The document proposes ways to increase retention rates at Empire Beauty School in Boston. It discusses how student attrition negatively impacts both the school and students. It then outlines a proposal called "Operation Save our Students!" which includes creating a student-centric environment, providing academic and career support resources, and holding administrators and faculty accountable for ensuring students get needed assistance through an at-risk committee. The goal is to commit resources and invest in initiatives that integrate and support students to prevent them from dropping out.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
This document summarizes a research project on mentoring by teachers of low-income students at Wichita West High School. The research aims to determine if informal mentoring by teachers warrants establishing a formal mentoring program. It involved interviews with 3 teachers to understand what drives them to mentor students outside of their duties. The research concluded that mentoring improves students' academics and attendance. It recommends mentoring as a way to motivate low-income, urban students and help them value education despite facing adversity.
The document discusses how rising college costs and student loan debt are putting pressure on career services offices to prove the value of a college degree. It outlines the history and purpose of career services, but notes that finding employment after college has become more difficult in today's economy. Student loan debt levels are soaring as the cost of college increases faster than inflation. This is causing families to question the return on investment of higher education. As a result, career services offices face pressure to achieve higher placement rates to justify the cost of college to students and their families. If placement rates are not high, it could lead to lower enrollment and reduced budgets for career services.
For-Profit Higher Education: The "Fit" Within Higher EducationMatthewMarino19
This document provides an overview of for-profit higher education institutions, including their history, differences from non-profits, enrollment trends, finances, and current and future state. Some key points discussed are:
- For-profits have historically existed since the 17th century but saw major growth in the 1980s and 1990s due to factors like increased privatization and federal financial aid.
- They make up around 2.5% of total college enrollment but 10% of students seeking degrees. Their focus is often on working adults and minorities.
- For-profit institutions rely heavily on federal financial aid and have higher operating costs than non-profits, with much of their expenditures going to marketing.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
The document discusses the shifting higher education landscape in the US, noting a large increase in college enrollment over the past few decades coupled with rising tuition costs and a shift from grants to loans. It argues that while more Americans than ever are getting college degrees, there has been less social and economic mobility. Potential solutions proposed include massive open online courses and more job-focused degree programs, but the document ultimately asserts that the root cause of issues in higher education is a lack of good jobs in the economy.
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Reci...CEW Georgetown
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients finds that if every college was required to have at least 20 percent Pell Grant recipients, nearly 79,000 more Pell students would have to be admitted to 349 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 53 percent at open-access colleges.
This document discusses first-generation college students through multiple sections. It defines a first-generation student as someone whose parents did not attend college. It also notes that Hispanics are currently the most likely ethnic group to be first-generation. The document discusses how first-generation students may face less support and understanding from their families due to lack of college experience. It also explores financial challenges first-generation students face like working more and having less time to study. The document concludes by discussing programs universities have implemented to help support retention and graduation of first-generation students.
Building a Retention Program for First Generation College Students - 2015 NOD...Julia A. Martinez
This document outlines California Polytechnic State University's efforts to build a retention program for first generation college students. It discusses the university's Student Academic Services department which oversees transition and retention plans. The department serves over 4,000 students, many of whom are low-income, first generation or underrepresented minorities. The department uses research and best practices to implement programs that support academic success, sense of community, targeted interventions and other themes. Assessment results show retention rates are higher for participants in the academic support programs than for control groups.
This document summarizes a research project on mentoring by teachers of low-income students at Wichita West High School. The research aims to determine if informal mentoring by teachers warrants establishing a formal mentoring program. It involved interviews with 3 teachers to understand what drives them to mentor students outside of their duties. The research concluded that mentoring improves students' academics and attendance. It recommends mentoring as a way to motivate low-income, urban students and help them value education despite facing adversity.
The document discusses how rising college costs and student loan debt are putting pressure on career services offices to prove the value of a college degree. It outlines the history and purpose of career services, but notes that finding employment after college has become more difficult in today's economy. Student loan debt levels are soaring as the cost of college increases faster than inflation. This is causing families to question the return on investment of higher education. As a result, career services offices face pressure to achieve higher placement rates to justify the cost of college to students and their families. If placement rates are not high, it could lead to lower enrollment and reduced budgets for career services.
For-Profit Higher Education: The "Fit" Within Higher EducationMatthewMarino19
This document provides an overview of for-profit higher education institutions, including their history, differences from non-profits, enrollment trends, finances, and current and future state. Some key points discussed are:
- For-profits have historically existed since the 17th century but saw major growth in the 1980s and 1990s due to factors like increased privatization and federal financial aid.
- They make up around 2.5% of total college enrollment but 10% of students seeking degrees. Their focus is often on working adults and minorities.
- For-profit institutions rely heavily on federal financial aid and have higher operating costs than non-profits, with much of their expenditures going to marketing.
This document discusses first-generation college students and the challenges they face. It notes that roughly 30% of entering college freshmen in the US are first-generation students, with 24% being both first-generation and low-income. Nationally, 89% of low-income first-generation students do not complete college within six years. The document outlines some of the academic, cultural, social, and financial barriers first-generation students face, as well as strategies institutions can employ to help first-generation students, such as providing intensive support services and fostering relationships between students and faculty.
