I have to admit that attention=retension really works, this with the 3M's is a very important part of us, as instructors have to help our students suceed in not only school but in their future professional life. I have change my styles of teaching to try to find ways to get through to the students, and help with them learning the material for more than a matter of a few weeks. I have gone from being extreamly bounded by the rules, to a more light hearted way of helping using more understanding of how things are from their point of view. We all at one time were students and of course we all still are students because learning never really stops, but to see things as we did when it was new and we didn't know the answers or how to find the answers. This puts you as the teacher in differant place of awareness, and too remember it takes a while for some to crasp the new ideas that we are teaching them.I use jokes to lighten things up but still stay to the heart of the matter, I always ask where they were and how are things today. This has made things in my class room change greatly as to the attention=retention idea. I believe that everyone can find a quality in them selves and use that to help with their growth as a teacher, try new ideas, throw out the rule book, but keep common sense rules of life that most can agre on, and your classes will grow to numbers of scale, but most of all they will all retain the material and stay in school.

At my school we try to have guest lectures and seminars hosted alumni. Think shows the students possible outcomes for all the work they're doing as well as the impact of a good attitude and perseverance on someone's future.

I have noticed at my facility that over the past few years, the attitude of students coming directly from the local High School system seems to have deteriorated. Where students just a few years ago were trying their best to learn the material in order to prepare for their career, today it seems there is a pervasive attitude of just getting by. Of course, lowered effort will often produce a lower result and often the students attempt to skate by, leaves them in the untenable position of insufficient attendance, failing GPA, and lowered self esteem hidden behind aloofness. It eventually gets to the point that the young student says "who cares?" and then withdraws from the program to save the remaining tuition. As would be expected, more mature students and those students who are going back to school after a while in the workforce, or who are currently working full time while trying school part time, tend to take their time here more seriously and try to get the most out of it. They are more engaged and tend to ask more questions, and most importantly, tend to take responsibilty for their actions and their education. Is it possible to really change a student's existing, in-grained attitude toward education so as to retain them? As a career college, enrolment is optional, so what we've been seeing is very counter intuitive.

A contributing factor in retention that can go unnoticed and therefore unaddressed is the effect of cultural upbringing and the importance in their lives. As an educator whose demographics include a large population of Mexican American and Native Americans students, I have noticed the following scenario occur over and over. The best students, being totally aware of missed classes and the effects on their education, will miss school to be at the side of sick or ailing relatives to the exclusion of concern for damage to their educational career. There is no alternative in their choice assessment

Are students groomed with a false sense of self esteem and entitlement? Many times I've seen this happening with grade school kids. The idea that everyone gets a trophy even if you come in last place starts students off with a false sense of self esteem. Is this being carried over to college? Have you ever heard a student say "you owe me this degree because I paid enough for it!" Is this a generation issue?

If students come in with false expectations about what the courses entail, and the degree of difficulty, you are already down in the count. It is essential that recruiters know the curriculum and what is expected of the students. And the instructors must remember that the student is the customer and treat the student with appropriate respect.

I believe that mentoring students is the most important non-technical task that we as instructors must perform. I use the term "must" because without mentoring we are just passing on technical data without the motivation and drive that a lot of students need to be successful.

I am a Graphic Design instructor and my students are taken on several field trips. I think it is good to expose the students to the things that they will be experiencing once they finish the program. A lot of the field trips relate some way directly to what we are covering in class. I think that this helps them understand the subject matter a little better. It also gives them a totally different outlook. I know that everyone is not able to take there students on a field trip, but it helps a lot on the students motivation.

We partner with schools in many locations and they are online courses. Is it possible to set up an online group activity for student in the same course to know one another?

Can we introduce some of the career service information in this? So that we can't begin to gather information on the student?

I love this idea. It will give myself and the other classmates an idea of who they are and their golas in the course. Can't wait to try it out.

I disagree with the last question,not handing out a list of community resources. I often find it very valuable, especially for students out of state or town, to know where they can find a bank, doctor, hospital, etc.. This type of information could make their transition a little easier.

So when do you know to refer the student to a higher authority? Bill Adriance

How would you design first week activites for online students who can register at any time and take the course at their own pace?

Do you feel that the same topics can be covered effectively in an online presentation?

When building an orientation are there any musts that need to come into play?

We do a ton of on campus activities, food drive, 3 blood drives a year, phone and ink cartridge drives, anything on campus seems to work really well with our students, however getting them off campus is a whole different story. We did a Breast Cancer walk, and ONE student showed up - we did however raise of $800. I never thought of reaching out to the community to set up partnerships? Does anyone do this, and which kinds of organizations do you seek/work with? I know childcare is such a problem for many of our students, along with transportation and money of course. Any ideas?

I'm a little confused on this section. In paragraph 5 and 6 I'm seeing contradictions. I have always told me students the process is thoughts/words/self-talk, form pictures in their minds, which then cause certain feelings, which in term results in specific actions/behaviors. Is there a different order being presented in this section? Thanks, Tara

We all seem overworked; I personally am both staff and faculty. Which means I'm here, and must be here on campus at least 40 hours a week, our faculty members, not so much. My concern is getting them to really notice the importance and power of their influence on both Academic Erosion and Stagnation. I see it outside my office (I'm in a very central location) all the time, students asking for help and faculty being too busy for the extra care. I am putting together a seminar to inform faculty of what I'm learning in this course, as well as other topics, but I'm struggling with the "how do you make someone care that doesn't, or doesn't perceive themselves as having time to go the extra mile?" How do we make that part of the school culture "we care?” Any and all idea encouraged and welcomed! Tara

School staff should all strive daily to have a consistent message and interaction from all staff to students. When a student contacts our college; rather than transferring around or putting on hold, (as perhaps at a traditional facility) if the person we wish them to speak with is not available it is imperative we take ownership of the contact. It is important to answer the student right away or let the student know an answer will be found and effort will be made to contact them post haste. If we cannot find answer right away we call them back to at least let them know we are working on it and to confirm our intentions to their issue(s). It is also important to realize that when a student contacts anyone at a college they often expect immediate results (realistic or not) and possibly even validation of their issue(s). By taking ownership and having a consistent shared message our students can feel that the college is looking out for their best interests rather than the college's. Further, it demonstrates that everyone at the college is an advocate of their goals and seeing them realized. This also helps in our student retention and even enrollment when the graduate becomes the college's best advocate saying how much the college cares about its students. Question to ask your own staff: How does your staff act as an advocate for students to meet their initial and continued expectations?