More than 250 Institutions of Higher Education Embracing the Administration’s “8 Keys to Success”

Our belief is #6 (Use a uniform set of data tools to collect and track information on Veterans, including demographics, retention and degree completion.) The collection of data to track information is critical.

The live broadcast touches on many of the areas and struggles with international recruiting campuses are faced with. One of the growing trends related to this market (after the pipeline to recruit is in place) is what happens to the student pools that are queued up.

A campus must have an active way to monitor and measure new activity to keep the process moving along. A platform that allows this management is ideal. It creates less work as you move outwards into semesters.

The most important suggestion is to employ apps and tools that provide live analytics and not static data to be pushed to/from. That’s the trend.

Professional development provided as part of Project READERS involves an in-person workshop series for all schools and follow-up coaching delivered to select schools via distance technology. It focuses on preparing teachers to:

  • Use data to guide instruction and intervention decisions for students with reading difficulties
  • Plan and implement evidence-based instructional strategies and interventions that are responsive to students’ needs

The California Faculty Association, a union that has been vocal in its criticismof the Udacity partnership, leaked the slides this week to Inside Higher Ed and The Chronicle.

Gaps in average college success among students of differing backgrounds have persisted in the United States for decades. One of the primary ways governments have attempted to ameliorate such gaps is by providing need-based grants, but little evidence exists on the impacts of such aid on longer-term outcomes such as college persistence and degree completion. We examine the effects of the Florida Student Access Grant (FSAG) using a regression-discontinuity strategy and exploiting the cut-off used to determine eligibility. 

Students who qualified for the grant were 12 percent more likely to enroll in four-year public colleges than those who just missed the cutoff (there was no effect on private-college enrollment). While there was no increase in students’ chances of graduating in four years, those who qualified for the grants were 22 percent more likely to earn a bachelor’s degree in six years than those who missed the cutoff…more here
Beckie Supiano from the Chronicle

Yale’s student assistance program / wellness services need to aggregate the data related to sexual misconduct reports on campus. The current process addresses issues as they are reported. This is a vital part of the process, but staff analyzing collective reports for trends specific to other events and locations, play a pivotal role in prevention intervention techniques with student assistance on campus.

Read the complete article
Read the NH Register Article

The Alliance for Excellent Education and Friday Institute for Educational Innovation at North Carolina State University opened enrollment for a first-of-its-kind Massive Online Open Course for Educators (MOOC-Ed). Titled “Digital Learning Transition,” the free course will examine how the effective use of digital learning can help school districts meet educational challenges, including implementing college- and career-ready standards for all students and preparing teachers to make effective use of technology to enhance teaching and learning.

Having the educators participate in the process shortens the learning curve for adoption. Much of the non essential and non-working features can be segmented out of the system.

By participating in this ground-breaking effort, educators can experience first-hand how digital learning can change teaching and improve learning,” said Bob Wise, president of the Alliance for Excellent Education and former governor of West Virginia. “At the same time, they will develop a valuable plan for how to take their school or district through a digital learning transition.” ….read the full epiced.org piece here or visit the Alliance for Excellent Education

Community partnerships are key to realizing a digital learning revolution that is more than trading textbooks for tablets. This is an inflection point in education – a critical opportunity to transform how schools, parents, and community-based organizations collaborate to ignite student curiosity and engagement in learning.

Schools can’t accomplish the entire learning process themselves. It requires data for schools, families and communities. Secondly the digital data is not being shared to push for progress.

A few considerations/observations when developing solutions for education:

  1. Be ready to spend a lot of time educating the inner workings of the process.
  2. Assuming the technology is not an enterprise type of application, you could consider getting buy-in from students, parents and community partners before reaching for that meeting with the district. Green Chalk had 124,000 students enrolled before we started targeting school districts for partnerships. Even though all our products are free for K-12, the process will overwhelm you with the approval process.
  3. Selecting a location that enhances your ability to engage with educators is key - in this case Boston has an extensive network of education resources.
  4. Consider that not all solutions involve technology.
  5. Nothing is fast in education!

Green Chalk

It is one thing for a well-educated librarian to sample parts of a math class and conclude she is ready to move on. It is quite another to assume the same environment will work for at-risk and/or digitally tenuous students.

 Bad online instruction  has the same problem as bad traditional instruction: a serious lack of attention to molecular engagement with the student learner.

The fundamental issues that exist with traditional courses now exist with MOOCs - The outcomes assessment analytics. Traditional campuses have historically struggled with standardizing the assessment data for for all departments. It’s even more difficult when moving at the speed of MOOCs. 

It will be interesting to see how the program assessment data matches up to traditional learning models. 

We found K.G. Schneider’s blog post helpful and appreciate she shared her experience while taking the courses.

K.G. Schneider is a University Librarian at Holy Names University in Oakland, California.

Our sense is from test driving the process - it’s a forum based, sharing of ideas on the web. Curious if GSD&M have any outcome data tied into interest for the collaboratory.

It’s a great opportunity to be part of amazing projects. 

3 blind spots in campus recruiting that could lead to failure

As college admission staff get cranked up to start recruiting and cultivating their networks, a few blind spots can snag long term success on campus.

  1. Social Media – campuses are paying more attention to the activity on social media. This is fine, but the shift seems to be much of the ‘recruitment’ activity is done using this channel. The blind spot here is social media is still the wild west. Recruiting and cultivating students this way creates long term implications. Successful campuses use social as a small portion of their overall strategy to recruit. Understanding and utilizing the right informational tools are important.

  2. Competition – A campus that pays for student prospect lists must understand that so do other campuses. What turns a student or family off is the bombarding of emails, mail, text messages, phone calls and continual interaction without understanding true needs of the prospect. Tools that allows this cultivation very early in the high school process, net no surprises later. Main point here is the information you have is what others have.

  3. Recruiting Fairs/School Visit Prospects – Attending recruitment conferences, transfer fairs and visits to high schools can become resource intense. Mainly in time and cost. The time it takes for a recruit to get plugged into your campus matters. The cost is secondary and doesn’t really catch up until later (travel, print materials, staffing levels).

    What happens after you engage with the prospect? Do you hand over your glossy paperwork? Do you impress them with your pitch? Usually, the student fills out a questionnaire or some soft communication ensues shortly thereafter. All too often, the communication gap widens. It’s so critical to have live data tools to drop the prospect into so you can have others cultivate as needed. The student has a faster flow of change than you do.

What common blind spots are you seeing in recruiting?

Real data to measure college completion rates

Considering the ongoing swings in higher education, college campuses must modify their measurements to assess completion rates. We were asked to share what specific areas to include outside of the academic data.  We integrate the following to proactively manage the student life cycle:

  1. Student wellness data
  2. Recruitment data
  3. Retention statistics
  1. Student Wellness Data – a reporting mechanism to quickly allow flagging of student instances that range from classroom stress (level 1) to dormitory alcohol issues (level 5).
  2. Recruitment Data – includes 4,000 points of demographic, academic and activity data.
  3. Retention Data – Live student attendance data to allow staff to pattern trends from the student’s classes.

What’s evident on campuses across the country at all levels is the importance of all three (wellness, recruitment and retention). Not consistent are the tools to measure how each of these areas correlate to completion rates. Many of the campuses do collect some form of this data. It’s putting it all together that makes it challenging.

We do know that campuses collecting wellness, recruitment and retention data are able to more accurately predict student shifts. This touches many departments on campus and allows accuracy in policy development.

The consistent gap on most campuses is the availability of tools that allow collection of this data to occur.