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How Some Colleges are Building Student Resilience and Grit

by Paul Marthers

Managing the student life cycle requires cross-divisional initiatives and the willingness to innovate. Applying a student success lens to the student life cycle has led institutions to examine the relative roles played by traditional measures of academic achievement (grades, credits completed, major requirements met) and less traditional, non-cognitive indicators such as student grit and resilience. This shifting approach is leading to intentional campus initiatives designed to foster attitudes and behaviors that will promote student success—as measured by higher retention, graduation, and student satisfaction rates. For example, consider the programming offered by the Office of Undergraduate Retention at the University of North Carolina at Chapel Hill. Recognizing that today’s college students live their daily lives on their devices, the UNC-CH retention office website is stocked with descriptions of workshops on, and suggestions for further exploration of, topics such as developing a growth mindset, thinking positively amidst change, and becoming resilient. Similarly, the Student Success Advocates program at the University of Utah provides video resources for students, with titles that include: Growth Mindset;” “Change Your Mindset, Change the Game;” and “Ability, Effort, or Mindset?” There is increasing evidence that such factors matter. A recent Rice University study, for example, found clear evidence […]

How to Think More Strategically About Alumni Participation

by Daniel Fusch

This article is an excerpt from Jim Langley’s book Comprehensive Fundraising Campaigns: A Guide for Presidents and Boards (Academic Impressions, 2016). Over-reliance on marketing academic distinction and under-reliance on building alumni affiliation is one of the reasons that annual alumni giving has been declining for 20 straight years and why, today, fewer than one in 10 alumni are giving back annually to their alma mater. The percentage of alumni giving back to their alma mater is such a key baseline measure in assessing an institution’s ability to stage a successful campaign. Yet institutional leaders often assume that academic distinction is the key driver of this affiliation. The data does not support this. According to U.S. News & World Report, the colleges and universities with the highest percentages of annual alumni giving as of October 2015 were as follows: Princeton University (NJ) 62.9% Thomas Aquinas College (CA) 58.3% Williams College (MA) 56.9% Florida College 54.4% Bowdoin College (ME) 54.2% Middlebury College (VT) 53% Davidson College (NC) 52.9% Wellesley College (MA) 51.4% Carleton College (MN) 50.6% Amherst College (MA) 49.2% These levels of annual alumni participation certainly suggest deep appreciation and affiliation. However, note that academic distinction, as measured by where an institution stands […]

5 Fairy Tales People Believe About Mentoring in Higher Ed

by Ginnifer Cié Gee

Once upon a time, I lived in a magical fairy tale world where higher education professionals, educated and insightful individuals, knew exactly how to navigate a mentor program and the results were nothing less than charming. Then I woke up. Sadly, the real world presents many obstacles to this “happily ever after,” and a belief in the fairy tale mentorship creates unsuccessful and unsustainable mentor programs. The five fairy tales below highlight five major lessons learned from designing and growing a university-wide mentor program. Before I begin, a caveat: Everyone’s story is different. Yet perhaps you can find relevance to your own institution and inspiration to begin or improve your mentor program. For almost ten years, I have worked with a university leadership development program that cultivates faculty and staff from every area of the university in a series of day-long sessions. Part of this development includes an embedded mentor program. The leadership program was created in 2008 through a cooperation of Student Affairs and Academic Affairs to cultivate leaders within the university. The goal is for participants to use these new skills in their current position and to hopefully grow into executive leadership positions. The mentor portion was designed […]

Practical Strategies for Women in Leadership in Higher Ed

by Daniel Fusch

In November of 2016, Academic Impressions held its first Women’s Leadership Success in Higher Education conference. (You can see information about the upcoming Women’s Leadership Success conference here.)  For me personally, this was one of the highlights of my year and a culmination of months of work that sprung from an idea that had formed in the summer of 2015. As it happened, the conference took place the week after the election. I found myself wondering how or if the election would impact the synergy in the room. What we experienced was an incredibly positive, high-energy, joyful three days of learning! Key messages standout from that experience: As we prepare for the 2018 conference, coming up in just a few short weeks, we asked a few of our speakers for their thoughts on what holds women back from their leadership potential and what tactics they use in challenging situations to handle them with confidence. Their answers were varied, but demonstrate how each taps into her unique strengths to lead effectively. We spoke below with Jeanne Hey, Dean, College of Arts and Sciences, University of New England, and with Arlethia Perry-Johnson, (Retired) Vice President of Marketing, Kennesaw State University. An Interview with 2 […]

Courses with No Syllabi: A Unique Instructional Model at LDS Business College

by Bridget Dattilo

In this interview, learn about a unique approachto designing a more immersive learning experience. In this short clip, you’ll hear my conversation with Bruce Kusch, the current president of LDS Business College. Formerly the chief academic officer at LDS, Bruce spearheaded an instructional framework there called the i4 model of design. i4 means campus instruction that is: To pilot this model, Bruce worked with an LDS faculty member to pilot a semester-long leadership course with no syllabus. He is going to tell us why he decided to do this and what it looked like along the way. Bruce Kusch, LDS College. What our mission here is … is to really prepare our students for the world of work that they will encounter when they graduate. The jobs that are waiting for our students when they finish don’t come with a textbook or a syllabus, and they’ve got to be ready to go to work and produce. The best way that we can help them do that is to put them in a learning environment that in the greatest way possible simulates work. Bridget Dattilo, Academic Impressions. So your intent here is to focus on building the mindset in students for […]

