If retention is multi-faceted then so must be the Practices. Academic counseling is vital in making sure the student is pursuing the best academic path and schedule of course. Attendance is also key each week for reporting student commitment. In cases of absence follow-up telephone calls by the institution will provide information to fill in gaps for student trends. Midterms provide students a progress report on status in the mid range of the course. Intervention strategies are implemented when the formula of poor attendance and low midterms equals potential failure.
I show up on time and leave on time... I'm setting an example everyday.
On the first day of every rotation (which is 3 weeks) the students are presented with a PowerPoint presentation that was built as a notifier to inform them of what is necessary for them to achieve success at the institute. It is then followed up with another PowerPoint that lets them know what is expected of them within that particular course which helps them build their plan of action for the success of that class.
The leads and exec chef are the only ones with access. It provides a common file so that all the details concerning a particular students attendance issues are in one place streamlining the intervention process. It is a feature on our in-house software.
I think we need to balance hand-holding with real-world adult responsibility/accountability. Calling home is thoughtful but for how long?
One way we demonstrate our school commitment is with a very proactive Student Services department that works closely with Instructors to identify "high risk" students. "High risk" students are those students that have a lot going on in their lives (work stressors, family committments, child care issues, housing and transportation concerns) that may cause them to eventually feel overwhelmed and drop out of school. Instructors are at the front line and often hear of problems first. The Instructors are trained to intervene early with a referral to Student Services. Student Services then assists the student by developing a plan to overcome some of the issues that are overwhelming the student. Continual follow-up with the student is maintained to ensure the student is on track.
Jorge, this sounds like a pretty sophisticated system? What does the lead instructor do with the information? Do other people have access?
When taking attendance there is an application that instructors can use to record notes concerning a student's absence that is accessible to all the lead instructors. This helps all the stake holders to be on the same page and identify at risk students earlier.
Point well taken, Ralph. Hopefully, follow up with students after any deficient behavior contains a forward looking counseling component so they understand the consequences of the issue.
Dale, are the questions asked to students after an absence scripted?
I see this as a two edged blade. Although our institution does it also, it does remove some of the personal responsibility from the student. Part of our preparation is to prepare them for the work force. There will be a limited response for employers to 'check' on why someone is absent.And normally that response has to be earned by making it into work on a continued on-time basis. Now it's not that I disagree with assisting the student but there is a limit on relieving the student of personal responsibility. This has to have a specific goal and procedure or it merely displaces responsibility from the student to the instructor. Bottom line- not as simple an act as it seems.
The school holds student appreciation days throughout the year. It gives a students a chance to come to school and feel appreciated. as an instructor we are required to document any class time that a student has missed. We meet with the student and take the opportunity to ask them a series of questions related to the absence, but primarily the questioning is focused on how things are going for them outside of the classroom. In many, many scenarios I have personally seen what the small amount of caring can do in just asking. The school has resources available that many times a student will not go to in order to seek help. It is only by way of seeing compassion from the instructor and guidance that they do make the effort to get to the services.
My school has several intervention counselors and programs that allow students to access needed assistance. Instructors can refer students for counseling or the students can go themselves for the needed assistance.
What works best for you, Joshua? Anything you do that might be a bit different from those have posted in this Forum?
ronda, have you gotten any feedback on the practice of meeting students and faculty as part of the school tour? Do prospective students appreciate this?
Our instructors call our students who are absent. During the first of class, if they are not in school, our admissions representative calls the students to make sure that they are starting that week. We have events outside of school where we take students to show them real life experiences.
Each school that I have worked at has had multiple practices that would contribute to school commitment to the success of the students. During the school tour potential students are introduced to some of the teachers that they will be in class with as well as some of the students who are already at the school. This also occurs during an orientation once they have enrolled. Teachers are expected to contact students who are absent and to monitor students who are not doing well in their classes in case intervention becomes necessary. In this way, students know that we care about them and want them to succeed.
We make a point to learn all students names on the first day of class, call them regularly if they are absent and schedule a time for make up hours with them if possible.We let them know we are always available for extra tutoring after class or during breaks. if they need assistance from another department talk to the right person on the students behalf or with the student. Spend time one on one with each student during labs learning the students strengths and weaknesses to help them be more effective.
Have you seen an improvement in retention and attendance since implementing this procedure, Jessica? How often do you refer students for support services?
Every evening, several departments work together to create an absence report. The next class day, either the Director of Education or Student Services Coordinator (me) take that report, go to each class personally and check the class roster for students who are absent that day.
We discuss whether the student has been contacted or not by the instructor and what the reason for absence may be. We then go back to the office and make calls to the students regarding their attendance/absences. We do our best to enforce the school's attendance policy, trying to make every effort that students do not fail their terms or become dropped.
It is important to make so many contacts as a way of reaching out to the students, knowing what is going on with them, and doing all we can to provide any services possible that can help their situation. The overall goal of retention is assure the students succeed at what they do and work toward.
