How as instructors do we uncover the paradigm from which individual students operate? Obviously most of us are not trained in psychology, but are there tools available to help us look for certain behaviors that reveal a person's outlook on life? Are schools conducting training in this area for faculty?

I read about Grad Max in the online "lectures" here and have it heard it mentioned before. Can anyone tell me a little more about how it works? Does student input actually get a "human" response? Thanks, Teri

First, let me preface this question by stating that I work as an academic advisor. Tracking all of the interactions I have with students, I have been disturbed to find that the ones I deal with are primarily either in the academic erosion or stagnation phases. This concerns me....I think it is so important that we also stay in close contact with the students who don't show up on our radars as being at-risk because this will definitely help to prevent future problems and build relationships with them; however, I find that the majority of my time and energy is spent on the students exhibiting problems. Does anyone have some ideas for how I can stay in contact with those students who are doing well, too? Thanks! Teri

we have an attendance policy that mimics a progressive discipline approach. 6 days probation, then 12 days termination. Yet we still have retention problems. Any suggestions?

Our school has been struggling with retention for the past year. We've tried mentoring programs, in-service ideas about retention, but not advising. Do you think it would help and if so, how do other schools choose their advisors?

Our institution has developed a student mentoring program where new students are paired with current students to help in making the transition from current situations to college life. We try to recruit current students who have at least one year left to insure some continuity in the program. Also, faculty and staff serve as advisors to the mentors and also meet with the first quarter students. The student mentor and the advisor ask the new student various questions about how they are making the transition to college life. At first, the program was successful, but lately it has failed to achieve the required level of retention. Do any other institutions do similar things and if you do what kind of things have you found to be helpful in achiveing your retention goals?

Faculty are the "front line" in dealing with student issues that lead to withdrawl. Too many times teachers don't want to be involved with anything that is not directly related to subject matter. I think providing incentives might be one way to get teachers involved outside their subject area.

I frequently make myself available for students to discuss their classes and grades. I find the students who usually take advantage of this are the ones that least need guidance. How do we get the ones most in need of guidance and academic conseling to take advantage of the opportunites to do so?

I wonder if on occassion a teacher tends to see things in students that aren't really there. They project their own emotions, motivations, biases and so forth on to the student. This then colors the teachers perception of the student. Students have plenty of baggage of their own to deal with. Should we be doing somthing to help teachers recognize this tendency to project?

There is an ongoing discussion at my school about the value of preadmission testing. I think it would be a good way to screen for at risk students. We could then focus our retention efforts according to liklyhood of withdrawl. Any thoughts?

From time to time there will be a student who is attending school as a stepping stone to achieve a reqirement to reach another training program. What do you do with someone who just doesn't have any interest in the program.

1. I will contact all absent students. 2. All equipment will be upgraded. 3. Carpooling will be implemented.

Evaluating every instructor at the end of their term is very important.

It's importamt to identify stressors early on.

Make sure that admissions isn't "over selling".

At our school we have weekly student evaluations that the instructors complete and turn in to Student Services. The evaluations allow the instructor to rate the student (Excellent, Good, Fair, Poor) on attendance, tests/quizzes, participation etc. Recently I have started passing this information on to the Admissions Department. We try to have our Admission Representatives active in the students progress throughout their enrollment. I have found this is a good way to keep instructors and staff connected. After reading one of the prior discussions I am interested in the web based access for students to contact Student Services staff. If anyone has helpful hints on getting that started it would be great!

Does anyone have any good ideas for blostering school commitment? For example, there is a student that I am dealing with who is struggling with school, and I speak with this student frequently and do all I can do show my commitment to helping him through. At the same time I am hearing that an instructor is projecting a very negative attitude. How do I deal with the instructor's attitude toward this individual student, keeping in mind that not all people will get along?

The module points out that while you may have an extensive orientation process new students can become overwhelmed by the flow of information and retain little of what they are told. At our school our Admissions Representatives frequently are in touch with students througout their attendance and can guide them to the proper staff members when they have trouble. But what about the student who may be over looked? Any good suggestions on putting orientation info back out into the student body midway through their programs? Any good ideas on places to post this info? Newsletters? Group E-mails?

If the concept of retention means one thing to administrators, another to recruiters, and something else to instructors, what are some possible methods of getting everyone to see the picture from all of the others' perspectives? What forms of cross-communication are being used in your institution?

Anytime a student comes to a staff member and says they have to quit, we feel we are half way home in our ability to save them. A student who says they must quit is really saying "I really don't want to quit. Could you help me find a way to stay?" I am concerned with finding someway to intervene with those students who simply vanish without saying anything to anyone. Does anyone have some techniques that they have found helpful in reaching out to these students?