News

7 Tips for Effectively Managing an Admissions Team

by W. Kent Barnds (opens in new tab)

One seasoned enrollment manager offers practical strategies for making your admissions team high performing, high morale, and effective. When I took on my role in 1997 as director of admissions at Elizabethtown College, the extent of my leadership and management experience consisted of serving as captain of my college track team several years before. While I’d worked hard as an admissions counselor and was beginning to feel a genuine connection to admissions work and higher education, I did not think of myself as a leader. I suspect my experience is fairly common among those who find themselves (or will find themselves) in positions of leadership in an admissions office: lots of enthusiasm, little experience. Though I still make mistakes, I’ve learned a few things about leading and managing an admissions team. But for this post, I asked my own team for some feedback about what does generally work, and what doesn’t. Responses to my inquiry resulted in my first observation about self-management and reinforce how important it is for admissions leaders to solicit feedback from team members! I hope these observations are helpful. UNDERSTAND YOUR TEAM Understanding the characteristics and acknowledging the complexities of the team is a must. Most […]

From Enrollment to Net Tuition Revenue: Where CEMs and CFOs Need to Focus

Recent studies have chronicled enrollment shortfalls and their impact on institutions across the country. Yet, given the increase in tuition discounting over recent years, it’s imperative that institutions manage the critical metric of net tuition revenue and not just enrollment numbers. This will require a more unified and methodical approach — and close collaboration between the chief enrollment officer (CEM) and chief financial officer (CFO). This paper reviews four critical areas for CEM/CFO partnership: Included in the paper are findings from a recent Academic Impressions survey of chief enrollment officers, and insights from leading experts Jim Anderson, Jon Boeckenstedt, Barbara Fritze, Daniel Konstalid, Kathy Kurz, and Lucie Lapovsky. Read the paper

Hazing Prevention: It Pays to Be Proactive

by Keith Ellis (opens in new tab), Daniel Fusch (opens in new tab)

A few weeks ago, Sigma Alpha Epsilon announced that it would end pledging entirely, as an attempt to reform the fraternity’s culture and prevent hazing. Various news sources commented on how the decision came on the heels of a Bloomberg investigation that had dubbed SAE the “deadliest fraternity” after finding that there had been nine deaths at SAE events since 2006. Wanting to learn more about the implications of SAE’s move and what institutions can learn from the story, we reached out to Keith Ellis, the University of South Carolina’s director of residence life, who has been recognized nationally for his efforts in hazing prevention, risk management education, and leading change in fraternity and sorority communities across the southeastern United States. The following is a transcript of our interview with Keith Ellis. REVIEWING THE CHALLENGE Many campuses only become aware of hazing issues after a crisis, prompting a reactive approach to fix the problem. Hazing prevention initiatives are not new, but often fall flat because they do not take into account the underlying cultural change that must occur to address this systemic challenge. Preventing Hazing: An Interview with Keith Ellis Daniel Fusch (Academic Impressions): Keith, thank you for sharing your […]

Clery Act Update: Why October 2014 is Critical

by Bev Baligad (Lansing Community College) and Lisa LaPoint (Academic Impressions) A recent amendment to the Clery Act require significant updates to your Annual Security Report (ASR), and your institution needs to address these changes appropriately and proactively in this October’s report. To place the recent changes in context, Academic Impressions brings you this video infographic (below), and to clarify what you need to review before October, we’ve interviewed compliance expert Bev Baligad, J.D., the director of student compliance and training and student Title IX coordinator at Lansing Community College. Video: A Clery Act Timeline What You Need to Do: An Interview with Bev Baligad AI: Bev, what questions should compliance officers and safety officers be asking? What should they be thinking about as they prepare to update their ASR? Bev Baligad: I would be asking: Which components of our current ASR need to be changed? Are we truly meeting the needs of the students at the same time that we are meeting federal compliance requirements? Has our ASR template evolved over the years, or has it stayed the same? Has our institution done a good job at keeping an eye on the regs as changes have come about, or are […]

5 Steps to Spring Clean Your Major Gifts Portfolio

by Ashlyn W. Sowell (opens in new tab)

A COLUMN FROM GETTYSBURG COLLEGE This article is the second in a series by Ashlyn Sowell, Gettysburg’s associate vice president and campaign director. In her previous article, Sowell reviewed 4 lessons about campaign communications and volunteer management that she and her team at Gettysburg learned — from their volunteers. You can read that article here. Today, Sowell, with input from Gettysburg’s director of prospect research, walks through critical steps in reviewing your major gifts portfolio. We hope you will find this article useful and share it with your colleagues. We also recommend these related upcoming trainings: After the winter of 2014, I think everyone is looking forward to spring. And with spring comes that throwing open of the windows, getting rid of clutter, and giving everything a good dusting.  It can also be the perfect time to review your major gifts portfolio to usher in new prospects and to let go of the old. I was struck by the news in the VSE reports that just came out recently. Giving in higher education is up and the highest it has been in five years.  That’s great news and speaks volumes to the work done by gift officers in partnership with […]

