Our School has a Retention Plan (5 pages). We also have been provided a "Check-off" list to help instructors in Retaining students. In fact all departments have been given training in Student Retention Techniques.
Our students are in cohorts together for a long period of time (we have a 22 month long program). This presents unique retention difficulties as it can be a trial for the non-traditional student to remain in school for such a prolonged period. One of the ways that we work to assure that students feel recognized is to learn their names. We call them if they are absent, we take the time to get to know them, their families and their individual needs. It is not uncommon for our students to come back after graduation years later "just to visit". In short, we treat students as family and teaching as a vocation, not a job.
The instructor calls the students when they miss more than one day to see if something is going on with the student and to let them know that they are missed.
Kristin,
What are some specific practices that your campus does that indicates that "students are first?"
Jeffrey Schillinger
We have incorporated a students first policy. All staff are invited to discuss what we do in our daily routines to incorporate the student first policy.
We have a phone system to determine when students have missed class and appropriate levels of faculty and staff will call to check on them and assist with any issues. We also try to contact as many of our dropped students to determine how we can better serve our current students and to let them know we are here for them when they are ready to return.
Our School encourages us to get to know our students so that they feel comfortable with us and that we are approachable if or when they need to come to us with a problem. I personally try to spend at least some individual time with each student to make sure that they fully comprehend the class and do not have any lingering questions.
The school ensures that we always contact a student who has not shown up for class, to make sure that there are not any underlying problems they may be experiencing outside of the class, that would interfere with them continuing and completing the course.
There have been occasions when my students have missed 2 or 3 classes due to family or work problems, and we have been able to sit down and discuss solutions to this, in order that they are able to carry on with the class with few disruptions. The key here is to understand from the students point of view the challenges they face and to be flexible in order to work something out.
Kathy,
Great post! This is the kind of thing that separates great teachers from the rest.
Jeffrey Schillinger
I make it a habit to refer back to something each student has brought up in the past classes. (i.e. remember when Mathilda pointed out that ...)It lets them know I value their input.
Or if a student gives an answer that is incorrect, when the question comes up that matches that answer, I refer back to them to answer. (ok, Mathilda, now answer...)
I also make it a habit to remind students "we missed you yesterday" and then mention during class time, as we mentioned yesterday, when Mathilda wasn't here . . . ) I think that lets them see that we really did miss them and that they missed information by not being in class.
small classes, staff that are committed to and care about the success of their students, staff that are supported by management, strong job placement program including guest speakers, open door policy if former graduates need help with an industry related issues, student learning center with pay for content sites paid for by the school and made available to the students....
Miles,
The term "student-centered" is used a lot in our business. What does it really mean at your institution?
Jeffrey Schillinger
We include the words "Student Centered" in our mission statement-a constant reminder that the students are the reason we are here.
Call absent students, weekly advising meetings with students on SAP, email and letters sent over breaks, greet students when coming into the building for class, etc.
Patricia,
Have you considered surveying the student who withdrew? We learned a lot when we did this several years ago.
Jeffrey Schillinger
We survey our students every five weeks about their last class, as well as twice a year about the whole school. We try to implement changes immediately that would indicate to the students that we heard them.
John,
It sometimes takes time to get folks to change. Keep at it.
Jeffrey Schillinger
I understand what your saying Jeffery, and I have shared many ideas in regards to improving our student's retention, and making course material easier to retain and more interesting to learn. I have had minimal success in getting our directors and administrators to agree with changes or "curves" in the classes.
Gene,
This sounds like an interesting policy. What are some of your interaction strategies?
Jeffrey Schillinger
We have a policy to "affect" and interract with multiple students multiple times per day. By doing so, I stay actively involved with my students, their lives, and their learning objectives.
John,
Most career colleges encourage faculty members to creatively cover the course objectives. You may want to consider working with your peers to e=help establish a way to share good ideas within the policies of the institution.
Jeffrey Schillinger
