Cynthia, what's your preferred method to contact the students? Which methods are most effective? Do they respond when you leave a message or send an electronic message?
Steve, how responsive are your students to tutoring? Do they need lots of encouragement to get help?
Robert, how are these predetermined staff members notified about the struggling students?
Glad to hear that you acted proactively, Isabella. Do you know if anyone will reach out to this student about returning?
James, do you have a profile that you use to identify at risk students?
Earl, I hope you have an opportunity to become familiar with the support services that are available. They will be very useful to you as well as your students.
All instructors are reminded to contact students every time they are absent. I usually tell them that I missed them in class and ask what is going on. If I sense a problem, I suggest that they talk to our registrar who is the best go-between person to the various staff members who are available to the students.
Upon noticing academic issues, the first step is to have a caring non-threatening conversation with the student to see what potential issues are creating the difficulty. Reinforcing the fact you are there to help is very important so there can be no judgment. Maybe the issue is easily recognizable and solutions suggested. Tutoring, either peer or instructor is usually recommended first. Advising forms and other solutions are brought later if there is a need. Encouragement is, of course, always brought into the solution.
If a student begins to miss class hours or fails exam during the initial classes of their program, pre determined staff members meet with the student.
I encountered this situation this term with one of my students and unknowingly utilized the intervention strategy proposed in this lesson. Unfortunately, the student did not respond positively because she is too deeply overwhelmed with personal issues. Hopefully, she will come back the next term
We have a counselor whos' job it is to reach out to at risk students and try to solve issues. We as instructors try to identify those we believe to be at risk.
I have not started yet so I am not familiar with all their practices. The admissions tries to make sure the students are qualified for the program they go into. They also have an office where the students and go and talk to someone about problems they might have. I have been told that the instructors can referral for the students to this office.
The school has protocols in place when students need mentoring or assistance on improvement for instance academic probation and attendance probation. Also good instructors that offer assistance to students at first glance of an issue helps prevention and increases the retention rate.
Our clinicals are held in nearby area hospitals where the students are doing there hands on training in live operating rooms. The areas that I evaluate are broke down step by step with each skill that must be performed from the duties that are performed before a surgery begins that carries through the surgery to the end and after the patient exits the room. Yes, the students and I sign this daily review each day.
If a student exhibits signs of academic erosion, the instructor will attempt to identify whether the student is having concerns & difficulties academically or whether the problem stems from outside, family etc. Academically we provide regularly scheduled tutoring. If outside we refer to Student Support Services. The first day of class the students are reminded of these supports that are available to them. Then I usually continue to remind them. Also I make myself available to them.
Great points and question. Instructors have a limited amount of time outside of contact and prep hours to devote to all their students. One student with repeat issues and support "needs" can drain that available time from an instructor, depriving time from better students who also need encouragement and support to get from that C to a B, or a B to an A.Even with a good team approach, there has to be a balance of time.
I do routine advisements during mid-term grading. And do advisements before if attendance or grade performance is below standards.
After each test any student that does not achive a passing grade is mentored and provided documentation with suggestions of how to improve study habits and test taking skills. Unfortunately, the majority seem to sign them and file the document away without following through on the suggestions. These are the ones that are typically unsuccessful.
All instructors keep close contact if there seems to be a student that should be red flagged. We email each other throughout the term. It does help us keep ahead of many issues.
Because I work with students on a flexible, I follow-up with them as soon as they fall behind. I ask them if there are any issues that they are having and what I can do to help.
