Category: Uncategorized

A Proactive Model for Managing Off-Campus Parties

Colorado State University has recently expanded its two-month pilot party registration program into an all-year initiative. Adopting a markedly different approach from initiatives at many other institutions and from CSU’s own prior efforts (such as a “party partners” program that offered students who received noise citations for off-campus parties the choice of proceeding through the standard student conduct process or attending an educational seminar), the party registration program focuses on empowering students to police their own events. The program is designed to: Here’s How it Works The details: Students have the option of registering planned off-campus parties with the office of off-campus life. Students provide their first name, the address, the expected attendance, the phone numbers of two contacts, and an email address so that they can be surveyed at the end of the year to provide feedback on the program. Each Friday morning, the institution provides a copy of the list of registered parties to the city police department, and dispatch adds a code for the registered addresses. If dispatch receives a noise complaint over the weekend, they can cross-reference and see if the address is registered; if so, they can call one of the registered contacts, notify the […]

Creative Approaches to Rewarding High-Performing Advancement Staff

In a difficult budget climate, it’s all the more important to find creative and authentic ways to reward and recognize your advancement shop’s highest performers and foster a culture of healthy competition and high performance across the shop. A few institutions have established rigorous systems for measuring staff performance and awarding bonuses to high performers. (For one model on how to approach bonusing with transparency and rigor, see our article on “Getting Started with Advancement Staff Metrics”). Yet during a slow economic recovery, most shops will see limited options for establishing a slush fund for staff bonuses. We turned this week to Chris Groff, executive director of corporate and foundation relations at Fairleigh Dickinson University, to learn more about how advancement leaders can take a whole-picture look at practices for rewarding, motivating, and retaining high-performing fundraisers. Thinking through Non-Cash Rewards The standard in human resources is to identify opportunities for rewarding high performers with increased recognition, resources, or professional development. Practices such as recognizing individual achievements with gift cards, certificates, thank-you letters, thank-you lunches, and plaques have become increasingly common in the corporate sector. In higher ed fundraising, Groff recommends trying these additional ideas: Rewarding the Star Performer What about […]

Transportation Demand Management (TDM) as an Opportunity to Improve Town-Gown Relations

LEARN MORE Discover more of Spense Havlick’s thinking on TDM in his book Mitigating the Campus Parking Problem. Issues of parking and traffic congestion in neighborhoods near campus have long been a sore spot between campus officials and the surrounding community. Yet, for this same reason, an investment in information-sharing and collaborative planning to address transportation issues can build (or rebuild) bridges between campus officials and municipal planning authorities. Here’s one recent example. Learning from a Success Story: A $7.4 Million Collaboration On the edge of the University of Colorado Boulder campus, you can find one of the most complex bus/bicycle/auto/pedestrian intersections in the Denver Regional Transportation District service area. The intersection involves Colorado State Highway 93 (28,000 vehicles per day), the University of Colorado main campus (32,000 students), multiple bike paths, and 16 different transit routes (involving both regional and city buses and campus shuttles). A history of bike, car, and pedestrian collisions has given the intersection an especially onerous reputation. As part of a field exercise at an Academic Impressions conference in 2007, participating transportation officials from postsecondary institutions around the country observed the intersection and proposed alternative plans for redesigning the intersection for safety and efficiency across […]

Keeping Your Division’s Strategic Priorities Current

Picture this scenario. Your institution undertook a lengthy and arduous strategic planning effort, to which your division responded with an operational plan, identifying a list of core initiatives intended to help meet the institution’s strategic goals. It is now two years later. Your division’s operational plan or action plan sits on a shelf (whether physical or digital). Some of the initiatives were pursued and met with varying success; some were not. Few attempts are made to refer back to that operational plan for your division — not because the initiatives outlined in it were ill-considered but because the environment and your awareness of what is on the horizon for higher education and for your institution has changed. Much of what was proposed in the plan is no longer relevant to the demands under which you work and the opportunities that are most critical to address. This is a fairly common scenario, and a symptom of an episodic, reactive approach to planning, in which identifying and resourcing strategic priorities for the division is treated as a completed process once there is a documented plan. Five years later, the process has to be repeated again in order to arrive at a substantially […]

Supporting Faculty Use of Social Media and Cloud-Based Technologies in the Classroom

Recently, we offered examples of how some faculty have successfully leveraged social media technologies to help them address specific challenges in teaching and learning –- you can find these examples in our article “In and Out of the Classroom: Using Social Media in Ways that Matter.” This week, we’d like to provide you with practical tips for how faculty developers and instructional technologists can assist faculty in identifying these high-potential opportunities. To learn more, we turned to faculty development veterans Alisa Cooper, assistant chair and e-courses coordinator for the English department at Glendale Community College, and Kimberly Eke, senior manager of the Teaching and Learning Interactive division at the University of North Carolina at Chapel Hill. Cooper and Eke offer their advice for what support faculty developers can provide at multiple stages of social media adoption: Resources and training not just on the tools themselves but on the tools’ pedagogical affordances One-on-one coaching Cultivating a community of practice among faculty Provide Training on the Tools and their Affordances Besides providing “how to” tutorials or seminars on common tools, foster conversations about pedagogical affordances and walk faculty through scenarios demonstrating how particular uses of social media might be employed in support […]

