Spring 2006 Professional Development Week
Roundtable Discussions
Table #5
Facilitator: Mary Ann Quillen_________________________ Ext: _6125_________
Recorder: Marian McGorry________________________ Ext. _8737_________
Other Participants: Assefa Gebreselassie, Physics, x8701; Joanne Patti, x8743; Diane
Perkins, English, x8494
1. How do we define what is meant by student success? With that definition in mind, what
should new students on our campuses experience, and how can this be assured?
Definition of short term is subjective dependent upon the individual student’s view. To some
this may be a semester length credit or noncredit course; a day computer seminar or anything
in between. To others, it may mean an Associates Degree. Some of the short term courses
may lead to certification such as Nurse Aide or Pharmacy Technician. A one day computer
course may enable the student to obtain an entry level position or upgrade an existing job.
The Associates Degree may be a terminal degree for them having prepared them for a
specific career, may be part of a career ladder, or it may lead them to a Bachelors Degree and
beyond.
For any of aforementioned ‘short term’ job goals students should expect a smooth
registration/application and payment process, good customer service on all levels including
face-to-face, telephone, mail, and email and appropriate advising where applicable. They
should expect faculty who are welcoming, who will provide a positive impact on them and
should experience pleasant faculty/student relationships.
To assure a good experience for new students, faculty, administrators and staff should
receive customer service training which would include communication skills (verbal and
nonverbal). Support staff should be trained on where to refer students to obtain specific
information.
2. How can the first year lay the foundation for desired student outcomes? How does a
student’s first day in class impact his/her first year?
How students are treated by staff, administrators and faculty will determine whether or not
they will return to the College for another year or for additional courses. Do we provide a
one-stop service? How long do they wait in lines to register, to check on financial aid or to
pay? (They may have jobs to return to or are paying babysitters and can’t afford to lose
much time for the registration process.) Do offices close while students are still waiting in
line? Are counselors available at hours convenient for both day and evening students? When
they call the College, do they get an automated response or a real person? If a real person,
are they referred to the appropriate department/person? If automated, are the directions easy
and efficient to follow to reach the office or person they desire.
Does the instructor provide them with a course syllabus/outline/outcomes on the first class
meeting, describe the grading system, and his/her office hours. Does the instructor set a
positive tone for the course?
3. What kind of partnerships among faculty, staff and administrators are necessary to develop
and implement effective first-year programs and policies?
Shared knowledge of pertinent areas to properly refer students is necessary. Does the
College have a Speakers’ Bureau to draw from for class presentations? Will departments
share staff such as Career Services for in-class presentations?
4. What does the College need to do to convey respect, caring and competence at all points of
interface between students and the institution (recruitment, admissions, financial aid, food
service, book store, advising, counseling, the classroom)? What kinds of policies, actions
and symbols are important to welcome and support new students?
-customer service (provide ongoing customer service training to staff)
-good interpersonal skills
-having pertinent offices open at times convenient for students (our customers)
-sexual harassment training for staff
-develop and provide all staff with written customer service procedures
5. How can we project a strong focus on teaching and learning inside and outside the classroom
so that students are clear on the purpose for learning, the process for learning and the
expectations for desired outcomes?
-teacher sets a positive tone at beginning of class
-class is learning centered
-teacher available for assistance outside of class time
-teacher makes students aware of course outcomes and grading system
-students made aware of support services/labs available for them
-peer teaching
-more study lounges (with no TVs)
-provide students with a time/life management seminar
6. What kinds of things can we do to meet the student where she is and take her to where she
wants to go? How does this impact what we might do in the classroom?
-placement of students at the proper level (testing and credit for life experience)
-appropriate counseling
-teachers to be more aware of individual students progress
-intervention when students’ experience problems in class or when grades lower
-provide students with seminars on how to present themselves professionally ( to include
speaking skills and grammar)
7. What kinds of activities can we do in the first year to build a sense of campus community
and/or impart College values?
Some of the following should be scheduled before semester begins or at the beginning of a
semester.
-Mentor or Senior Student for new students to shadow
-Student workshops
-Student involvement day on a large scale; could be done by each department on smaller
scale
-Career Services/Library/Student Orgs/Study Groups/Learning Labs ‘How To’
-Alumni speakers
8. According to your group, what are the 3 most significant components of a first-year
experience?
1. Customer Service
2. Faculty/Student Relationship
3. Awareness of College Services
Reference: Gardner, John N., Barefoot, Betsy O., & Swing, Randy L. (2001). Guidelines for
evaluating the first-year experience at two-year colleges, 2nd ed. The National Resource Center
for the First-Year Experience and Students in Transition, University of South Carolina.
I just wanted to emphasize the need for customer service training as a
priority for professional development of staff, faculty, and
administrators.. The faculty are already required to attend sexual
harassment training. Since our relationship with the community depends
on our good reputation, it is essential to enhance our interpersonal
skills.
After hearing the Consultant's report on Monday and knowing what
happens or can happen with the admission's and registration processes,
the situation that exists for us requires immediate attention and
action. The College cannot ignore that this is and has been a problem
for us and will not be remedied overnight.
Therefore, having us participate in annual customer service training
that is engaging, versatile, and effective and that is provided by
outside resources is an investment that the College has to make.
Marian