We definitely use retention in our performance evaluations; however, this does cause some concern among faculty; often, they mis-perceive what these retention numbers mean. I know we discussed this earlier in the course, but does anyone have any ideas for the best ways to present retention issues to faculty?
I guess I am looking for a better way to get them to buy into retention, as a whole. Perhaps this is a problem with our overall institutional vision of student success?
Teri
This is an excellent idea. I have found that most faculty who fail to be objective-oriented are this way because they simply are unaware of the important role objectives play. It is vital that they see how the courses they teach do fit into the overall program (and the students' career goals).
One question--how can we provide more training sessions like this to our faculty without overloading them?
Teri
1. Implement suggestion box.
2. Meet with staff to outline their participation.
3. Revise performance reviews to include resposibilities of staff in retention practices.
Great point, Joseph. Anyone else have a similar experience where fact does not support the conventional wisdom?
We are engaged in developing analysis tools to assure that we are addressing real and not preceived problems. For example I assumed from observation that evening students enrolled in two hour labs were performing better that students in day classes in one hour labs. It turned out to be the opposite. An indication that further study is due here.
I agree with you, Joseph. We spend time and energy trying to make sure the students get the “big pictureâ€, but may overlook that with the faculty. This may be particularly important in programs that have multiple skill paths.
What other steps do you plan to take to improve retention?
If you want the faculty to be more objective oriented why not try showing them how their class fits in to the "big picture". Too many times teachers look at what they have to do in the class without regard to where the class and the its learning objectives fit in the overall program.
1. Take a more active approach in trying to get a buddy system for car pooling.
2. Try to get faculty to get more objective orientented.. making the students see the need for this "stuff"
3. Make myself more available to the students not only as their instructor but as the Director of Education.
Getting a broader group of people – students, graduates, employers and staff/faculty – is a great way to develop awareness, Jamie. Good luck with these initiatives.
1.Meet with Deans to propose a new program where they will take a group of eight different-level students from various programs with-in their school to “Lunch with the Dean†each week. This would be an excellent opportunity to help the students bond, answer questions, listen to concerns, help the student develop confidence, and re-enforce school commitment.
2.Meet with management staff to develop a survey for new students to complete their third week in school to find out if classes are meeting their expectations, what issues are facing them, how we are doing in helping them stay motivated and gain confidence, etc.
3.Talk with graduates/alumni working in the field about setting up a ½ day mentor/shadowing program for lower level students similar to the program we have for advance level students.
Retention is a complex subject; it’s impossible to have all the answers, Joe. Getting input from other sources is always useful. Getting more people sensitized to the issues will make your job easier, too.
Each of these programs, and every other initiative within your school, should work together, Moszetta. Good luck in tying these together.
1. Attend additional training on retention strategies.
2. Develop tracking tools to identify where new programs,or fixing old ones, would make the greatest difference.
3. Reevaluate faculty perception of their role in the retention process. Take steps to reenforce retention as a group and not an individual responsibility.
Multiple strategies might include combining
1. orientation programs,
2. mentoring programs,
3. and faculty training.
Often times we think that our staff and faculty understand what everyone else does. Joanne, the idea of distributing a list of responsibilities probably opened a few eyes. Sounds like February 14 will be a special day at your school.
Lily, how do you plan to “look out for signs of student stress earlier on� Don't you have office hours now? What do students do if they need to talk with you or another instructor? Personal letters of congratulations are always appreciated, particularly by our students have rarely been recognized for success. But be careful not to overdo them. Too many, too often, for minor achievements will diminish their impact.
1. meet with staff and establish a retention program
2. Student Surveys
3. Contact absent students
At our All Hands Meeting this month I have prepared a list of all employees and their specific responsibilities for each employee to have. We will also discuss in more specific detail the Student Services and Registrar function so everyone understands who can help the student and how we determine those at risk. Since we are in a new year we have renewed our commitment to the Mission Statement and have reissued it to remind all employees that it's about the student not us. We are here to empower them to improve their lives! Our Third item will be to plan our annual Valentines Day card exchange with a real emphasis on our LOVE for what we do educate students who want a better life.
1) look out for signs of student stress earlier on
2) schedule "office hours" open blocks of time for students to make appointments to talk with our instructors individually
3) personal letters of congratulations upon reaching a students proposed goals.
Anie, student surveys can be very useful, but they also can be a source of frustration and discontent for the students. If they don't see some reaction to “problems†they identify, they will question the sincerity of the administration. On some occasions the issues are legitimate; other times you will have to do some “educating†to help them understand why things haven't changed the way they would like. But you can't ignore the issue and hope to have their continued support.
For many students, instructors are the face of the institution. On-going training to keep them involved with at risk students is important.
You have gone through the modules very quickly. I would like to invite you to continue to participate in the Forums through the rest of your enrollment period.
