As a program director I'm in class weekly if not daily. Formal observations are done at least quarterly and definitely followed by coaching sessions.
All observations are part of reviews, including student survey feedback
How do student satisfaction surveys allow your college to do all that's possible to meet student expectations, Denise?
Kristine, please tell us about the logistics of each Program Director meeting with every student at the mid-point of the term. Is time taken from class? How long are these conferences? Must be a hectic time for the PD.
Thanks, Jill. I hope the instructors appreciate the commitment you are making to their professional development.
They are not done during class, but either before or after class. The meetings range from 5 minutes to as long as the student needs. It is a busy time for the PDs, but it lets the students in our programs know that we care and that we are invested in their education with them.
We survey our students quarterly, and have them complete anonymous Evaluations at the end of each 10-week term. We keep a record throughout all campuses in the corporation as to what the satisfaction rate is, and strive to keep it close to 100%. But we don't rely solely on written responses. We also invite them to share with us how they're doing in school and how they like the experience. Students' satisfaction is a vital benchmark - they are making a significant investment in their future and it is our primary focus to meet their needs.
Our institution performs several survyes throughout a student's time here. Every issue is addressed and acknowledged.
Appreciation days are done monthly and kudos are given often.
we do student satisfaction surveys quarterly
Our school provides an end-of-term survey for the students to complete in each class.
My next step is to create the surveys and present them to the president of our school. I am thinking positively that this idea will be approved.
I am a clinical instructor and My personal experiences have led me to direct most personal matters to my Program Director. As much as I would love to get involved in helping a student with some conversation and finding out if they are having any problems, sometimes that seems to blow up in an instructors face. Keeping it professonal and also fair to the other students so as not to be accused of giving any one individual special attention is difficult. I direct most cases to my Program Director and control the areas I am able to safely. For example: If I can place a student in a different room, with a different preceptor, or even in a service they like can sometimes help them become stronger in that area and help them gain confidence, but you can see where too much of that can make other stronger, more vocal students with ample confidence very uneasy or feel like they are being favored.
I have witnessed the administration address issues of compliance with the contract signed by the student when courses were being switched to an online format that was not specified in the contract. This particular class was given the option to have class or online instruction which served to retain those students wanting class instruction.
Additionally I have heard that certain accomodations have been made on an individual basis by the administration but I have not been able to verify this as being fact. When questioned, the director of the program denied that any such consideration existed. This could be an area of potential conflict (in this instance it was not as the student had little trouble passing the classes).
Each cohort will have a town hall meeting and usually coincide around class end time. Results are shared by faculty.
We are working on communicating better between Admissions and Academics as there has been a disconnect. Admissions was unknowingly giving incorrect information to students. We are meeting regularly to assure we are on the same page and that students are starting out with the corret information.
Our institution gives the students surveys after every term to give them an opportunity to provide feedback on the campus, instructor, & program.
As a team we start with admission reps and let them know about our program and how we work teogether to learn each student's learning styles and try our best to accomidate each style.
We have meetings once a week to discuss at risk students, during these discussions we discuss anything from.
Students who are struggling academically.
Students who may require extra attention academically or personal.
Students who are struggling with attendance issues.
Any other student issue such as potential drops due to daycare, transportation etc.
Well, for starters, the fact that they have us complete learning modules and the baseline assessment indicates that there is a level of expectation of us as instructors. Our program director has an open door policy for all students to foster communication about issues or compliments. There is an expectation that we follow the syllabus and are appropriately prepared for teaching. Additionally, students are encouraged to succeed and to ask questions.
I understand that 100% satisfaction is the goal, Nyssa, but what is the reality? Are the results viewed by section, by program, or by campus? What's the threshold that triggers remediation?
Erin, who's responsible for tracking student issues and assuring that they are properly resolved?
