Applicant Qualifications
I think we have a lot of students that don't know what they are signing up for. I have students that tell me they have never owned a screwdriver and now are a year into mechanics school. I have asked why they are here and they just thought it would be fun and not so hard.
Daniel,
There are such exams available. Depending on your programs I would be surprised you do not have one in place already. Please check with your Admissions departments or check your catalog.
Ron Hansen, Ed. D.
I think that an entrance exam would be extremely beneficial to the school and the student even if making a “passing†score was not necessary for acceptance into the school. The student and the school would learn if the student has an aptitude for the profession he or she desires to enter. The students that score “lower†could be directed toward a mentoring program that may help them get a better start with their education.
You are right lot of student dont know what they are signing for. I teach in a culinary school and most of the students think its an easy job and they going to be famous and be on TV.
Totally agree on that, in our campus we find the same problem,people who does not want to take think seriously
It has been my experience that many of the students in my school have a very skewed expectation of what they will be receiving during their educational experience. The majority of the students expect to receive a diploma simply for showing up. When they find out the amount of work and dedication required to make it through the program, they are disapponited and disillusioned. We also have many students come through the program who lack the skills and/or the dedication to complete the program let alone be successful in the field. I feel the majority of these students could be weeded out if the admissions process were more thorough and stringent. However, such an admissions process would greatly reduce the student body. When does profit take a back seat to producing quality graduates?
I agree with Donald. I feel that students need to think about their interests before they sign up for a major. They should do what they are good at, and what makes them happy, rather than what is easy or what makes the most money.
Tough question, Philip. Schools need to work with students who have the probability of success. It is up to the school to make that determination. There are many factors to consider... not just the learner... all though, the learner needs to be considered, too.
Dr. B
Sorry if my response seemed negative. However, we talk about retention and now persistence but we often forget about the second question deep. That is, the reasons for low retention. For example, learners that just show up for the aid probably are not going to be retained. Ones that have financial difficulties, family issues, lack of skills and so forth will probably not be retained. We really have to break down retention and look at the group (s) of learners that we can help and then remove the barriers for that group of learners. Another example is we offer courses that are not 100 level. So we have 080 courses. My question is what is next? Should we implement 070, 060, 050? When does it stop? When does retention become more than a program instead of building it into our DNA?
You pose an interesting point of view. Consider learning barriers. Often, we put learning barriers in front of students. For example, the words we use are learning barriers. They confuse and frustrate students. While your point is a good one, consider finding ways to remeove barriers... from the staff side of the equation.
Dr. B
I really struggle with retention. Seems to me that retention starts with the learner. Instead it seems the faculty, staff, and university system are now bearing the load as far as keeping learners in school.
We can't spend 90% of our time and effort on 10% of our learners. It's not really fair to the learners that really want an education. I have observed this over and over and we hear it from a number of other learners. That is, we focus on the ones that probably are not interested but yet we pay more attention to them than we do the learners that want to grow and to succeed.
It's almost like they want us to find them a job and then go with them and do their work because that's the expectation we seem to be building.
A long time ago I had a boss I will never forget. We were going through a huge quality transformation in the company. We hired consultants to come in and help us out. We spent millions of dollars on consultants. One day we met with those consultants (regarding our service desk) who had more frameworks, models, metrics and processes that you could put on Powerpoint slides. My boss turned to the consultants and said quality starts by answering the phones...
This is why you need to link upfront. All staff should work to accept students that have the probability of being successful. Form a relationship with admissions in order to make sure your stories are the same and that there is some respect.
Dr. B
So, how can you do that? Alignment is important. Can you do this through planned academic advising?
Dr. B
yes i have ran into that myself, and it kind of
makes you think,
thats all that is going through this individuals
mind?
i know alot of instructors i work with, as well
as myself, have put countless hours into their
careers and businesses, trying to make this in-
dustry fly, and when i here comments like that it kind of lets the air out of my balloon!
thankfully, there is enough students, with plenty
of drive to try and make it.
thats what keeps me comming back to work
I to think It would better serve the students and the school , if the students were aligned as to their abilities and intrests
There is a very tricky line between getting students in the building and getting the right students in the building. Some things are obvious such as a surgical tech who faints at the sight of blood, but most are not.
Yes. Retention does start in admissions, but sometimes students are very excited at first only to get a severe case of buyer's remorse in the third or fourth week. Unfortunately for us and them, it may take a while before they realize that this is not for them.
I think the programs need to be more involved with the admissions team so that they are selling the product correctly and defined to allow the student to see the full picutre. This would help all the students to have clear expectations within the programs and not have those surprises show up.
Csn you imagine going into surgical technology when the sight of blood makes you sick?
I'm afraid that if this happens no is to blame but the student. As with anything you should always research and investigate any large purchases.
I agree with Mr.Brown, sometimes we have students
who come to school just to have something to do so mom and dad will keep helping them to live.
Our screening process could be a little more effective.
