Aggressive admissions.
As an instructor at a technical school, we see a lot of students who have become obsessed with the idea of becoming a automotive technician. So much so, that they take on a large debt trying to complete our program. Their intentions are solid in signing up, but after a few classes many, almost half, drop out. Viewing this phenomenon from the inside gives a lot of insight, that many do not see. Some students struggle with basic comprehension, and the grasp of technical, and sometimes not so technical language, to the point that they feel lost. It seems our admissions department enrolls students who show interest, but may not have the ability, or strength to pursue this field. If you cannot read or write well, this industry will be hard for some. I think, at an instructors level, there is not much we can do but try and show the students how to succeed, but sometimes it proves too late.
Same thing in IT sometimes. People get attracted to the money aspect and think, "Oh I know about computers" Most likely they all know very little because it is a highly technical field that requires a lot of logic, problem solving skills, critical thinking and a excellent ability to write and provide great customer service. That is what i focus on if I meet with potential students.
Adonis,
There are many norm based tests out there to assess the skill sets of prospective students. However, once a student is in a school it is up to us to engage them.
Ron Hansen, Ed. D.
I completely agree with this assessment. I believe it is imperative that students interested in a specific program pass certain testing standards to ensure that they have the capabilities to be successful in that program.
Kathy,
Have a product knowledge session with the Admissions team and give them an opportunity to use the sewing machines. Let them understand the challenges the students face.
Ron Hansen, Ed. D.
The Fashion Design program has the same problem. Students see an add about becoming a designer and are enrolled in the program. Many of them have never sewn a garment or even know what skills are needed. After a basic course using industrial sewing machines, we lose many students who realize that they do not want to cut fabric and sew. The course does not match their expectations abilites or interest.
I have to agree with Andrew and I understand what you are saying about the curriculum and keeping our admission dept. informed. Much of that doesn't help the student 'in the now'. Is there anything you guys think we can do to help that student be successful, or is it really too late at that point? In either case we should take Mr. Hansen's ideas to try to make the process better and avoid the issue in the future.
Andrew,
Take a look at what is most difficult for the students that drop due to academic issues. There are two things you can do with that data. Address the most common errors in the curriculum. Make sure the lesson plans put some focus on these common mistakes. The other thing you can do is provide your admissions department with what you have found to be the weaknesses of students that fail or dropout. Hopefully, this will help them to direct future prospects accordingly.
Ron Hansen, Ed. D.
