Amanda--
These are all great things to know and information that students tend to keep to themselves. So finding out about this type of information is a show of confidence in the institution.
Susan
Information gathered during the admissions process is usually entered in our campus wide computer which everyone can access. As a general rule students that I instruct have been in the program for several classes and I receive information from other instructors. When I have "new students" I use the first class period to learn information as I am sharing my Bio and experiences.
I am not in admissions so I do not collect any information. I do, however, have the students fill out forms with their personal information so I am able to contact them if I need to. I also make sure they have my phone number so they can contact me if they need to contact me.
Admissions is very seperate from faculty and the support staff for students once they are enrolled. Sometimes admissions reps put more detailed information into our system that is available to everyone, but often times there is very little available, and instead that information comes out during class, or in the student services office. These questions may be getting asked in admissions, but that information doesn't seem to make it all the way down the line.
Several of us have suggested having some sort of survey used on the front end so that we can be prepared when students enter the classroom to assist them in whatever they might need, or forsee needing down the road, but it hasn't been a popular idea, and so far, has not happened. I feel like this would benefit faculty and students to have information like this from day one.
Besides previous educational experience, one important information that is truly helpful to the instructor is personal background. Family, sociability and motivation are key factors on how certain interactions can be customized for each student. It helps to understand sometimes why a student would rather keep to himself/herself and be more of a listener than interact in class. Or why this outspoken student seems to have a vast knowledge on 'Life'. Other personal information can be sensitive and when an instructor is aware of it, it helps with the approach when a situation comes into play in and outside the classroom.
from a instructor stand point some of this imformation could be very help full withsome students
Melissa--
I think the survey idea is a great one and could be used very effectively from admissions through graduation. Hope you are able to make that sale!
Susan
We also have an electronic system for posting information. This aids us with retention and communication between the admission dept and fauculty.
I agree that the buddy system is a tool that can encourage retention. As the teacher I obtain all contact information of the student, but I also encourage that the student have contact information of each other.
I do not work in Admissions, but I believe any demographic information would be helpful inpersonalizing the students' experience.
Carolyn--
The peer support group can be a wonderful thing and is an important part of the retention model. Unfortunately, sometimes it also works in reverse if one or two of the group become disengaged. Do you have any process for interacting with students who are overwhelmed or exhibiting red flag behavior (e.g. attendance issues, late assignments, etc.)
Susan
I feel that you should be free to dicuss students information freely among faculty only in the benefit for imiproving the students acadamic progress. Another faculty might be able to assist your student who has been struggling and this method will ultimately help in student retention. If the iniformation that the student gives needs to be confidential than thats where it needs to be kept (to yourself). Also, with student information it holds the faculty to be upstanding in their professionalism and ethics when working in an adult learning facility.
The most important piece of the puzzle is the "why." Motivation, as they say, is key. Adult learners are not in school because "getting a degree is the way you succeed;" they are there to change something in their lives. Admission determines what that something is. That is how they turn a maybe into a student.
Even as early as orientation, we can start putting it in front of a student. The cost is always front-and-center. It's our job to keep the benefit right there too.
We can use that same piece of motivation to keep a student engaged. We can even use it to pull them back from the edge. When a student says (s)he intends to drop, one of the most powerful tools we have is the ability to ask: "Why did you come here? What did you tell admissions you wanted to change?"
Kimberly--
There is a fine line between 'need to know' and just sharing. It is true that often times we can help the student better if we have a bigger picture approach by understanding all the factors.
Susan
David--
Excellent points. As academics, we like to believe students are motivated to learn; some do. Most come to resolve a problem and they perceive education as way to resolve that. We need to keep the student focused on their long-term goal.
Susan
Background information is always helpful. Information such as interests, life experiences, and work history allow the faculty to customize lectures and lesson plans around students' interests. It is also a way for faculty to connect before classes in asking about particular interests a student may have. People generally love to talk about their passions and this allows the faculty member to engage the student in those interests.
I wish that I had access to personal information that the student was willing to share. That information might help overcome future obstacles that might occur amoungst the teacher and student.
Something as simple as where someone lives, or what job(s) they have had can be very useful information. Knowing that someone my need ride assistance (bus pass assistance, ect) or have to come in a few minutes late helps faculty deal with these issues early on. Knowing students background in the field based on previous jobs can also help faculty to develop plans to help if they fall behind.
David--
It sounds as if you make great use of knowing people's backgrounds and interests. As you point out, it does make a huge difference when you can help connect the 'dots' and draw them in to the subject at hand. Great job!
Susan
Our whole system, as they go from department to department is electronically add to the students file. Each teacher has access to any student in his/her class. If a student does not come to class the teacher calls the student to see if there is a problem, this information all goes into their electronic file.
