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Disintermediation: The Changing Demands of Alumni Relations

Posted on by Kenneth Soldink

When I hear an alumni relations professional say that alumni relations programs have been disintermediated from their alumni, more often than not, I cringe. The theme of disintermediation, or the thought that social media and other technologies have decreased the alumni’s “need” for their alma mater, crops up often, and while it should signal a change to which we as alumni relations professionals must adapt, it is often misused as an excuse for why our programs are dying. The Challenges We’re All Facing It’s no wonder that the alumni relations profession is facing dynamic change. Since the founding of the oldest alumni association at Williams College in 1821, the profession of alumni relations has been built on traditions of the alma mater. Looking back instead of looking forward, alumni associations love to celebrate long-held traditions, and prefer to stick with existing programs, services and people because “we’ve always done it that way.” For many institutions, the typical set of activities includes a homecoming, reunions, alumni directory. Historically, these have been possible primarily because the alumni association was the glue that connected long lost friends to one another and to the institution. But, with the advent of the internet, even prospective […]

Preparing First-Generation Students for Academic Success

Posted on by Greta Bell

Given the lower retention rates of first-generation students, more colleges and universities are devoting attention to how best to aid the success and persistence of this cohort. To learn more about how higher ed institutions can respond to the issue, we turned this week to Thom Golden, senior associate director of admissions at Vanderbilt University (@Doctor_Thom on Twitter). This week, Golden draws attention to the types of bridge programming that higher ed institutions can put in place to help first-gen students enter college better prepared to persist and succeed. Defining the Problem “In enrolling and retaining first-generation students, aspiration isn’t the issue,” Golden notes. He directs attention to findings from several studies from past years: According to the Ad Council’s 2006 study College access: Results from a survey of low-income teens and parents, 91 percent of low-income high school students said they believed that they would complete a college degree According to a 2006 US Department of Education study, The Toolbox Revisited, only 45 percent of Hispanic students attend a high school that offers calculus, and only 59 percent of white students do Outreach to high schools and to high school students, Golden suggests, must focus less on planting seeds of […]

Lessons Learned from Institutions Undertaking Program Prioritization

Posted on by Kenneth Soldink

At Academic Impressions, we recently offered a national snapshot of efforts to prioritize academic programs and administrative services at higher-ed institutions. Our report included commentary from Bob Dickeson (who literally wrote the book on program prioritization) and Larry Goldstein (president of Campus Strategies, LLC), in which these two experts identified the prerequisites for success. The key takeaway from our report: when program prioritization breaks down, it is usually because of a deeply flawed process (rather than flawed people). In the past few weeks, we have returned to the institutional leaders we surveyed previously, leaders from both two-year and four-year institutions who have recently undertaken or are in the midst of a program prioritization effort. We asked them to share the most significant obstacles they have faced and any lessons they have learned about managing the prioritization process. We wanted to share their responses and their key takeaways with you. Lessons from Your Peers Here’s what the leaders we spoke with had to say: HIGHLIGHT: TAKEAWAYS FROM THE PRIORITIZATION EFFORT AT FLORIDA A&M UNIVERSITY In 2011, Florida A&M University recently conducted a productivity study of academic programs. In their effort to reallocate resources, they terminated 23 academic degree programs and suspended […]

The Words We Use: How Higher Ed is Responding to Calls for Culturally Relevant Pedagogy

Posted on by Daniel Fusch

Increasingly, faculty leaders are responding seriously to the call for more “culturally relevant pedagogy,” referring to more inclusive classrooms and pedagogical styles. This article draws on findings from a recent inquiry into how institutions are thinking about equity within pedagogy. In late 2019 (prior to the COVID-19 pandemic), I conducted 28 phone interviews with both administrators and academics in higher education, from distinct universities. I spoke with leaders of Centers for Teaching and Learning, leaders in Diversity, Equity, and Inclusion, and faculty in leadership positions. My research also included a review of timely literature on this topic. In this article, I share a quick snapshot of how institutions are responding to the call for culturally relevant pedagogy. by Ashvina Patel, Ph.D., Research Analyst, Academic Impressions Want more articles and reports like this one delivered to your inbox? Sign up for our free Daily Pulse on higher education. The Words We Use What do we call the effort? “Decolonizing curriculum,” “decolonizing the classroom,” “culturally relevant curriculum,” “culturally responsive materials,” “inclusive pedagogy,” “inclusive teaching content,” “diversity in curriculum,” “hidden curriculum,” and “uncovering implicit bias” are just some of the words higher education institutions are using to describe a change that is both […]

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

Posted on by Kenneth Soldink

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 […]

