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 in this section, the act of listening and being a sounding board can mean all the difference in helping the student work through the problem.

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 gain from dropping out.

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 of past perspectives, but I don't doubt that it is going to be difficult to change long-established faculty views. Thoughts?

What are some ideas that I can use when there is only one student starting? We have open enrollment. We do not work with groups starting class at the same time.

The RT101 was very informational for me. It has inspired me to do more training and to learn more to help the instructors and students.

Comment, Module 3 was very helpful for me, because there were some strategies that I was not aware about.

I welcome ideas to keep my students and instructors motivated.

Our college is organizing an informal gathering that students can invite their friends or family to come see their work. I think it will boost morale to let them show their work without being graded or critiqued.

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 is one to know how students feel?

Sometimes I have students who are experiencing depression. How do I get them to open up with out getting to personal?

Most students that drop here do so in the first or second term. We track attendance daily. Also, learning the students' name early on seems to make a big difference. It shows that we care enough to know who they are and that makes discussing their concerns easier.We get a sheet with the students' photo I.D., their name and program of interest. Memorize it. I wonder how many schools do this?

I'm often times amazed at how many students are lost in the first two weeks of school because of an instructor who is not student focused and uses the philosophy that they are going to "weed out" students during that first week to avoid drops later. The first week of school is a time when every member of faculty and staff is solely focused on the successful integration of the new students.

I found some great ideas in here for student services, some which we already participate in and some others that would be benificial to start implementing

What does your placement department do to reach students throughout training? What could be improved to increase student retention?

Develop a list of ideal school involvement activities that can be implemented in your school to increase student retention.

What kind of comprehensive orientation program can be put in place at your school? Or how can your current orientation program be improved to increase student retention?

At our school the other day we had a meeting to discuss rention. It is very improtant that everyone in our staff be present because we are all involved in there lives.

What are some whys we can get the students to understand attrition?

Students have problems in there life most of the time so I try to help them with as much help as I can . If I feel like I can't help I will send them to my Director for further assistance.