Retention Power
If you engage each of the students and make your rounds daily, you will see a major difference in retention. I have seen outstanding numbers since I have used this tool. Always give 110%, never give up.
Yes, the size of the group is indicative of the # of terms. For example this program had 3 terms therefore 6 ambassadors 2 ea. My focus was to ensure the groups' diversity by varying their ages, race, and gender I hand selected all of the initial participants. The next start I had the instructors nominate the students and we opened it for additional volunteers. (We wanted to avoid resentment of the students if they were seen by their peers as teachers pets). The students in clinical were not able to provide as much support d/t the increased academic and physical demands. The students were given an agenda prior to the orientation and were encouraged to speak on the nuances of the term they represented. I strongly encouraged staying away from very technical questions and to feel comfortable defering those questions to the faculty/staff. The students' primary role were to host and they were included to assist with the management of new students expectations about starting school. I role-play with the group before I have them present. I didn't do this step the first time and one student started dishing on an instructor and vocalizing everything they didn't like about the program. Oops! Again, lesson learned I now communicate what the purpose is and restate our obj. a couple of times before the event. Just a reminder it should appear natural, too much rehearsal will give the impression of insincerity. I was pleasantly suprised when it grew into more.
In doing the rounds with the students, the perception is changed from "prove you care" (watchfulness and measuring) to "I want to share my experiences and success" with you and the staff. This shift of self-actualization by the student is supported and encouraged openly by all departments as a deterrent to negative stresses. This opens communications and encourages retention, but more importantly allows the departments to accurately guage the individuals' "retention" or committment level as the program progresses, even proactively approaching a struggling student and broaching the sensitive subject of tutoring.
Sounds like a very dynamic program, Betty. Do I understand that the size of the ambassadors group depends on the number of terms in the program, so that a short program may have only a few ambassadors while a longer one would have many more? How do you determine who covers what topics? Are the same students invited back to present to each new group of entering students?
When I make my returns to the class they are for several reasons. To ensure attendance, pick up any additional paper work and to interact with the students. This seems to show the students that admissions is still concerned about their education and gives them, the students, the opportunity to speak with me as a group or individualy.
One tool Ive used which positively impacted retention in the program was to have students from each term/module attend the Programatic orientation given by the department. Give this team a title for example: Program ambassadors, Welcome Committee, Study Buddies to name a few. Of those selected to meet and greet they have to meet a pre-determined standard to participate in the program.(Be sure to give honor and recognition which our students love) It is important to provide them with a script or prompt not to be over-rehearsed as you want it to be a natural encounter. It establishes a framework for the new students to begin building relationships with their peers. It is also very beneficial to the upperclassmen to mentor the freshmen. The first time I executed this practice I didnt get the desired results because I did not work with the group prior to having them speak to the incoming students. I wanted it to be totally organic. Lesson learned needless to say. Overall, this was very effective I was able to assist the team with organizing study groups, peer counseling, support of students who have language challenges Rideshare babysitting referals etc. I provided the initial spark but after 2 or 3 co-horts the group was ablaze with activities its' support extended to forming a defacto alumni site on Facebook to stay connected. I was able to stay connected with the alum and have called on them to assist with interventions when enrolled students wanted to drop.
What do you do when you return to the class after the initial orientation? Simple observation? Talk to the group?
I do an in class orientation on the first day. This helps promote a healthy transition between admissions and faculty. It also lets me see who shows up on time and who does not. I also return to the class room every other day during the 1st week to ensure attendance and to be available to the students if they have any questions or concerns. Are rentention rates are the strongest within our industry.
