Get Your Students Hired
This is a general discussion forum for the following learning topic:
Improving Retention through Timely Intervention --> The Dynamics of Intervention
Post what you've learned about this topic and how you intend to apply it. Feel free to post questions and comments too.
Adopting a student-focused approach is essential for improving retention and fostering a supportive school culture. The traditional mindset that students must navigate challenges entirely on their own is no longer sufficient. Today, our priority must be not only helping students gain access to higher education but also ensuring they feel supported and motivated to persist through their academic journey. College should be an enriching and fulfilling experience that students can reflect on with pride rather than as a struggle to endure.
Having a student-centric mindset will help the school do better in terms of retention and school culture. We are beyond the times where college meant that you had to be tough and face your own problems. It is now more imperative to get students into college and how to make them stay to complete their educational journey without feeling it is something that must be done. College should be an experience to look back on with pride and not negative memories.
Every student has a unique learning method. Faculty members must be aware of this and try to help each student as needed.
Faculty members are encouraged to be active listeners and be vigilant in noticing signs in students that might lead to withdrawal.
Establishing rapport is the first line of action, so students can open up about their problems seeking help from faculty.
How to identify students who needs help and teach them problem solving techniques
Importance of making students aware of support services and commitment
Useful tools for relating to students.
It is important to connect with students, listen to them and provide resources outside of the classroom setting. This creates trust and understanding that they and their feelings matter and are relevant. Thereby helping with retention.
Be pro student. When an student is having stress and wants to drop out of school , listen to their issues and assist them to a solution and school retention. Allow them to speak with confidentiality and keep the trust and rapport you have built up with the student a an instructor.
Promote a pro student culture. When a student need help intervene with confidential trust as information is shared. Listen and the student will open up to you. Arrive at a solution that will help the student and also retain them in the program. Be student pro-active
Comment on Susan Wright's post: and faculty should refer students issues to the appropriate staff members
I really like the perspective of moving on to a different aspect of the problem after every question or two. Keeps the conversation productive.
Student trust is the most important thing. If the student cannot trust that the school will follow through, then they will not be motivated to stay.
I loved the guidelines for better addressing orientations. Human contact is very important for establishing a bond with the students.
There were two probes mentioned to aid in getting to the root of the students' behaviors/barriers. Each student will be different but the end result of launching them with positive and planned actions will aid in their success.
Prepare to listen. Detach yourself from the problem so you can help the individual sort out the issues on their own. Offer guidance, not answers.
Understanding what ways to gather informationa ndunderstand what the students needs are will help in preventing students from getting to the point of making poor decisions.
So I now have a plan on how to intervene and support a student, but what if my superiors and coworkers don't? How do students react when they only feel supported or invested in by a small number of staff and faculty? Is there a way to remedy this inconsistency?
The 8 stages of problem solving are dynamic, however, all of the stages are based on TRUST between all parties.