orientation for better retention
In the program i teach we had a large number of students failing the first three weeks of a fifteen week program. We started an orientation day prior to starting the program so students would know what was going to be expected and what it was going to take to be able to complete program.
We went from 60% pass rate to 90% pass rate.
That's quite a dramatic improvement! What sort of information do you give the students that leads to that kind of result? Do you have students decide not to take the course after receiving the information at orientation?
During our orientation process,in addition to basic rules and regulations, the students are introduced to the all the key people in the school, each explaining what they do, how long they have been doing that at this school (frequent roll-over is not a good sign), where and at which times they can be found. However after all the explanations about courses, grades, practicum requirements, exams, etc. the very last person they are introduced to is the Director of Career Services and Job Placement, for the students an encouragement that there is a light at the end of that long tunnel still ahead of them. Many have expressed later that they kept on seeing that "carrot" during their race to the finish line.
Your orientation sounds very typical. How long does it usually take to present all this material?
In my experience, new students glaze over after a short period of time. If there isn't some additional stimulus they disengage and yet we wonder why they haven't internalized all the names, faces and services. Have you surveyed your students after the orientation to get their reaction? Have you considered activities to break up the data dump?
I think the students need to know what is expeted of them and what it takes to get it done
I like the idea of introducing the career services person at the end. At our orientation we spend time on practical matters, but also review a handbook I created that deasl with areas of success: time management, study skills, preparing for tests, etc. We determine the student's learning style at this time and connect strategies to that learning style; in particular, we want to connect strategies that will help the student to achieve in an accerelerated environment. In our Dental Assisting program, I was getting quite a few students who were floundering and not doing well on quizzes. The accreditation requirements are that the students must get above 85% on each quizz, so sometimes this was quite stressful. After I started the orientation (2 half days prior to start of the program and gave them the handbooks), this entry I have not had a student comes from that program and they are all doing well.
