We do a power point and show a movie that addresses all the challenges the students might have and shows how to address them.
terrell,
I agree. Taking time to have individual conversations with students is always encouraging. It lets them know we know them as unique people.
Susan Backofen
We do an orientation and more one on one practices here. Confidential conversations with our students seem to help with motivatin our students
My student fear the clinical portion of our program. It's a lot of hands on
Don,
I really like your 'stay the course' policy!
Susan Backofen
I teach a freshman orientation course, which is designed to provide the students with the basic skills they will need to be successful, such as time management, note-taking skills (I provide two methods: one for linear thinkers and one for creative types), and test-taking skills.
During orientation we have faculty members from each department introduce themselves and give a few examples on the most common problems that a student may come across and how we assist in solving such problems. We have graduates come back and speak to students on their experiences and success.We always have a question and answer period for the new students. We let the students know that we have a very good graduate placement program where 4 out of 5 students are working in their field of study within 6 months of graduating.We explain what our expectations are of the student. We let the students know that we have free tutoring sessions with faculty and/or web based for each class. We have a stay the course policy that if a student meets a certain criteria and still does not pass the class, the instructor can allow the student to retake the course at no charge. This takes a lot of pressure off of the students and greatly reduces the amount of anxiety that they feel as new students.These are a few of many things that we do to help address student fears.
We give students time to ask questions during orientation. We attend to any concern or fear that students have and work to resolve them.
Sharron,
It is wonderful that you are involved in the orientation and make it clear that you are for anything. Knowing that they have a place to go is important.
Susan Backofen
We include an icebreaker where they introduce themselves, say why they want to take the program and a little something about themselves if they would like to share. We also have a small group activity that they work on that involves finding answers to a "Search and Find" activity paper. The first group finished with the most correct answers gets a prize! Personally, I emphasize that I am their point person in Student Services and they can come to me for literally anything. I will always listen, help when I can and if I can't I will do my best to connect them to someone who can. I tell them about the other Student Services Administrator, her name, her picture and invite them to contact her if I am not in when they need me.
One of the things we do on either orientation day or on the first day of class is to do a fun "ice-breaker" activity. This activity is designed to get students talking to their classmates and finding common ground with one another. We feel that building a support team with other classmates is essential to student engagement and retention.
Most if not all of our faculty attend student orientation. We introduce ourselves and give a brief synopsis of who we are and what we will teach. We try not to overwhelm the students with too much information, but try to keep it light and enagaging. The first week of school we also try to go "slow," getting them prepared for the long haul so they can be successful from the start.
We currently make sure to connect them with current students.
We also connect with the students on a regular basis (more frequently during their first week) to ensure that they have the support that they need.
For example, if a student fears that they are already behind, we make sure we connect them with the instructor, we coach them, or we encourage them to seek our free academic support sessions.
Working in groups. Presentations. Parterning and peer mentoring. I am always accessable to discuss issues.
we add a lot of humor in our presentations to make them feel at ease
Mark,
You bring up an important point about having orientations at times where people can attend. Offering students multiple times to increase attendance is excellent.
Susan Backofen
Orientation at several times during the day and evening to ensure as many students as possible can make the meeting.
Our orientations also have paper, pens, and other give aways to ehlp them feel ready.
We talk about the campus, and we discuss study techniques for those who may have been out of school for a few years.
We introduce faculty and staff so the new people have names and faces to talk to - financial, Retention, Registrar, Accounting, Director of Education and the program Directors.
Each Program Director takes the students on a tour of the area and explains the classroom and lab work.
We feed them - breaking bread is always a bonding moment.
We do that..but we also play some "ice-breakers". I find it is well worth the time and effort. I also bring donuts and allow for some "getting to know
you"time.
I usually like to show them the syllibus and course outline on day one, and show them that it is not an unatainable goal to do well in the class.
Michael,
It certainly sounds like you have a great method of dealing with a variety of students. I completely agree that trust plays an important role in retention.
Susan Backofen
