Author: 25337pwpadmin@ai_azuread

Mobile Learning: 5 Student Safety and Privacy Risks Every Educator Should Know

As mobile learning and remote teaching increase in popularity, so do concerns regarding personal safety and privacy. As you pilot mobile projects in your classes, are you considering how those projects impact both privacy and security? During a recent webcast, Academic Impressions conversed with mobile learning veterans Stephen Baldridge, assistant professor and baccalaureate program director at Abilene Christian University, and Dale Pike, director of academic technologies at Boise State University. We polled the webcast participants to learn what they regarded as the greatest threats to the privacy and security of users of mobile devices at their institution. The options included device settings/glitches, end user license agreements, and malicious hacking, but nearly all participants selected users’ “personal habits” as the #1 threat. “You can have all the security in the world,” Baldridge cautions, “but this doesn’t take into account students who are unaware of or decide to disregard security precautions in using their devices, exposing their own data.” In fact: In other words, mobile users often engage in behaviors that make it easy for their data to be compromised. Accordingly, it’s possible that a little user education can go a long way. HANDBOOK: SAFETY AND PRIVACY ISSUES IN MOBILE LEARNING Order a […]

Doing More with Less: Moving Information Literacy Instruction Online

During a June 18, 2013 webcast, Academic Impressions asked librarians from academic libraries across North America whether they are looking to move information literacy programming online — and why. The three main reasons offered: Enrollment growth in online and blended courses, where students may have limited access to the physical library or to meeting librarians Initiatives to support embedded librarians in first-year courses Large numbers of freshman sections needing information literacy instruction, and limited librarians to teach them Offering information literacy instruction in a mediated, online environment allows your institution to offer these resources to more students without incurring the cost of hiring additional instruction librarians, and may empower you to better connect distance learning students with library resources. Barriers to Getting This Done Anne-Marie Deitering, the Franklin McEdward Professor for Undergraduate Learning Initiatives at Oregon State University, led the webcast participants in an interactive discussion about making the move to online literacy programming. During the discussion, Deitering shared the results of a national survey she and her colleagues conducted asking librarians across the US about the most significant barriers they face to offering information literacy instruction online. Overwhelmingly, librarians indicated that the #1 barrier was time. Noting this, Deitering […]

Conversations that Matter: The Other Higher Ed Bubble

In our recent paper The Other Higher Ed Bubble, we argued college and university leaders need to act now and make fundamental changes to how they operate in order to ensure a sustainable future. This will mean holding critical conversations across your campus, defining the right problems to solve in the next 5-10 years, challenging old assumptions, and focusing on factors within your institution’s control. In the following two podcasts in our series Conversations that Matter, we asked higher-education experts Bob Dickeson, Larry Goldstein, Lucie Lapovsky, John Lombardi, and Pat Sanaghan to offer practical advice for starting these conversations and review five examples of institutions that have taken bold action to redefine themselves in a changing industry. Podcast: A Call to Action for Higher-Ed Leaders Hear from the Experts:John Lombardi – at 1:25.Larry Goldstein & Lucie Lapovsky – at 9:52.Bob Dickeson & Pat Sanaghan – at 18:29. Podcast: Bold Leadership in Higher Ed: 5 Examples 5 Examples:John Lombardi discusses Arizona State University – at 0.50.Larry Goldstein discusses the University of Hartford – at 6:34.Lucie Lapovsky discusses Cedar Crest College – at 13:01.Pat Sanaghan discusses Abilene Christian University – at 18:17.Bob Dickeson discusses Rio Salado College and Western Governors University – […]

Special Edition: Boosting Retention for Ethnic Minority Students

How does your campus support the academic success and retention of ethnic minority students? In “Campus Diversity: Beyond Just Enrollment,” Mary Hinton, the vice president for planning and assessment at Mount Saint Mary College, argues that often colleges and universities have prioritized enrolling an ethnically diverse incoming class without planning for the follow-through: academic success and retention, as well as completion rates and career outcomes for minority students. “We have to realize diversity isn’t just an issue of access. It isn’t just about getting minorities in the door. That is certainly an important step, but a diverse institution isn’t just about who is enrolled. It’s about who is having successful outcomes. It’s about the quality of the student experience.”Mary Hinton, Mount Saint Mary College Yet, recently, a number of institutions have made significant strides in adopting a more holistic approach to serving ethnic minority students. Iowa’s public institutions provide an especially useful set of test cases, because over the past couple of years, the University of Iowa, Iowa State University, and the University of Northern Iowa have each piloted different initiatives to boost persistence and academic success for their ethnic minority students, particularly African Americans. In this Special Edition, we’ve […]

Is There a Financial Bubble?

by Amit Mrig (opens in new tab)

This article is an excerpt from our paper “The Other Higher Ed Bubble: The Bubble We Aren’t Talking About.” To read the rest of the paper, click here. As government-subsidized debt continues to fuel higher ed’s growth, there is increasing speculation as to whether higher ed is the next bubble to burst—following the real estate burst of 2008 and the dot-com burst in 2000. Like those industries, higher ed cannot sustain its volume of customers without large infusions of subsidized debt and equity. The financial bubble argument gained significant traction in 2010 when the total amount of student loan debt in this country surpassed credit card debt. Some have used this milestone, coming on the heels of the Great Recession, to imply that, like housing, higher education is another part of the American Dream that is going to be increasingly difficult to reach. Why It’s Not That Simple One of the primary challenges with this argument is that it paints higher ed with a single brushstroke, and the reality is that the different sectors—community colleges, independents, publicly-supported, and for-profits (to say nothing of different competitive sectors)—graduate students with very different debt loads, job prospects, and core skills. The cost of […]

