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Evaluating Your Alumni Relations Program: 3 Levels of Metrics

Are your alumni relations metrics comprehensive? In this excerpt from our Measuring and Evaluating Your Alumni Relations Program recorded webcast, Ray Satterthwaite, president of Engagement Analysis, Inc., describes a three-tiered approach to evaluating alumni relations: Satterthwaite suggests that while alumni relations offices often have some attitudinal outcomes, such as increases in engagement and pride in the institution. Tracking attendance at an event, for example, doesn’t necessarily tell you whether that experience had a positive impact on an alum’s relationship with their alma mater. “We have to measure all three of these things,” Satterthwaite suggests, “to know how our alumni relations programming is truly performing”: Operational Metrics Is your program properly resourced? Is it meeting the needs of its participants? Transactional Metrics Is there participation? Is it growing? Is your programming producing additional benefits (like gifts)? Attitudinal Metrics Are participants satisfied? Does the programming enhance their relationship with their alma mater? Does it deepen their pride? If you were to organize your own alumni relations metrics according to this rubric, where would the bulk of them fall? What aren’t you measuring as well? Find out more in the recorded webcast, Measuring and Evaluating Your Alumni Relations Program, available on demand for you and your shop. In […]

More than Dollars: How Many Opportunities are You Missing with Your Alumni?

by Ron Cohen

Series: Creating the Conditions for Support Everyone is trying to raise more money. Rather than simply suggest the next tactic that can boost giving in the short-term, this series offers a more intensive look at the strategic thinking that drives philanthropic support: Why do donors give? How do institutions strengthen their core and emphasize initiatives worthy of support? How do we align strategic plans, strengths, and advancement strategy to create the conditions for ongoing and sustained support? In this series, distinguished current and past chief advancement officers apply their most innovative and creative thinking to this question. Also in this series:Why Donors Give: It’s Not What You ThinkEngaging Women in Philanthropy: Practical Ways to Shift Our ApproachChecklist: Questions the Governing Board Must Ask Before Launching a Campaign If Congress passed a law tomorrow making fundraising illegal, would you still care about your alumni? I asked this question to alumni directors and chief advancement officers across the country as part of a research project in 2011. Over the last 75 years, colleges and universities have communicated to alumni almost singularly that the most important thing they can do to support their alma mater is give money. But increasingly, this single focus […]

Online Learning in the Middle East: One Chancellor Speaks

by Daniel Fusch

Recently I had the opportunity to attend several speeches by Dr. Mansoor al Awar, the chancellor of Hamdan Bin Mohammed Smart University (HBMSU) in Dubai, the Middle East’s first online university, founded in 2002. Dubai’s higher education model is very different from that of the U.S., yet there are lessons to be learned from the success of the region’s first e-university. Educators in Dubai feel the pressure of time keenly, and faced with a geographically disparate population and significant challenges to access, institutions like HBMSU are intentional in innovating with modes of instructional delivery and alternative credentialing. Dr. Mansoor explains the situation: “My dream is to offer education to all 450 million people in the Middle East. That is the HBMSU vision. There is 40% illiteracy in the Middle East. But even the illiterate know how to use this smartphone. Using this mobile device, I can get them access to the knowledge they need. But we need to accelerate the pace. There are 17.5 million children in the Arab world who are out of school; 3 million of them are Syrian refugees. If we rely on the traditional model of education to get them caught up, it will take us […]

Why Donors Give: It’s Not What You Think

by Jim M. Langley

Series: Creating the Conditions for Support Everyone is trying to raise more money. Rather than simply suggest the next tactic that can boost giving in the short-term, this series offers a more intensive look at the strategic thinking that drives philanthropic support: Why do donors give? How do institutions strengthen their core and emphasize initiatives worthy of support? How do we align strategic plans, strengths, and advancement strategy to create the conditions for ongoing and sustained support? In this series, distinguished current and past chief advancement officers apply their most innovative and creative thinking to this question. Next in this series:More than Dollars: How Many Opportunities Are You Missing with Your Alumni?Engaging Women in Philanthropy: Practical Ways to Shift Our ApproachChecklist: Questions the Governing Board Must Ask Before Launching a Campaign Given that annual alumni support nationally has been declining for 22 years and that less than one in ten alumni are currently giving back to their alma maters, it is clear that our core practices and the philosophies that underpin them need to change. In short, we need to elicit more and solicit less. And foremost among the thoughts we should be eliciting is why our alumni give to […]

Improving Student Success: A Conversation with the Incoming President of WICHE

by Amit Mrig

Being based in Colorado, we were excited to hear that our current Lt. Governor, Joseph Garcia, was named the new President of the Western Interstate Commission for Higher Education (WICHE), which works to expand access and opportunity across its 16 member states and territories. Garcia will begin his new role in July. Previously, Garcia served as the president of Pikes Peak Community College and the president of Colorado State University – Pueblo. Having served across such a diversity of roles, Garcia has a unique and multifaceted perspective on higher education. Recently, I had the opportunity to meet with the Lt. Governor and gather his insights on the ongoing shift in focus to student outcomes and how higher-ed institutions will need to adapt in the years ahead. An Interview with Joseph Garcia Amit Mrig. You’re in a unique position, having served as the president of a community college, the leader of a 4-year institution, having run the Higher Education department for the State, and having served also as Lt. Governor. Given these multiple viewpoints, what do you see as the biggest challenges confronting higher education? Joseph Garcia. When we started community colleges–when we first started talking about the Higher Education Act–the focus […]

