Posts tagged intervention
Five Advising Skills Needed When Adopting Artificial Intelligence in Student Services

Artificial Intelligence (AI) is coming to Higher Ed and it is going to impact several areas of the university, especially student services.  AI will not replace advisors, but it will require tapping into a different skill set.  This is an exciting thing as I believe AI will allow advisors and student support staff to focus on what they love most – transforming students. Academic Advisors and student support staff are, by nature, motivated to support others succeed. Unfortunately, when you

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Is Your Title III Grant Money Working Hard Enough for Your Institution?

It’s a competition that happens every two years, or when department of education determines there is enough Title III funds.  The chance to be awarded a 5-year grant that is estimated between $400,000 and $450,000.  The grant is intended to strengthen institutions by supporting them to become more self-sufficient.  The money is to be used to expand capacity to serve low-income students and improve and strengthen academic quality, institutional management and fiscal stability.  Applications were due mid-April and institutions will

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Why Tracking Attendance Matters to Student Success

While is seems like an inherent notion that a student’s attendance is a direct reflection of their ability to persist through their program of choice, very often colleges and universities do not require this as a practice. The reasons behind not actively taking attendance can range from faculty push back to the sheer number of students in classrooms is not conducive to obtaining accurate data. We also know there may be differing attendance requirements and guidelines at each institution.  While

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Student Advising Models and Guided Pathways

“Guided Pathways” is the buzz phrase in higher ed these days.  Data is showing how a guided pathway’s solution impacts student success and graduation rates, especially at community colleges.  A study by Davis Jenkins and Sung-Woo Cho that was released in 2012 showed more than half of students who entered a program in their first year earned a credential or transferred within 5 years.  For students who did not enter a program until their 3rd year, the success rate was

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Is Technology replacing Advising?

According to MarketWatch, by 2035 there will be 2.7bn students worldwide and in order to meet this demand we would need to build two universities per day over the next 20 years.  Couple this growth with tightening budgets in higher education and cuts have to occur somewhere.  Are you currently experiencing this in student services on your campus? MarketWatch also indicates that EdTech will be a $252bn industry by 2020.  We can register students without a human interaction.  Students can

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Six Steps to Impacting First-Year Retention Now

The “first-year experience” is a hot topic in higher ed.  If you are focused on new student fall to fall retention, you are entering a critical time.  Most obstacles and doubts have likely surfaced by now and in the spring term they will start to cement.  Missing home, program of study, social integration and finances are just some factors that come into play.  Reflecting on the fall term and identifying the predominant obstacles will lead to more effective student support

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Early Intervention- When Knowing My Name Didn't Matter.

This past weekend I ran a ½ marathon. This was not my first and I hope will not be my last as my results were less then desirable. I had made a promise to myself that I would run at least one ½ marathon a year, not because I particularly like race day, but training for these races will keep me in somewhat good-ish shape…I tell myself this anyway. All to say, I had trained for this race and was

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Now I’m worried about the DRAIN, not the DRIP

References to “data rich, information poor” (DRIP) syndrome are ubiquitous; a quick Google search returns articles addressing DRIP in numerous disciplines including education, health care, and water quality management. Organizations suffering from DRIP find themselves awash in data—quantifiable facts and statistics—but lacking information—knowledge obtained through analysis of these data. Universities and colleges are avoiding DRIP by employing data management procedures that result in consumable, aggregated information. These activities may be the responsibility of an internal office, contracted to an external

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