The document discusses the shifting higher education landscape in the US, noting a large increase in college enrollment over the past few decades coupled with rising tuition costs and a shift from grants to loans. It argues that while more Americans than ever are getting college degrees, there has been less social and economic mobility. Potential solutions proposed include massive open online courses and more job-focused degree programs, but the document ultimately asserts that the root cause of issues in higher education is a lack of good jobs in the economy.
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Reci...CEW Georgetown
The 20% Solution: Selective Colleges Can Afford to Admit More Pell Grant Recipients finds that if every college was required to have at least 20 percent Pell Grant recipients, nearly 79,000 more Pell students would have to be admitted to 349 colleges and universities, half of which are selective colleges. Some selective colleges have suggested that Pell Grant recipients do not gain admittance because they would not be able to keep up with the workload. However, the Georgetown Center report finds that 78 percent of Pell recipients who attend selective colleges and universities graduate, while their chances to complete diminish to 53 percent at open-access colleges.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the first webinar presented by the New England Association of Graduate Admissions Professionals (NEGAP). Dr. Hill, an expert in student services, will discuss how admission strategy can be tailored to meet the needs of prospective students in the current economic environment.
Transitioning to university involves adapting both academically and socially. Universities are taking a more holistic approach to support students through this process from pre-entry through the first year. This includes providing realistic information to help students choose the right program, extensive orientation activities, peer support networks, academic skills development, and access to support services to help students feel engaged and succeed. The goal is to set students up for long-term satisfaction and success through a coordinated, multi-stage transition process.
This document discusses fairness, potential, and preparing for university applications through UCAS. It addresses three principles of admission: excellence based on academic merit alone; fair equality of opportunity through programs that address social inequalities; and social benefit by admitting students who will make distinctive contributions. While excellence depends on luck, potential is difficult to define reliably. The process aims to give all applications equal consideration but cannot remedy years of disadvantage. Universities primarily admit and prepare privileged students for privileged positions in society. Preparing for UCAS involves early identification of at-risk students, open days, application assistance, and mock interviews to help all students who can benefit from higher education.
According to the National Council on Disability, approximately 11% of undergraduate students (two million) report having a disability. This guide compiles scholarship opportunities for students with disabilities, including deafness, autism spectrum disorder (ASD), chronic illness, learning disabilities, physical disabilities, vision impairment, and more.
For-Profit Postsecondary Education: Effects of Limited Cultural Capital and I...NationalSocialScienc
This document summarizes a research study on how lack of cultural capital and demand for credentials influences vulnerable students' enrollment in for-profit colleges. The study interviewed 20 students at for-profit schools in Southern California about their experiences. Key findings were that students were drawn to for-profit schools for convenience factors like flexible schedules but often ended up dissatisfied due to low quality instruction and high debt. While credentials were a motivator, many students felt unprepared for the workforce. The majority did not recommend for-profit schools due to expensive tuition that did not match the education received.
The document discusses efforts in Ohio to increase support for foster youth pursuing higher education. It outlines the purpose of establishing liaisons at universities, barriers faced by foster youth, available resources like tuition assistance, and the roles and responsibilities of campus liaisons in helping foster youth enroll and complete college degrees.
This document summarizes the perspectives of online students at major universities based on research. It finds that students want personalized instruction, skills applicable to their careers, and various forms of capital like social networks and credentials. They need help with time management, writing, and overcoming technical barriers. Universities have implemented initiatives to better engage instructors with students and build bridges over these barriers through support services and accommodating policies. Putting students first is key to sustainability in higher education.
This presentation discusses enrollment management in light of pressures facing higher education institutions. It will provide an introduction to enrollment management, including the philosophical, operational, and practical aspects. Participants will learn about trends impacting enrollment and the complexity of managing risk through enrollment. Effective enrollment requires understanding an institution's identity and competitors, conducting environmental scans, taking strategic action, and managing relationships. Key aspects include recruitment, financial aid packaging, predictive modeling, campus visits, and personalizing communications.
The document discusses the role of community colleges in higher education. It outlines their history, noting they began in the early 20th century and expanded rapidly in the 1960s. Today, nearly half of all undergraduates attend community college. The document reviews their mission of open access and affordable education. It also explores how community colleges prepare students for transfer or workforce training and how involvement in student life contributes to success.
During the Emerging Leaders Seminar for Entrepreneurship & Innovation our group was tasked with developing an idea that would increase access and exposure to higher education for underserved communities. The following presentation was the solution we presented to Yale faculty.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.
Appreciating the Cultural Differences that Exist Between Ethnicities: How the...University of Chichester
Recent evidence shows that participation on the employer based Early Years (EY) higher education care related programmes is diverse in terms of age, race, ethnicity, entry qualification and professional roles (NUS, 2012).
The focus of this presentation is to illustrate a diverse group of students emotional experiences and their battle to ‘fit in’ to the academic environment while studying on the employer based higher education programmes. Specific attention was paid to the way these students were negotiating their own identity and beliefs through juggling academic requirements with the demand of paid work, and family commitments.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
YCIS has set aside funds annually to be granted as scholarships and awards to students who demonstrate excellent academic achievement, high behavioural standards, a commitment to serve their school and community, excel in creativity, critical thinking skills, and demonstrate leadership skills and team spirit.
