Dr Robert J Mullaney

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.

Not all students, especially those who are mature and have been out of formal education for a while, are receptive to feedback. This is where I believe the skill of the instructor is often emphasized: knowing what methods to use and setting the standards and expectations.

It is easy, or at least sounds so, that something as simple as mentally being prepared can contribute to the success of a course. Granted, there are those instructors out there, many of which teach on-line courses as extra-work or income aside from their full-time obligations. Also, sometimes this work is taken from the perspective of "just go through the motions" type of mentality. Mentally preparing, with interest and intent, and many other factors, would make for great research initiatives.

Although both are highly relevant in education, education for healthcare should require much greater relevance. When dealing with patients, soft skills are what comforts them and provides them with confidence that they are getting quality, compassionate care. On the other hand, soft skills alone are useless if the technical, hard skill set is not sufficient. What are your thoughts?

I agree and have seen that praise can be much over-used. It definitely devalues future attempts at praise and is something that takes practice and skill. For instance, overuse of praise can lead some students to feel unfavored by an instructor- if the instructor tends to praise certain students (i.e., the more vocal ones) more often than others. Interesting concepts that should be reviewed very often.