Improving Admissions; I really do not know much about the admission process here but from what I have read from the module, have check list and keeping in touch with the students should help retention. I do see one of our representatives quite often checking on her students. I think all reps should do the same.

The material delivered in the classroom has great impact on the decision to stay in school.

Just talking about a problem can be very beneficial.

Sometimes the learner just needs someone to talk to, just taking a few minutes to listen can sometimes help out.

Who is responsible for retention?

i remind students we have a councilor if they need someone to talk to. and if they arent comfortable with that i am a good ear, i just might not have all of the answers but i'll give them a hand in trying to figure out how to deal with the situation

As an instructor, I like to tell students on the first day sop, what to expect out of the class, what is expected of them, and I like to explain to them why my class is important for there success in the industry and why they should stay with my class.

to listen is a gift these days even if you do not have a solution, and so is understanding and compassion. people wants to be heard. offering guidance and support is good, and most people will find their answers within. but the question is, is it better to hold on to a lie if there is no resolutions...

I believe it lends to one's credidility to reach out to all students especially the quiet ones. Quiet students may have behind the seens issues that you may be able to addres to some degree and significantly impact a students life. Ultimately this would improve student retention.

Let's face it, we work in a for profit educational institution. Many of our actions should be based on this premise. It will assist the company in acieving organizational objectives and goals.

Helping our students stay in school, and motivated is every staff member's responsibility. Retention affects finances,employee/student morale, and the overall reputation of the school. Scott Humphrey.

In the adult learning environment, nodding off in class happens occasionally. Before rushing to the teaching style as the culprit, we've found talking to the student about what s/he believes is causing the problem is very helpful. Much of the time we find it's not so much the need to use a different visual aid, but more so, the challenges outside of school that can cause sleep deprivation. Financial difficulties, arguing with spouse/children, caring for a sick child or aging parent, or simply having to work while attending school are common reasons for the inability to remain awake in a classroom environment. I do agree wholeheartedly it is vitally important to "mix it up" and ensure students are engaged in the material presentation whenever possible. But, to really get to the heart of at least some percentage of the root cause, a faculty member or administrator may have to dig deeper to find ways to assist in a grander sense.

Consistency changes attitudes, which changes lives! Each day I meet and greet my students with a smile and a cheery hello or comment! Even the saddest sad-sack can’t help but smile and, whether they realize it or not, adjust their attitude in a positive direction. A positive attitude makes the entire class and day more beneficial for everyone!

We've made the effort to, when possible hire graduates as instructors. This allows the students to put a face to success in our field, it also helps because students know that the instructor has been in the same position as they are (they know the demands of the program). It's actually been refreshing for students to see that grads who have gone on to achieve personal success have the loyalty to this institution and in some, it's re-focused and re-energized their efforts. We've also integrated a graduate panel into our open house schedule of events, it builds excitement for prospective students when they hear stories of success and can speak candidly with people who have gone through the program.

We've integrated Facebook, Twitter, and Myspace heavily into our "community" and I feel it has helped retention and school pride. As students can get updates on events in real time (in their Facebook "News Feeds") they can discuss who's going to which event, as well as what's going on at the school. We don't edit the page (as long as negative comments are on topic) as most students will disagree with a negative comment. Also, by not restricting what is and isn't said about or programs students have said they feel that they're heard and understood. I know this approach won't work for most institutions, but I was hoping to get some opinions on other methods for strengthening our institution's sense of community. If there aren't any suggestions, then what are some opinions on how effective social networking sites are to today's enrollments?

I design the orientation schedule at our Institution, and I would absolutely like to integrate the mentor program into the flow. I feel that by being able to informally talk to current students (like an orientation mixer) it would build excitement for the program. I'm wondering if anyone out there knows of the best form of contact between a mentor and the student? In an informal mentoring setting, I'm trying to avoid the mentor diverting focus from their own studies to assist the new student. Am I over-thinking this issue?

Hey Max Knowledgers, I'd like to hear some opinions on the effectiveness of integrating a self checklist into the entrance exam for prospective students. I feel that the checklist could help the student better understand the program they're applying for. This could also be used by admissions representatives to identify the areas they should address when speaking with prospective students (when used in conjunction with the score on the exam). I believe this approach would also help to boost the confidence of students who are anxious about the exam (reminding them of their initial drive to apply) and to help those who are less serious about the program re-evaluate their priorities. What do you think?

Of all of the content of this segment, the information on blind spots is probably most helpful for me and some of my coworkers/faculty. Both educators and staff can get caught up in not being able to see some of our most challenging (and challenged) students as being able to "make it through" the program. This to me, is where diversity in our staff's experiences and personalities can be a great resource. It is so obvious, sometimes we forget to "bounce" things off one another to obtain a perspective we could not otherwise have imagined, let alone seen for ourselves. Good job for bringing this to light.

I try to use the WIIFM with students,asking,how much more $$$ could you make,by being better the the next guy.Some of us are motivated very differently and money plays HUGE factor in the day to day successes and failures of both instructor and student.

Meeting class of adult ladies first time and acquaintace enters and takes the remaining front row seat. She annouces that her mother died a few days ago, she has no other family or ties in the community and doesn't see reason to complete school. Go ahead and pass out the class syllabus. Tell the grieving student that I am listening to her feelings. Encourage her to share her grief with a mutual friend of her mother's. Assure her that other staff members and myself are here to help her regain her purpose. Make a note to ask our student services coordinator to check on her. Plan to monitor all of the students on their first assignments to get a good start.