The Scholarship Programme offers full or partial tuition fee exemption, for up to seven years from Year 7 – Year 13. YCIS – Secondary offers scholarships in:
- Overall Achievement
- Art
- Music
- Sports
Each student is eligible to receive no more than two different types of scholarships per academic year.
This document summarizes the key opportunities and challenges facing higher education in the UK. It discusses the introduction of higher tuition fees, greater scrutiny of universities, and challenges such as funding cuts and the power of the student consumer. It emphasizes that universities must be bold, confident, distinctive and agile to survive. The document also stresses the importance of quality academic support, employability, internationalization, and viewing students as partners rather than customers.
Financial aid presentation power point finalImobah
The document discusses improving students' financial literacy through expanding education on managing student loans and credit. It notes that students' knowledge of loans and credit is uneven and many do not understand the long term consequences of taking on debt. The proposal is to develop a system-wide financial literacy project in BC by embedding self-assessments and quizzes about credit into the student financial aid application process to direct students to relevant information and ensure they understand responsibilities of debt before taking out loans. The goal is to help students make better financial choices that do not hinder their future success and career prospects after graduation.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
The document discusses developing training for higher education institutions to improve student retention. It proposes that training focus on creating a student-centered experience through proactive communication and relationship building between students and staff. The training would teach departments how their interactions impact student success and retention. It then outlines a plan to implement the training, including gathering input from students and staff, developing the training with educational experts, testing it on a group, and rolling it out online and in-person to all employees. The goal is for training to make employees sensitive to student needs and how their communication can build relationships and support student retention.
"Enrollment Management," presented by Dennis Pruitt at the College Business Management Institute, 2016
-----
Through our team of experts, the Division of Student Affairs and Academic Support enrolls academically prepared students and connects them with experiences and resources that will help them achieve a lifetime of meaningful leadership, service, employment and continued learning. Learn more at sc.edu/studentaffairs.
Dr. Robert Hill, Ed.D., a professor in Nova Southeastern University's Ed.D. in Higher Education Leadership program, speaks on "Managing the Enrollment Funnel in these Challenging Times" as part of the first webinar presented by the New England Association of Graduate Admissions Professionals (NEGAP). Dr. Hill, an expert in student services, will discuss how admission strategy can be tailored to meet the needs of prospective students in the current economic environment.
Transitioning to university involves adapting both academically and socially. Universities are taking a more holistic approach to support students through this process from pre-entry through the first year. This includes providing realistic information to help students choose the right program, extensive orientation activities, peer support networks, academic skills development, and access to support services to help students feel engaged and succeed. The goal is to set students up for long-term satisfaction and success through a coordinated, multi-stage transition process.
This document discusses fairness, potential, and preparing for university applications through UCAS. It addresses three principles of admission: excellence based on academic merit alone; fair equality of opportunity through programs that address social inequalities; and social benefit by admitting students who will make distinctive contributions. While excellence depends on luck, potential is difficult to define reliably. The process aims to give all applications equal consideration but cannot remedy years of disadvantage. Universities primarily admit and prepare privileged students for privileged positions in society. Preparing for UCAS involves early identification of at-risk students, open days, application assistance, and mock interviews to help all students who can benefit from higher education.
According to the National Council on Disability, approximately 11% of undergraduate students (two million) report having a disability. This guide compiles scholarship opportunities for students with disabilities, including deafness, autism spectrum disorder (ASD), chronic illness, learning disabilities, physical disabilities, vision impairment, and more.
For-Profit Postsecondary Education: Effects of Limited Cultural Capital and I...NationalSocialScienc
This document summarizes a research study on how lack of cultural capital and demand for credentials influences vulnerable students' enrollment in for-profit colleges. The study interviewed 20 students at for-profit schools in Southern California about their experiences. Key findings were that students were drawn to for-profit schools for convenience factors like flexible schedules but often ended up dissatisfied due to low quality instruction and high debt. While credentials were a motivator, many students felt unprepared for the workforce. The majority did not recommend for-profit schools due to expensive tuition that did not match the education received.
The document discusses efforts in Ohio to increase support for foster youth pursuing higher education. It outlines the purpose of establishing liaisons at universities, barriers faced by foster youth, available resources like tuition assistance, and the roles and responsibilities of campus liaisons in helping foster youth enroll and complete college degrees.
This document summarizes the perspectives of online students at major universities based on research. It finds that students want personalized instruction, skills applicable to their careers, and various forms of capital like social networks and credentials. They need help with time management, writing, and overcoming technical barriers. Universities have implemented initiatives to better engage instructors with students and build bridges over these barriers through support services and accommodating policies. Putting students first is key to sustainability in higher education.
This presentation discusses enrollment management in light of pressures facing higher education institutions. It will provide an introduction to enrollment management, including the philosophical, operational, and practical aspects. Participants will learn about trends impacting enrollment and the complexity of managing risk through enrollment. Effective enrollment requires understanding an institution's identity and competitors, conducting environmental scans, taking strategic action, and managing relationships. Key aspects include recruitment, financial aid packaging, predictive modeling, campus visits, and personalizing communications.
