The document discusses the recruitment and retention strategies used by the University of Wisconsin-Richland to increase their international student population from 10 students in 2010 to 52 students in 2014. Key strategies included guaranteeing transfer to UW-Madison, prioritizing independent students, developing sister-city relationships in China, collaborating with international education offices, and implementing a 10-day orientation and student leadership certificate program. These efforts contributed to a 225% growth in international students over a 5-year period.
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
What Difference Does It Make: Traditional Textbook and Open Textbook Use in L...Regina Gong
Presentation at the Open Education Conference 2018 regarding the findings of research on open textbook versus publisher textbooks in a high-enrollment course.
What works best: Evidence-based practices to help improve NSW student perform...NSWCESE
‘What works best’ identifies brings together seven themes from the growing bank of evidence we have for what works to improve student educational outcomes
Schools, funding and performance: Lessons from the NSW National Partnerships. On November 18, Professor Stephen Lamb presented at a CESE Seminar on:
• Recent changes in school funding
• Evidence of impact of funding
• Evidence from evaluations of NSW low SES National Partnerships
• Conditions for ensuring success.
Research, policy and practice in widening participation: the evidence from A...johnroseadams1
The session will include a brief overview of the statistical trends in part-time admissions to HE, a presentation on the approaches used in Aimhigher to track learners and the impact of Aimhigher interventions on their progress and discussion of research methods and the uses of data for targeting.
Questions will be raised about the ways in which researchers and practitioners frame an oppositional discourse and could do things differently.
Discussion groups will include:
• Trend data in part-time applicants and entrants.
• Taking the evidence from Aimhigher - how could/does this translate into research?
• Making a difference in widening participation - the responsibilities of researchers and practitioners
What Difference Does It Make: Traditional Textbook and Open Textbook Use in L...Regina Gong
Presentation at the Open Education Conference 2018 regarding the findings of research on open textbook versus publisher textbooks in a high-enrollment course.
What works best: Evidence-based practices to help improve NSW student perform...NSWCESE
‘What works best’ identifies brings together seven themes from the growing bank of evidence we have for what works to improve student educational outcomes
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Presentation given by Rebecca Ferguson at the BETT HE Leaders Summit in Excel, London, on 25 January 2017. The talk covers work carried out by the European-funded LAEP and LACE projects.
"If you would like to introduce learning analytics at your institution, where should you start? Drawing on a recent study that consulted experts worldwide, Rebecca Ferguson will outline an action plan for analytics and identify the key points to keep in mind."
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
Factors influencing student retention in further education: Positive student-faculty relationships and clear links with employment help further education students experience academic success
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
Enhancing retention through learning analyticsJo Smedley
Presentation given in Information Systems and Knowledge Management stream at the OR55 conference (UK Operational Research Society's annual conference) focusing on learning analytics approach to student retention and success.
March is Developments Disabilities Month- The right match brought more to both Employer and new Employee than either expected. Please champion diversity hiring within your organization
NCSEHE Adjunct Fellow Dr Cathy Stone (University of Newcastle) presents her work on improving student access, participation and success in higher education.
Cathy's National Guidelines for Improving Student Outcomes in Online Learning are available on the NCSEHE website: https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/
The Geraldton Universities Centre hosted representatives from the Regional Study Hubs Network, led by the NCSEHE with support from the Australian Government Department of Education.
The event, held on 13–14 June, is bringing to Geraldton representatives from the Australia-wide Regional Study Hubs, supported by the Australian Government.
Presented by Chris Gabrieli, chair of the Massachusetts Board of Higher Education, at the Massachusetts Early College Initiative launch event on March 23, 2017. #ecil17
Event sponsors: Massachusetts Executive Office of Education, Department of Higher Education, Department of Elementary & Secondary Education
Event partners: MassINC, Massachusetts Business Roundtable, Rennie Center, Jobs for the Future
Presentation given by Rebecca Ferguson at the BETT HE Leaders Summit in Excel, London, on 25 January 2017. The talk covers work carried out by the European-funded LAEP and LACE projects.
"If you would like to introduce learning analytics at your institution, where should you start? Drawing on a recent study that consulted experts worldwide, Rebecca Ferguson will outline an action plan for analytics and identify the key points to keep in mind."
This presentation was given by Melanie Ehren from the London Institute of Education at the GCES Conference on Governing Education in a Complex World during the second Workshop B on the role of shared responsibility in developing accountability mechanisms that work in Brussels on 17 October 2016.
Factors influencing student retention in further education: Positive student-faculty relationships and clear links with employment help further education students experience academic success
Presented by Pat Marshall, Deputy Commissioner for Academic Affairs & Student Success, and Christine Williams, Director of Strategic Initiatives for Academic Affairs & Student Success, at the June 20, 2017 meeting of the Massachusetts Board of Higher Education.
