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Panel: Taking Social Media Strategy to the Next Level at Your Institution

by Gwen Doyle, Conference Director, Academic Impressions You may still be struggling in developing a sound social media strategy across many platforms; many of your peers are, too. And ensuring you understand social media’s role in your institution’s overarching brand and digital strategies can be extraordinarily difficult. I sent a few questions to the panel of expert faculty from the Academic Impressions Social Media Strategy conference, and I would like to share their answers with you here. These are among the most incredible minds working on social media in higher education today; from content strategy to metrics to brand, I chatted with each of them about areas they are especially passionate about. Here is their advice. Tim Jones (Clarkson University) on Content Strategy Gwen Doyle: Tim, what is hardest about implementing a content strategy? What do poeple need to re-think? Tim Jones: With the wild variation in skill sets, expertise, responsibilities and understanding of great content and social media, the hardest part of content strategy implementation usually comes down to internal alignment. It’s tempting to read up on content strategy and try to replicate every conceivable element and implement as many tools and processes as possible. To pull that off, most higher-ed organizations […]

Sponsored Article: Practical Strategies for Segmenting Your Enrollment Marketing

by Sarah Seigle Peatman, Jason Bakker

SPONSORED ARTICLE This article is sponsored by the Campus Media Group. Our sponsored articles feature the expert advice or case studies of thought leaders at companies serving the higher-ed industry. If your company is engaged in research serving higher education or is helping institutions innovate to solve the pressing challenges of today and you would like to sponsor an article in our publication, please contact Daniel Fusch at daniel@academicimpressions.com. by Sarah Seigle and Jason Bakker, COO,Campus Media Group Campus Media Group is a national college marketing firm based in Bloomington, Minnesota that specializes in all things campus advertising. One of their specific areas of expertise is helping colleges and universities further segment their enrollment marketing tactics to appeal to specific prospective student groups. Because segmentation is so so critical in helping institutions stand out in today’s competitive market, I recently sat down with Jason Bakker, the Chief Operations Officer at Campus Media Group, to dig a little bit deeper into his expertise on creating segmented content and messages and how to deliver them. Here’s what Jason had to say. Taking a Closer Look at Your Marketing Channels Sarah Seigle: For four-year institutions, what are 1-2 specific strategies for gaining the attention of prospective […]

Spotlight on Innovation: How Georgia Tech and AMAC Are Working to Make Course Materials More Accessible

by Lisa Cook, Daniel Fusch

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. Despite increased demand for more accessible course materials for disabled students, there is often a lot of inertia on the part of the textbook industry. Georgia Tech’s Bob Martinengo, who serves as the accessibility solutions publisher outreach specialist for AMAC Accessibility Solutions—an organization that is part of Georgia Tech’s College of Architecture, and that was incubated out of the University System of Georgia in 2005—offers this theory for why some changes have been slow: “The industry has often said ‘yes, but we are concerned about cost’ or ‘we’re working on this project, but maybe tomorrow.’ The problem has been around so long that there’s little measurable movement.”Bob Martinengo, AMAC and Georgia Tech Martinengo wants to see two things change, in particular: Rethinking the Market “The overarching theme is […]

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

by Daniel Fusch

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 […]

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

by Sarah Seigle Peatman

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 the South Dakota Higher Ed System is Transforming Support for American Indian and Low-Income Students

by Lisa Cook

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, Daniel Fusch

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, Daniel Fusch

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

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.

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 […]

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