We do a quick mid block survey. This survey is simply a single question. Is the student getting from the class what they thought they would and are they satisfied. We begin each block by asking the student to write down why they are here. We call the students to make sure they are returning to class if they do not show up for class. We hand out grades each week and have the students sign for them. Finally we monitor class feedback at the end of each block to see how our classes felt about thier experience. That is what just comes to mind. There is much more as far as how each student is treated on an individual basis.
We use a variety of methods to assure that student expectations are begin met.
Within the first two weeks of class the Student Affairs office sends a New Student Survey that asks questions such as: "How has your experience been so far with Campus Management, the Education Team, Other Staff?", as well as understanding the school expectations and policies, including academic and attendance requirements. The results from this survey as then reported to the different departments, both educational and operational, to address anything that may be an issue and resolve it promptly. Often we find that students are confused or scared to provide us with accurate information for fear of "getting in trouble." We remind them time and time again that we are always here to help and ensure their expectations are begin met but we can't make sure that happens if we aren't made aware of any issues.
Surveys are then sent two additional times during a student's program to ensure that we are continuing to meet our educational commitment to our students.
We consistently remind our teams that our students are our number one priorities: without them, we don't have jobs. We are lucky to have employees that are passionate about what they do and love the interactions with the students.
In addition, during multiple times throughout a student's program, we remind them of our policies and who they are able to speak to should they not feel comfortable speaking to someone at the campus. Quite often a student is more likely to be more honest with someone that they won't have to see on a day-to-day basis that could "think differently" of them when they voice their true opinion.
Each day is a new day and that offers plenty of opportunity for change and growth. This goes for both our students and our staff.
Student newsletters can very time consuming and require a dedicated champion to keep them relevant. Do you know if the students miss receiving them?
Katie, how often are prospective students identified as having potential misaligned expectations? This sounds like a very good tool for the Admissions department.
Dian, this sounds like a solid way to keep everyone focused on important aspects of the institution's culture. Who is responsible developing and delivering these programs? Is there input from staff and faculty in selecting the topics?
Dee, it's good to see that your organization has a well documented policy that everyone can understand - and use. Students also appreciate knowing what the rules are and that they will be consistently administered.
Robert, what do you mean "should the student allow"? Is there a way for students to decide if they want the instructor to see their survey? If they allow, are they still anonymous?
We survey students 3 times during their education program. The survey's ask the students about their experience with the Admissions Coordinator, Financial Aid, New Student Orientation, Teachers, and Campus Management. Survey results are shared with Management, teachers and support staff. The survey's are confidential.
It conducts fairly complete orientation programS and follows through with student contact.
We used to have student newsletters, but not for some time.
Survey at the beginning and end of each class, and as an instructor i will also see the improvement in skills
At my institution we do multiple initiatives in order to assure the student expectations are being met and they are satisfied:
1. During the Admissions process we are in touch with any objections or barriers a potential new student may face prior to enrolling at our school. If the Admissions Coordinator identifies any potential issues with a student's expectation level versus what our school provides the AC contacts the General Manager or Campus Manager to meet with the student to talk, if more action is necessary, the potential student is invited to spend time at the school to observe classes, meet with current students and teachers.
2. Once a student is enrolled and scheduled to start they attend a mandatory orientation with the rest of their class to talk about the school policies, ask questions and get more familiar with the Campus. This is time where the Management team meets with students and provides a very open and safe environment for students to ask questions for the group or privately that may be on their mind prior to starting school.
3. Once a student starts school the Teacher, Management Team and Admissions Coordinator constantly check in with the students to make sure they feel welcome and that they know communication is a priority, we always ensure that we provide an open, non-biased level of communication with our students as they get to know the school. We also set up weekly meetings with the students' teachers to check progress in the areas of attendence and academics. We have in-depth meetings with the teachers so we are on the same page with student progress.
4. Students are all given periodic surveys of their experiences and the management team along with the admissions team work together to review the results.
5. Throughout each student's education we make it our #1 priority to keep a pulse on how students are doing. If we notice a student is not at school the teacher or member of management team calls the student to check in.
Overall I feel confident that the whole Campus team has a good understanding of our students' progress and we are very sincere in the fact that we have an open door policy to understand student concerns. We tell the students even if they have an unpleasant issue we want to be there for them, I feel that this has lead to strong retention for the most part. We receive good feedback from the students most of the time and we are able to forsee when students will not be retained, unless ofcourse there is an emergency that is unforseeable.
-Katie
We also have surveys at the end of each mod. The students are, for the most part, quite honest about how they feel. We get good reviews and bad reviews at times. As a program coordinator, I like the idea about going into the classroom and having a stop and talk time with the students:-)
Our college provides a mandatory annual ethics training, which includes various approaches of the ongoing importance of to student retention picture in total. We also have a mandatory faculty training (couple times per year) that addresses various pillars of excellence related to student success and retention. These may focus more on one area than another, but the general overview is to look at the importance of each program contribution from financial aide, to academic advisement, to career services and of course faculty. As well, we are informed of the importance of the ongoing community support projectes sponsored by the college, and how we as faculty play a key role.
By consistently reviewing our students surveys and through the use of an open door policy. I feel this gives the students an oppurtunity to voice their opinions and thoughts, which i do feel my school really listens to and makes changes accordingly to ensure our students expectations are met.
Our school is part of a corporation. Corporate policy calls for mandatory dismissal and retaking the course if a student misses twenty percent of the course hours. That's why we try very hard for retention before they get to that point with individualized phone calls for any absence in a two credit course and after two misses in a four credit course. There are exceptions to the rule, especially at the end of the quarter. Last quarter we had two students who had major medical issues. They kept up with the work and communicated with me and the program director on a regular basis so were allowed to go past the twenty percent but it's only in very special circumstances. I'm not aware that they're dismissed from the institution for excess absences. The doors are open as long as they show improvement and are not just 'no call, no show' in all their classes. Most employers, in my experience, will not go past what their rules stipulate. I've shared that with the students also. Most are going into the medical field. It doesn't allow as much leeway as some other fields do.
The keep plan where we meet to discuss absences, reasons for them and what can be done to prevent them also has seemed helpful.
Also at our school the students complete online survey's at the end of a term. And should the student allow, as instructors we can view these. Personally, I find this very helpfull to ensure that I'm meeting my students expectaions and also so I can review areas I may need to improve. As far as my institution they do listen to the students feedback from these surveys. But more importantly in the past they used to have a "Coffee Break with the President" event for the students every couple of months. It was an open invitation to all students (and faculty as well) to come have some coffee, pastries, and speak directly with the School President. During this time the President was able to listen to our student's feedback and help guide changes if needed to ensure that our students expectaions were being met on campus.
Our school is a Module based. That means, every 16 days we start a new Mod. At the end of each Mod students do a survey. The school officials do the best they can to make changes if the majority of the students complain the same issue and the students do notice that.
Dian, could you share a few of the topics covered in the faculty training? This is an area that seems to overwhelm many people. They don't know where to start.
Thanks.
Dee, how does your attendance policy work? Does the student have to repeat the course after so many absences? Are they ever dismissed from the institution for excessive absences>
Holly, you mention that prospective students are encouraged to set up a classroom visit. How often does this happen? Does admissions handle the details?
