Nicola Casserly

This module (Dynamics of Intervention) was very helpful for me. While I agree with Jason that "genuine trust, which is critical to all this, comes only from more organic interactions," it was useful to see the steps all laid out like that. It helps me be aware of which steps I am already okay with and which I can improve. 

I was intrigued by the idea that a computer 'portal' might help some students who feel uncomfortable talking to a real live person. Does anyone have experience with this? I'd love to hear about it.

I plan to share these… >>>

Learning about Academic Erosion and Academic Stagnation has been very helpful. I can see where certain personality issues, such as low self-esteem (or the converse - egoistic students who think they are academically bright and should be at the top of the class all the time), need extra support to overcome Academic Erosion.

I appreciated the reframing of retention as not something we should consider as a "goal" but as a by-product of doing things the right way. Also, the complexity of actions (and the diversity of actors) that lead to attrition is concisely presented in this module.

I have sometimes felt in my institution that the blame for failing at retention is constantly shifted from one department to another, and I have personally felt guilty for not recognizing that a student needed help. To learn that "students are notorious for not sharing problems at a point when they can be solved”… >>>

Comment on Rhisalyn Cruz's post: Good points, Rhisalyn! I agree that students don't quit because they are incapable. In my role as an Admissions Coordinator, I am having to detach myself from the notion that I must have been wrong about a candidate I decided to admit. It makes me feel guilty, and hampers the building of a positive connection with that student, which I think is necessary for them to break free of the stress mindset. 

Comment on Crystal Arnold's post: Stress and attrition certainly go hand in hand. I'd say that stress itself is inevitable, and even healthy--meaning if a student doesn't feel a little stressed, are they really trying hard enough? My question (I just started this course, haven't reached the meat of it yet) is how to help students move past the paralysis and the "fear" response that often accompanies stress. I think one can be stressed but not afraid. Perhaps it's the fear we need to work on removing. 

One idea (something that has helped me) is to create spaces -… >>>