How does this work - calling within the first hour? Does the instructor lecture or lab time to make the calls? Do they call from the class room where others can hear his portion of the conversation?
when students don't show up to class the instructor calls them within the first hour to let them know they are missed, see if everything is okay and encourage them to be back the next day.
What is a typical course of action when a student has an unsatisfactory grade? Is the action led by the instructor or advisor?
What happens if a student is deficient in multiple courses? Do they have the same advisor for all courses?
What does an applicant have to do to demonstrate sufficient commitment for acceptance into the school? Do they get a checklist of things they must prepare?
What's the procedure for students to access the "toolbox"? Who is responsible for its contents and how is it replenished?
Do you ever have an event where students can bring in items for the "toolbox"?
At our school, we have a practice during midterms called "midterm reports". This allows communication between instructors and advisors when something can still be done about the grades of students who are getting below a C in any of their classes.
We have Commitment based selling in Admissions. The admissions teams makes sure that the student is ready for the committment of coming to school. If they are, we will accept them into the program. Once they are in the program, the Academic team does several things to demonstrate student commitment. One of these things is the portfolio piece to be submitted in each class. The portfolio serves as a reminder to the student of their accomplishments, goals, and why they came to school in the first place. Each class has a different and unique portfolio piece for the student to keep in their portfolios.
We have a "Toolbox" for the students that have everything from food, clothes, to a small amount of funds to help them. We have many student appreciation events and there is always someone available to talk to the students. Open Communication.
It seems some people don't really respond until the pain is real for them. Unfortunately, this is often when they are being dropped from a class, or worse, the school. In my experience, these are students who are accustomed to failure and their demeanor is part of their defenses.
One approach with these people is to confront them very directly, followed by aggressive disciplinary action that gets their attention.
Another approach is to challenge them to self-advise - to come up with solutions rather being told what to do.
At our school we have the same practice, but I would to know how to reach out to the few students who do not respond to any advising - and basicly just tell you what they think you want to hear but continue with their bad habits, ex. absenteeism and tardness.
Be careful about acquiescing too quickly when a student expresses disappointment or disagreement. Often these situations offer a great teaching opportunity. The students dissatisfaction may be based on inappropriate perceptions. In these circumstances, you can help the student develop a broader perspective and understanding of why policies and procedures are put in place.
One practice which is so important is good listening. Let the students express themselves in a good tone without reacting. I enjoy listening to them, hearing about their academics, families, personal stories, after all in reality, no one wants to hear about you, it is really about them.
We also make it a point to deeply apologize when they express disappointment and disagreement, we look for ways to solve their issues whenever possible.
Carmen
What an excellent idea! In one of our Graduate Leadership courses, we encourage students to tell their story, describing obstacles they had to overcome from their early childhood to their adulthood.
There is so much we can learn from eachother, and contribute as well. I think it's a great idea to encourage students to write their stories from the time they enrolled until the time they achieved their Graduation. I would also like to add it is great hearing from them a year or so after they graduate to learn about their sucesses and experiences with their degrees as well.
Carmen Bernard
Calling absent students seems to be a common practice. Do you know how effective it is? Does anyone track the percentage of calls that connect with a student and are the results recorded?
The most common way our school demonstrates commitment is by the fact that when a student is absent, each individual instructor is required to contact their studnet and try and find out what the problem is. AS well, we have a Student Services department which the student canb contact with personal problems. Also, when a studnet misses too manyu days, they are contacted by the Retention Cordinator to see what the problem is.
Do you have any examples of how the increased emphasis on customer service has changed your school's culture? What changes have you seen in student behavior? Do you think those changes are permanent?
I think it's great that your current students engage prospective students. In my experience this isn't typical behavior. Do you have any idea what makes your school different?
We have what we call Active Advising - each program director meets with each student every quarter to overlook the student's academic progress but also to check up on any issues, concerns, etc. We have a new Campus Director and he is really stressing the Customer Service approach - we need to walk each student to the correct department if they need help - give them that personal touch. It makes a difference!
While on tour with a prospective student, each member of the school voluntarily gets involved by greeting the student, engaging in conversation and ultimately adding value to that student's visit.
Moreover, current students willing engage prospective students in conversations and Q&A.
Here at NMTI every student has a mandatory orientation that they are given and a two first erm intro modules so that they ease back into school gradually
