Nancy Okere

Every student has a unique learning method. Faculty members must be aware of this and try to help each student as needed.

Faculty members are encouraged to be active listeners and be vigilant in noticing signs in students that might lead to withdrawal.

Establishing rapport is the first line of action, so students can open up about their problems seeking help from faculty.

Clearly set the rules in terms of lateness to class. If a student consistently comes late to class, the faculty should ask for one to one conversation to know how to help the student. Sometimes it is personal problems that might lead to withdrawal by the student. Early intervention is the key.

Building rapport with the students starts from the day of orientation. This will go a long way in giving them a good experience and ultimately improving retention.

Late registration does happen. The students must get to experience orientation even if they are late. A make-up day should be set aside.

Comment on Jose Zepeda's post: I agree with you.  Classmates tend to rely on each other for learning. Providing educational and moral support to each other helps with retention.

Orientation also helps students connect with each other and share what drives them into the profession. Sometimes, this connection progresses to real friendship as they start the program.

Faculty should be present during orientation. This will give the students a feeling of welcome as they are introduced to the faculty.

Faculty involvement and explaining policies are vital in retention. Ideally, this should start from orientation.