Who makes these calls? How often do the students respond to the "anything we can do" question? Are the callers willing/able to handle this response?
Though I only recently started at CTU, we have what appears to be an effective method of contacting advisors when contacting students who have fallen off the wagon. Instead of having to submit a separate email or use an entirely separate system (a common practice at the other three schools where I teach), I simply have to click a check box along with the check box to email the student, and the advisor is copied on the email.
In addition to this effective program, the office chair regularly reminds the instructors to maintain contact (as much as possible) with the students who are falling behind. These consistent reminders and effective practices demonstrate a commitment to students that I have not seen elsewhere.
Tara
We call all absent students and express our concern about the absence and ask if there is anything we can do. in addition, we stress the importance of how being in school increases the chances of success.
We do quarterly academic reviews where we sit down with our students face to face to review their progress and hopefully intercept any foreseeable obstacles.
We track student progress very closely in an effort to keep the students on a successful path.
We have a proscess in place that tracks a students progress. If they are having problems with attendance, transportation or school work etc. we attempt to assist students by offering free tutoring,bus service,food pantry etc. I feel this effort shows we are definately commited to our students success.
Has this improved retention?
Our school has a practice of calling each student who missed a class within 48 hours of the absence. We contact them in regards to how they are doing and if we can help them. Each Program Manager commmunicates relevant information to the teachers of the students in order to garner support and understanding of the student.
Our school does several things to demonstrate school commitment to our students. We have student appreciation days two times a year. This usually involves a BBQ in the summer, with games and prizes for the students. Our school also has a student advisor resource that they can go to for additional assistance such as (childcare issues, financial issues, transportation issues and many other things), our administration also has a very open door policy. They are very visible to the students and will often interact with them in the halls. We also have a student award system for Attendance as well as Academic success and we have a small awards ceremony every session. As far as on the instructor level, we are very blessed with instructors who want to make a difference in the students lives. They are dedicated and are willing to sit one on one with a student to see what can be done to help them succeed. When I see a student struggling, I will ask to visit with them in person to see if there is something that I can do to help me or if I see the early beginnings of an attendance issue I am intervening very early and talking with them.
Yes, they most certainly do. I agree that getting different perpectives can be extremely beneficial in successfully helping a student.
I would have to say that my connect rate is usually 100%. Most of my students respond well to the phone call. I think they look at that as a more personal way to track them down, and it shows that I care about their well being. I find it difficult to convey the same concern through e-mail.
What's your 'connect' rate? Are you usually able to reach the student? How receptive are they to the calls?
Do the faculty in the department ever get together to compare notes about the students? Sharing information from different perspectives sometimes sheds a new light on the issues and leads to a uniform approach to the student's problem.
We have a very thorough retention team at our school. As soon as a student is known to be absent, the retention team is notified. A phone call is then typically placed to the student to find out why they missed class. In addition to that, the instructor of that missing student may place a phone call or send an e-mail, making sure everything is ok.
No one monitors the instructors for compliance. But, we are all committed to help our students succeed. However, since it is small department and the same students are taught by other faculty members in the department we share the information when a student is absent. If a student does not want their information shared then we just let the other faculty members know that the student is having some issues or some other vague reason is given.
I like to keep a log book of student contacts and I think other faculty do the same.
If an issue is one that may be more long term then the program director gets involved and she will contact the students to try to work out a plan for them. For instance, some students become pregnant during the course of the two years and need time off to deliver the baby. Class schedules, make-up work, etc. are discussed with the student and the instructors involved and the program director.
Does anyone monitor instructors for compliance? How do you record the findings after the contact? Who's responsible for following up on issues that are discovered?
At the school where I teach, each department is responsible to contact students when they are not in class. The contact can be made by phone or by email. Our students are required to call their instructors if they are not in class, but if they forget, then we call them.
We only have 100 students enrolled n our department so it is not difficult to keep track of them.
The tutoring service is very effective. The service is available from 7am to 9pm M-F
I pitch the tutoring services as a part of orientation, I also speak with new starts on several occasions during their first rotation, I work with the Dean of students and the faculty in recognition and early intervention of academic issues, I am on the SAP committee. We do everything we can to remind students that help is easy to get and avalible
Tutoring is tracked by duration, subject and other data. While I am not at liberty to discuss any numbers, the tutoring service has been shown statistically to benefit retention and graduation rates.
Students are encouraged to drop in or make an appointment. Faculty with specific expertise in the more esoteric Gen Ed classes is encouraged to tutor students, but the service is primarily peer run.
Cheers!
What's the format of the executive level management meetings with students? How often do they occur? Are they open forum or by invitation? Are minutes taken and distributed?
Charles, how effective is the peer tutoring program? Many schools have such a program in name only. How are students selected to provide and receive this service? Is a faculty member available when the students meet? How do you assure and measure results?
