How often have you responded to a student based on survey information? What was the result?
What changes have resulted from the survey results? How often does this happen? Do the students get feedback about the considerations of their suggestions, even if they aren't implemented?
By using the survey to masure the students satisfaction academicly as well the faculty to see if it met and fill their expectation
Our institution runs satisfaction surveys at the end of each term and each instructor reads them and signs off on them.
Instructors have the responsibility of being on the front line and to intercept any would be issues with students. We are both Mom, Dad, Mentor, and sometimes a bit of celebrity. If you keep up a good rapor with your students from the begining they will be more comfortable confiding in you. We, as instructors, are constantly counseling our students as if they are our own children.
Our campus uses student surveys at end of each course. This gives us a overview of instructor performance and school satisfaction. This coupled with the instructors being alert to individual student behavior or attitude changes allows us to try to head off a problem before it escalates to leaving the school.
We have an anonymous survey for each student. They have to complete it by the end of the term. The survey has many different questions about the course, class expectation and the professor; they have the opportunity to submit any comment as well. Then, we discuss the outcomes with our dean and we committed any change if needed. Are there different way of expectations?
Our School does to evaulations by the student a mid-term and one a the end of class. With the evaulations we get a consensus of student satisfaction and issues that can be worked on by the instructors.
I belive that in the edcuational arena, we as mentors and teachers must "walk the talk". By working together among each department and ensuring that each student is taken as " one and unique" we can deliver the best educational environment. Therefore, teamwork, communication, hands-on are required to ensure that each student is treated fairly and respectfully.
By tracking and monitoring the student academic records daily, any red flag can be noticed rigth away.
The institution where I teach continually monitors how student expectations are being met.
When students first contact the college, they are told about the programs available and are helped in determining which program would best meet their goals. They are also told about career opportunities in the field they choose. The admissions department monitors new students closely during their first term to answer questions and monitor student satisfaction.
Student expectations are also discussed in an orientation session before the students begin their first term.
In the second week of the term, an informal "party" is give by the admissions representations in a class that is required for all first-term students. During this party, student expectations and satisfaction are discussed informally.
Student expectation and satisfaction are also discussed informally during a party given for students who are at the half-way point of their program.
In addition to these informal discussions, students complete satisfaction surveys twice each quarter and student-teacher evaluations once a quarter.
The institution where I have taught for over twenty years uses many techniques for student retention. These techniques start from the time a student enrolls and continue throughout the student's tenure.
The admissions process is extensive, and the admissions representatives are trained to interview prospective students to assess their needs and to determine the program that will best meet the students' goals. This department also provides extensive orientation before students start classes. In addition, the representatives follow their new students closely during their first term and throughout the students' time at the college even though they follow students less closely after their first term.
Faculty members are encouraged to treat their students with respect and to develop a relationship with them so that they will be aware of student problems. Faculty members also monitor attendance closely and contact students who miss a class. Students who have personal difficulties that might cause them to withdraw are given information on how to request free confidential, professional counseling services if they wish to do so.
Also, many student activities are provided for students and their friends and family each term.
All staff and faculty are aware of and trained in all of the techniques used in other departments to help improve student retention.
Finally, student surveys and faculty evaluations are provided to students every term.
These techniques are used for campus students as well as online students when they are appropriate.
The key is open and consistent communication between all departments throughout the entire academic experience. Too often all the attention is focused on the new student and as they move further along in their educational program it is assumed they are aware of services and will avail themselves when they need these services.
From listening to my students we are not doing enough. A lot of the students say that they are promised one thing then delivered another. I believe we could do quite a bit more than we are.
Our students are pooled every 6 weeks on the quality of the Curriculum as well as the quality and interest of the Instructor.
they are also asked to make a few times a year a survey about the school overall and how they rate the quality of the education.
Is adherence to these expectations part of each person's performance review?
Have you seen improved student satisfaction and retention since these measures have been in place?
Keep up the good work.
What do you do to assure that the lines of communication remain open and lead to a positive outcome?
Mentor can mean many different things. What does it mean at your institution, Carol? How does mentoring differ from advising?
It is about setting expectations and delivering them to the best of our abilities. Our institution works to make sure that the student understands what these expectations are by providings: student handbooks, presenations and handouts from various departments such as the career services department, accurate syllabi. However, it is up to all of us to make sure that we are adhering to these expectations. So we also conduct training sessions and in-services to ensure that we are following said expectations, and that we are not misleading students (be it with body language, verbal language or other).
It is a touch task at hand, that needs to be diligently watched and improved over time.
I agree; the lines of communication between Admissions and faculty must be open. Communication is the key.
Our school addresses student expectations in its meetings and through other forms of communication. Also, each faculty memeber is assignment a certain number of students to mentor.