Engaging International Alumni

Posted on by Kenneth Soldink

With the balance of wealth shifting overseas — and with more colleges and universities increasing their international enrollment — international fundraising is likely to play an increasingly larger role in development at North American institutions. To learn how institutions can get started in such an effort, we interviewed Gretchen Dobson, the past senior associate director for alumni relations at Tufts University and the principal and founder of Gretchen Dobson Consulting, LLC, a consulting firm focused on helping educational institutions, nonprofit member organizations, and consulate/embassy education officers facilitate alumni engagement and advance international programs. Dobson has also authored the book Being Global: Making the Case for International Alumni Relations (CASE, 2011). A TWO-PART LOOK AT THE CHALLENGES After speaking with Dobson, we’re offering these two articles to help you think through some initial steps for getting started with international fundraising: Dobson recommends several steps that make all the difference in launching an effective effort: Telling the Story As with any fundraising effort, the key to being effective is to tell a story about what your institution can help potential donors achieve with their time and money — not just a story about how they can help you with their time and […]

From Student Affairs Professional to Student Affairs Scholar: Taking Charge of the Change You Want to See

Posted on by Kenneth Soldink

FOR THE STUDENT AFFAIRS PROFESSIONAL:THE CHANGE YOU NEED TO SEE AT YOUR INSTITUTIONS We’re excited to share this article with you because at Academic Impressions, we believe that the change you need to see at your institution is often within your own control, and that your professional development is key to building the skills and identifying the opportunities to lead change at your institution and in your field. In this article by the authors of the book A guide to becoming a scholarly practitioner in student affairs, learn how positioning yourself as a scholar in student affairs can be critical to this process. If you could give voice to those who were marginalized, if you could change the field of student affairs through your voice, if you could create better collaborations across campus with our academic colleagues, and if you could share your insights with parents, students, and other invested stakeholders so that they know what we contribute to student learning and development, then why would you not? Student affairs practitioners need to engage in scholarship to give voice and to inform others about their impact on student lives. Scholarship addresses the concerns of stakeholders, and it is essential for professional […]

Gateway Math: A Close Look at Miami Dade College’s Approach

Posted on by Kenneth Soldink

SPOTLIGHT ON INNOVATION SERIES The US Department of Education has awarded multi-million dollar “First in the World” grants to 18 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. 2015 was the second year of the First in the World grants. You can read our interviews with the 24 institutions that received 2014 grants here. When Florida passed a law making college placement tests optional for recent high school graduates, institutions were left to grapple with how to address the needs of students in college-level math who previously might have been routed to developmental courses. (Under the 2013 law, even if students do choose to take the optional placement exam, they may still enroll in regular courses even if their test results indicate the need for developmental work.) At Miami Dade College, enrollment has skyrocketed in the first college-level course in the math sequence, MAT 1033, while enrollment in developmental math courses dropped by more than 40 […]

6 Things Executive Leaders Should Know about Attracting and Retaining Effective Academic Advisors

Posted on by Brady Stanton

It’s nothing new. While 2022 has brought what is being termed “The Great Resignation,” advising administrators have been struggling to attract and retain qualified, effective advisors long before the COVID pandemic and its budgetary and emotional challenges. One of the most overused, under-applied mantras in higher education is, “students first.” It sounds great, but what are you doing to achieve it? I’ve seen countless schools proudly roll out a campaign with flashy signs, social media, and t-shirts. Let’s tell our students how much they mean to us and how we are committed to their success! But, during all of these transitions, I seldom see a real commitment to ongoing, sustained support for students. Programs and personnel seemingly change with the wind as a new, student-centric trend is established. Academic advisors are central to the mission of supporting students and providing accurate, timely assistance to them. Advisors are among the first institutional personnel that students meet, as well as the last they encounter as students transition out of the institution. Yet, contrary to the often-stated mission of “students first,” advisors often receive inadequate pay, training, supervision, and recognition, which can lead to advisor ineffectiveness and/or outright departure. By treating advisors as […]

Forecasting the Fall: Calamity or Opportunity?

Posted on by Daniel Fusch

In these rough waters, higher education leaders cannot indulge the luxury of sitting back and waiting to see what everyone else does. Whatever happens with the pandemic or the economy, we are not going to see a simple “return to normal” or to the conditions under which our institutions operated in January, and leaders must take decisive action if they are to position their institutions for a changing future. by John King, Ed.D., strategic consultant, recently interim provost at the College of Western Idaho Higher education finds itself at a tipping point where leaders must make decisions about how to respond to today’s chaotic world situation: Return operations as they were, or adjust to a changing world? As of this writing, COVID-19 has infected over two million Americans, that we know of. Experts are saying that we are at the front end of this pandemic curve as opposed to its end. We are also experiencing an economic downturn that has caused massive unemployment and officially thrown the country into a recession. On top of all that, recent civilian deaths at the hands of police have led to nationwide protests over racial and social inequality and excessive police violence against minorities. […]

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