It is much easier to dedicate the time, resources, and effort in helping students of smaller cohorts or classes. This becomes diluted, however, when class sizes are large and the career-oriented students have many issues negatively affecting retention. Is there research on or findings that indicate an appropriate instructor-to-student ratio and/or a student services department (staff)-to-student ratio...with a particular focus on Student Retention, that is recommended?

I have noticed that many students who's initial interests brought them to our school have been correlated into a second-choice or "back-up" program. What are the statistics indicating regarding retention and those who have been correlated into programs that were not their original program of interest?

How are those from other types of industries defining and reacting to retention issues in higher-ed. For example, a director or CP with experience in the operations of restaurants or hospitals may have a totally different interpretation of "retention:" and one, which may not be in line with what Higher-Ed may expect.

I think this helps but I think sometimes also get lost in all the myriad of documents and postings available for students. Institutions where there are 500 students taking 1 course, I think that having a Dean's list by with a few names in there posted in a hallway it does helps but it is minimal because usually students in a Dean's list are not usually students needing much tutoring or help

I understand that retention is important and that professors are the ones in contact with students but it is also important to remember that students have different type of issues, learn in different ways, instructors are different (adjunct vs full time), class sizes are different (regular classroon vs auditorium), student services are different (tutoring vs advisors) etc etc. Sometimes the professor cannot identify the student with issues (i.e classroom size) and many times the professor refers the student but the student get lost in the system . What to do?In my opinion that is the 1 million dollars question.

Students that withdrawing from a program create a poor finanical return investment for both the school and the student.

Problem solving skills are part of good communication skills. Most students that do not communicate well have a hard time explaining the hard of the problem becuase they are unsure how communicate the problem at the time it is happening.

Instructor must establish a relationship the students to encourage them to learn, but also keep in mind the fine line between respect and disrepect. Students most often are upset set when an instructor create professional rules and expectation to be followed.

There was a statement about recruiting students that will have a high probability of suceeding in the program. I think recruiters think and see numbers sometimes becuase an high entry test score is part of the completing the programs. Some students have expectations but low drive and endurance once they are in the program. I think recruiters do a great job with getting the students to enroll, but they would do a better job with better education about the details of the different programs.

On the first day of class I explain that we all have stresses when dealing with life and school. I become transparent and share my own experience with life and school and how I over came it. I let my students know that if they ever need help to come to me and if I can not help I will find someone who can. I also express that if they feel they can not approach me they may pursue another avenue, but to at least give me the opportunity to help before doing so.

Creating a class with active learning techniques has improved student attitudes and learning process

"Educating students should be a conscious, deliberate act resulting from thoughtful decision-making about what to teach and how students can learn best". I found to to be true becuase most students do not have strong problem solving skill while stressed about school.

Working in a place when your interacting with the community your service is important. You are trying to full the needed of the target population to become engaged in a behavior change.

Mentoring a student while teaching encourage change and create future goals

I think its important for students to understand what causes them stress and why. They also need to be aware of how they deal with stress in order to understand whether their coping methods are helpful or if they worsen the situation. As instructors, the more information on this topic we can provide, the better able they will be at understanding and handling their reactions to stress.

I have not had the opportunity to attend orientation, but at the start of a course, I like to spend some time getting to know the students. We do short Ice Breakers so that they can introduce themselves, and at the end I share a little about myself so that they can get to know who I am as a professional and as a person.

IT IS RECOMMENDED THAT A STUDENT ENROLL AFTER CLASSES BEGIN?

How important it is for students that the faculty have experience in their professional field?

Do non-clasroom personel play a role model in retention?

The first week goes in many directions for every student. some feel at home and have been waiting for this day for a long time. Some are intimidated by the fact theuy may have to learn how to learn again, this may be overwhelming and scary. the job of the instructor and support staff is to get these students to warm up to the fact that they are doing this for themselves and the material will light that spark that needs to create the fire that they will carry into there carreer of choice.