The document discusses the role of community colleges in higher education. It outlines their history, noting they began in the early 20th century and expanded rapidly in the 1960s. Today, nearly half of all undergraduates attend community college. The document reviews their mission of open access and affordable education. It also explores how community colleges prepare students for transfer or workforce training and how involvement in student life contributes to success.
During the Emerging Leaders Seminar for Entrepreneurship & Innovation our group was tasked with developing an idea that would increase access and exposure to higher education for underserved communities. The following presentation was the solution we presented to Yale faculty.
The document discusses the evolution of liberal arts colleges. It notes that while a liberal arts education aims to develop broad skills and knowledge, liberal arts colleges have faced challenges in recent decades due to rising costs, competition from other institutions, and students' focus on post-graduation careers. As a result, some liberal arts colleges have closed, merged with larger universities, or expanded their academic offerings. However, liberal arts degrees still provide value, with graduates earning competitive salaries. To remain competitive, liberal arts colleges must effectively communicate the benefits of their education to prospective students.
Pursuing summer learning opportunities on a college campus can be a great way for high school students to become exposed to college life, learn about potential majors and careers, and overcome the summer learning loss known to influence long-term achievement and attainment among low-SES youth, in particular. We will discuss summer learning generally, look in-depth at several programs, and consider how representatives of high schools, college admissions offices, community-based organizations, and summer programs can connect and collaborate to better serve their constituents and institutions.
Appreciating the Cultural Differences that Exist Between Ethnicities: How the...University of Chichester
Recent evidence shows that participation on the employer based Early Years (EY) higher education care related programmes is diverse in terms of age, race, ethnicity, entry qualification and professional roles (NUS, 2012).
The focus of this presentation is to illustrate a diverse group of students emotional experiences and their battle to ‘fit in’ to the academic environment while studying on the employer based higher education programmes. Specific attention was paid to the way these students were negotiating their own identity and beliefs through juggling academic requirements with the demand of paid work, and family commitments.
This document provides an overview of a presentation on student affairs. It discusses how student affairs professionals are facing increasing challenges and expectations to help solve societal issues. The presentation aims to help attendees understand the foundations and roles of student affairs, as well as trends in the field. It also outlines several functional areas that student affairs encompasses and how it provides services to both students and institutions.
YCIS has set aside funds annually to be granted as scholarships and awards to students who demonstrate excellent academic achievement, high behavioural standards, a commitment to serve their school and community, excel in creativity, critical thinking skills, and demonstrate leadership skills and team spirit.
The Scholarship Programme offers full or partial tuition fee exemption, for up to seven years from Year 7 – Year 13. YCIS – Secondary offers scholarships in:
- Overall Achievement
- Art
- Music
- Sports
Each student is eligible to receive no more than two different types of scholarships per academic year.
This document summarizes the key opportunities and challenges facing higher education in the UK. It discusses the introduction of higher tuition fees, greater scrutiny of universities, and challenges such as funding cuts and the power of the student consumer. It emphasizes that universities must be bold, confident, distinctive and agile to survive. The document also stresses the importance of quality academic support, employability, internationalization, and viewing students as partners rather than customers.
Financial aid presentation power point finalImobah
The document discusses improving students' financial literacy through expanding education on managing student loans and credit. It notes that students' knowledge of loans and credit is uneven and many do not understand the long term consequences of taking on debt. The proposal is to develop a system-wide financial literacy project in BC by embedding self-assessments and quizzes about credit into the student financial aid application process to direct students to relevant information and ensure they understand responsibilities of debt before taking out loans. The goal is to help students make better financial choices that do not hinder their future success and career prospects after graduation.
Fostering Positive Cross-Cultural Student Experiences in Transnational Educat...Hannah Wilkinson
This document discusses a project at the University of Western Australia Business School to foster positive cross-cultural experiences between domestic and Chinese international students. As part of the project, a small group of domestic students and staff will visit a partner university in China to experience the culture and education system first-hand. The goals are to help ease the transition of future Chinese students to UWA, promote understanding of how to support them, develop cross-cultural competencies, and create international business networks. The project aims to measure its impact on the student experience and inform broader internationalization strategies, but faces risks such as limited financial resources and time constraints.
Dr. Dennis Pruitt, vice president for student affairs, vice provost and dean of students, shared an overview of trends and issues at the Sept. 9, 2016 meeting of the Division of Student Affairs and Academic Support.
The document discusses developing training for higher education institutions to improve student retention. It proposes that training focus on creating a student-centered experience through proactive communication and relationship building between students and staff. The training would teach departments how their interactions impact student success and retention. It then outlines a plan to implement the training, including gathering input from students and staff, developing the training with educational experts, testing it on a group, and rolling it out online and in-person to all employees. The goal is for training to make employees sensitive to student needs and how their communication can build relationships and support student retention.
Codujota's Theory of First Generation Low-Socioeconomic Studentsatalbot_21
This theory was created for a Student Development course. It examines the impact of various campus services on first generation students and what factors lead to their academic success.
