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Conversations That Matter: Reviewing Your Academic Library’s General Collection

Are you managing your library’s general collection in a way that is responsive to the needs of all of your stakeholders–including faculty and students? Recently, for our podcast series Conversations That Matter, we interviewed Annie Belanger with the Dana Porter Library at the University of Waterloo and Michael Levine-Clark with the University of Denver Libraries, who have an especially responsive approach to managing the general collection. You can listen to their ideas and advice here: Critical Questions to Ask To ensure an intentional approach to collections management, Belanger and Levine-Clark also suggest this brief checklist of critical questions to answer at the outset of an effort to review, audit, or weed the general collection: See Other Topics in Institutional & Academic Planning

Higher-Ed Crowdfunding: What Is It and Why Does It Matter?

“Crowdfunding” is the buzzword of the day in higher-ed fundraising. Last week, in one of Academic Impressions’ informal 7 Second Surveys, we asked our readers: “Do you expect to use a crowdfunding tool to raise dollars at your institution in the next year?” 67% said “no.” 33% said “yes.” 140 higher-ed fundraisers replied to our informal survey. What quickly becomes apparent in reviewing the comments on the survey, however, is that professionals in higher education are using “crowdfunding” to refer to a variety of new donor acquisition initiatives that are distinct both in approach and in the level of investment required. For some, crowdfunding refers simply to any form of online giving. Our advancement program directors Erin Swietlik and Gwen Doyle offer this breakdown of three new donor acquisition initiatives some of your peers are trying and how these initiatives differ — to help you determine what option might be the right fit for your institution. 1. A Day of Giving A day of giving is a concentrated, 24-hour fundraising campaign targeted at increasing unrestricted gifts over a short, concentrated period to the annual fund. The effort typically uses email solicitation, social media buzz and peer-to-peer solicitation, all driving towards […]

Conversations That Matter: The Next Generation in Student Residential Facilities

Wake Forest University’s new residential facilities–part of the institution’s transition to a three-year residency requirement–are unique in several respects. First, they were designed to mirror the stages of students’ social development. For example, the new facilities offer a more communal atmosphere for freshmen, sophomore assignments based on “friendship groups” that students have formed, and apartment-style housing for upperclassmen. Second, the design process included significant student involvement, including: Recently, we reached out to Donna McGalliard, dean of residence life and housing, and to Eric Moss and Bynum Walter from Ayers Saint Gross, to learn more about the decisions Wake Forest University made, and what other institutions can learn from their success. Audio: Interview with Wake Forest University and Ayers Saint Gross More Innovations in Student Housing You might also be interested in these articles: Do Your Living-Learning Communities Offer an Immersive Learning Experience?Creating a Housing Master PlanAdding Gender-Neutral Housing See Other Topics in Student Success

Email Advising: Doing it Wrong, Doing it Right

by Sue Ohrablo, Ed.D.

In a recent, interactive online training session, Susan Ohrablo, a doctoral enrollment counselor with the Abraham S. Fischler School of Education at Nova Southeastern University and past advising center director, conducted a detailed critique of a series of examples of advisor responses to students’ email inquiries. Ohrablo reviewed what works and what doesn’t work in email advising. This article offers several key takeaways from that training session. Here are 3 principles that are key to effective, electronic advisor-student communication. 1. Be Available: Treat an Email Response as an Advising Session One significant point that Ohrablo makes is that what works well in a face-to-face advising session needs to guide your understanding of what works well in electronic responses to student inquiries. During the online training, Susan Ohrablo polled advisors and advising directors at 41 institutions, asking what they thought made an advising session particularly effective. The responses: This list of what constitutes effective developmental advising should also guide what an advisor sets out to achieve in an email response to a student. “When you review your email,” Ohrablo suggests, “remember that the student sending that email is an advisee. Treat your response as an advising session. If you do that, […]

Online Giving is Trending Up: Here’s the Data You Need to Guide Your Strategy

At a recent AI online training “10 Tips for Improving Your Online Giving Site,” consultant and blogger Lynne Wester of www.donorrelationsguru.com reviewed recent data on online giving and what this data means for your giving site and email solicitation strategy. Here are several key takeaways that we recommend sharing with your colleagues. Let’s take a look. What Can Be Gleaned First, Wester shared relevant stats from Blackbaud’s 2013 study of online fundraising for nonprofits: Revenue growth in online giving has risen 11.6% in the past year. The average online donation in higher education: $150. “These are not just $10 donors,” Wester notes. “These are people who are of value to us, and it’s important that they have a quality experience on your online giving site.” The average online donation in higher education is higher than the average online donation for any other kind of nonprofit organization. The average one-time online gift to a nonprofit in 2012 was $60, but the average monthly online gift was $19, or nearly $240 a year. “It’s crucial that you set up your online giving site to accept monthly giving.” Also, higher education saw a 73% growth in monthly online giving in 2012 – “so […]

