We provide a seminar in work studies to help students with methods for taking notes in class, doing homework, completing papers and studying for exams. Many students do not have good study habits and this seminar is directed at those identified as needing assistance.
I have a few older students who feel that they have been out of school for so long that they cannot possibly keep up with other students. I assure them that they have have much more real world experience to carry them through where the younger students have little or no real world experience. I assure the older student that they are on equal if not better ground than the younger student. This discussion encourages the older student to hang in there and continue knowing that the professor understand completely what they are thinking.
A Verbal Advisement is done when an instructor has any indication that a student is performing at a unsatisfactory level. If performance does not improve then a Written Advisement is done as a follow up. If further intervention is needed, student is referred to an Education Manager.
We have a learning lab that we can refer students to in order to get remedial help.
We use early warning sheets to notify advisors when students are struggling academically or with attendance. Then the appropriate advisor or instructor meets with the student to work out an improvement plan.
We allow students to view their grades online each day of the term if they like. We also have mid-term evaluations for the students to complete to let the instructors now how they are doing in conveying the materials.
We use an early alert system to identify students early in the quarter who are having attendance, grade or other issues which may affect their performance in the class. The student will usually set up a meeting with the Program Director and the instructor may attend if plausible.
We also use advisements to let students know how they are progressing. We conduct advisements at least two (2) times during each course. These advisements are conducted for both, positive and negative behaviors. You must praise them for what they are doing right if you want to change what they are doing wrong.
It is amazing how much a simple smile and acknowledgement from an instructor can make on a student. We have many programs in our school and there are some students I see every morning. I make a point of talking to each one of them, especially if it is the first time I see them that day. I have since had some of those students invite me to a class to see one of their presentations, they have come to me for advice--and all because I spoke to them in the hallway! Wow! This has been a great learning experience!
Our school offers tutoring. We also have a retention coodinater.We are also involved in staff training on this subject. I try to let students know, myself, the other instructors,and entire school are genuenly invested in thier success.
At my institution we try to meet with new students, during the first half of their first quarter. During this meeting, we discuss how their classes are going. In this meeting, we discuss if they have any questions and if things are going good. Here they are able to get any help that they need.
We offer tutoring and advising, but another great program is the six week success course students take if they are on academic probation. It gives them tools for dealing with stress and conflicts as well as study and life skills.
We offer tutoring for the student, counseling for the student if needed. We have a retention coordinator. We also let the student know that the instructors are available to talk to them.
Addressing mid-term evaluations to also identify areas that need to be addressed and reinovating the students cocept of what have learned to this point.
At my school, we are reguired to discuss with all students who have a 'C' or lower at the mid-point of the quarter. It allows me to give them a plan for improvement, a list of requirements for their success, and a follow-up interview in two weeks. It helps them see that it is not over, and that they have control over the future outcome.
councling is what we use effectively. councling consists of listening to students problems and concerns and then finding solutions. The problems ranges from personal to academic and the school itself.
My institution, like others, offers tutoring and advising. The one thing that I find that helps me the most is calling the students when they miss class. I used to feel like this was babysitting them, but I found that it can be one of the warning signs that something underminding is afoot, especially if they have good attendance in some classes but not others.
We create an activity that motivates the students and gets them excited about their chosen field again....
We have an provisional enrolling process for new starts.
First, I think that it's important to pay attention to my students, and to make them a part of my daily routine. When I see someone from my program in the hallway, I will always engage them...even if it is only to say hello. A simple exchange like that can give you a lot of feedback, pro or con.
If I sense frustration, then I may ask an additional question, such as, "what's got you down?" The answer to that might lead me to understand that they are having difficulty in a particular subject, at which point I can offer to tutor them, etc. Anyway, I think that's how it starts.
To rely on more formal methods of intervention, is to avoid taking ownership of my programs, and I just don't do that. My students are my responsibility, and I want them to succeed and to always feel a part of their success.