ASCA's Mindsets and Behaviors competencies are excellent benchmarks to ensure student success in academics, careers, and social/emotional pursuits, but can be a lot for counselors and educators to take on. Learn how AchieveWORKS can personalize the ASCA competencies for students. AchieveWORKS assessments can make learning personalized by identifying focus areas so that students take ownership of the competencies they need most.
Curriculum alignment and progression between early childhood education and ca...EduSkills OECD
Curriculum plays an important role in ensuring continuity and progression from early childhood education and care (ECEC) to primary education. The alignment of curricula and standards across these settings shapes children’s early experiences with education systems, with implications for children’s relationships and engagement in both ECEC and primary school, as well as longer-term learning and well-being outcomes. Governments can achieve curricular continuity in various ways, ranging from high-level alignment of goals across multiple curriculum documents to full integration of the curriculum into a single document that covers both ECEC and primary school. The broader contexts of education systems, such as organisation and governance, the training of staff and teachers who work in these settings, matter for curricular continuity – and an integrated curriculum alone does not guarantee a continuous experience for children.
Enhancing retention through learning analyticsJo Smedley
Presentation given in Information Systems and Knowledge Management stream at the OR55 conference (UK Operational Research Society's annual conference) focusing on learning analytics approach to student retention and success.
March is Developments Disabilities Month- The right match brought more to both Employer and new Employee than either expected. Please champion diversity hiring within your organization
Thermo Group CA patrocina Maratón Guarenas segunda ediciónDaneil Micca
La segunda edición de Guarenas Maratón está organizado el 28 de febrero y se espera ver una mayor participación de los atletas venezolanos que fue visto en la edición de 2015. Menahem Michel Edery llevó Thermo Group CA Venezuela es un importante patrocinador del maratón.
Second try - March is Developmental Disabilities Month - and UDS and a success story is the best way to show how businesses can advance their bottom line- and employee moral by hiring diversity.
Changing Hair Style Trends By Thermo Group CADaneil Micca
If anything characterizes the women, it is their taste for a change of hairstyle. We know that hair is an important part of style and personality . Women often take inspiration from public figures to be in the forefront.
From Throwing Stones to Creating Ripples Ramapo’s Approach to Student SuccessHobsons
Joseph Connell, Director of Student Success, and Tracey Bender, Student Success Coordinator at Ramapo College discussed implementation and execution of Starfish and how intentionality, collaboration, and closing the loop have increased student success. Learn specific examples of how student success metrics have improved as a result of Starfish implementation and examples of how student-focused offices have leveraged the technology to create ripple effects that extend campus-wide.
This is the powerpoint presentation of the Graduation Project at UW Oshkosh presented by Katherine Chase and Ruth Freiburger at the recent CAEL conference in Philadelphia. The project is a great approach to helping working adults who didn't finish a college degree to come back to school and finish.
This report to the legislature explains the initiatives underway across the 29 public colleges and universities in Massachusetts, focused on the "Big Three" plan to produce more college graduates.
For more information, visit www.mass.edu/visionproject
An introduction to the work of the Centre for Innovation in Higher Education (CIHE) and how it supports pedagogic research at Anglia Ruskin University and beyond
OECD School Resources Review - Project Overview 2020EduSkills OECD
The OECD School Resources Review aims to help countries make resource decisions that support quality, equity and efficiency in school education. The Review provides country-specific and comparative analysis on the use of financial, physical and human resources in school systems. It offers policy advice on how to govern, distribute and manage resources so that they contribute to achieving countries’ educational objectives. More information on the project and its publications can be found at: http://www.oecd.org/education/school-resources-review/.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...Blackboard APAC
Committed to providing a supportive and safe educational environment that fosters student engagement and success, James Cook University (JCU) has taken a proactive approach to the use of data in a dual-pronged approach to improve the student experience and curriculum design. Blackboard Analytics for Learn is a key tool within these initiatives. Analytics for Learn provides real-time data that can be used by staff in a variety of roles to support student success. This presentation will outline how JCU is adapting Analytics for Learn, including discussion of initial customisations made to 'out-of-the-box' reports and the development of personalised dashboards, as well as providing an overview of the coordinated approach to the staged 'roll-out' and adoption of reports and dashboards.
Delivered at Innovate and Educate: Teaching and Learning Conference by Blackboard. 24 -27 August 2015 in Adelaide, Australia.
