Students are monitored in several ways, attendance, test performance and academic progress. Students are referred for counseling with our experts and problems are discussed so that solutions can be found. Students are made aware of open door policies with their instructors as well as administrative staff. We are in constant contact with our students.
Every project that is completed in class, the student will receive feedback plus encouragement. In many cases this is the frist time the students have done this project.The menthods are repeated again in other assisnments. Most often than not the students performance will improve with each assignment
Students have periodic one-on-one meetings with the head of the department to discuss their progress. She asks them about their concerns and what they are doing to progess, i.e. how much they are practicing at home, etc. It gives the students a chance to unload about their outside burdens, their fears of inadequecy, etc. They can also air their complaints and make suggestions. In my own classes, I am always open to suggestions for specific drills or exercises to address any problems students might have. The other teachers and I are all big on pep talks and are accessible between classes if students want help or need extra encouragement.
Well, the instructor is the first line of defense. We interact with the students for several hours every day and can usually immediately see if something is "off" with a particular student, and start to address it right away.
I find out what is going on, help if I am able, or find them the appropriate person/resource if I am not personally able to help.
Jacqueline, how often are these events held? Who can attend and how many do? Great opportunity for students if they take advantage of it.
Loren Kroh
Taryn, is the telephonic, multi-service assistance program provided by a third party vendor or a school staffed? How often is it used?
Loren Kroh
Jason, I agree that this sounds like a good system to keep students on track. What results have you seen? What percentage of your students are on SAP and how do they get off this reporting?
Loren Kroh
edward, is it the instructor's responsibility to prepare the bi-weekly progress reports? Could this be done through a portal system that allows the student to see their grades?
Loren Kroh
We have what we refer to as "Brown Bags" at our campus. Brown Bag events allow employers in their field of study to come in and speak about the industry, current trends and tips on how to be successful. I believe these events can help with both Academic Erosion and Academic Stagnation.
We call students the first day they are absent because we don't know if academic erosion or stagnation is a a causal factor. I'm not referring to those students whose absence is accounted for with regard to dental appts, etc.
We also offer tutoring, one-on-one meetings with instructors and program directors, and many cases referral to the schools student-assistance resource program.
Allowing students access to a 24/7, telephonic , multi-service assistance program can have an enormous impact on the campus' retention ratios. This is the equivalent to corporate America's employee assistance programs whose function it is to provide work/life balance initiatives to emloyers who value their number one resource--their human work force.
Hello Professor Kroh,
One practice at my institution which adresses academic erosion is our SAP program which tracks students who are in jeopardy of not completing the required coursework needed to remain eligible and graduate on time.
We are informed at the begining of the block if any of our current students are on SAP and our manager provides us with an action plan for keeping the student on track. Each week we are required to meet with the student and follow up with them on their individual progress and goals according to the plan that was devised for them.
If we find that they are not meeting the requirements drawn up in the action plan, then we must bring this to the attention of our department head who needs to intervine with the student and find out what needs to be done to get them back on track.
I believe that this is a great retention tool and also shows our accreditors that we are taking proactive measures to ensure that our students succeed.
Our school has ways to track the academic porogress of at risk students. We also hand out progress reports everyb two weeks so students can see exactly where they are with their grade, and may be able to obtain some extra credit to boost their grades
She inform and re-interate to students that she is the one the that dismiss students from the program and cannot return to the school and that the Program chair and the instructors are the correct chain of command in regards to their academic issues and it should be followed accordingly. This is very limited by students. I work hard as a PD so that the students do not go the DOE.
Instructors do an advisement and discuss the performance of the students with them. Follow up is given by the program directors.
It's just one piece of paper...grading section across the top and two sections for comments, one for the teacher and one for the student and both sign the bottom. Original copy goes to the PD then to the student file and a copy to the student. In our school a computerized version would be difficult as all classes do not have access to a computer.
Tara, is this a paper system? If so, how many parts to the form? Does one become part of the student's file? Would it be possible to use a computer based system?
Loren Kroh
Christella, what does the Dean of Academics bring to the conversation that is different than the instructor or program director? Is this a progressive discipline process or related to academic performance?
Loren Kroh
We do mid term progress reports which instructors use to let the student know what their current average is but also has plenty of comment space for the teacher to write in the student's strengths and weaknesses as well as any missing assignments and address attendance concerns or note possible distractions they have observed with the student(i.e. cell phone usage, sitting with Susie, seems very sleepy in class). There is also space for the student to respond to instructor comments and this is encouraged. The students really seem to respond well to this and appreciate the want for feedback to their instructor...It makes them feel like we do see them as individuals and not as just the student body.
We have a few Student Ambassadors on campus, but I am not sure how active they are in peer mentoring. This is something to look into. Thank you for the idea.
Yes. If all fails between Instructor, student and Program Director, I introduce the Dean of Academics. Students are aware that they may or maynot have to speak with the Dean of Academics about the performance.
