Accross the board I have seen a few things. Myself I try to match the course material as closely as possible with the lab experiance and try to match actual real world experience to the lab tasks at hand. If there is a student or two that still seem a little out of place, I will take them aside from the rest of the class and try to pull information from them. With the info that I am given I will try to modify things and or focus a little more attention opn those students. This usually works but in the event that it does not, they will be asked to speak with an ED manager or a couselor.
Varying the time of academic period when you administer the satisfaction survey is a great idea. Have the survey results led to any specific improvements? If so, what?
There is an orientation process in place to familiarize the incoming student with the campus, rules and proecesses. After the first 3 week course, there is a first course survey to adress any questions or concerns that may arise in the first three weeks on campus.
Primary is that we are careful to create the proper expectations. We teach culinary skills but that does not mean that every student will end up as the executive chef of the white house. There is a campus wide project to be honest and realistic with all potential students.
Once enrolled and in classes, via student surveys, quarterly classroom observations, and evaluations of the actual rubrics from successive courses, we obtain a pretty good idea as to how well aspects of our program are being taught/learned. When we find an area of concern, we work it out.
While the surveys seemingly can be a measuring device for satisfaction, they can also become "happy Sheets" if administered only during the last day or two of classes. We vary the time of their distribution and use a revolving committee to review them. In turn the data is discussed at our weekly student success meetings. Attendance by the heads of all departments is mandatory.
I cannot say that we have found a viable metric for student satisfaction. Just as "retention" is a hard to define term, "student satisfaction" is also difficult to define. One can more easily see aspects of satisfaction or the implications of dissatisfaction. And like retention, it must be a campus wide effort.
They fill out an evaluation sheet at the end of every 3 week training cycle.
At the end of each course, every three weeks they fill out an evaluation of their experience. This is then compiled statistically and shared with all departments to ensure the continued tuning of the program to ful-fill the satisfaction of their experience.
At the end of each course the students fill out a survey to indicate their sattisfaction on how the class was conducted.
I agree with you that communication is critical, William. How do you go about establishing communication with your students? How do you overcome resistance when a student doesn't respond to your efforts? Is it possible to meet or exceed their expectations in that situation?
One of the most important things to retention is communication with the students. We need to be aware of how the students perform in class and around other students need to be willing to step up and communicate with students when you see problems arising in class lab or test taking. Then be willing to try to overcome there any of there obsticales to meet or exceed there goals.
It is important to not only meet the expectations of the class,but try to excead them.
Sounds like a great team approach at reducing attrition. Identifying the issue early is certainly key in preventing attrition and offering the supports needed to help the students to succeed. Great Job!
Great concept, Stephen. How many people are "cruising" and how much time do they dedicate each week to this activity? What types of problems are uncovered?
We have a system in place for a variety of of areas to reduce attririon. Many are initiated by the instructor with a good support system for early resolution of student problems. As an instructor I monitor attendance and performance in the classroom and advise/talk with my students about their class work. If the problem is out of my area then I refer them to an advisor for help I am unable to provide. The system works pretty well. Our Educational Managers are very good at solving and helping our students find the support they need. I provide, as well as the school, tutoring before and after school for students that require/want help in their class work. I am a firm believer that students need a challenge and encouragement during their course of interest. I have always challenged my students so they can reach their maximum potetential. My feeling is that my students will rise to my lowest expectations. So I raise the bar.
Thank you and yes the initial meeting is with the instructor's, classroom coordinator's and employment specialists. The classroom coordinator monitor's the student the entire time they are in school, which is 6 months for the day student and 13 months for evening students.
This is a daily routine. We are broken up into 6 week modules. It is a diploma program and the student will receive it after successfully completing 36 weeks or 48 weeks depending on the program.
I like your idea Stephen of "cruising." What a good way to describe what a student services advisor might do. I agree that dragging a person into a cubicle is stressful. I would like to try this idea. How often do your student services people "cruise"? We have 5 week semesters with students completing a certificate in 6 months and diploma in another 6 months.
I really like what you describe Elizabeth. It would appear that your orientation takes time as your cover different things over a week. When you write about scheduling a meeting, this sounds like you meet with the facilitators, not the students. Is this right? The classroom coordinator - does his person follow up with the students even when the person is no longer teaching that student? And for how long - would you be monitoring the student for a full year? I look forward to your reply.
During the students first week of school they attend Professionl Development where they participate in group exercises that address issues such as attendance, attitude, work ethic, study skills, and customer service training which prepares the student for school and the work force.After the third week we schedule a meeting to discuss the students in the incoming classes and to ensure the school is meeting their expectations. Also, the meetings we discuss students who are at risk and develop a plan to be implemented in assiting the student with their barriers. Each class is assigned to a classroom coordinator who will monitor each student throughout their time in school. There is no set time limit on how long the sessions last, because it is conducted on an individual basis. We find that in addressing the issues early on it allows us to ensure that we are meeting students expectations and satisfaction.
Student services, for the most part, will cruise the labs on a regular basis and chat with the students. This also takes place in the hallways and smoking areas, during breaks . Student services does not go into the classroom for the obvious reasons. The typical outcome is a low keyed, nonthreatening chat which, in the long run, produces more usable information. It is more than likely due to a less stressful environment. Dragging them into a cubicle tends to raise the stress level so the less this is done the better.