Running Head EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1EV.docxtodd271
Running Head: EVOLVING NEEDS OF COMMUNITY COLLEGE STUDENTS1
EVOLVING NEEDS OF COMMUNITY COLLEGE SUDENTS5
Evolving needs of Community College Students
Students Name
Institutional Affiliation
Evolving Needs of Community College Students
Historical Background
Community colleges were initially not distinctly identified on their own. Until the Clinton reforms of community colleges in the 1980s, community colleges were no different from junior colleges. The programs and organizational culture were not as developed, and the student needs were rarely attended to in the diverse way that they are today (Gavazzi et al., 2018). Students were assumed to be homogenous, with either a low economic background or substantially flat academic prowess. After the recognition and reinstatement as accredited institutions of merit, community college missions changed and became more student-centered.
The core programs were initially only vocational and for transfer to university purposes. Developmental education was not adequately developed, yet it contributed in a massive way to student retention and the student's ability to finish the program and progress to higher education. Community colleges have been very rigid in their approach to learning, governance, and even administration (Beach, 2011). Most of the changes that occur do not affect the entire institution but are marginalized to transform only a select few. These changes either influence a certain courses based on profitability or the trends in the business world, but rarely extend to other programs within the colleges.
Fiscal policies in community colleges are primarily dependent on the federal government because community college facilities are supposed to encourage the most economically disadvantaged. Tuition is very low compared to the capacity building needed to run the institutions, and the result is that the community colleges suffer from an ultimate shortage in the facility and consolidated programs that undermine the skill sets offered to the students (O'Banion, 2019). Traditionally this has been crippling the system’s ability to change the approach in which the curriculum, administration and governance is run.It creates a shortage of staff for capacity building purposes and an overall decline in the quality of education offered within the institution.
Current issues
Current issues relating to students' evolving needs include student performances that have been diverse depending on factors such as program choice. Programs in health sciences, for instance, have seen a very consistent high-performance culture that has been aided by the level of competency that the students in the courses (Fugle & Falk, 2015). About 98 percent of the students in classes such as a physician assistant, physical and occupational therapy, radiologic technicians, and nursing assistance have seen a very high return on investment in terms of their absorption into the workforce or their progression into b.
This document provides a review of credit-based transition programs that allow high school students to take college courses and earn college credit. It discusses the rationales for using these programs to promote college access and success for a wide range of students, not just traditional high-achieving students. The key rationales discussed are: 1) exposing students earlier to rigorous college-level coursework to better prepare them, 2) providing realistic information about college skills and expectations, and 3) increasing motivation through high expectations. The document then categorizes different types of transition programs and reviews evidence on their effectiveness.
The document discusses the barriers faced by first-generation students in higher education, such as academic, cultural, social, and financial challenges. It also outlines best practices for TRIO programs in helping overcome these obstacles, including ensuring social integration, intensive holistic support, and forming relationships between students and faculty. The document recommends improving TRIO practices by streamlining eligibility requirements based on Pell grant status, encouraging collaboration between programs, and incentivizing coordination across institutions to create unified pathways for students.
The document provides an overview and executive summary of a plan by the American Federation of Teachers (AFT) to help increase student success in higher education. The key points are:
1) The AFT initiated a student success plan to demonstrate its commitment to student success and bring faculty/staff voices into the policy debate.
2) Current policy focuses too much on accountability measures like graduation rates and testing, without considering financial factors or faculty/staff views.
3) The AFT's approach defines student success broadly and emphasizes institutional collaboration led by faculty/staff to develop curriculum frameworks tailored to each school.
4) Roles and responsibilities for stakeholders - including faculty, administrators, students, and government - must
This document discusses optimizing student success in higher education by increasing retention and producing graduates ready for the demands of the 21st century global marketplace. It argues that current retention programs at higher education institutions (HEIs) fall short because they do not adequately address students' social and academic integration needs or the diverse demands they will face after graduation. The document proposes using an integrally-informed first-year program based on Ken Wilber's AQAL model to holistically develop students and increase retention by fully integrating students' individual and collective experiences both inside and outside of the classroom. This program aims to show students the relevance of their studies and ideas to improve their experiences and the responsiveness of HEIs.
The document discusses strategies for improving student retention and success through a student-centric approach. It argues that universities should orient resources, people and processes around the potential impact on students. This means nurturing a sense of belonging, making it easy for students to connect with support systems, and identifying disengaged students through analytics. Specific tactics proposed include personalized alerts and success networks, integrated appointment booking, and custom reporting to flag at-risk students. Case studies show improvements in retention rates, faculty participation in early alerts, and graduation rates at institutions that adopted these student-centric strategies.
The document discusses several strategies for improving student retention:
1) Validation strategies make students feel their education is worthwhile through recognition of achievements and mentoring.
2) Practical learning opportunities and a culture of success help keep students engaged.
3) Resources like counseling and job advice provide support.
Retention efforts are most effective when addressing problems early through programs focused on admissions, assessment, assistance and orientation during a student's first year. Individualized attention helps students stay enrolled.
This document discusses economic success for underserved students through college access. It begins by establishing that education is seen as key to upward mobility, but that underserved students like those from low-income backgrounds face barriers to accessing and completing higher education. The document then provides a history of underserved students in college access, noting gaps remain in the US compared to other countries. It discusses initiatives to help underserved students with college preparation and awareness of financial aid options. The document also examines assessment methods used to evaluate programs supporting underserved students and measures like attendance and course completion that can predict higher education success.