Assessing Student Learning Outcomes: Surveys Aren’t Enough

In a recent Academic Impressions webcast, student learning assessment expert John Hoffman polled student affairs representatives from 200 institutions of higher education about their data collection methods for assessing student learning. Participants were asked to select their two most common methods of gathering data. The results were dismaying but perhaps unsurprising: …but, only: The reliance on surveys is telling. Surveys appear easy to design and deploy, but Hoffman cautions that there are a number of shortcomings with using surveys as your primary method of collecting data to assess student learning: KEYS TO EFFECTIVE ASSESSMENT: “ROLLING UP YOUR SLEEVES” “Surveys are valuable, but often what we get is the student’s self-report of their learning. Yes, you can test them within the survey, for instance by asking if the student can name three examples of services provided by your career development center — that invites more direct assessment of what they have learned. But to really get the data we need, we have to roll up our sleeves and collect data during interaction with the students.”John Hoffman, California State University, Fullerton KEYS TO EFFECTIVE ASSESSMENT: FOCUS ON COHORT LEARNING “You might be asking, ‘How am I supposed to assess learning in a […]

The Other Higher Ed Bubble

by Amit Mrig (opens in new tab)

Is there a higher education bubble? June 2013. Amid recent discussion of whether higher education is the next big financial “bubble,” It’s my view that what isn’t being talked about is a bubble of another type—a “denial” bubble. In this report, I’ll offer a new diagnosis of the challenges facing higher ed leadership, and a call to action for college and university leaders. Amit MrigPresident, Academic Impressions Read the full report. __________________________________ 5 Years Later Want to read our follow-up? Check out the 2018 report The Future of Higher Education, subtitled Will Higher Education Seize the Future or Fall Victim to It? __________________________________

Lessons Learned from Institutions Undertaking Program Prioritization

At Academic Impressions, we recently offered a national snapshot of efforts to prioritize academic programs and administrative services at higher-ed institutions. Our report included commentary from Bob Dickeson (who literally wrote the book on program prioritization) and Larry Goldstein (president of Campus Strategies, LLC), in which these two experts identified the prerequisites for success. The key takeaway from our report: when program prioritization breaks down, it is usually because of a deeply flawed process (rather than flawed people). In the past few weeks, we have returned to the institutional leaders we surveyed previously, leaders from both two-year and four-year institutions who have recently undertaken or are in the midst of a program prioritization effort. We asked them to share the most significant obstacles they have faced and any lessons they have learned about managing the prioritization process. We wanted to share their responses and their key takeaways with you. Lessons from Your Peers Here’s what the leaders we spoke with had to say: HIGHLIGHT: TAKEAWAYS FROM THE PRIORITIZATION EFFORT AT FLORIDA A&M UNIVERSITY In 2011, Florida A&M University recently conducted a productivity study of academic programs. In their effort to reallocate resources, they terminated 23 academic degree programs and suspended […]

Special Edition: Engaging Your Alumni

Are your alumni engaged? Are you sure? According to a national survey conducted by the Collaborative Innovation Network for Engagement and Giving, only 52 percent of alumni at the 100 institutions with the highest alumni participation rates believe that their alma mater keeps them closely connected and values its alumni relationships. That’s a foreboding statistic. At your own institution, do you: Over the past 3 years, Academic Impressions has surveyed hundreds of institutions, offered dozens of educational programs for alumni relations professionals, and has interviewed experts from those institutions that have seen success in increasing alumni participation and giving rates. We offer you their insights, practical tips, and case studies in this Special Edition on alumni engagement. We hope you will find this edition useful and use it to start key conversations in your alumni relations and development office. See Upcoming Advancement Events

Alumni Relations ROI: An Approach

Marquette University has piloted (and refined) an innovative metrics tool for measuring the impact of alumni engagement efforts. Numerical scores are assigned to specific activities that are indicative of alumni engagement and participation, and the scoring is used to measure the return on investment for alumni relations efforts in quantitative terms and to inform allocation of future resources. To learn about the basics of the approach and how these metrics have informed decision making at Marquette, we interviewed Andrea Petrie, director of development for Marquette’s College of Nursing, and Taylor Schult, an associate engagement officer who serves on Marquette’s Affinity-Based Giving team. Schult notes that what is especially empowering about Marquette’s point-scoring system of alumni relations metrics is that once you have numerical scores, you can set specific goals for improving those scores for specific groups of alumni. And those goals can then be measured quantitatively. BY WAY OF EXAMPLE: MARQUETTE UNIVERSITY’S METRICS Marquette University uses a 16-point model to assess alumni engagement and giving. For each alum, up to 8 points are assigned to metrics that assess engagement: 8 points are assigned to metrics that assess giving: The Marquette point system (above) is just one example of how an […]

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