Loren Kroh

Pat, can you share some examples of questions aimed at determining student fatigue levels? Who has responsibility for follow up?

How effective are these practices? Have any of them influenced you directly?

Is there a system in place to help new instructors become familiar with the available tools and resources? What do you hope to take away from this training, Carla?

Is the instructor the person responsible to initiate this system? How do the other partners get involved? What results has your school gotten using this system?

Is there a system in place that enables you to have other instructors help in the support process? How do get this to happen?

Long term expectations are tough for entering students. Generally they really don't have a good understanding about the opportunities - directly and indirectly - related to their chosen field. Hopefully, that awareness is part of the process of developing skills. Do the career services people at your college get involved with students early in the program to help them focus on realistic career objectives?

Sounds like you have a well developed retention program. Are you able to demonstrate improved outcomes as a result?

It sounds like you have a well developed, proactive retention program. Have you been able to document outcomes from these initiatives? Have you seen a change in the attitude of staff and faculty?

How are the student services surveys done? Are they part of the instructor evaluation or done separately/differently? Do you do any online surveys? Are the student services surveys anonymous? What happens with the results?

Who does the mid-course review? What happens after the review? What sort of prescriptions are written?