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Ask a question from your peers to help you in your professional work. Seek different points of view on a topic that interests you. Start a thought-provoking conversation about a hot, current topic. Encourage your peers to join you in the discussion, and feel free to facilitate the discussion. As a community of educators, all members of the Career Ed Lounge are empowered to act as a discussion facilitator to help us all learn from each other.

stressors

As an instructor what insight can I provide the student to eliminate or to escape the stressors to remain in school?

responsibility of the institution

I believe the responsibility should be a "team effort". I sometimes find people like to pass the blame solely on the instructors, and this just isn't the case.

Attrition

I don't believe that all student attrition can be predicted or prevented. Recentlly, I had a very capable student suddenly withdraw. After talking with some of her close friends, her reasons for leaving school seem to be excuses. None of them, at least to me, were necessary or predictable. How do you identify with possible student withdrawal, if there are no evident signs? V-.

Student mentoring programs

;-) Don't you think that even with a mentoring program, some students find it difficult to "fit into the main stream' of the academic envirnonment?

Creating a culture for retension

I'd like to hear some comments on dealing with someone at the highest levels in an academic institution that refuses to work on setting the tone for a positive culture for students.

The power of the paradigm

How as instructors do we uncover the paradigm from which individual students operate? Obviously most of us are not trained in psychology, but are there tools available to help us look for certain behaviors that reveal a person's outlook on life? Are schools conducting training in this area for faculty?

Question about Grad Max

I read about Grad Max in the online "lectures" here and have it heard it mentioned before. Can anyone tell me a little more about how it works? Does student input actually get a "human" response? Thanks, Teri

Question for Everyone

First, let me preface this question by stating that I work as an academic advisor. Tracking all of the interactions I have with students, I have been disturbed to find that the ones I deal with are primarily either in the academic erosion or stagnation phases. This concerns me....I think it is so important that we also stay in close contact with the students who don't show up on our radars as being at-risk because this will definitely help to prevent future problems and build relationships with them; however, I find that the majority of my time and energy is… >>>

attendance policies

we have an attendance policy that mimics a progressive discipline approach. 6 days probation, then 12 days termination. Yet we still have retention problems. Any suggestions?

How important to retention and attrition are academic advisors?

Our school has been struggling with retention for the past year. We've tried mentoring programs, in-service ideas about retention, but not advising. Do you think it would help and if so, how do other schools choose their advisors?

Student mentoring program

Our institution has developed a student mentoring program where new students are paired with current students to help in making the transition from current situations to college life. We try to recruit current students who have at least one year left to insure some continuity in the program. Also, faculty and staff serve as advisors to the mentors and also meet with the first quarter students. The student mentor and the advisor ask the new student various questions about how they are making the transition to college life. At first, the program was successful, but lately it has failed to… >>>

Building faculty envolvement

Faculty are the "front line" in dealing with student issues that lead to withdrawl. Too many times teachers don't want to be involved with anything that is not directly related to subject matter. I think providing incentives might be one way to get teachers involved outside their subject area.

Intervention counseling

I frequently make myself available for students to discuss their classes and grades. I find the students who usually take advantage of this are the ones that least need guidance. How do we get the ones most in need of guidance and academic conseling to take advantage of the opportunites to do so?

Do faculty project their own fears on to the students they teach?

I wonder if on occassion a teacher tends to see things in students that aren't really there. They project their own emotions, motivations, biases and so forth on to the student. This then colors the teachers perception of the student. Students have plenty of baggage of their own to deal with. Should we be doing somthing to help teachers recognize this tendency to project?

Do preadmission tests really help to identify at risk learners?

There is an ongoing discussion at my school about the value of preadmission testing. I think it would be a good way to screen for at risk students. We could then focus our retention efforts according to liklyhood of withdrawl. Any thoughts?

disinterested students

From time to time there will be a student who is attending school as a stepping stone to achieve a reqirement to reach another training program. What do you do with someone who just doesn't have any interest in the program.

Topics

1. I will contact all absent students. 2. All equipment will be upgraded. 3. Carpooling will be implemented.

Evaluations

Evaluating every instructor at the end of their term is very important.

Stress

It's importamt to identify stressors early on.

Student Expectations

Make sure that admissions isn't "over selling".