Our admissions department operates basically the same as your school. We try to identify barriers early on, but once they move on to the next phase that is where the student services and education departments take over. I agree maybe by improving on asking more probative question it would help us to identify more information that could be helpful to us and the student as well in making their education process more enjoyable.
Our admissions reps conduct an interview and then give a tour. The students return a second time to take an entrance exam and meet with financial aide. I think retention can be improved by putting together a questionnaire like suggested in module 1.
We have a mentor program in place, mentors meet with new students every other week for 15 minutes for the first 8 weeks of class.
I feel that admissions reps tend to get into a same job different day attitude and that can hurt the process. We need to learn about our skill each day when we stop learning we stop making sales. These steps look very useful in that learning process and also in the retention rate!
Streamlining the process of enrollement would make the exsperience less stressful.
I don't have access to admissions as an instructor.
I have found that the further behind an admission rep falls in meeting their monthly goals the faster the admission process flows. This in turns leads to an increase in reverses and/or drops for that rep. I pay particular attention to any rep who is struggling in meeting their numbers to ensure that they are not pushing the students through the process to fast. I also do daily short observations to ensure they are not moving too fast and are following the admissions protocols
Yes I do.The one problem we had was miscomunication about the program and expectations of students. We immediatly got together with our addmissions Dept. and worked with them and let them know exactly what the progrram was.
I think that we do not do enough for our students during the admissions process. Some prospects spend lots of time with the admissions reps and go through every aspect of the program as well as have the opportunity to see class. For a lot of our prospects I think that they come in or talk to an admissions rep on the phone and then apply and are rushed through the admissions and financial aid process because we start classes about every 28 days or so and they want to continuously have the reps start students for the very next start, not necessarily the start that might be the best for the student. That is the perspective I get from talking to admissions reps and students. Some students that I have worked with tell me that they have felt pressure that if they did not start by the time we had the next start that they were not going to be able to come to school, which is not true. I think we need to do a better job at slowing the process for some, so that they don't feel pressure, have time to make the right decisions about school, moving, job, and whatever else is going on. I think that the checklists for the admissions reps to use as well as self checklist for prospects are a great starting point to helping prospects as well as the admissions reps. I like the idea that was given about coming up with the questions by asking current and former students about their experiences. That is a great way to help new prospects, we don't have all the answers and the people who have gone through the process not what they have experinced and what they feel about it.
I think that maybe the problam in many schools. The admissions reps are all held to numbers and if they don't make numbers they may not have a job. Also, on the other hand if they don't bring students in, the rest of us don't have jobs. They feel pressured. I think that at certain times of the year or month they feel they need to step it up to get students in to school, so that we hit out numbers. Our school is part of a bigger corporation that we have to answer to and we have to hit certain numbers with admissions. Of course we also have to hit certain numbers with retention and they should work hand in hand.
I agree with you. Our school also meets with the prospective student, gives a tour, and follows up with them afterwards. I think that having checklists and self-checks can be very effective in the school's retention and placement figures. Taking the extra time to get to know each prospective student and their goals can help the school tremendously.
Our admissions team has a wonderful understanding of the curriculum and the school in general. I feel that they can improve by offering a questionaire similar to the one that was discussed in the reading. This would allow us to improve on topics that the students feel are important during the admissions process.
At this point I feel that our admissions department is doing a great job of assisting the prespective students determine and understand what will be expected of them in their school experience. In addition, with the combined effforts of the education staff and the career placement departments, the students have a strong understanding of where they can go w/ their education. Is thereroom for improvement...always!It is important to review this process on an ongoing basis. That is truly helping the students and the school both reach their goals.
I think the process has improved over time; enrollments/starts are up and our retention is very good. I hear fewer comments from students that would lead me to believe they were misled about the program or requirements. There is always room for improvement; for example, one of our programs is undersold and the percentage of students enrolled in it has steadily declined over time.
It is important to improve. Use any tool to identify areas that can be improved. Too often, students suggest that admissions did not inform me of all requirements. Can you implement the questionnaire?
Dr. Banks
Question, Juliette,
Why is retention good? What else are you doing to improve retention?
Dr. Banks
Setting expectations is the most important thing that you can do. Can you link academics and admissions early in the enrollment process to ensure that expectations are the same? Will that help retention?
Dr. B
We have an advising program whereby every student is assigned an instructor as an advisor before the 5th day of their 1st term.
We have an academic learning specialist who identifies and helps students with IEPS and learning disabilities.
I and my associate dean call, text, and e-mail every student who is missing class on a near daily basis.
We have a manager of student success who assists students who are on certain loan programs with the school.
I track students on academic probation by creating a report and linking their attendance and grades; I inform them of where they stand and what they need to do to improve.
We have weekly at-risk meetings that involve all the deans, FAID, student accounts, housing, career services, etc.
We survey students to improve processes or get them the outside assistance (job placement, mental health, etc) they need to be successful.
I feel we're doing 110% of what can be done to assist students stay in school.
Thanks for sharing, Julliette. So, what about advising students every term? Consider advising centered on career themes. Might this help the school? What you describe is what most schools do. The key is to develop a relationship with students. Relationship equals trust. Does this make sense?
Dr. B
I feel that our admissions process covers a lot of what students need when deciding if they want to come to our school or not. The students go through a phone interview, an in person interview, and a tour. A lot of questions are covered within those interviews and questions about the program are answered during the tour. We offer orintations and smaller events for students to meet teachers and staff. So I feel over all our admissions process does help with the retention process.
