How effective is that? Should other practices be added?
We do advisments, see how they show issues of testing, attendance so we can fallow up to help them improve.
The intervention practice used for academic erosion in our school is to provide tutorial classes.
What is the dress code at your college? Is this a frequent problem?
At our institution we due the usual metrics grade tracking, attendance tracking, etc. There professional behavior (proper dress code, tardies, courtesy, etc)is also graded and tracked. Many times these metrics alone can allow you to identify a student having trouble. In some cases by then it may be to late. It is up to the staff to identify and shepard any student that is tending downward academically. Once identified there are choices for the instructor to make as to which path to help the student go down (scheduling, FA, councilors, etc).
We as instuctors try to catch these behavior changes as soon as possible in order keep the erosion from from getting to bad. We have plenty of time in our day to talk or work with these students outside of class and try to find out there problems individually. This will allow us to focus on there individual needs. If we as instructors cant help (or break thru) we have a student success instructor that is soley there for these reasons.
Intervention is the most important process in trying to addressed the retention issues. A one on one approached with the student will show that you are there to help with his/her concerns.The concerned issue will determining which other department will be called to get involved.
The Student Success Team is a group of instructors, one from each department, that works with instructors, students and staff.
We try to meet once a month.
Career placement specialties
Instructor's
Supervisor
Director of Allied Health
Campus Director
Executive Director
Job Placement director
The instructors, supervisor meet weekly.
The director, career placement specialties and job placement director meet once a month.
Who is on the student success team? What departments are represented? Does the team meet routinely or only when convened to discuss a particular student?
Our school has implemented a student success team. That team is notified by an instructor if the instructor feels the student might be in danger of failing, missing too much time or might have personal issues that need immediate attention.
Does this work on your campus?
Academic Erosion can be prevented if an instructor staff and support staff work together as a team. The instructors roll would be to identify the troubled student from usually acting out in class or missing time from class. Support staff roll would be to aid said student to keep the student on track by finding the support for the student. Example, if a student is missing too much time from class and the instructor finds out that the time missed is due to finical reason. The instructor should be able to get the student to the Finical Aid Department for assistance.
How long do the student conferences last? Who's involved? How do the students respond to the experience?
We have conferences every 6 weeks where we meet with each student separately. We also meet with all the instructor's once a week to discuss how each student is doing. When there's someone we are concern with we talk with them to try to help.
We have office hours weekly for students to come in and meet one on one.
We have resources such as housing, insurance and jobs to aid our students.
There are no consequences other than a sit down talk with me about why trust is an issue, what can happen if they did this on the job, and the fact that they made me worry about them. Ownership for thier actions!
I haven't figured out exactly why it works so well for me....YET !
Yes I do. On the first day we have a discussion about ownership for our behavior,and accountability that an employer expects from them on the job. The students and I enter a verbal "Trust contract" that they will call if they have a problem and if they are late I will call them. So far after two years I have only had one student that didn't call,and I couldn't reach him. The next day he appologized repeatedly and made up the missed work over the next two weeks.
Even though the call list is voluntary they all sign up for it every class.
What are some of the critical points where you look to intervene with students? What makes them critical?
Why would you like a counselor to take control and how would that work?
Do faculty members use this system effectively? How often and with what results?
