Strategies
I believe that we don't have the time for some of these strategies especially if we are adjunct instructors. It may be better for us to refer the student to the director of their department who may be better able to refer the student to the proper agency.
I'm also a clinical adjunct and have a lot of interaction with our director to let them know what's going on with each student and where they are struggling. I believe this needs to happen. The classroom instructors don't see them in clinicals so it's hard for them to know where they are having a hard time.
No question that early intervention is key, Katrina. You want to identify and attack a problem while it is still manageable, not a crisis.
I do agree that time is not always on the side of the instructor. I am, however, finding that identifying students early in the term, who are experiencing difficulty (homework,quizzes,exams,classwork, etc) and then opening up a line of communication with them, works better in improving retention. Starting early allows more time for me to reach more students and provide encouragement/suggestions/stimulus to improve. Also, I am able to refer students to our student services dept. if the reason is a more personal one. Many students need the extra time to improve their grades & are able to reach their goals, thus, remaining encouraged and staying in school.
It does involve a little time but I believe we have to find it. It lease start show we care and possibly then do a handoff.
Poor test performance may be more than how much the student studied, Ralph. Learning styles may have an impact on performance, but external issues can effect results also.
You might be right about the time- however, I am an adjunct instructor and I think we have to show a committment to have the student succeed if we want the same committment from them. The size of the class can also be an issue, but I know very few instructors that can't make a pretty quick assessment on how a student will fair out in their class. I have a tendancy to give what is referred to as a "hard test". But I see my test as a true assessment. Some information is from class, some is not. If there is a tendancy to not get information given in class- then I know there is a problem with how they study- or if they study at all. Likewise the inverse, if they are listening in class, taking notes, etc. I emphasize and over emphasize what I feel they are slacking off at or ask if they might need assistance from me or a tutor. I can't rely on an administrator to get my information to them. I am unsuccessful if students fail. If the end goal is just to put out the information, then a book is all that is needed. I assess myself after every test. Did I put out enough information and did I do it successfully. I agree- time is not on our side, and we certainly can not do EVERY strategy but just like we tell the student the grade they receive is what THEY earned, the information and how we get it to them is our responsibility
Joseph, what results have been observed from the web page? Are adjuncts using it and do they feel more connected with the institution?
Loren Kroh
Looking at the majority of college environments which are not nurturing for a student to feel accepted or receive the help at every corner.
200+ students in a room with an 1 1/2 hour class does not allow for a lot of Q&A
A student can get lost very quickly and end up spending the entire time sitting in the classroom on the cell phone or laptop shopping because the environment has evolved their deterioration.
With adjuncts working at few different colleges and quickly going from one place to the next to teach that hour long class, they do not have time for communication with the student. I was in a class where the teacher set up groups to evaluate inner college issues. We were to learn how the adjunct can better communicate and be more fixated to one college or university. The adjunct barely gets paid enough to stay at one college and many other issues pile up with an adjunct that prevents such communication the student may need.
We designed an adjunct web page per department that the full time faculty can put up warnings, meeting brief's and help in general create a better circle of effective college environment for teachers and students. The dean of the program can check in and see how much each teacher is checking in and becoming oriented on a weekly basis.
The adjunct can be issued a iphone or something similar that they can instantly get all these updates before driving the thirty minutes between colleges and be prepared for their short visit at the next.
I completely agree with you. I feel that one of the most important aspects of an instructor is great and open communication with their students regardless if you are adjunct or not. There is always an opportunity to speak with or e-mail a student!!!
Jessica, is there a mechanism to work with the instructors who don't want to devote the time? Some sort of mentoring or training?
I work in the Student Support Department and have heard many times of students that want to quit because the instructor seemed not to want to devote time. I do understand that many times you are very busy but the success of the student is the success of we having our jobs as well as the success of the school. We need to try our best and give everyone the chance to be successful.
As the instructor, you are one of the most influencial people in a student's educational experience. Although you may not have time for all the steps, you can implement some and certainly follow up with students of concern.