Beyond Friendraising: The Shift to Metrics-Driven Alumni Relations

SIGN UP FOR AI TRAININGS FOR FREE WITH AI PRO! We want to take a moment to thank you for reading our publication, and let you know about AI Pro, our new membership service that includes free access to 50 recent online trainings for advancement professionals, as well as many upcoming trainings! Membership also includes a discount on registrations for AI conferences. It’s a great way to train your entire team for less. We hope you’ll find out more here. by Gwen Doyle, Daniel Fusch, and Erin Swietlik (Academic Impressions) Academic Impressions recently conducted a survey of nearly one hundred alumni relations professionals. We asked about what measures of alumni engagement they had in place — and the extent to which these measures inform program improvements, new projects, and strategic planning for alumni outreach. Measuring “return on investment” on alumni outreach efforts can be a touchy subject — and a particularly difficult activity to attempt. At AI, we wanted to track the shift toward more data-informed decision making in alumni relations, and learn more about how alumni relations professionals across the industry are addressing this challenge. Here is what we learned. Are Your Peers Assessing the Return on Alumni Relations […]

What Training Do Academic Advisors Receive?

by Daniel Fusch and Cory Phare (Academic Impressions) In March 2014, Academic Impressions surveyed 111 directors of academic advising in higher education. Here are the key findings from that survey. What Advisors Are Being Trained In NACADA has identified 5 critical skill sets for advisors, and we asked academic advising directors whether they provide training in each of these. What we found: More than 90% of directors provide some training on informational skills (including national/institutional policies and procedures such as FERPA and scheduling processes, departmental rules and resources, and curriculum) and technological skills (use of the student database, navigation and modification of student records, research and problem solving using the student database). Approximately 65% provide training in the other skill sets: relational (establishing trust, communication, questioning, mentorship), conceptual (the theory and practice of advising, student rights/responsibilities), and personal (including personal growth and professional development). However, several directors noted that when time is short, the training gets weighted heavily toward delivery of information, and the relational and conceptual skill sets receive condensed, if any, treatment. FACULTY ADVISORS Most respondents to the survey provide training for professional advisors only – not for faculty advisors. In cases where this training is available to […]

4 Keys to Building a Stronger Advancement Team

by Heather L. Greig (opens in new tab)

We often talk about improving the success of annual giving programs in the context of external tactics. As important as the programs you execute are the strategies you use internally to ensure that your colleagues understand your work, see themselves in your success, and view you as keys to their own success. Building your program’s internal brand is critical to building morale for your team, setting the stage for future investments, and ensuring a consistent, comprehensive, and impactful external brand. Integrated and Successful Teams Share These Characteristics Annual giving programs intersect with every part of advancement. Successful programs require the investment and support of each department. Here are just a few examples of how successful annual giving programs depend on their colleagues: First Steps Getting there doesn’t happen overnight. You need to lay a strong foundation that helps your colleagues understand the impact of their partnership. Here are four things that you can do to set the stage for success coming into a new fiscal year: When you’re able to successfully accomplish these steps, you will be setting the stage for future successes—from stronger team morale to a front-row seat when requesting additional resources. By not building this type of […]

7 Ways Advisors Can More Effectively Engage Online Students

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

Online students are at significant risk for attrition as they experience isolation and a sense of disconnect from the institution, as well as find themselves lacking resources and information. Advisors can greatly impact students’ perceptions of their online experience by providing ongoing support and information to students. Advising online students can be challenging, however, as academic advisors are responsible for providing quality advising to students they may never meet, relying on phone and electronic communication as an alternative to face-to-face advising. Advisors who have traditionally worked with students in a face-to-face environment may experience frustration, dissatisfaction, and a lack of connection with the students with whom they work. Advisors run the risk of eliminating critical, comprehensive developmental advising strategies as they attempt to manage a seemingly unmanageable amount of emails and phone calls. It’s important for advisors to remember that online is not a type of student, rather, it is a mode of delivery for academic coursework. Students study online for a variety of reasons, including geographical limitations, learning style, work, and personal commitments. The needs of these students are no different from those of any other students, although students in an online environment often perceive a sense of isolation, […]

Checklist: What You May Not Know About FERPA and Advancement

by Casey Hudson (Academic Impressions) Advancement professionals sometimes hear that FERPA does not apply to advancement records. However, as advancement services expert Alan Hejnal cautions in his online training on the topic, this is only somewhat true. According to FERPA regulations, “Records that only contain information about an individual after he or she is no longer a student at the agency or institution” are not subject to FERPA, but all other records are. To unpack this, Hejnal provides the following keys to determining whether your advancement shop is complying with FERPA regulations. Defining “Student” While there is nothing in the FERPA guidelines that specifically references alumni, advancement professionals need to be aware of how the FERPA definition of a “student” applies to their target audience. A student is defined as any individual who is or has been in attendance at an educational agency or institution and regarding whom the agency or institution maintains education records. Under FERPA’s definition, alumni are students. What Records Does FERPA Apply To? Because alumni can be defined as “students,” advancement professionals have to be cautious about which records do and do not fall under FERPA rules. Here is a handy list of common records for […]

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