Understanding Attrition | Origin: RT101
This is a general discussion forum for the following learning topic:
Improving Retention through Timely Intervention --> Understanding Attrition
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
We as a campus should support students throughout their programs. Stress affects student's ability and decision making to continue their program as a campus we should plan and strategize on helping, supporting and encouraging our students
I have studied resilience, determination, and overcoming challenges on an individual level, but it is truly eye-opening to recognize the impact of institutional commitment in preventing academic decline and stagnation. Student success is a shared responsibility, and this module highlights how every faculty member plays a crucial role in guiding students through their educational journey. Our interactions and support can make a profound difference in their perseverance and ability to complete the program.
Stress is a significant factor to why we decide to leave school, change jobs, or break away from personal relationships. Post-secondary institutions need to factor this into their decision making and improvement of student wellness which will impact student retention.
Always being positive and reassuring to the students is a key to success and retention.
Comment on Robert Anthony Baysa's post: I agree with you. If the students see that they are being supported, they would put in their best.
Faculty need to understand that student's success in part depends on faculty support.
Importance of understanding the dynamics of stress
Importance of having adequate stress coping resources available to student
How to use power to modify the paradigm that students use to view the world
Importance of making students aware of the commitment, personal interest and concern for them
Attrition begins with the instructor and involves the chain of command within the school to reassure/reinforce the students importance and future in their education.
When a student is doing poorly in school academic erosion begins with possible student attrition from school. Teachers are to assist the student with the process of resolving failure. Assisting the student to more positive energy and attitudes can help a failing student stay in school. Early intervention to identify why a student is not passing is truly necessary for student success.
Comment on Susan Wright's post: poor student services can send the same message and affect retention directly.
A student will feel unimportant themselves and lose the drive to succeed if the school makes them feel like they are unimportant to itself. I had a conversion with a student recently who decided to come back to school, having left before when he saw both ends of the spectrum. He was having issues with his attendance due to extenuating circumstances and his instructors and director rallied in support of him, but as he went through the necessary process with the different offices he was treated without care. He was passed around by various people who kept picking up his case without checking the notes given and meeting with him blindly. His program's director pushed to get him the support he needed, and while he ended up getting it, he felt very disillusioned with the school. He saw how much the faculty cared to help him, but what he sees as the school itself (the staff at the offices) could not be bothered. All the faculty's efforts looked like an empty facade to him now. He ended up leaving citing a "loss of interest in the program", as he didn't want to get anyone fired.
It made me wonder how many similar cases have occurred, without anybody looking further for answers.
I'm always reassuring students that additional help is available. We frequently schedule one-on-one help sessions so each student knows that they can get individual help, if needed. Every student is important to us, no one is "unimportant".
Stress can show for students in different ways and sometimes this links to their choice to stay in school or not. If students' needs are not being met, this can also lead to attrition.
In this module, I learned that the University should instill a positive atmosphere to its employees and staff members. As a result, staff members and student support staff will have a more positive paradigm that'll nurture students and instill a sense of hopefulness and community in them.
I see the importance of building strategies to prevent dropout due to stress. We should think about activities that help students strengthen their internal resources to cope with stress through mindset, support networks, and of course, aligning with all staff on values. Have any of you implemented any strategies that you would recommend in higher education?
It's detrimental to the overall students learning experience to ensure that they know they have support. The more support and encouragement they receive, the more the stress or lack of self-confidence diminishes, the better the students can perform and obtain their goals.
Stress is common and we all go through some form of general adaptation syndrome when we experience stress. A critical part of retention for students is the student-teacher relationship. Teachers can help to encourage students by demonstrating caring and concern for the students so that they feel supported by the school.
This confirms seomthing Daniel Pink said which is that people need Autonomy, Mastery, and Purpose to be motivated. This section focused on the erosion of that purpose within the individual.
I've done a lot of reading on grit, perseverance, and facing adversity on the individual level. But it is amazing to view school commitment as a remedy for academic erosion and academic stagnation. It really does take the whole team to support students throughout their programs. This module makes it even more clear that we all have a role and the way we interact with our students means so much to their persistence.