The document discusses challenges in education and strategies for helping all students succeed, especially average students. It proposes implementing career-focused education centered around developing competencies for life roles like learner, worker, citizen. This approach would replace unfocused general education and help more students see meaning and purpose in their education. The document also advocates for stronger collaboration between high schools and community colleges to better support student transitions after high school.
First Generation, Low Income Student Development TheoryTom Durkee
Codujota's theory proposes that first generation, low-income college students face unique challenges in three areas - financial concerns, academic concerns, and belonging concerns. These areas make up a "FAB scale" where students receive a score in each area based on their personal situations and resources. A student's overall competence is determined by their total score across all three areas. The theory aims to help identify students' specific challenges and needs for support. It also draws parallels between first generation students' development and theories from Erikson and Chickering on broader student development. However, the theory has limitations in accounting for all individual differences and variables that could impact student experiences.
This document discusses ways to improve student involvement at Salem Community College. It identifies several reasons why students drop out, such as academic, financial, and personal issues. It recommends solutions tailored to specific student populations like nontraditional, first-generation, and online students. These solutions include improving educational policies, student motivation, resources for incoming students, and implementing programs like clubs, tutoring, and on-campus jobs. The document also stresses the importance of information technology and ensuring the college website provides accurate and up-to-date information to students.
Keeping them in college miami u hamiltonLisa Dickson
1) Foster youth have low college graduation rates, with only 2% completing a bachelor's degree compared to 24% of the general population.
2) Campus liaisons are vital for supporting foster youth in higher education by providing guidance and helping them navigate resources.
3) Miami University has designated liaisons across its campuses to assist foster youth with advising, learning, and retention through the Ohio Reach program, even though the state provides no financial assistance.
The committee identified three key issues contributing to high attrition rates in developmental writing courses: lack of time and money, lack of institutional supports, and lack of motivation among learners. To address these, the committee proposed: (1) increasing financial assistance and childcare support for students, (2) enhancing social integration and curriculum structure, and (3) performing needs assessments, using culturally responsive teaching, and employing motivational models in instructional design. The goal of these solutions is to better support diverse adult learners and engage them as partners in the learning process.
Who is Not Studying Abroad? An Examination of Three Institutional Perspective...CIEE
To understand how to expand education abroad opportunities, we need to understand who is not going abroad. Presenters will share what they've done (or are doing) to expand participation with respect to the barriers of cost, curriculum, and culture. Participants will be invited to share best practices on how to change perception and make study abroad – academic study, work, or internships – more accessible. Case studies will include the Clemson Engineers for Developing Countries (CEDC) Haiti Initiative, an innovative student-directed program; Susquehanna University, which made study away a curricular requirement; and Medgar Evers College, the only Predominantly Black College (PBI) in the City University of New York, will explain how a one-person office has increased the numbers of underrepresented students going abroad.
The document discusses strategies for faculty to promote student retention through engagement and social integration. It outlines annual faculty development plans, data sheets, and the importance of clear attendance policies and 100% attendance. It summarizes models of student retention by Spady, Tinto, and Swail which emphasize the role of social and academic integration. The document provides tips for classroom management, leadership, and identifying student needs to foster engagement from day one.
Pathways to Opportunity Project: Increasing Educational Equity through Innova...Leslie Talbot
This paper details the complexities of in- and out-of-school challenges encountered by off-track youth. It outlines the tremendous opportunity these students present for high school innovation. The authors maintain that schools appropriately designed can effectively meet the academic and nonacademic needs of over-age and under-credited students. The authors provide recommendations school design and systems modifications that can be implemented in either public charter or district alternative high schools. It is the authors’ position (and experience) that schools implementing these design elements maintain safe and healthy climates and cultures, content and effective staff, and most importantly –greater performance gains and improved life circumstances for their students.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
1. Proprietary
Attrition:
A proposal on increasing
retention rates within Empire
Beauty School in Boston
Sarah A. Lindstrom
2. The Issue
The issue of student retention has been an
ongoing problem in both non-profit and for-
profit schools;
For-profit schools have recently come under
fire for their high rates of student attrition and
an even higher student debt ratio;
Because of shifting social demographics, the
issue of retention has become more complex
3. What’s Been Done?
Vincent Tinto (1993) identifies three major sources of student
departure:
Academic difficulties;
The inability of individuals to resolve their educational and
occupational goals;
Failure to become or remain incorporated in the intellectual and
social life of the institution;
Tinto's "Model of Institutional Departure" states that, to persist,
students need integration into formal (academic performance)
and informal (faculty/staff interactions) academic systems and
formal (extracurricular activities) and informal (peer-group
interactions) social systems (Braxton, Hirschy, & McClendon, 2004)
5. Empire Education Group’s
Mission:
CORE PURPOSE
To create opportunities for people to improve their lives.
CORE VALUES
Integrity
Customer Dedication
Co-Worker / Team Focus
Continuous Improvement
Passionate Commitment
STRATEGIC VISION
To be the global leader in cosmetology education, focused on
the success and satisfaction of students and co-workers
throughout their careers.
