In my opinion, when an overwhelmed student walks into your office looking for support, the key intervention is to listen, listen, and listen. Listening is important because it is the best way to understand the situation that is provoking stress in the student. However, while listening is extremely important, also remember to be emphatic and work with the student to create options. The student should be referred to helpful resources either outside or inside the school. For this reason it is important to be familiar with every service available in the institution or in the community. Networking is also a… >>>

On our institution we use to place a meeting in every part of term. Student enroll in each course designates a student which will represent the group and will bring to the meeting the issues presented by the the group. Usually the student presents the issues (teacher, academic, administrative etc.)that cause their insatisfaction. After the meeting all issues are revised and whenver possible actions are taken. For the next meeting we present information about the issues and what actions were taken. This a way to deal with the insatisfaction of student and they feel very pleased :-)because not only has… >>>

Vincent Tinto also said, “Here the evidence of effective programs is clear, namely that the route to successful retention lies in those programs that ensure, from the very outset of student contact with the institution, that entering students are integrated into the academic community and acquire the skills and knowledge needed to become successful learners in those communities. In short, improvements in the quality of student life and learning, not retention, should be the goal of all retention initiatives.” I was impressed with the emphasis that Topic #4 placed upon "everyone" in our institutions understanding the importance of student success.… >>>

This section highlights the importance of advisors and faculty taking interest in students throughout their enrollment with the institution. Relationships mean everything and if a student doesn't have a relationship with faculty or staff then it will be so easy for them to fall through the cracks and determine to leave before anyone can do something to positively impact their thinking processes. The intervention process chronicled here is good and can be helpful; however, the reader should be reminded that this is not rocket science. This is people taking a caring and thoughful approach toward other people's problems. As stated… >>>

The topic of how stress influences student attrition lays a tremendous foundation for institutions to consider the support and advising mechanisms that are in place to assist students. Looking for indicators of stress and responding appropriately could make the difference for a student. I've seen students who have felt disconnected from the institution and its community and how hard it is for them to maintain commitment. Substantive interaction with an advisor on an ongoing basis can help with this. Integrating and connecting students to the campus community can also create a circumstance whereby a student has more to lose than… >>>

I oversee faculty at my institution and I'm trying to overcome a cultural problem whereby many faculty have a negative view of the retention discussion. The perception is that there are many students that we just can't do anything about and we shouldn't spend time and resources trying to salvage them. They believe the time and resources are better served focusing on the students who are likely to succeed. Subsequently, the institution hasn't developed any support structures to help under-prepared or under-performing students. It is a sink or swim culture. I'm moving to create some of these support structures irrespective… >>>

The lesson in topic 3 is right. LISTEN, then get to the bottom of the problem. Some of our students go to many people before they get a clear answer to their questions. The problem is people think they are too busy to listen or, even worse, don't want to be bothered. Some people say I'm "too soft" with students or "giving in" to them. I don't feel that way at all. A student wants a voice, even if they don't get the answer they were looking for. I want students to come to me with their concerns. How else… >>>