Alina, are instructors sensitive to erosion or stagnation based problems? Are they trained in how to handle them?
Kristine, what's a heat ticket? Does the student get a copy?
Instructors identify students that are at risk.
They look at things like their grades, inner reactions in the class with other students, absenteeism, body language or the student comes and expresses that they are having different problems.
On Wednesday mornings we conduct the at risk meeting to discuss what we can do to assist that student become successful.
As of now instructors are really charged about the at risk meetings and are seeing a positive results with their students.
Meeting with the students immediately after academic erosion or academic stagnation is identified as a potential problem is key. The instructor can be the first line of defense and if necessary, refer the student to the appropriate school personnel to receive further assistance.
We have a heat ticket process, where as soon as the student appears as if he is struggling in the course, the instructor fills out a heat ticket which is sent directly to the Academic Dean. From there, the Dean contacts the Program Director to meet with the student for advising.
David, is there a written record of these meetings that the student signs?
Glad to hear that the students are taking advantage of this opportunity, Gordon. How many students do you typically see during the 1.5 days? Congratulations on good results.
We have 3 and 6 week grade evaluations where students below 76% will have a schedule meeting with faculty to discuss students grade and how we can improve it.
Our program utilizes a progress report that keeps the faculty teaching the course and the program director involved in each student's successes or struggles. This helps for the capability of the faculty to be on the same page and identifies at risk students that may be in need of some extra one on one help in certain areas. Other risk identification techniques include tutoring for struggling areas to be discussed between the student and the instructor.
Our institution offers tutoing without a limited expense. I tutor 1.5 days a week and seen signicant improvements evidenced by significantly increased scores on exams.
Our orientation includes an initial training on student advising, and follow up is done as part of the professional development training that we typically do at faculty in-service sessions. I think the most important part of the training is the emphasis that is put on communication. We are trained from the beginning to communicate with our program director whenever there is a potential need for a student advising so we can decide together how it should be done and who should deliver the advising.
Scott, how do faculty members develop these coaching/advising skills at your school? Is it part of an orientation or professional development sessions?
As instructors we will have either a verbal discussion with a student or a formal and documented student advising as soon as a student begins performing in a way that does not meet academic standards. We also try to maintain good communication with our program director regarding the students status so the program director may get involved if needed or if it may be beneficial for the student.
The remediation is mandatory and the tutoring is voluntary if they ask for help. And typically, the serious students take advantage of the extra assistance.
I assume that the verbal warning comes before the student is placed on probation, Jeannette. Correct?
Tammy, is the remediation/tutoring mandatory or voluntary? Do the students typically take advantage of the opportunity?
Stelian, how do your students respond to these questions? I can imagine some personality types trying to avoid you so they don't have to go through the process.
Sounds like a good idea if you have the time, Paula. You also may uncover potential problems before they get out of hand.
Anthony, has this been an effective practice for you? What percentage of your students receive advising forms?
Erin, is this a written plan and is the concern shared with other instructors? I assume that the student has to sign their acknowledgment of the problem.