6. Profile of Empire-Boston
As one of the largest schools in the country, Empire
Beauty School in Boston houses over 200 students;
Empire-Boston is a fully accredited school which
adheres to strict outcome requirements;
Students who comprise this population are from
various socioeconomic and ethnic backgrounds;
Many of the students are first-time college students
or mid-life career changers
7. Proprietary Student Body
Struggles
Non-traditional students face different
challenges than traditional students do;
These challenges contribute to their personal,
professional and educational success
outcomes;
Acculturation struggles oftentimes breeds
isolation of the students from their peers and
educators
9. The Departure Puzzle
Retention of college students remains one of
the key challenges and problems for higher
education*;
Approximately 50% of students leave higher
education institutions*;
Proprietary schools have been researched to
have higher attrition rates than traditional
schools
10. The Effect of Student
Departure on Empire-Boston
Revenue lost to the receiving institution;
Accreditation repercussions due to decreased
completion, placement, and licensure rates;
Loss of Title IV funding for current and future
students;
Decrease in student population which must be
made up by aggressive enrollment management;
The closure of the school
11. The Effect of Student
Departure on the Empire
Student
Students saddled with the debt of an unattained
outcome (diploma completion);
Students may face loan default which will prevent
them from returning to this or any other school;
Loss of ability to develop and establish human
capital;
A reduced chance of returning to school which
reinforces a lack of
accomplishment/achievement;
13. Commit & Invest: Who’s
Accountable?
Targeted Audience Desired Result
Members of the An “At Risk”
administrative committee who
team targets students
with low
All faculty attendance/grade
Students s
A Student-Centric
Environment
14. Creating Culture
Create an area within the school just for
students-provide computers, furniture, and
appliances for basic needs;
Have academic and financial aid support
available for both day and evening students;
Be career-oriented by providing the proper
support, resources, and access to developing
human potential
15. References
Ashar, Hanna and Robert Skenes. “Can Tinto’s Student Departure Model Be Applied to
Nontraditional Students?” Adult Education Quarterly 43.2 (1993): 90-100.
Braxton, J.M., Hirschy, A.S. & McClendon, S.A. (2004). Understanding and reducing college
student departure. ASHE-ERIC Higher Education Report 30 (3). Hoboken, NJ: Wiley.
Engstrom, C. & Tinto, V. (2008). Access without support is not opportunity. Change.
Hentschke, G., Lechuga, V., & Tierney, W. (2010). For-profit colleges and universities: Their markets,
regulation, performance, and place in higher education . Sterling, VA: Stylus Publishing LLC.
Kennamer, M.A. & Campbell, J.D. (2011, February). Serving adult and returning students: One
college’s experience. Techniques: Connecting Education & Careers. Association for Career &
Technical Education. Lorenzo, G. (2011, July 7). www.acteonline.org
Kuh, G., Kinzie, J., Schuh, J.H., Whitt, E.J. & Associates (2005). Student success in college: Creating
conditions that matter. San Francisco: Jossey-Bass.
Longwell-Grice, R. & Longwell-Grice. H. (2008). Testing Tinto: How do retention theories work for
first-generation, working-class students? Journal of College Student Retention, 9 (4). pp. 407-420).
Retrieved from www.hartnell.edu/bsi/Research/Testing%20Tinto's%20theory.pdf.
Penn. G. (1999). Enrollment Management for the 21st Century: Institutional Goals, Accountability
and Fiscal Responsibility. ASHE-ERIC Higher Education Report Volume26, No. 7. Washington,
D.C.: The George Washington University, Graduate School of Education and Human
Development.
Tinto, V. (2002). Taking student retention seriously: Rethinking the first year of college. A speech
presented at the annual meeting of the American Association of Collegiate Registrars and
Admission Officers, April 15, 2002. Minneapolis, Minnesota.
Editor's Notes
To be more specific, Tinto’s Interactionalist Model of Student Persistence encompasses a more in depth look at voluntary student departure attributes: individual characteristics, academic integration, and social integration. He posits that all of these conditions work together to produce student departure outcomes, (Braxton, Hirschy, & McClendon, 2004). Tinto’s widely cited model provides a framework for assessing good practice. Tinto’s theoretical framework has been testing and retested by both scholars and Tinto, as well, in order to address changing circumstances. What Tinto had initially introduced is a foundation for a solution based upon a student’s ability to “fit” within their school. Demographic, financial, and educational needs have changed causing Tinto’s primary foundation to require retention to be looked at through the eyes of today’s student: a non-traditional learner. Issues of financial aid, the commuter student, and a student’s choice to attend a particular college are all new issues needed to be addressed when attempting to stunt student attrition. If there were some simple magic solution that improved student retention, someone would probably have developed it by now. Unfortunately, student retention is affected by a range of interacting variables. Good practice in student retention will involve developing effective interventions in as many of these variables as is feasible.
As the leading group of cosmetology schools in the U.S., with over 100 schools in 22 states and 20,000 students currently enrolled and training annually for professional careers in the beauty industry, Empire Education Group continues to dedicate the company's time and resources to creating opportunities for people to improve their lives.For more than 75 years, Empire has maintained this strong heritage and tradition of training future beauty professionals for rewarding and in-demand careers in the beauty industry. All Empire Education Group schools are also backed by the Regis Corporation, a Fortune 1000 company, and industry partner of Empire Education Group. Empire’s unique Certified Learning in Cosmetology (CLiC) curriculum provides a visually dynamic approach to education, which is also enhanced by digital teaching aids such as White Board and Nextbook technologies.
