Hi Susan...
Yes....I prepare them at orientation, at least as best as I am able....I stress the importance of attendance in such a fast paced learning program....and that it is essential to their success....this allows them to complete the program and prepare for their new career
The faculty are trained to assist students and be very clear about expectations. Program Directors and DOE's are informed very early on if there is a problem....
the fast pace does present challenges and retention is more of a struggle...since classes are predefined, if a students fails one late in their program, the usually have to wait months to return to complete it when it is offered which results in a withdrawl....
Linda--
Four week classes are a pretty interesting pace. I like the idea of moving through material quickly and it sounds like you have a good way of assisting the faculty. Do you do anything specific to prepare the students for the pace? I think you probably react very early if someone is having difficulty.
All...I agree as well...we are currently teaching 4 week classes and provide syllabi and lesson plans to the faculty....new faculty need one time to get the pace correct (typically). After that it's all about enhancement.
I have found that the second time an instructor teaches a course is the best time (if he or she is prepared to begin with). The first time good ideas for teaching concepts may end up being not so good in the classroom. Pace may be off. The instructor will discover what ideas may be difficult for students, etc. The second time the instructor perfects these things. By the third time the instructor may begin to get bored and not teach as well. Consequently mixing it up a bit within a discipline may be a way to avoid that potential boredom. But ultimately preparation is key as well as energy expended in the classroom. Instructors who sit in the front of the class and never move is a signal to me that students will have more of a tendency to drop than in other classes.
Agreed on all accounts. I think it's very important to encourage full-time faculty to stay current in their discipline. This requires management to support professional development opportunities. I have found that individuals who are excited about their field carry that to the classroom.
Susan
we can only see this "quite often" for two obvious reasons, both easily corrected:
1- not enough control by managment of what is actually happening in the classrooms.
2- instructors not motivated in giving 100 % of their knowledge and energy to the students. again , why are these instructors allowed into the classes in the first place?