Due Process and the Likely Gap in Your Title IX Investigation

by Daniel Fusch

Series: The Compliance Issues You Need to Know About Welcome to the third in this series. You can read the first two articles here: Daniel Fusch. Bev, thanks for joining me for this conversation. There have been several cases recently in which a judge has ruled against a post-secondary education in a suit brought to court by a student (or former student) accused of assault: the University of Southern California; University of Southern California, San Diego; the University of Tennessee at Chattanooga; and George Mason University, to name a few. In these cases, the judge cited the institution for lack of due process. I can’t help thinking that this may be just the crest of an oncoming wave of similar cases. Could you tell us a little about the need for due process in Title IX investigation? Bev Baligad. First and foremost, institutions must understand that the hallmark of due process is fairness: fairness for all parties, whether they be complainants or respondents. This isn’t just a best practice; institutions have to be fair. In fact, this isn’t just about a “need for due process in Title IX Investigation.” There is a need for due process to be embedded throughout an institution’s processes. Period. […]

Yield Rates are Declining – Why?

by Jon Boeckenstedt

Series: Changing How We Understand the Market In this new series by Jon Boeckenstedt, we analyze current enrollment and demographics data, uncovering stories that challenge how institutions often understand their marketplace—or that shed new light on emerging trends. We want to encourage a deeper look at the implications of today’s marketplace data. We hope that you will share these stories across your institution and use them to start critical conversations to drive not only enrollment strategy but discussions of curricular offerings, student support, and course design. While we’ll highlight findings and stories worthy of closer attention, each article includes an easy-to-use Tableau dashboard that you and your colleagues can use to drill deep in the data yourself. More in this series:Is the International Enrollment Boom a Rising Tide that Lifts All Ships? Colleges nationwide are suffering from declining yield rates, and everyone wants to know why.  In some sense, it’s the tendency of colleges to chase the measure of prestige known as selectivity, as defined by a low admit rate. People believe the best way to do this is to increase applications, to allow for a lower admit rate.  The problem is that colleges have a natural market, and, for […]

Student Resilience: How One Institution is Helping At-Risk Freshmen Seize a Second Chance

by Elizabeth Ross Hubbell, Sarah Seigle Peatman

If this article proves useful…You can take a deeper dive into this Middle Tennessee State University case study and a case study from Bay Path University in our recorded webcast. We’ve written a lot in past articles about the importance of resilience or “grit” to student persistence, and about what some offices on campus can do to help students—particularly first-generation and PELL-eligible students—build their resilience. Middle Tennessee State University has adopted a remarkably comprehensive and affordable (and therefore replicable) approach to doing so. To learn more, we spoke recently with Vincent Windrow, formerly the University’s Director of Intercultural and Diversity Affairs and now the Assistant Vice Provost for Student Success, and Dr. Rick Sluder, Vice Provost for Student Success at MTSU. They shared with us an in-depth look at MTSU’s REBOUND program: its three key phases, the results it has produced, and practical tips for other institutions that may wish to implement a similar initiative. What MTSU Set Out to Do Enrollment of students at MTSU who identify as either first-generation or are PELL-eligible has increased by 24% over the past five years. Now, nearly 50% of the incoming freshman class each year (1,400 out of 2,800 students) fall into […]

Engaging Alumni on Social Media: Sample Posts from 5 Small Colleges

by Timothy Ponisciak

Recently, I partnered with Academic Impressions to survey over 100 institutions about how they engage alumni on social media. By far, these institutions had seen the most success via Facebook, and I invited them to submit their most popular Facebook posts — those that drew the most reaction (Likes) and engagement (Comments) from alumni. I published the aggregate findings in the paper Engaging Alumni on Social Media: What Works, and I will discuss best practices (informed by this survey and other research) in the upcoming webcast Strategizing for Social Media in Advancement. Today, though, I want to share a few of the popular Facebook posts that survey respondents highlighted. If you’re looking for some inspiration for your own alumni-facing Facebook page, check out these examples from five small colleges that are keeping their alumni engaged via their social channels. Whether you’re looking for questions you can toss to your alumni, #tbt posts, or giving-day campaign ideas, here is a sampling of how other small colleges are talking with their alumni. Example 1: Augustana College Alumni Augustana showcases just how much of a connection athletics success can bring between a school and it’s alumni base. You don’t have to play at a Division […]

The Current State of Competency-Based Education in the US

by Daniel Fusch

Recently, I had the privilege to sit in on a press release of the very preliminary findings from a joint Eduventures/Ellucian survey reporting on institutions’ level of commitment to competency-based education (CBE). The full report on the survey will not be released until June, and in fact the survey is still open. But as of late April, 261 institutions have responded, representing a diversity of Carnegie classifications and institutional types, and some of the findings are illuminating. The findings listed below were shared with me by Richard Garrett, Chief Research Officer at Eduventures, and Carie Ann Potenza, Director of Academic and Grant Services, Teach and Learning, Ellucian. I have also asked several leaders of innovative CBE programs (who will also be speaking at our upcoming conference Developing and Managing Competency-Based Education) to comment on the initial findings, and their comments are also below. Findings: Everyone is Interested in CBE, Few are Scaling It First, some quick demographics. Of the 261 early respondents: These are preliminary findings only, and the survey’s administrators haven’t yet segmented the data to learn more. However, Richard Garrett has noted that preliminary segmenting by Carnegie classification has revealed very little variance in response across types of institutions. […]