doing now, Terry? What aspect of "real world experience" are you looking to provide?
Is there something more that we can do as teachers to give our students the real world experience?
I totally agree that bringing in past students is a great way to encourage the current students. The success the past students have are very encouraging. Plus, past students share alot of the experiences they had as students, both good and bad.
There's no simple answer to your question, Anthony. There are so many variables that impact student engagement. Some of the 'usual suspects' are group/team projects, activities for extra credit, or mentoring systems.
What have you used?
Loren, That's a very good question. Student feedback about what they would like to see or hear in orientation should provide valuable feedback. The more we involve students in activities that address them, they might be more accepting or might even take ownership of their successes.
How do you accomplish this?
Sharing personal problems can be a two edged sword, particularly for students just completing their first week. They haven't had enough time to get comfortable with their classmates and probably will be reluctant to share personal issues. However, you probably can create a more generic sharing exercise that allows conversation about the most common problems. Do you plan to follow up with the student's individually to help them formulate an action plan, Constance?
I have orientations prior to class start and go over expectations and talk about some of the feelings that they may encounter during the first weeks. I talk about problems that may arise that could interfere with their success, however, having them write out the problem and writing a plan to overcome it makes a lot of sense. Do you have them share these during this session? Sharing them may help someone else.
Orientation is a time when many students affirm their decision about your school, Yahaira. Although they have completed the paperwork, they usually have lingering doubts about how they will fit in and if they will like the experience. A simple ‘thou shalt not' session won't get them very excited. Have you thought about asking your current students what they wanted to know at orientation and what type of activities they would like?
I think these are some great ideas for orientation. At the moment all we do is tell them the rules and meet the staff. We also ask current students to come and speak, usually it is the model student that volunteers and we don't need to worry about that studet dropping. I like the problem solving idea for orientation!
What does that process look like, Karen? How will you help students identify obstacles? Will you try to link them with resources during orientation or put them on a ‘watch list'?
This idea of planning in advance how a student might overcome an obstacle is great..Think I'll try to incorporate this in our school's orientation.
Hey Bill, Mike Foy ex-CLC now DOE Cittone. I ensure from orientation on they are treated as they are on the job. They have consequence for being absent or tardy on a regular basis. They are recognized an presented awards for their achievements. However, awards are not automatic. The top tier awards really must require effort, performance and the achievers must be given public recognition.
I begin my orientation by bringing home the reasons they are there, family,a better life etc., and the difference between a job, read McDonalds, and their new career, read attaining the aforementioned goals. I further explain to them that school is their current and most important job and that their career is the reward for diligence and effort.
What techniques do you use to form student expectations, Jo?
That is a very good question. I too would like to know the answer to this.
Diane, how long is your orientation? When does it happen – first day of class, before classes begin? Is orientation mandatory?
I totally agree with you!
I strongly feel Instructor need to be at the orientation. We are now incorporating this method in our institution.
I strongly believe that new students need to meet and greet their instructors.
I always let me students know on their first day what they can expect from me and what I expect from them.
EXPECTATIONS!
Interesting, proactive approach, Robert. Challenging students to anticipate the future and plan for it gives them a role in preparing for their own success. Do you ever get any push back from students who think everything in their world is perfect?
I work at the same institution as Bill and we are in the process of updating the orientation program to include a written plan to overcome certain obstacles that the students may expect to occur.
They must write out the problem and then write out a plan to overcome the problem should it actually occur. In addition we ask them to prepare a "Plan B" in case their 1st plan fails.
We have some suggestions based on experience, however, we encourage the students to come up with original solutions.
Anyone want to comment?
Joseph, the proprietary sector is not alone in dealing with these issues. I am responding to your entry from the annual conference on the First-Year Experience. There are over 1200 attendees, almost exclusively from the traditional higher ed sector, sharing best practice that address the issues you have identified.
