Faculty surely play an extremely important role in student retention. But since most students are quite and reserved during their first week, making them feel that we are just people here to educate them and to share our career experience with them.

As a previous Program Director, I always encouraged admissions staff to invite my faculty as part of thier orientation.

It's important that building Institutional credibility and sharing students expectations should be shared to staff when enrolling students.

Now, this subject is helpful to the school as well as to students. Both students as well as the employees of the school from admissions to financial to instructors should know the WHY/WIIFM answers. First employees are to guide and help students to work toward the successful completion of studies. Students on the other hand should keep their vision in mind that landed them into the school, and make this vision become reality. Everyone is then working toward the common shared goal of having a successful great school.

I think one of the best ways to make a positive impact on the student is demonstrating as instructor/teacher your believe in them just as they themselves believe that they will succeed.

To help students succeed with their studies, remind them to look toward the future, the day they will have finished classes... Will that be wonderful...I have a career...woohoo! Or.. remind them of the desire that nudged them to start classes, or... that they are doing this to have a better life....

An instructor who guides the student, showing she/he believes they will do well in ones studies,already works to helping the student succeed. By having the student practicing subjects several times and guiding and correcting them the instructor monitors and hold the student accountable to do well.

some of the retention building programs contributing to student success involve advising or counseling, tutoring, communication systems, open door policy, etc.

I believe a school should regularly discuss ways to improve retention rates. Make sure new faculty are trained in where to go to help a student. Good communication is key.

While I am a believer that face-to-face intervention is the most effective, I can see where students might be more willing to open up to a computer. Just look at some Facebook posts. People post some of the most private things there.

It appears colleges are putting the stress of student retention on the faculty. This is leads to faculty burn-out of not being able to focus on their main role of course development and being prepared for their lectures. As anyone see this as a problem?

I do not believe we should be easy on students, but I believe we can take difficult concepts or tasks and break them down to smaller bites. The students can then experience success (many don't know what success feels like)right away, and build momentum as the material gets increasingly difficult.

Unfortunately, I find the instructor is often the one blamed when a student is not retained. There are so many factors outside of the instructor's control and sometimes, the student is just not a good "fit" for the school. The instructor does have a duty to alert the team as soon as he or she is aware there might be a problem.

As instructor, my job is not exclusive to teaching only.  I also believe that I play an important role in keeping the numbers up.  However, retention to me is not only about keeping students.  It is about keeping students, making them happy and making sure they stay happy.  I have former students who still contact me to tell me that their bosses are impressed with them and they thank me because I helped make it happen.  Then they recommend the school to their friends.  I'm sure I'm not the only one who gets this kind of feedback. 

 

I also taught in an institution that had to have two graduation cermonies in one day because the place could not hold more than 500 graduates at the same time.  Out of the 500 and so graduates, only a few got the education and training that they needed to keep or at least get a job.  Retention numbers were high because students chose to stay where things were done their way--the easy way.

I previously shared that my students and I are business partners. The same relationship must exist between instructors and administration. As an instructor, while I believe in delivering quality education and producing quality graduates, I also believe in the importance of numbers. By working together and being consistent, the administration and the academic force can successfully mold students into better individuals, both personally and professionally. Tough love is what I'm talking about.

On day one I tell my students that we are like business partners. Their goals are my goals, and it is my business to help them reach their potential. As "business partners" we will work together to achieve their goals, and together we will do our best to make that happen. Together we will identify their SWOT and work on them just like business partners. It is important to me that they feel and believe that their success is also my success.

Sometimes I find that my students have such a self-destructive attitude. They compete with each other and try to undermine each other. They have developed very poor skills when it comes to working as a team. They look for fault or reasons they can't succeed, rather than buckling down and making the most of the situation They don't realize that they will ultimately lose if they continue that behavior. How much is the instructor responsible for in these types of situations? I want my students to succeed. What can I do to help them succeed and realize their dreams?

Guidance or direction helping a student to obtain a goal when they have no idea or support system is a very tough job. Why is that because lack of family support can cause a student to fall back into HABEs'" establishing that connect believe system and seeing them get that job and diploma brings both the student , family and instructor great joy. That's why we enjoy being an educator. Testimonial

With the onslaught of online degree programs, I ponder the implementation of online orientation and its ability to successfully acclimate and on-board student learners. Has anyone implemented an online orientation program or a hybrid online-onground orientation program?

Its so important for students to understand what their strengths are, and which areas they need to further develop. I love introducing them to various personal assessments (such as True Colours) to help them understand more about themselves and the people around them.