The Seven C’s of Student Retention
This information was presented by Mariah Best and Geeta Shah
This presentation spent time offering ideas on ways to increase student retention in online and seated classes, although not everything was able to be done for online students, which was a bit of a pain. 😦
Tips were also given to identify “At-Risk Students”. Some of these identifiers required a great deal of self-identification on the part of the student or personal knowledge to be known though, so sometimes identifying them can be easy (late because they have no vehicle or English as a second language), and sometimes it can be quite difficult (first generation college student).
Specifically this covered topcs such as:
Do you understand the nature of the problem?
Do you know why your student leaves?
DO you know what your institution is already doing to ameliorate this process?
DO you know how effective these programs are?
Do you know what programs might be effective?
Is there support for your efforts across the institution?
Do you understand the change process?
Caring Attitude – non-aloof. myth here: it is not the job of the teacher to “retain students” but to promote education
Customized Packaging – All materials are not cookie-cutter, different modes of education should be used to keep students learning as they need
Competence – myth: admitting low end students stunts class. Myth: Competent teachers were producing competent students, but poor teachers breed poor students. Encourage students and test often
Cash – Myth: richer students would be better students. This is a big fallacy
Contact – Always try reaching out to student. Students don’t all fail out, they stop out, drop out, or fail out medical issues, family issues, etc.
Chracteristics – “Leavers” do not profile bad students. People leave for lots of reasons
Campus – Myth here: The whole campus is already doing everything they can to keep students.
A lot of this did not resonate with me as well as it could have. I don’t think I miss these pointers, but dropout rates are also high across the school by statistics. Speakers tried to be engaging, but were often difficult to follow.