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?

One of the things we do to help stem Academic Erosion stress is to constantly provide reinforcement for the student on a personal level. One way is to create projects (it could be a quiz or a crossword puzzle or photographs of a clinical lab with the student as the center of attraction in the photo.) which are designed specifically to be taken home and placed on the refrigerator door. This helps them to show off a bit for their family and becomes a conversation starter about how well they are doing. It is especially fun for students with children at home to move some of the kids' stuff out of the way to put mom or dad's 'A' on that door. I would love to have some additional ideas that others use to bolster the students' self-esteem.

One of the biggest causes of stress and the subsequent attrition we face in our school comes from peer and family pressure. We have all to often seen parents that tell their sons or daughters "What makes you think you can do this, you never did anything else that you finished!". As they get closer to graduation, the pressure increases. We attribute much of this to jealousy. I would be interested in any ideas that others may have as to how to assist the students through this difficult area.

When students start in any new environment, they bring with them a set of expectations that may be unrealistic or unatainable. In our orientation sessions, we discuss with the students not only what we expect of them and what they can expect of us, but what do they expect to happen while they are with us. We also help them realize some of the common reasons that students drop out. (eg. transportation, child care, lack of commitment, work responsiblities, educational deficiencies, etcetera) We then help them come up with alternative plans and systems so when they encounter these issues they are prepared instead of surprised. What methods do others use to help determine and focus the expectations of incoming students?

Topic 1 implies that a lack of role models for many of our students to follow negatively affects retention. How have other schools dealt with this issue and with what results?

Identify 3 specific steps you will take within the next 30 days to improve retention at your institution.

Identify 3 specific steps you will take within the next 30 days to improve retention at your institution.

Describe an intervention practice at your institution that addresses either Academic Erosion or Academic Stagnation.

Describe an intervention practice at your institution that addresses either Academic Erosion or Academic Stagnation.

Describe an intervention practice at your institution that addresses either Academic Erosion or Academic Stagnation.

Describe a practice at your institution that demonstrates School Commitment.

Describe a practice at your institution that demonstrates School Commitment.

Describe a practice at your institution that demonstrates School Commitment.

What does your institution do to assure that student expectations are being met and that they are satisfied?

What does your institution do to assure that student expectations are being met and that they are satisfied?

What does your institution do to assure that student expectations are being met and that they are satisfied?