This module (Dynamics of Intervention) was very helpful for me. While I agree with Jason that "genuine trust, which is critical to all this, comes only from more organic interactions," it was useful to see the steps all laid out like that. It helps me be aware of which steps I am already okay with and which I can improve. 

I was intrigued by the idea that a computer 'portal' might help some students who feel uncomfortable talking to a real live person. Does anyone have experience with this? I'd love to hear about it.

I plan to share these… >>>

I learned that successful retention program must be built into the institution's culture rather than being the job of a department.

I learned that effective intervention is about noticing changes in student behavior and acting fast. I will apply this by providing proactive support to ensure students stay connected and engaged with their studies.

I learned that intervention is most effective when it's timely. I will apply this by treating every support ticket as a 'timely intervention' to keep the student on track and feeling supported by the school.

I learned that retention is everyone's responsibility, not just faculty. I will apply this by making sure our IT systems stay reliable so students don't have technical issues and stay enrolled.

Learning about Academic Erosion and Academic Stagnation has been very helpful. I can see where certain personality issues, such as low self-esteem (or the converse - egoistic students who think they are academically bright and should be at the top of the class all the time), need extra support to overcome Academic Erosion.

I appreciated the reframing of retention as not something we should consider as a "goal" but as a by-product of doing things the right way. Also, the complexity of actions (and the diversity of actors) that lead to attrition is concisely presented in this module.

I have sometimes felt in my institution that the blame for failing at retention is constantly shifted from one department to another, and I have personally felt guilty for not recognizing that a student needed help. To learn that "students are notorious for not sharing problems at a point when they can be solved”… >>>

 I learned that successful student retention depends on early intervention, effective communication, and a strong culture of support and commitment to student success. I also learned that confidence, encouragement, and a sense of belonging greatly influence a student’s ability to persist through challenges. I intend to apply these concepts by practicing empathy, active listening, and supportive communication to help others feel motivated and empowered to succeed.

I learned that student retention is strongly influenced by stress, personal perception, and the level of support students feel from their school. I also learned the importance of active listening, empathy, positive reinforcement, and structured intervention strategies in helping students overcome challenges before they reach a crisis point. I intend to apply these principles by being more proactive, supportive, and student-centered in my interactions, while helping students identify solutions and connect with appropriate resources.

Comment on Rhisalyn Cruz's post: Good points, Rhisalyn! I agree that students don't quit because they are incapable. In my role as an Admissions Coordinator, I am having to detach myself from the notion that I must have been wrong about a candidate I decided to admit. It makes me feel guilty, and hampers the building of a positive connection with that student, which I think is necessary for them to break free of the stress mindset.