Category: Blog

How One Registrar’s Office is Securing Buy-in to Streamline Transfer Credit Evaluation

by Sarah Seigle Peatman (opens in new tab)

The transfer credit evaluation process is one that touches many different stakeholders. The registrar’s office is where the heart of the action happens, but the way credit is articulated has far-reaching implications for the admissions office, department chairs, and academic advisors as well. Because all of these entities have such a stake, it can be tricky for registrars to manage policy changes and gain the buy-in needed to streamline their transfer credit evaluation processes. Two Success Stories at CSU Kelley Brundage, associate registrar at Colorado State University, has worked in transfer credit evaluation for over 20 years and has led two major streamlining initiatives at CSU. The first large-scale streamlining initiative occurred when Kelley was a new hire at the university. As she entered into her new leadership role as associate registrar, she was advised that the overall perception of the registrar’s office was, on the whole, a negative one: other Departments viewed her office as inflexible and unlikely to compromise, and as a result, the efficiency of the transfer credit evaluation process was suffering. Kelley immediately began taking steps to turn the perception of her office around and gain allies throughout the institution. The second streamlining initiative that Kelley […]

Spotlight on Innovation: How Kennesaw’s TAG Program is Creating Better Degree Completion Pathways for Transfer Students

by Daniel Fusch (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. Transfer student support has seen something of a revolution over the last decade, as colleges have become increasingly aware that transfer students make up over 60% of all American undergraduates enrolled at four-year institutions, and that transfers often arrive without the system of peer support and transitional support services that have been made available to many first-year students. Many institutions, especially state flagships, have put in place robust transfer student support services or, in a few cases, established one-stop transfer student centers on campus. The one-stop approach for transfers remains rare, however, and it is more often that transfer student support is handled out of one department or office on campus. Bucking this trend is Kennesaw State University, which, with the aid of a $3.2 million First […]

Spotlight on Innovation: How the South Dakota Higher Ed System is Transforming Support for American Indian and Low-Income Students

by Lisa Cook (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. In a recent initiative, South Dakota institutions are working specifically to address the needs of the state’s American Indian and low-income students. This demographic faces unique challenges, in part because the majority of South Dakota’s American Indian students live on rural reservations or in other rural locales and may be reluctant to leave family and community to pursue higher education. The South Dakota higher education system first addressed some of these issues through a 2012 pilot program that served similar populations of underrepresented, low-income students.  Now South Dakota Jump Start Project Director Rhoda Smith hopes to tackle those issues more comprehensively through the South Dakota Jump Start program, which will operate at seven South Dakota institutions through a $3.6 million First in the World grant. South Dakota […]

Spotlight on Innovation: How Indiana State University is Accelerating College Completion

by Sarah Seigle Peatman (opens in new tab), Daniel Fusch (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. “There is a body of research suggesting the importance of a ‘growth mindset’ and its application in a collegiate setting,” Josh Powers, Indiana State’s AVP for student success, and Liz Brown, professor in Indiana State’s Department of Mathematics and Computer Science, told us recently, citing the work of theorist Carol Dweck and colleagues at Stanford’s PERTS Research Center, which focuses on projects for education research that scale. “In a nutshell, a growth mindset is about the degree to which you believe you have the capability to achieve in a certain area through hard work. “For example, in the area of math, there is an interesting American phenomenon where you either believe you ‘get it’ or you don’t, and that somehow intelligence is fixed. This is a challenge in […]

How Maricopa is Improving Student Success through Comprehensive Support for Adjunct Faculty

by Lisa Cook (opens in new tab), Daniel Fusch (opens in new tab)

A push to improve student outcomes at Maricopa Community College District in Phoenix, AZ, has included a close look at how Maricopa can support the adjunct faculty who teach those students. Maricopa is one of the nation’s largest community college systems, serving more than 260,000 students at ten colleges and two skill centers. About 60 percent of classes are taught by Maricopa’s 4,800 part-time adjuncts. This places a significant priority on ensuring that part-time faculty are fully equipped to help their students succeed. The Challenge Like Maricopa, many colleges and universities in the U.S. have a high percentage of courses taught by adjunct faculty. But most offer only limited (if any) orientation, limited (if any) ongoing faculty development for adjuncts, and do little to integrate adjunct faculty effectively with their department’s mission, culture, and learning communities. At some institutions, adjunct faculty do not even have a university email account, making it difficult for the institution to communicate with them in a timely and effective way. Recognizing these gaps — and their impact on students’ academic experiences — Maricopa has invested in a comprehensive model for adjunct support that includes: To learn more about their approach, we spoke recently with Maricopa […]

