None we do not have any activities in place that address student fears.
We open orientations with the introductions from each person and what brought them to school. Then the instructor of Orientation goes over her/his fears of learning new things and confirms that each person will get through each step of school with the support they need to succeed.
John,
Sounds like a great format. I really like that you make yourself 'human' so they can relate.
Susan Backofen
I start a new class with introductions, standing in front of each student and inquiring about work experience, personal projects that might relate to the field (automotive technology), and their goals. After hearing from each new student, I give them a brief bio, then do a short powerpoint of my own projects. Many are unfinished and have been for years, showing them that I am not perfect and my personal life is often in chaos just like theirs. I also through in a few pics of my pets; nearly everyone can relate to the love of animals.
John Stuckey
Thanks; also I think that even in careere schools, students should have academic advisors which could be instructor, program Director or other who can guide them thru difficult courses or other issues they may have. I meet my students every (about) 10 weeks to get their feedback and give them my feedback about their progress in the program.
Javaid,
Excellent! These little things, the mid-mod survey, suggestion box, etc. are excellent ways to encourage feedback and interaction.
Susan Backofen
I do ice breakers in multiple way but usually I ask them to
Introduce themselves
Educational background if they want to share.
Any work related thing they want to share.
One interesting thing about them. It could be about their habits, skills, thoughts, their family, their pets or anything but it should be interesting. Lot of interesting things come up to which other fellow students can relate to or laugh at or be surprized. That brings points/ sparks for discussion and eases the atmosphere.
Setting up expectations clearly alleviates lot of anxiety quickly.
Being there for students for little things even for first couple of weeks makes them comfortable earlier and help them perform better.
I do mid mod surveys to see how the class is going and how students percieve the class is being conducted. I have a feedback box in the class room just in case they dont want to give feedback in person.
I meet all students end of their first week to see their comfort level, to alleviate any anxiety they may have and answer any questions they may have.
I also let them pick" academic advisor" from me and my instructors who are teaching them.
I explain the program details sothat they can understand it completely.
I tell them to ask for help when they need academically or other sections.
I introduce the faculty and that they are well qualified
I do ice breaking sessions sothat student get more comfortable with each other.
I explain that we will be with them at every step from teaching to exam prep to certification exams to lab scannings.
QUINTIN,
It certainly sounds like you cover all the bases.
Susan Backofen
My initial contact with my class consists of going through my qualifications as an instructor, my history in the field and at the school, the objectives, and rules and regs of the program. Then I go over the campus support structore, resources that the student can use to succeed. They are also told that I am available before and after class for any and all extra help they need to succeed in the course.
Jumana,
Sounds like you are very retention oriented!
Susan Backofen
I let my students know what the expectation for the class is and we follow the rules. I show them little tricks how to remember the material studied in the class. Most of my students have the fear of taking the quiz, I will generally do a quick review of the quiz and that eases out their fear. I will always allow them to talk to me if they need a place to vent out.
Ty,
Really like the 'education hospitality' mindset!
Susan Backofen
Megan ,
Student mentoring programs can be tricky. New students generally aren't overly excited about them because they seem impersonal and don't necessarily want someone 'checking up' on them. The best ones are opportunities to connect them informally through some group activities so new students feel they have some people to go to if they have questions.
Susan Backofen
After the formal part of orientation, Students get together with their Department Chairs as a group. Then, if they have addition questions, they can meet individually. This puts "a face" on the program before it starts.
We try to address students fears in a couple of ways throughout the Orientation. We take the time to introduce all staff and speak to how their job supports the student and when they as a student are most likely to be in touch with the staff member. We take the time for each student to do a brief introduction of themselves to the group (usually speaking to why they chose the program and a hobby of theirs) as a way to look for connections within their co-hort as well as in others. We also have a graduate panel come and answer any and all questions.
We have tried a couple of times to get a student mentoring program started, and each time it has not been successful (essentially little to no participation). Does anyone have suggestions or examples of what worked well or how they got this program off and running at their school?
At orientation, I let students know that I have an open door policy. I let them know that if they have any trouble, need tutoring etc that the program directors and teachers are here to help. If I don't have the answer that they need, I will find someone who does.
As a campus, we make it a point to have all faculty members there to welcome the new students. Simple conversations help reinforce our roles as a faculty who are ready to support and nurture a productive learning environment. Being present and approachable helps break down the potential walls that may make a student "fearful" of their new environment. We have embraced the "education hospitality" state of mind and strive to quell the fears of students by providing instant guidance to the right people who can fix any problems that may arise during the orientation process.
