Here's how you can enhance student retention rates in higher education using problem solving skills.

Three quadrant approaches are required for higher retention and better word of mouth from the students. Academic engagement in terms of industrial visits, co-curricular activities, Project based learning erc is the first quadrant. Clubs headed by the students supervised by a faculty conducting various activities to enhance their leadership skills is the second quadrant. Last but not least, students involvement in the placement and internship committee in order to give them a chance for showcasing their talent is the third quadrant .

In a perfect world, you would have a dashboard that indicates the likeliness of dropouts in a ranking. You would derive this dashboard from 4 indicators: 1. Academic Performance 2. Social Engagement (student clubs, other on-campus activities) 3. Financial Performance (on track with tuition fee payments) 4. Emotional well-being (students receiving counseling) Students performing high on every indicator are at risk of dropping out. Even though you might not have a sophisticated tracking system, it's important to have information flowing into one single unit on campus that can act upon the information.

Engaging the campus community enhances student retention by promoting collaborative problem-solving skills. For instance, creating interdisciplinary projects where students from various majors collaborate on real-world issues encourages diverse perspectives and innovative solutions. This active involvement fosters deeper engagement with coursework and enhances retention rates by demonstrating the practical applications of academic knowledge. By integrating campus-wide initiatives that emphasize teamwork and problem-solving, students feel connected to their learning environment and are motivated to persist in their academic journey.

Analytics can be key in student success. The intrusive advising model and robust learning analytics in the LMS, when paired, can proactively encourage student success. When choosing any system, ensuring that it has robust reporting and analytics features are something to be prioritized. This topic can be somewhat controversial amid data privacy debates, however, when used correctly (not to "micromanage" student activity), it allows student success professionals and instructors to monitor progress and offer interventions the moment students begin falling behind in their work or class attendance. If advisors and faculty work together to monitor student progress and communicate often, many students may be saved from falling through the cracks.

Personalized learning in higher education integrates flipped classrooms and small group projects to boost student retention through enhanced problem-solving skills. For example, flipping a chemistry course allows students to learn foundational concepts independently at home, freeing up class time for collaborative projects. This active engagement cultivates critical thinking and teamwork, reinforcing learning and improving retention rates by applying knowledge in practical contexts tailored to individual learning styles.

Personalized learning can be a game changer. Adaptive learning is one example - McGraw-Hill's ALEKS is one product that comes to mind. This program teaches math by automatically delivering content to students based on where their skills currently are. I tested this product and was amazed at how well I did even though I hadn't taken a math class in over 15 years. You can make your own adaptive learning curriculum, too, with a little elbow grease. I'd be happy to talk with anyone further about this.

I have worked diligently with faculty at several universities over the last 2 decades and we have validated about 20 data points related to "academic behavior" which indicate a propensity to attrit. It is important to calendar queries on the student population so that interventions can be made prior to outcomes. As we all know, it is the leading, not the lagging data which help us best support students. Addressing the student "plan" is the most beneficial form of advising. This both frees up the advisor to see more students, providing them with structure as opposed to planning a course schedule or trying to counsel them through sociological/psychological efforts best done by experts, and has a greater impact.

One way to solve this problem is to redesign courses to include a significant amount of active learning in a flipped classroom style. In a previous role, my team and I worked to redesign courses that were considered "hard" or "weed out" classes by students and saw staggering results. We redesigned the courses so that students completed the lower-level activities (watching short lecture videos, reading assignments, low-stakes, short quizzes etc.) at home, and solved problems using higher order thinking skills in small groups during class time. This maximized their time with the instructor and their peers. Some examples of results included seeing grades shift from a majority of Cs, Ds,& Fs in a few of the courses, to As and Bs with a few Cs.

7. Identificar os diferentes estilos de aprendizagem Considero esta uma das habilidades necessárias aos docentes no ensino superior. Reservar algum tempo em pequenos grupos ou desenvolver estratégias paralelas que auxiliem na identificação das barreiras relacionadas ao processo de aprendizagem dos alunos pode ser extremamente produtivo para ambos. Sabemos que as descobertas das Neurociências nos revelam diferentes formas de aprendizagem, e consequentemente, diferentes possibilidades de desempenho caso as estratégias não estejam adequadas. Um exemplo prático é a elaboração de um pequeno questionário virtual com perguntas sobre a existência de necessidades específicas, desafios encontrados e possíveis estratégias para otimizar o ensino.