How One College Used the Business Model Canvas to Boost Enrollment and Develop New Academic Programs Quickly

by Daniel Fusch

While working to design our conference Budgeting for Innovation in San Antonio, TX, we became fascinated by the Business Model Canvas, an open-source tool developed by Alex Osterwalder, Yves Pigneur, and others, which helps organizations swiftly explore alternatives, challenge assumptions, compare and set new strategies, and build shared vision and language. This tool helps institutions document their existing business model visually (including key partners, key activities, value proposition, customer segment, costs and revenues, etc.), rendering the invisible visible, and can be used to quickly identify opportunities to refine the cost structure or generate new revenues. It is the “how” in budgeting for innovation. During our research, we had the opportunity to speak with a number of institutions that have used a Business Model Canvas to identify opportunities for innovation and to help budget for innovation. One of those institutions is Ocean County College, and we would like to share this interview we conducted with Sara Winchester, the institution’s executive vice president of finance and administration, which describes what OCC achieved and what advice they might have for other institutions. You can also see the Business Model Canvas in action at the post-conference workshop at the Budgeting for Innovation conference. An Interview with […]

Preparing Students to Lose Their Jobs (And Faculty To Keep Theirs)

by Heather E. McGowan

also by Alan Ritacco (Learn more in the recorded webcast: The Future of Work and the Academy) Abstract: A recent study reveals that young people today could have as many as 16-17 different jobs in 5 industries. As the rate of technological change becomes exponential, the future of work requires adapting to change, recognizing job failure as a norm, and (since we are living longer) a longer career arc in which to experience many different and uniquely distinct careers. Are most institutions of higher education preparing students for this reality? According to the recent report by the Foundation for Young Australians, The New Work Mindset (a study built upon the Future of Work research studies of both the McKinsey Global Institute and the World Economic Forum), young people today could have as many as 16-17 different jobs in 5 industries: And considering that the Bureau of Labor Statistics reports that there are more than 1.5 million involuntary and 3 million voluntary separations per month, the fact is: job loss and job change are a norm. Job change, whether voluntary or involuntary, is part of having a professional career. As higher education professionals, we prepare students for their first professional jobs. We, […]

Higher Education: Your Life May Depend Upon It

by Heather E. McGowan

also by Robert E. Johnson, Ph.D. (Learn more in the recorded webcast: The Future of Work and the Academy) Higher education and the coveted bachelor’s degree was once the essential launch pad to economic stability. Now, it seems it is something more. In to a new report published by Brookings, “Mortality and morbidity in the 21st century,” Princeton professors Anne Case and Angus Deaton explore the patterns and trends that have led to a decline in the life expectancy of middle-aged white people without college degrees since the late 1990s. Spoiler alert: education is the key distinction, and differences in life expectancy do not appear due simply to an economic division. In this paper, we will take a look at the changing landscape of work and what this means for higher education. We’ll look particularly at manufacturing. Note: All segments of our economy are in some form of disruption. Manufacturing is an obvious and easy industry to use as an example as the devastation can be seen and understood. Rising automation and machine intelligence will creep into and replace the knowledge workers with the same voracity with which the physical workers have been supplanted: How We Got Here We lost a […]

Academic Impressions on Deferred Action for Childhood Arrival (DACA)

Higher education is the mechanism that makes the American Dream possible–participation and graduation from college is the key to changing an individual’s and family’s life trajectory. And higher education–and our country as a whole–is made better by our ability to accept, welcome, and engage with our swiftly diversifying population. As such, we at Academic Impressions have been deeply disappointed by the decision to end the Deferred Action for Childhood Arrivals program (or DACA). DACA has offered an opportunity to young people who have lived in the United States for most of their lives to engage with the American notion that hard work and dedication are the keys to creating a better life for yourself. DREAMers in turn have used that opportunity to further their educations, join the armed forces, and start businesses. Their actions have benefited their communities and our country as a whole. To toss those futures aside not only violates these American ideals but it rips families apart, damages communities and economies. We along with other numerous higher education associations and organizations, encourage Congress to take swift action to secure the status of DREAMers before the 6-month time period ends. Roughly 800,000 young people placed their futures in […]

How Activity Based Costing Analysis Can Be Used To Test-Drive Future Scenarios

ARTICLES ON ACTIVITY-BASED COSTING This is a companion piece to our earlier article Activity Based Costing: What’s the Return On It? You can also hear more from William Massy at the upcoming conference “Academic Resourcing Models for Evidence-Based Decision-Making.” by William F. Massy, Professor Emeritus and former Vice President for Business and Finance, Stanford University Activity-Based Costing for individual courses (“Course-based ABC”) is emerging as the best way to understand the cost and revenue structures of colleges and universities. In this article, I want to extend this idea to cover prediction as well as understanding—specifically, how the model can be used to evaluate future scenarios. Examples of Scenario Planning that Can Benefit from Course-Based ABC Universities regularly encounter challenges that this kind of scenario planning can help address. Here are just a few, derived from my own experience over the years: Respond to externally driven declines in student enrollment—for example, due to government immigration policies or new competitors. Evaluate proposals for adding new programs or expanding, contracting, or eliminating old ones. Moreover, there is a good case for including capacity and margin analysis as a routine part of Program Review. Cope with significant funding cuts, e.g. in government appropriations or […]