Blackboard Analytics for Learn @JCU – a proactive approach to the use of data...
internationalconppt052915
1. Recruitment and Retention of International
Students: Best Practices at the University of
Wisconsin-Richland
Dr. Patrick Hagen, CEO/Dean
Regional and Branch Campus Administrators Conference
June 15, 2015
5. Strategic Planning
Goals 2012-2017
Increase UW-Richland’s
international population to
50 students
Add a new dormitory at
Campus View Corporation
Increase International
Student Coordinator from
75% to 100%
7. Recruitment Strategies 1
Market Guaranteed
Transfer to UW-
Madison
Prioritize Independent
International Students
Promote YFU/IREX for
Diversity
8. Recruitment Strategies 2
Sister-city Relationship
with Yueqing, China
Work with Agents on a
Contract Basis
Work with English-
language
Institutes Abroad
9. Recruitment Strategies 3
Collaborate with New
Office of
International Education
Work with English-language
Institutes in Wisconsin
Work with Former UW-
Richland Students
The place: UW-Richland is one of 13 freshmen/sophomore campuses in the University of Wisconsin System. Our mission is transfer. We offer the Associate of Arts and Science degree and a Bachelor of Applied Arts and Science degree-completion program. Each fall we enroll over 500 students. Our FTE in fall 2014 was 330. The campus is located in rural Richland County. Our student housing accommodates 150 students.
In November 2014, the Wisconsin State Journal ran an article in the Sunday paper, front page, above the fold entitled “Tiny Campus, Global Footprint.” Last fall, we enrolled 52 international students from 20 different countries and territories. This was a 225% increase over our fall 2010 international enrollments. International students now make up 10% of our student population. I want to share with you a bit of our success story, especially focusing on recruitment and retention of international students.
UW-Richland’s foray into international education began after the war in Grenada in 1983. CASP stands for Cooperative Association of States for Scholarships. CASS stands for Central American Scholarship Program. Students from the Carribbean, Mexico, and Central America attended UW-Richland for 2 years and earned a liberal-arts associate degree with an emphasis in computer science. This program was administered by USIA in D.C. In the 1990s, requirement for the CASP/CASS programs changed and because we lacked affiliation with a technical college, we became ineligible to participate. Our work with Youth for Understanding began in 1994. Initially, involvement with YFU brought Freedom Support Act Scholars to campus from the former Soviet Union. Over time, we became involved with YFU’s Community College Program. This brought diversification of the international program. Both programs had the advantage of requiring home stays. This resulted in a strong relationship between UW-Richland and area families. We rank third in the nation for hosting students in YFU’s CCP.
As we began working on our campus strategic plan in the spring of 2011, we were aware of a number of things. Graduating high-school classes in our region were going down and wouldn’t start to increase until 2018. A new middle class in Asia in particular was increasingly seeking undergraduate education in the United States. Our new revenue-based budgeting in UWC was providing us with incentives to develop market niches. An independent international student brings us 2.5% the tuition of a resident student. International students, especially those from Asia, were interested in our Guaranteed Transfer program to UW-Madison.
From fall 2010 to fall 2014, we increased our international student populations by 225%. Our new dorm West Hall was opened in fall 2014, and our international student coordinator was increased from 75% to 100% in summer 2014.
Guaranteed Transfer to Madison requires 54 degree credits earned at UW-Richland and a 2.8 GPA. Independent students pay over twice the tuition. IREX students come from Pakistan and Tunisia.
Summer camp with Yueqing. Tried to open an office in Wenzhou but that didn’t pan out. Summer ESL camps. Agent fee is $600 per semester for the first academic year. So, a student costs us $1200, but if the student stays for 4 semesters they pay $24,000 in tuition. That’s 5% of the tuition $$. Agents including West Africa, South Korea, Malaysia, Vietnam, Thailand, Mongolia, Indonesia.
Established two years ago. Recruits and organizes programs, especially in Asia and the Pacific Rim. Two language institutes in Madison, Wisconsin—WESLI and MESLS. Former student from Ghana has created a program for recruitment of students from top schools in Ghana. It’s called Implact beyond education.
The cohort system is a bridge program that starts in the country of origin. Students take UW-Richland courses in their country and then transfer as a cohort to UW Colleges’ campuses. We’ve coordinated recruitment with our economics/business professor from Southern China.
Revenue increase from fall of FY11to FY15 by a factor of 4.6.
There are two key players in running our program. Total FTE 1.16.
Reasons for non-retention: academic final probation, bad adjustment to study abroad, early transfers, 2 deported.
Bonding—create a community that can work together. Live in the dormitory—relationship building, with American students, too. Academically savvy—approach professors, learning about academic and personal support, technology on campus. Understand campus culture and expectations—promote interaction and involvement
The certificate does not appear on the transcript, but students are recognized at Graduation & Awards Night.
Certificate Requirements: Participate in a club, lead/organize an activity, attend a leadership or training workshop, attend a public meeting or presentation on campus, attend or participate in a global engagement or cultural celebration on campus, and a volunteer component—20 to 200 hours of community service
A strong international program means success for the campus and community. Academically, culturally, socially, and financially. Five-year growth was 225%.