We have consolers available to help with student issues. All we have to do is recommend a student to them and a pull slip follows. We also can call upon our Education Managers to help if needed.
We try to identify the reasons why they want/need to leave. Sometimes the answer may be as simple as switching from day to evening courses. Or, it might be harder..needing to get into a safer living arrangement, food stamps, babysitting..then we use our network of resources to help.
I like to talk with the students, praise them for showing up on time, making up their time as they promised. praising them for passing a test, acheiving a successful blood draw on the first try.Whatever the situation may be..they need to know that you/we care.
Identifying and discussing student's strengths, in any area that they choose, allows all classmates to know something about eachother's background. This helps emphasise where students can be "of importance" or of assistance, minimizing the feeling of erosion.
At the beginning of the course, instructors contact students who have failed to visit the online classroom within a certain timeframe. I do feel like contacting over email is difficult sometimes -- or at least is not as effective as a personal telephone call. Many attempts are never responded to. Unfortunately, phone numbers are provided by students and are not on the role, so the only way you can call a student is if they have come to your classroom and have given you their number!
My students have my cell phone number. This is my way of intervention. they have the ability to contact me.
As a faculty, once I identity a student at risk of dropping out of the course, I notify the school through a web-based system. I will also reach out to the student by email to find out if I can assist.
Tarik
Student surveys are done at the end of each phase. New student surveys are done halfway into the phase. As program director I am visible constantly. My teachers are the first line of defense, and I let them know that. They must let me know about absences, and if they have called the student. I track daily attendance percentages as well.
Student surveys are done at the end of each phase. New student surveys are done halfway into the phase. As program director I am visible constantly. My teachers are the first line of defense, and I let them know that. They must let me know about absences, and if they have called the student. I track daily attendance percentages as well.
We have several intervention practices on our campus.
First, we have the Orientation process available to the students so they can become familiar with the Virtual Campus features and tools that will help them to be successful in their endeavor.
Second, we have the Academic Success Plan to assist students once their Satisfactory Academic Progress has fallen below acceptable standards.
Third, we have Student Advisors to assist students in coping with and hadling personal issues that become a barrier to their academic success.
And finally, we have the instructors to assist the students with assignment requirement clarification, explanation of subject matter content, and encouragement along with Instructor Files to help them develop a positive approach & study habits while in the course.
our interventions begin with the instructors, move to the education director and then admissions, financial aid and finally campus director. The student realizes that the decision they are about to make is a concern for everyone at the school and we offer every option available-re-enrollment at a better time in their life, tuition options etc. Our students usually take advantage of all the help and end up re-enrolling a few months later due to all the attention their matter received.
When is the life skills course offered? Is it for credit? If so, is it equal in weight to core courses?
How about the course taught by Career Services?
We have a Student Services department which teaches life skills (study skills, time management, etc....). Student Services also teams up with Career Services and teach professionalism classes.
How can you find out if there are any? What do you do when you become aware of a student who needs help?
I am not aware of any intervention practices at my school.
When students are having issues, they meet with the Program Director as well as the Director of Education. The instructor will complete what we call a student advisement form which states the issue and maps out a plan of action which will be put into place to help the student to overcome the obstacle.
Unfortunately, at this time our person who worked in the student service department is no longer there so there is a part of the puzzle missing.
Thanks for your keen insight, Sandy. All of these practices are important and much more difficult in an online environment where you don't have the benefit of visual cues.
Over 90% of colleges in the traditional sector have some sort of transition course for at least some of their students. Usually the courses include the topics you have identified.
Are these skills being taught in an actual course? If so, is it for credit and part of the curriculum? All the skills are also useful when the student enters the workforce.
Sounds like this system works well for you now, but what about the future after the school grows? Do you have a plan to accommodate a larger student body?
Whenever there is a student that seems stagnat we take the opportunity to spend time to see what we can do to help. Alot of times a little one on one will help the student feel encouraged.
