Karen,
Great! Is there a specific process for collecting and sharing this information?
Susan Backofen
We ask that our admissions department get more detailed info about why the student chose to enroll at this time and to ask for "motivational boosts" so that we can assist in regaining their focus should there ever be any attendance issues.
Pamela,
These sound like wonderful tools to help faculty understand each individual student and how they can assist them. Great!
Susan Backofen
Two thing that are available for sharing with instructors are the results of new students learning styles and personality pre-enrolment test and their essays on why they chose to enter the program. Knowing the learning styles of the class helps the instructor to develop lesson plans that include teaching techniques to reach all studnets.
I am sure there is a lot of info gathered by the Admissions Reps. Problem is, with the privacy laws/requirements, who knows what can be shared, and by whom. Students can "seal" their records so nobody can look at them. This is a slippery slope that is very difficult to navigate...
I don't collect anything from admission but as I see the students on first day of class I make them write a small essay 1 paragraph that why they choose to come back to school and a little bit about their family and hobbies. That really helps me understand my students and help them.
We collect basic information about family members, educational background, reason for calling the school, goals, and who they are going to invite to graduation.
LeeAnn,
This is all very helpful information. Glad to see you are collecting and utilizing the data!
Susan Backofen
During my initial class meeting I have the students introduce themselves to all members of the class, stating why they choose this time in their lives to come back to school. I then pass out information cards and have the students fill them out. I keep these cards in a file in my desk for quick access. The the students are asked to share information with one another so that when they are assigned a coorperative project they can keep in touch with each other. Sharing information and forming freindships is very important for the adult student it makes them feel apart of the institutional fmaily.
Our Admissions Reps are great at getting into 'relationship' with our students. Some really useful information the reps share with the rest of the staff prior to the student starting is:
-Students educational goal as far as what they see themselves doing after graduations
-Student fears in starting
-Brief history of student and who their biggest support is
Our Admissions Department collects the following information from students that our Faculty could utilize to personalize interactions with students at orientation.
•Personal/academic/career goals and motivations
•Previous college experience (online or traditional)
•Student majors
•Demographic information
•Student Types
Traditional Freshman
Adult Freshman
International Freshman
Traditional Transfer
Adult Transfer
International Transfer
Non-degree seeking
Transient
Post-Secondary Option
1. Goals/motivations
Giving the Faculty access to what each student’s goals and motivations are for coming to school could be a tremendous benefit in connecting with students and understanding what is driving them to better their lives. They can utilize this information when later down the road the student may want to give up. Having these goals and motivations allows instructors to remind students why they wanted to attend college in the first place. Sharing goals and motivations also allows students to connect with one another. Often times you will see that students who have similar backgrounds feel connected to others who share similar backgrounds. This creates a support system between students. Finally, giving Faculty access to what the students’ career goals are gives Faculty the opportunity to discuss specific career related topics with students.
2. Previous college experience
Knowing which students have and don’t have previous college experience is a great way to facilitate a conversation around past experiences. Students can share what went well for them, what didn’t go well for them, what they would have changed, etc. This allows for students who may be attending college for the first time to get some insight from those that have attended other institutions. This also allows for the Faculty to address fears and concerns.
3. Student majors
Although students may be attending the same classes together they may not all be majoring in the same program. Determining and discussing each student’s major will allow for those students majoring in the same program to form relationships. This can also facilitate discussions around careers, curriculum differences/expectations, course content, etc.
4. Demographic information
In addition to knowing student goals and motivations, knowing a student’s age and where they reside can be very helpful in connecting with students. Letting the students know what states are represented in the class and the average age of the group can help give students some perspective. In an online environment it is more difficult to create community among groups of students. Those students willing to share where they reside may be able to connect with others who are within the same area.
5. Student type
Similar to knowing which students have previous college experience, knowing what student types are represented is a great way to personalize discussions and better understand students. For example, a Traditional Freshman may be more engaged, excited, and comfortable than a an Adult Freshman who may be a little more reserved and unsure because they have been out of school a longer time. Knowing these details gives the Faculty more insight on how to support each student.
Admissions normally does not share information with the instructors but yes, I can see where this can be valuable information.
Due to FERPA we limit the amount that we share with the faculty from the admissions notes and interactions with Student Services.
We share the following: if they have:
~ are ESL
~ a Learning Disability and need testing accommodations
~ a medical issue that may hinder them in the classroom from hands on work
~ if they are retaking a portion or a whole class out of sequence so that their work load is increased
It is a hit or miss type situation at our campus in receiving any pertinent information about a student prior to the first day of class. I definitely can see how this would be beneficial for instructors and particularly advisors to have before hand.
This is an amazing idea a small detail that can make a significant difference as a student is going through the program, this is one idea I want my school to adopt!
You could go over what the Rep's know about each student and what their possible fears were before starting classes.
Chan,
How wonderful that you are all working together to assist students!
Susan Backofen
Our Orientation does not include faculty. Our Campus Director who hosts the event, is a teacher, so we have that benefit. However she does not usually teach first term students.
Faculty and Admissions do not work together with a focus of student retention as highlighted in this module.
Although we have several events, activities, and tasks that will eventually disclose valuable student information, beginning this process at Orientation seems most beneficial!
Ditto! I would appreciate being e-mailed a copy of this form as well. What a terrific tool! :)
We can't share all information, because of FERPA. We do have a centralized place in our system where we can post notes about individual students. We also know each other and frequently email each other on student issues, etc.
