Faculty Role in Retention
It appears colleges are putting the stress of student retention on the faculty. This is leads to faculty burn-out of not being able to focus on their main role of course development and being prepared for their lectures.
As anyone see this as a problem?
You seem to have a solid command of the concept, Sandra. How are your results?
Communication and teamwork are two very important and necessary aspects in obtaining retention. As an instructor, my responsibility involving the retention of students consists of many things. My goal in teaching is not to make the class hard, but to make it possible for everyone to learn. The tone must be set the first day of class. This means I have the responsibility in coming to class on time, being prepared and being excited to be there. Connections with the students should begin the minute they enter the room and should continue throughout each class. A review of the syllabus should include encouragement to each student that I believe they can and will succeed and that I am here to help them. This is the time to communicate what is expected of the students and to explain that I do care that everyone does well. If I do observe a problem with a student, such as absenteeism, poor test grades, lack of participation, etc. I will then notify the Director of Education so as a team we can provide any necessary intervention in helping the student rectify the situation
I agree it starts with admissions and assessment of aptitude. So important, otherwise the student will not be successful or retained!
thoi is very true. some campuses make instructors spend so much time on tracking students that they do not prepare so much for lecture.
Our faculty is asked to be timely in making referrals to the School Director when they notice a student having problems. This can be attendance, punctuality, attitude, preparation, participation, or the all encompassing "other". Faculty are indeed in the front line of student contact with the school and their observations and participation are critical! they are not asked to solve the problem, they are asked to not let it go unnoticed, uncommented upon, or deem it as status quo.
I would encourage the students and give them drive, by making them work out a answer and not give them one. that is what role I would play.
What role will you play in developing the group effort, Brian?
I think everyone needs to be involved on retention. It so important. Group effort.
Roy, if offered properly why would a student reject help?
Not only does the class size affect our ability to find at risk students, if we do find one they need to be willing to accept the help being offered.
And that's the way it should be, Cynthia. Glad to hear that you have been receiving constructive encouragement with an emphasis on learning outcomes.
I teach at several post-secondary institutions. I feel fortunate that I have not been asked to lower academic expectations. I have consistently been warned against "bumping up" grades or omitting topics from the course syllabus. Therefore, my supervisors understand the importance of being consistent when assigning grades and of giving the student the education that was promised to them. Instead, I have been encouraged to get to know my students and to vary my teaching methods. Therefore, I do not feel that faculty burn-out comes from too much stress of student retention being placed on the faculty.
William, what do you consider a large class? How do your colleagues deal with this challenge?
It is difficult for the instructor to identify the student who is at risk of leaving when we have a large class of engaged students who demand attention.
Audra, you are right that retention is a team effort. It's the institution that is measured by the metric, not just the faculty.
I agree that when unreasonable expectations of attrition are placed solely on the faculty, there may be undesirable results. These may come in the form of fear of the faculty member to strictly enforce classroom rules and deadlines. The leadership of the school must be able to review and analyze the attrition that is avoidable by the faculty through communication with the student or with other departments that may be able to assist. It truly is a team effort because a student may have an issue or misunderstanding with another person or department and it is the faculty that is measured with this metric.
I agree and struggle with this constantly.
Unfortunately do not feel safe elaborating.
Lowering academic expectations is not an acceptable retention practice and is counter-productive in the long run. It seems to me that institution has a responsibility to its students to prepare them thoroughly enough to successfully pass certifying exams.
One of the central tenets of this course is shared responsibility for retention. Everyone must be involved in the process. Retention is not a dirty word. It is the by-product of doing the right things the right way.
That said, faculty have the most direct contact with students and thus have a disproportionate impact on their experience. Course preparation and delivery are a part of that effort. Another part is to work toward the harmony mentioned in some of these postings. Each member of the team has a responsibility to participate - and that includes being proactive in addressing shortcomings.
