Albert--
I think this is a great idea. It will give everyone a little more information about each other as well as reinforce their goals.
Susan
Admissions collects background information on prospects through a preliminary questionnaire the prospect completes before meeting with the admissions representative, the lead sheet from the phone interview, and the questionnaire used during the interview process.
A pot luck lunch the last day of the first week would be helpful to foster comradery.
I agree with this statement. Students are like sponges when it comes to hearing your professional background, it not only lends credibility to the instructor, the student feels a sense of belonging, especially if your educational road map was a similar one. They get that you get them and that is huge!
We do a "cookies with the president" forum. i fear, however, that the student may not feel entirely comfortable attending. I think that this works when the school official is out-going and open to suggestions. The student must feel comfortable to speak and administration must follow-through on suggestions or else the forum is not effective.
At my institution we already cover most of what is discussed here. I would recommend, however, having an end of the week social mixer amongst the new students with key administrative officials and faculty present to answer questions that always arise after week one as they actually get a feel for their experience to come.
We like to schedule our quarterly student appreciated day, at the end of the first week students in school. We also like to have our student ambassadors wear their uniforms all week and help the new students to get to class.
Since I only teach online (and so we don't have an orientation as such), I think that I will start giving an extra credit assignment during the first week to briefly intorduce themselves. Essentially, write something about their background, reasons for enrolling, what program they are in, etc. This will help to remind them of why they enrolled in the first place, what their expected benefits are, etc.
I can make sure that the course expectations and other important information are posted in the classroom in several places as well as emailed to each student. I can also take the time to respond to each student's inquiries in a detailed, thoughtful manner. In addition, I think our Phase 1 Discussion Board assignment provides a great opportunity for students to introduce themselves to and interact with one another.
Mike--
Hands-on is always good. Students feel like they are actually 'doing' something and sometimes showing them how much they DON'T know is as valuable in the long-run.
Susan
I believe in immediate, hands-on saturation in the material or instruction...sort of using the "sticker-shock" followed by immediate reassurance and encouragement. Seems to work for me.....
I think that the idea that is put forth in this class is good; the students need to be comfortable and see why they are there (in class). I try to be there before the students (at least the first day or two). I also let the students know my background, and I talk about the benefits of the course which they are taking. I always let them know where I can be found and what my hour are, and that the door is open. Depending on the class (and the classsize), I will sometimes let the students kdentify them-selves. Then we get down to business with the course content.
Patrice, I ask the same from my classes; it seems to build peer relationships and comfort among the students.
After general classroom introductions I have students exchange telephone numbers and partner up for one week. During that week they are responsible for each other such as calling to find out why they missed class, catching them up to speed if they miss as well as peer tutoring if possible and each week the students will switch partners.
Dave--
It certainly sounds like your institution is taking a proactive stance on retention. Kudos!
Are your student ambassadors also mentors?
Susan
Bonnie--
Excellent team building exercise! Sounds like it builds a great deal of community in their teams as well as with the rest of the class. Excellent!
Susan
We have added several processes to the first week to make students feel more connected. They include:
1. Starting a mentoring program, so the new student has someone to contact about issues.
2. A student ambassador program has been implemented to assist new students with that first week. They are the liaisons between faculty/staff and students.
3. The faculty have been taught many active learning methodologies that can be implemented that first week to help students bond with each other and with their instructor. Most of the first class is made up of bonding exercises.
After my students introduce themselves, I set my students up into four teams. They then have to come up with a name for their new team. The team's then compete weekly for prices and points. At the end of the quarter the winning team can redeem their points for a pizza party. There is only one requirement...they have to invite all of the other teams! I have seen students form study groups based on their teams. This is a great way for the students to get to know one another.
I always have the students talk about themselves and what career goals they might have. We then pass names and phone numbers to two other students.
They will typically enjoy talking about themselves. When they speak of their current jobs and children, I will many times ask them how their scheduling is going, who is taking care of their children, and what hours they are working. They like that the instructors take an interest in their work and home activities.
Tyson--
You are correct. Classmates helping with retention can also work in reverse--they can talk each other in to dropping out or staying. Connecting students in as many ways as possible is key including, as you point out, participation in organizations.
Susan
