For one the syllabus is followed, this helps the students in knowing what to expect and to prepare for the class.
Our institution uses student surveys. We as instructors however have the ability to alter curriculum in response to the surveys. The surveys are also part of our annual evaluation process so that hold us accountable .
We really work as a team from front end through academics and into graduate employment. We ask that admissions be forthright and upfront in creating student expectations. If we discover a mistake student expectation, we address it promptly and clearly. We also follow up with students to provide excellent customer service--not only to our student, but also to our student's future employer. Sometimes expectations are just a matter of properly educating our students (and after all, isn't education what we are all about?).
I think this level of individualized attention is a great asset to any retention effort. Do you find it to be extremely time consuming?
Ensuring student satisfaction is both important and complex. Our institution utilizes satisfaction surveys and the data they provide to make adjustments as needed. In addition we have a student support department providing each student with a support specialist who tracks their progress and checks in regularly with the student. This practice provides the opportunity to head off any problems as they arise, and allows the student to feel supported. This department gives the students a sense of security that there is someone who is there to advocate for them throughout their entire program. Students who are at-risk are contacted more frequently and offered further support to bring them back to a secure place with the school.
At our campus, we give the students mid term evaluations on how they are doing in class. The mid term evaluations also have recommendations for the student on how he/she can achieve his/her expectations in class. I also write comments on the mid term evaluations to the students on other resources available to them so they can have several avenues to pursue in order to meet expectations. I also believe it is important to do this on an informal one to one basis as needed.
We have student surveys during each course to provide feedback from the students on the course and the instructor. We have exit interviews with students who are departing from the institution. We have a student who meets with other students to gather opinions and provide the feedback to the administration about the students' likes/dislikes.
In my institution, the philosophy is to be very focused on the students' potential to succeed.
In other words, we try to maintain constant and courteous contact with our students in order to identify any risks that can be result in student absenteism.
Tracking attendance, calling absent students, maintaing staff and manager in a close communication loop in order are some of the aspects of our organization that help us retain students.
Students are given a course survey each block where they can give feedback on all aspect of the class including time management, instructor preparedness, content delivery, etc. The Lead chef instructors review the surveys and identify trends that may need to be corrected. In structors have access to the surveys which are anonymous, but can help to guide instructiopn going forward.
I've seen this on several occasions at other facilities where I have taught. This agree that program advisors definitely need to be more visible.
At our campus, we make sure that the students are aware of their progress through constant feedback regarding all assignments. All emails are answered with 24 hours (48 hours on the weekend). Weekly at-risk reports are ran to pinpoint which students are falling behind in the class (under 73% overall grade.) This information allows us to contact the student immediately to remedy any situations. Students appreciate this information because it allows them to know where they stand.
Our campus also utilizes student surveys. I believe it is a very good idea to have one-on-one discussions with the Director of Education and the placement officers.
I believe face-to-face time is very crucial. Students need to feel that their concerns are valued and taken seriously.
Unfortunately the school i work at could offer more support ensuring that student expectations in the class that I teach are met. Our school tracks the student sucess scores and has identified that student satisfaction is low at the end of the program but no changes have been made to make sure we are exceeding student expectations.
The picture of school life painted by our Admissions Reps to prospective students is made to be as realistic as possible. Once the students are enrolled, the Instructors give regular coaching and reminders to keep the students focused on the goal of graduation and the reasons or motivating factors that brought the students to our learning institution in the first place.
Admission reps check in on their recruits; reps are very visible and accessable. A bond grows over time. DOE conferences with students and makes changes in programs; students like an Open Door Policy.
We have tutering twice a day,we have a evaluation of staff and equipment for the students at the end of each modual. We also have student tuders that are assigned to the slower students. we follow that up with a refresher coarse at the end of all mods.
I believe that expectations and satisfaction are everyone's responsibility. However, they should be set by the marketing and admissions departments' practices, whether online or in a brochure, it sets the stage.
Further, faculty are expected to be the ears and eyes or retention, but often unprepared and with little resources or training. Each course should be linked to career path.
Further, students need to understand skills, costs, and commitment to the program. Together, they require support services, student satisfaction survey, and orientation that is not overwhelming.
Tiffany
Hi Professor Koch,
Our school uses student surveys at the end of the term/semester as feedback on satisfaction, expectations and faculty. We have recently started using advisor to intervene when problems occur and in some cases, for quality assurance.
What I have occasionally observed is that some good faculty who are trying to mentor and guide students to success, often receive poor feedback based on students poor performance - even after allowing resubmitted assignments.
We need better checks and balances, some of which I have just discovered and will suggest.
Tiffany
Hi Bill, our school also uses student surveys, but I like what you said about meeting 4 times during tenure to discuss grades, attendance, satisfaction, and other issues they may have. I believe this is a nice way to build pride and empower.
Tiffany
I do believe that the expectations and satisfactions begins with marketing, whether online at the school or face to face.
Often a student would decide they want to go to college but do not know exactly what is the best concentration for thier career goals. The may not understand the commitment, skills required, discipline, etc.
And the promise of orientation to get students off to a good start can be overwhelming. It is too much information to process at once. Admissions becomes the arm that can build a personal relationship with potential students, creating a road map for success. This is backed up by classroom exposure to faculty and all support staff.
Tiffany
