it starts in the classroom using and focusing on diverse methodologies to identify and adress the diferent learning process and receptivity of each student, it also uses pedagogy and varied technologies in order to improve retention. They also gain support from the student's success services which offer personal guidance and resources for the school environment and there private life as well.
our primary goal is to fulfill all expectations whether academic, financial, or professional. in order to achieve a greater student satisfaction.
We have several retention strategies in place:
1) Prospective students meet with me as the Academic Dean, to discuss the support programs we have in place.
2) New student questionnaires,in which we ask them what their biggest fears are about attending college.
3) Peer mentoring
4) Early Warning System - students with grades below 80% at the midpoint are referred to the Academic Dean and/or program director for counseling on study habits, time management etc.
5) Meeting one-on-one with re-entry students to discuss the reasons they left school initially, how their situation has changed, and I inform them of our support programs and encourage them to participate. I also follow up with these students throughout the term and I inform instructors to contact me if they notice these students struggling with attendance or academics.
6) College Success Workshops - Weekly seminars that focus on basic computer skills, study habits, time management, note-taking skills, test-taking skills, resume writing, research skills, etc.
7) Calling absent students
8) Group activities - bowling night, fall dance, cookouts, Easter Egg hunts for children of students, trips to surrounding cities to visit football stadiums, museums, zoos, etc.
8) Faculty development!!!!!
What support services do you have in place BJ?
We typically follow the regulations and rules stated in the student handbook which is provided to them before they begin classes.
Our institution has the same program in place for admissions and education...however, the majority of our admissions team is not following the trainig set by education because admissions has to meet enrollment numbers. It seems that in order to meet those numbers, they (at times) neglect to inform potential students of some key information. I don't blame admissions at all...in order to stay employed, they must meet numbers. In order for those of us in education to stay employed, we have to meet our numbers. It's a "rock and a hard place" type of situation.
Admissions and Academics work together to complete orientation with students. As the Student Services Advisor, I review the importance of attendance, communication, and the myriad of resources available to them.
We have several retention strategies in place, including having prospective students meet with me as the Academic Dean, to discuss the support programs we have in place. We also have new students fill out a questionnaire in which we ask them what their biggest fears are about attending college. We then ask them at orientation if they'd like to be paired with a student mentor who will help them through the rough spots over the course of their first few terms.
Other retention strategies that we have had success with are the Early Warning System - instructors pass on the names of any student who is below an 80% during the fourth or fifth week of class and each student is counseled by either the instructor, their program director or the Academic Dean.
I also meet with every re-entry student to discuss the reasons they left school initially, how their situation has changed, and I give them access to the support services we offer.
Each of these strategies requires the cooperation and dedication of many individuals.
It is a new term at our school where we utilize different tools, meetings, and the online course to help a new instructor adapt to the rules, requirements, and culture of our college. We have an intial meeting to go over the faculty handbook, but as I am sure you know, that is not always sufficient. So, we then proceed to one-on-one direction with administrators and instructors who have been with the school for awhile. Then, the instructor is sent the online course that does have visual and computer lessons that demonstrate the different programs we use-such as CampusVue, Turnitin, and Engrade. The course also introduces the instructor to the culture of our students and how to most effectively teach adult students.
Erika, I'm not familiar with the term "onboarding course". Is this like an orientation for new instructors? Does it include instructional techniques and guidance?
A week to get results seems like a long time if the survey identifies a broad based dissatisfier among the students. The "crisis" may have passed by the time you get the feedback, with the students thinking that no one really cares about their input.
It's amazing how day-to-day practice drifts away from the plan. A comparison of reality and expectation is something that be done routinely. Unfortunately, it usually only happens at accreditation renewal time or when there has been a complaint filed some some compliance agency.
We have a new online onboarding course that all new instructors must take within the first 30 days of their hire date. Also, we have orientation with the new instructors where we introduce them to other instructors in the same field for support and guidance.
We do have a mentor program but it is strictly for new students. I think that a mentor for each new instructor would be helpful and encourage communication between teachers.
Sounds like you are part of a well run school. I hope these practices are yielding positive results. Keep up the good work.
I'm glad to hear about this in-service program. I hope it has led to better a relationship between the departments. It appears to have benefited the students as well.
Is your institution good at keeping everyone on the same page? If not, is there anything you can do to get that started?
How often have you found that student expectations are materially different than yours, Nancy? How do you resolve those differences?
Does your institution have an extended orientation for new instructors? How about a mentor? It's really tough to figure out what's going at the institution without some formal process.
We start with clear information in admissions and what the expectations are of the college.
At the new student orientation, we introduce them to the academic team and also provide details about the support system that we have at our school. For instance, we provide free tutoring for all subjects, have an in-house sucess advisor, and an open-door policy so any student can come talk to an instructor/ admininstrative personnel, or staff to gain help, support, a listening ear, or direction.
We also complete student surveys that are read, discussed, and utilized as tools to make sure that we are providing the best environment possible to encourage success in each student's life.
I like what you said about education trains with admission and vise versa. I can see how doing this will certainly keep everyone on the same page.
It is as the lesson stated "Doing the right things at the right time and having the right people in the right place" This Phrase is powerful!! and says it all.
At our institution the admissions department have regular inservice training with the Program Directors. Each PD shares information about thier program and inform them of new updates. This brings the classroom to them. We discuss some do's and donts for marketing our programs and It has improved our student outcomes. It also make the perception of the student closer to the reality.