Boston is the host for much of the mosaic-like diversity seen within the Empire-Boston school. In my experience, the students who attend Empire-Boston ages range from 17-65. They stem from both low-income to high-income households, however, at this particular campus, the “typical” student profile is that of a low-income household who have never attended college and are older in age (average 25 years old i.e.; non-traditional students). Students, parents, and other supportive individuals take comfort and pride in knowing that Empire is an accredited institution- NACCAS (National Accrediting Commission of Career Arts and Sciences) provides the strict regulations to which Empire must abide by in addition to their own high standards. Each individual Empire campus maintains numerical outcomes which define their accreditation standing. Placement, Completion and Licensure rates all comprise the Total Quality School factor. Higher percentages in each category speaks of the success in career placement rates, student retention rates, and student follow through in credentialing their career choice.
From previous Noel-Levitz surveys conducted at this particular school, the majority of students surveyed stated that they are first-generation college goers and that their parents had completed 4 years of secondary schooling or oftentimes, less. Some students have been discouraged from their dream of working in cosmetology due to the educational delivery being non-traditional; hence the proprietary stigma. However, those non-traditional students who are not deterred are attracted to proprietary schools because of the convenience, cost, and length of their program of choice. This is due largely in part to the non-traditional students’ outside obligations, i.e.; rearing children, working a full-time job, taking care of family members, etc. (Hentschke, Lechuga & Tierney, 2010).
*(Braxton,Hirschy, & McClendon, 2004)
High levels of attrition can have a large, negative impact upon a college’s funding, facilities, planning, and long-term curriculum planning.Learning more about the factors that affect retention and about ways and means of improving retention can help institutions avoid the high costs of high attrition rates.With an increased understanding of why some students persist and others do not, strategies for improving student retention can be devised to enable more students to succeed in reaching their educational goals.Individuals as well as institutions benefit from finding ways to improve student retention.
To start and implement an effective retention plan, it is important to assess the data (results of student satisfaction surveys, etc.) and to understand the people carrying out the plan. Noel-Levitz surveys have been highly effective in providing accurate information in regards to a students feedback. From these surveys we have been able to decipher what we need to provide our students with in order to completely meet their educational needs. Most results for the Boston-Empire school have posited that more involvement by staff and faculty as well as a more inclusive culture is desired. This closely touches upon Tinto’s theory of academic and social integration. Finding the right equilibrium will increase student persistence and reduce student departure. As evidenced by student survey results, I have found that it takes a village to graduate a student. This is why all members of higher education must share the same vision for success. It is important to hire employees who embrace the institution’s vision and values. If current employees are not involved in this campus-wide improvement, they must be looked at as possible reasons for a portion of current student attrition. A loss of an undedicated employee may hurt the institution in the short term, however, long term student retention success will be achieved when implementing new, dedicated employees. Taking heed to ensure all members of the campus community understand that they have a role and responsibility in student retention is vital to achieving the goal of increased student retention. Everyone (faculty, staff and administrators) has a responsibility in improving retention rates; they must work together to promote success.Having current students involved in an “At Risk” committee will help to promote a positive influence which could be infectious to students looking to depart from school. Student seeing other students involved with employees of the school will show a unionized campus, dedicated to the success of its students. It is important to draw upon and elaborate on Tinto’s criteria for effective retention programs; the commitment of the institution to the student and the development of supportive and academic communities.
Unlike traditional students, adult learners usually do not live on campus, many are married with children, and most work full time.Most adult learners have very little social interaction at college; instead, they have social links to organizations outside of the college community.Therefore, it is very important for colleges to integrate adult students into on-campus social activities. A second characteristic of adult learners is that career advancement is usually the primary motivation for attending college.Therefore, having a “career culture” at college may be a key factor in retaining adult students.Usually, career advancement is a more motivating factor for adult students than the need for growth or self-development. Although somewhat dated research, Ashar and Skenes (1993), tested Tinto’s model on adult students.The results showed that fostering social interaction and the social environment needs to take place in the classroom.If social interaction occurs in the class setting, retention will increase. Retention must be re-defined from the traditional definition of program completion when dealing with adult students.Program completion is the goal for some but not all adult students.Adults are generally more concerned with the “hands-on” applicability of a diploma, have a greater sense of responsibility than younger students, and have more varied experiences to draw upon. Adult student persistence is affected by such things as time management, family and work needs, economic barriers, and logistics. Several theorists have developed ideas pertaining to adult student retention.To many adults, academic integration by way of intellectual attainment is more important than receiving good grades. Social inclusion for adults consists of group work and carved out study time. Campus clubs and activities may have the opposite effect on social stimulation as adult learners have very different schedules than traditional, college age students. Retention truly is a result of a combination of circumstances, student characteristics, and the institutional environment.Creating a student-centric mentality of all people within Boston’s Empire would positively effect the student culture, thus creating a supportive environment required by non-traditional learners. This environment is key to successful retention rates. It may seem to be a simple solution to implement but the ingredients to its success are shared values (by student, faculty, and administration), constant communication, and relentless execution.