Student Services and the Instructor review the students attendance and academic records weekly to indicate whether a student is experiencing Academic Erosion. We will meet with the student to help them identify the problem that is causing them to feel displaced. Once the problem is identified we meet with them weekly and offer them resources that could help them outside of school.
Communication is the window into reality. Test scores can give one an early sign of academic issues, unfortunately, that is all too often where some of us stop searching. Those that are quiet and reserved are on my list of concerns. Most of the time it is nothing more than a personality issue. That is just the way they are. However, until a communication takes place, one can never be sure. Also, recognizing dramatic mood swings will offer some clue that a recent issue has occurred. While one doesn't want to appear to be prying, the right approach may shed some light on an issue that may be resolved early. While the reality of financial stability is a major concern at any business, one should recognize that at some level, the student has made a personal commitment to improve his/her reality. Early intervention may be the light that keeps them focused on their goal. Is there a greater satisfaction in being a part of that success?
We are a school that awards numerous scholarships. The recipients often view themselves as "better" or "special". This creates the opportunity for academic erosion when they find that they are among lots of very talented students. Since some of the scholarships are skills based (we are a culinary school) when a recipient discovers that many of the class members are also extremely good culinarians, academic erosion is a common problem.
To address the issue, for the first six weeks,we meet daily with all recipients on an "informal" basis by just walking around and saying hello - by name. We want the recipients to know that we still recognize their skills. This helps to maintain that "special" feeling while they assimilate into their cohort.
As classes progress we time our visits to coincide with the presentation of their products so that we can help evaluate the products against industry norms. (We never compare them to another student's work.)
What we find is that the recipients maintain a positive feeling about themselves, become even more focused on their culinary skills and often become class leaders, both academically and socially. When we reach this step, we slowly back off and allow them "to fly".
As an intervention, it is covert, and we know that it is necessary. One usually thinks of interventions being necessary only for "problem students". This shows that it is not so. One can systematically create the need for intervention, even with the best intentions.
You seem to have a very well developed system. Does this show in your persistence rates, compared to other programs on your campus or other campuses?
The retention rates by program are difficult to compare as the "typical" student varies by program too. We do track retention by program but it is anybody's guess how to compare the results.
We really view all retention efforts somewhat the way one needs to view security. What would happen if you did not have it?
We use a computor based program that all interested parties can view at our campus. It works well with test failures and attandance issues.
We have a computor based program that all interested parties can view on student progress for grades and attandance.
Is this a system you developed at your school or a system available in the marketplace? Are you pleased with the results?
We are piloting a Student Success Instructor at our campus to identifiy and try to help students before that get to the point they are ready to drop. all of our staffis aware of this Instructor and what they are attempting to do and have their contact info. After a couple of weeks we have seen some students get help they may not have revieved otherwise. We are going to track this for 6 months and see what impact it has on retention.
TJ, will this person be teaching a Student Success course or is he/she serving more as a counselor, dealing specifically with referrals? What type of problems have he/she been working with?
Good luck; this sounds like a very promising initiative.
At this point it is a pilot program so some of tit is being developed as we learn. This person is starting with referrals. Most come from instructors when they have students tell them about hardships they are having. Student Services and Employment Services also have been in contact with him for help. Most of what we are seeing students struggle with are financial issues. With our current economic conditions local jobs are not there as they were a year +. Parents are not able to help there son or daughter because they are out of work things of that nature. In those cases he will work directly with FA to see what options we have to get them money they need to help and do the leg work for the students so they can focus on their classes. Also monitor failures to see who needs help academically. He has been doing this for a couple of weeks now and I know it has helped a few students. Hopefully after 6 months it has had enough impact to become a full time position.
We do a similar type of program on our campus with the "faculty advisory group". The peer culture is strongly recommended, but the instructor must guide and lead the group in developing that positive peer culture.
One example includes; Several students that struggle during tests or sometimes student require for someone read them a test or they need extra time, sometimes they require tutoring one on one. All these areas plus many more are ways that provide the intervention necessary and therefore addressing the statement above. In addition to this, We have a lot of deparments that are intrested in helping students with academic concerns.
We have an intervention form that we fill out the first and the second week of each three week course. We rate students one, two or three and with this raring we advise an education manager that we are all ok or we have an issue with a student.This is a good way to be able to ask for help from management if needed.
Cause & Effect, or what I call "Who or What is driving the Bus". Many students bring issues to the classroom that are not directly related to the course material. Any educator/teacher worth their salt, understands that oftentimes the success of the student's academic future is related directly to the emotional and mental state of the student. This is what I call the "Wagon Effect". Sometimes a educator/teacher must fix the wheels or replace them before the wagon can carry the load to be successful. I do disagree with the course material in one aspect, the educator must take the students problems personally in nature and address the issue directly or that student may feel that their problems are being pushed aside without any real intervention. More than not, a student's success is not based entirely on what they know, but more so on what they feel about their own success in the classroom and in life.
How do you track the effectiveness of these tools? Do you get feedback from the students about the experience?
What's the procedure when you identify a student with problems? Is the education manager expected to respond? How much do you collaborate with the manager on a solution?
Perspective on intervention: during 3 week class cycles. To fill out an intervention week one is difficult because by Wednesday it is difficult to really know much if anything about the majority of the students in your class. By week two, on Wednesday you have a bit more information to be able to share on the intervention form. Long term goal of intervention as I understand it is for the ED manager is to track a student over several class cycles and form an opinion based on the intervention forms completed by several instructors. Then if a pattern is identified, intervention takes place.
At our campus we have a team in place that meets with students and talk to them, before they make their final decision and drop out of a course . It has helped save a high percentage of drop outs .
We try to break up the academics time with shop time , that way the students aren't confined to a classroom all day , also take small class trips to other shops and see other studies help too .