Vetting Early Alert Technologies

As more colleges and universities look to improve the success of those students who are most academically “at risk,” a host of software technologies to assist in early alert have proliferated on the market. Investment in such a third-party technology can be significant; yet many institutions purchase these tools quickly without the up-front decisions needed to ensure that the benefits will outweigh the cost. We turned this week to Jennifer Jones, adjunct instructor at Minnesota State University, Mankato and a visiting assistant professor at the University of Nebraska-Lincoln, to learn more. While serving as the director of academic retention at the University of Alabama, Jones developed a comprehensive and strategic approach to identifying at-risk students. Jones offers three critical pieces of advice: In speaking with us, Jones offered checklists of the questions you need to be asking up front, prior to procuring new software. Here are some of the most important points. Is it the Right Fit for Your Goals? The tool itself won’t resolve the challenges you face, but it can help you target your solutions –- if you define specific goals for what improvements you want to see and what role the technology will play in your early […]

Social Media: From Tactics to Strategy

Diagnostic: January 2012 Read this full report (PDF). In This Issue Social Media: Not a Brave New World Social Media and Student Recruitment In and Out of the Classroom: Using Social Media in Ways that Matter Social Media and Alumni/Donor Engagement Providing Central Guidelines and Support for Social Media A Letter from Amit Mrig, President, Academic Impressions January 2012. In the corporate sector and in higher education, organizations that have succeeded in using social technologies to move the needle on their strategic goals have done so by using these tools to enhance what they already do best – rather than treating social media as an entirely new effort. To make effective use of social media, you don’t need a new “social media strategy”; you just need to identify how these new tools can enhance your existing strategy. Can Facebook help you extend the reach of your current recruiting efforts? Can Twitter help you boost student engagement in large lecture halls? Social media represents an expansion of your tool kit for addressing perennial challenges. Colleges and universities that have seen success with social media have also resisted the urge to centralize or restrict these new channels; they have instead focused on empowering users […]

Social Media: Not a Brave New World

Although most postsecondary institutions now leverage social media channels to some extent for marketing and communications, alumni engagement, and teaching and learning, many of these efforts remain ad hoc and largely unintegrated with key strategic efforts within each division. An April 2011 survey of professionals at research institutions conducted by Slover Linett Strategies Inc. and mStoner in collaboration with the Council for Advancement and Support of Education (CASE) found that: Only 36 percent of professionals surveyed would describe social media use within their unit as “planned” (as opposed to “spontaneous”), and 65 percent would like to see the amount of planning increase 62 percent regard their unit’s use of social media as only “somewhat successful” in achieving strategic goals Because social media tools are new, it’s easy to assume that they require a new approach or a new “social media strategy.” Yet what is actually needed isn’t a new strategy, but rather a close look at your current strategy and a thoughtful analysis of how social media tools can be brought to bear on some of the challenges you face in meeting specific, strategic outcomes – such as increasing student yield, boosting the engagement of students in hybrid or online […]

In and Out of the Classroom: Using Social Media in Ways that Matter

Because so many students use social media tools – and because so many faculty use the same tools in their personal or professional lives – it can be tempting to bring social media into the classroom almost by default, on the assumption either that social media technologies are needed to engage students or that they will boost student engagement simply by their use. But social media technologies aren’t silver bullets – they are tools that can support efforts to address common pedagogical challenges. Here’s an example. CASE STUDY: TWITTER IN AN ITALIAN CLASS Perennial challenges in traditional (non-immersive) foreign language courses include a) how to best encourage student practice outside the classroom, where students have limited access to conversation in the new language, and b) how to aid students in moving beyond language “exercises” toward conversational fluency while within a classroom environment. In an intermediate Italian course at Montclair State University, Enza Antenos-Conforti had her students tweet to each other, in and out of the classroom, in 140-character strings of Italian. Antenos-Conforti then invited native Italian speakers she knows to join the tweeting, in effect adding an element of immersion to the language course. In her paper on the subject, […]

Providing Central Guidelines and Support for Social Media

It’s crucial that social media communications across your institution support your institution’s brand and mission. Aligning multiple channels (both social and traditional) to tell the same story about your institution in varied voices is powerful; multiple and uncoordinated channels telling different stories about your institution is problematic. It’s also a missed opportunity. Yet studies over the past year (such as CASE’s April 2011 survey and an .eduGuru study entitled The State of Higher Ed Media 2011)  found that aside from guidelines around branding and graphics, most units do not have policies or guidelines related to content management, privacy issues, response to negative postings, or legal and ethical issues; and only 16 percent of professionals said a coordinating group exists within their institution to guide social media use. To align those social media communications already happening, at varied points throughout your institution, take these critical steps: Treat your institution’s key contributors of social media content as “brand ambassadors” for your institution, educating them with best practices and guidelines for representing the institution Establish and communicate a clear, campus-wide social media policy to address legal and privacy issues Develop guidelines for faculty syllabi for courses using social media Educating Your Brand Ambassadors […]