Spotlight on Innovation: How the University of Minnesota is Building Collaborative Partnerships to Improve Retention of First-Gen Students

by Daniel Fusch (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. Geoffrey (Geoff) Maruyama, the department chair of educational psychology at the University of Minnesota, Minneapolis, has an intriguing — and direct — way of explaining the challenges faced in improving the academic success and persistence of under-represented and lower-income students. He cites Urie Bronfenbrenner’s research on the ecology of human development. Transformative Learning for First-Generation Students “Kids grow up in a lot of different ecosystems,” Maruyama notes. “To the extent to which those ecosystems are aligned, life is simple. When you have a bigger transition, however, it gets more complicated. First-generation students are less likely to have grown up in a culture with strong links to higher education, making the transition to a college environment a more significant change.” A lot of professionals in higher education are discussing how best […]

Strategies to Promote Student Resiliency: What to Do When Students Blame Faculty for their Lack of Success

by Sue Ohrablo, Ed.D. (opens in new tab)

This article is an excerpt from Sue Ohrablo’s acclaimed book High-Impact Advising: A Guide for Academic Advisors, which you can find here. When working with students, advisors are likely to encounter students who blame others for the academic challenges they experience. It is the responsibility of the advisor to provide a sympathetic ear and refrain from judgment while creating a non-threatening environment.  The advising session should be a safe place for students to express their concerns without fear of retribution or rejection. In such an environment, students are apt to be more candid in their assessments about faculty and peers. Scenario: The Hard Professor Advisors know the reputations of many faculty members, especially those who are considered “hard” or “demanding” by students. Although, in the back of our minds, it might be tempting to think, “Yeah, he’s a real hard-nose,” buying into that characterization of the faculty member does not provide the student any assistance. Instead, the advisor can add value by providing strategies to the student. For instance, a faculty member may be known to criticize students’ academic abilities by using what is interpreted to be a condescending tone when communicating with students. The faculty member may point out deficiencies […]

How 3 Institutions Have Taken More Effective Approaches to Corporate Engagement

by Lisa Cook (opens in new tab)

As federal funding dollars for research dry up and proposal acceptance rates drop, colleges and universities are increasingly looking to partner with private companies for research funding and other financial support. Private companies, in turn, are looking to develop more mutually beneficial partnerships with institutions, tapping institutional resources and expertise in a wider variety of ways, from research to fundraising partnerships to student recruiting. Yet frequently, institutions don’t offer a single point of contact or a cohesive strategy for cultivating that multifaceted relationship with an industry partner in an intentional way. Different professionals on campus – from foundation offices to faculty – may be coordinating with the same partner separately and without coordination with each other. But it doesn’t have to be that way. For example, at Rice University in Houston, TX, a central Corporate Relations office keeps track of all recruiting, research and other opportunities to keep companies engaged. Rice wants to make things as easy for corporate partners as possible, explains Ann McAdam Griffin, the associate director of corporate relations.  McAdam Griffin’s office can connect companies with a wide array of partners across campus, and they also work with partners on campus to empower and equip them to […]

Stewardship and Donor Relations: How to Crash the Party

by Erika Bernal (opens in new tab)

For years, stewardship and donor relations professionals have talked about ways in which to develop a presence at the leadership table. This may mean a standing invitation to sit in at prospect development meetings, event planning meetings, executive briefings or leadership planning meetings. Participating in all of these types of meetings are helpful for several reasons: Whether you are new to the field or a seasoned veteran in the industry, your role as a donor relations and stewardship officer will be viewed very differently across institutions. No matter where your position falls in the overall hierarchy, the reality is that all productive members of a foundation or university advancement team are highly valued, and your executive leadership will respect you and invite to the table if you are able to appropriately demonstrate your value to the organization. So I encourage you to consider how best you and your talents, knowledge and relationships can make an immediate, positive impact on the institution’s stated goals. Be Present It sounds obvious, but make sure you attend and participate in optional team meetings. Know what you have to offer to various conversations and do not hesitate to be vocal when your strengths will be […]

Spotlight on Innovation: How Bryn Mawr is Closing Math Skill Gaps with Targeted Online Modules

by Lisa Cook (opens in new tab)

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 24 colleges and universities that are innovating to solve critical challenges with access, recruitment, retention, and student success. At AI, we have interviewed each of the recipients to learn more about the projects these institutions are pursuing, how their approaches are unique, and what other colleges and universities can learn from these new efforts. Bryn Mawr College has long boasted a strong history of women attaining STEM degrees, with more than a third of their students majoring in math or science. Now, Bryn Mawr is working to take the next step toward increasing the number of underrepresented, underprepared and low-income students attaining STEM degrees by targeting the needs of students who have gaps in specific math skills or who lack the overall mastery that would allow them to thrive in STEM. Their project, funded by a $1.65 million First in the World grant from the US Department of Education, will combine face-to-face coaching support and blended learning through online modules, in partnership with twelve other institutions. The Challenge The project targets the group of students who have passed Bryn Mawr’s entry […]

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