And the Tweets Have It: What Matters in Student Philanthropy

Twitter was alive this week with discussion and shared best practices among alumni relations, annual giving, and student philanthropy officers who attended Academic Impressions’ 2013 student philanthropy conference. Here are some of the highlights and key takeaways from that conversation. FOLLOW US ON TWITTER Can’t attend one of our events? Follow us on Twitter @academicimpress and watch the event’s backchannel for ideas and key takeaways shared by the speakers and participants. Taking the Long View Why is student philanthropy the right investment to make? Because cultivating donors early is the key to a thriving donor pipeline in the long term:   The Key: Educate Future Donors, While They Are Still Students Yet often, institutions face challenges in engaging alumni because they didn’t take steps to engage and educate them as future donors while they were still students. For example, many college students graduate largely unaware of the role of philanthropy in funding their education. This lack of awareness creates a disconnect when annual giving officers reach out to them later to ask for their support. The alum’s perception may well be that they paid a high tuition bill and perhaps took on student loans — in short, that they have […]

Why You Need Your FERPA Policy in Writing

In Academic Impressions’ recent webcast “FERPA Policy and Procedure Audit” (you can order this online training here), FERPA expert Helen Garrett, the dean of enrollment management systems at Lane Community College and recent president of PACRAO (the Pacific Association of Collegiate Registrars and Admissions Officers), gave an in-depth walkthrough on how to review, update, and communicate FERPA policy regularly, to ensure that departments across your campus are in compliance. One of Garrett’s key points in the training was that while this step is frequently overlooked, it is critical to have a written FERPA policy that is regularly updated. Why This is Important To illustrate why the policy has to be written and available for reference, Garrett shared a personal anecdote: “This happened to me. I’ve been a registrar since 2000, I love FERPA, I love training people on FERPA, and even I was caught up short on having not done this as well as I should have. So even the most skilled registrars aren’t always on top of this. “This is the story I want to share with you: “A couple of years ago, we went through a pretty intense process for an employee who had not been doing things […]

Mobile Learning: 5 Student Safety and Privacy Risks Every Educator Should Know

As mobile learning and remote teaching increase in popularity, so do concerns regarding personal safety and privacy. As you pilot mobile projects in your classes, are you considering how those projects impact both privacy and security? During a recent webcast, Academic Impressions conversed with mobile learning veterans Stephen Baldridge, assistant professor and baccalaureate program director at Abilene Christian University, and Dale Pike, director of academic technologies at Boise State University. We polled the webcast participants to learn what they regarded as the greatest threats to the privacy and security of users of mobile devices at their institution. The options included device settings/glitches, end user license agreements, and malicious hacking, but nearly all participants selected users’ “personal habits” as the #1 threat. “You can have all the security in the world,” Baldridge cautions, “but this doesn’t take into account students who are unaware of or decide to disregard security precautions in using their devices, exposing their own data.” In fact: In other words, mobile users often engage in behaviors that make it easy for their data to be compromised. Accordingly, it’s possible that a little user education can go a long way. HANDBOOK: SAFETY AND PRIVACY ISSUES IN MOBILE LEARNING Order a […]

Doing More with Less: Moving Information Literacy Instruction Online

During a June 18, 2013 webcast, Academic Impressions asked librarians from academic libraries across North America whether they are looking to move information literacy programming online — and why. The three main reasons offered: Enrollment growth in online and blended courses, where students may have limited access to the physical library or to meeting librarians Initiatives to support embedded librarians in first-year courses Large numbers of freshman sections needing information literacy instruction, and limited librarians to teach them Offering information literacy instruction in a mediated, online environment allows your institution to offer these resources to more students without incurring the cost of hiring additional instruction librarians, and may empower you to better connect distance learning students with library resources. Barriers to Getting This Done Anne-Marie Deitering, the Franklin McEdward Professor for Undergraduate Learning Initiatives at Oregon State University, led the webcast participants in an interactive discussion about making the move to online literacy programming. During the discussion, Deitering shared the results of a national survey she and her colleagues conducted asking librarians across the US about the most significant barriers they face to offering information literacy instruction online. Overwhelmingly, librarians indicated that the #1 barrier was time. Noting this, Deitering […]

Conversations that Matter: The Other Higher Ed Bubble

In our recent paper The Other Higher Ed Bubble, we argued college and university leaders need to act now and make fundamental changes to how they operate in order to ensure a sustainable future. This will mean holding critical conversations across your campus, defining the right problems to solve in the next 5-10 years, challenging old assumptions, and focusing on factors within your institution’s control. In the following two podcasts in our series Conversations that Matter, we asked higher-education experts Bob Dickeson, Larry Goldstein, Lucie Lapovsky, John Lombardi, and Pat Sanaghan to offer practical advice for starting these conversations and review five examples of institutions that have taken bold action to redefine themselves in a changing industry. Podcast: A Call to Action for Higher-Ed Leaders Hear from the Experts:John Lombardi – at 1:25.Larry Goldstein & Lucie Lapovsky – at 9:52.Bob Dickeson & Pat Sanaghan – at 18:29. Podcast: Bold Leadership in Higher Ed: 5 Examples 5 Examples:John Lombardi discusses Arizona State University – at 0.50.Larry Goldstein discusses the University of Hartford – at 6:34.Lucie Lapovsky discusses Cedar Crest College – at 13:01.Pat Sanaghan discusses Abilene Christian University – at 18:17.Bob Dickeson discusses Rio Salado College and Western Governors University – […]

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