1. Provide a student survey, to be given at the end of each term, that would allow students the opportunity to rate the faculty and administration on issues like support. The survey could also be instrumental in requesting feedback from the students, with regard to the types of services they would like to see implemented and ways in which they feel the administration could foster more support.
2. Training for instructors to identify at risk students and how to effectively guide/counsel students with problems.
3. Implement a web-based program for students who do not feel comfortable sharing their problems with an administrator, "face-toface."
Great minds have like thoughts, Carol. Please refer to Heather's entry.
Having a structured faculty education program should be a great step. I would encourage you to schedule periodic sessions to keep the subject fresh in their minds. One school in my area has quarterly presentations, usually by someone from outside the organization, and then follows up with internal discussion.
Heather, these are good ideas. It seems that many students are more comfortable “talking†to a computer than a stranger so facilitating initial contact with support staff via computer may indeed improve communication. That makes your second action item important. When they get the information they must know what to do with it.
1. Set up online access to Student Services staff on our school home page. Post notices in the computer room and on bulletin boards and web site letting students know emailing requests or questions is an option for them.
2. Update our resource materials so that people and/or organizations where we refer students in need is accurate and helpful.
3. Speak with Faculty Supervisor about ways in which to further educate and emphasize retention to instructors.
1. Post e-mail addresses for Student Services staff in the computer room and in the orientation packet and encourage their use as a means of communtication between staff, students and instructors.
2. Recommend retention training for instructors, stressing early communication to staff members of potential student issues.
3. Review current orientation procedures to determine if we can make them more welcoming and less "instituitional".
I particularly like your third action item, Laura. Students are always asking “why do I have to know this stuff� Instructors don't hear that question nearly as much when the objectives and skills are clearly related to career objectives.
Good choices, Les. Training is always an important part of implementing new procedures. Please let me know how your staff and faculty react. Do you have web technology in place to communicate with your students?
1. Recommend that all instructors be given more training on retention. (Perhaps the online course "Student Retention Methods for Career College Instructors")
2. Discuss with the Career Focus Coordinator the idea of the possiblity of setting up a student mentor program.
3. Talk with lead instructors about more directly relating course objectives to career objectives.
1.Develop and use a web based system to ask students what has happened in their lives on a periodic basis.
2. Cover with instructors/staff the Survey Method and the Vertical Probe.
3. Cover with intervenors the 8 stage process to go through when working on an issue with students.
1. Meet with Administrative staff to restate the goals and directions of the school in the area of retention and each person's part in the overall effort.
2. Meet with Directors of Education in each school to develop a series of short iformational sessions with the instructor staff to obtain feedback as to what they need to better respond to student needs in the areas of AS and AE.
3. Add several questions to the student surveys that we give to students at the end of each 'module' which will ask them how we are doing in the area of helping them develop confidence and motivating them to achieve 'success' in their career training.
