Get insight into the reasons why students do not persist and the steps you can take to develop “staying power” within your own programs. Dive deep into proven retention strategies, including new leading-edge technologies, inventive enrollment services, and summer grant programs that supplement financial aid awards for students who have unforeseen financial problems. See how Hobsons’ Student Success module, including virtual orientation, advising, and faculty/student early-warning systems along with parental communications and student surveys, also contribute to increased retention. Leave with basic strategies your school can implement today to begin increasing retention rates in 2012.
Deciphering Best Practices for Underprepared College Students Christine Vodicka
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Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
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Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Deciphering Best Practices for Underprepared College Students Christine Vodicka
This presentation gives an overview of services provided by the Tutoring and Academic Success Center (TASC) at Cleveland State University in Cleveland, Ohio. In particular, the Success Coaching and Viking Academic Boot Camp programs are explored in more detail.
Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperc...Tom Durkee
This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
Helping Students on Academic Probation to Persist and Succeed - NACADA Confer...Robert M. Kurland, Ph.D.
Helping Students on Academic Probation to Persist and Succeed. Research has repeatedly shown that students who end up on probation are less likely to be retained and graduate as compared to students who remain in good academic standing. Colleges and universities must offer more effective support services and interventions to help these students succeed and persist towards graduation. Probation does not have to be the end of an academic career. This presentation will discuss the evolution of support services that have been offered to students at the Rutgers – Newark College of Arts and Sciences/University College, with a particular focus on current interventions which include a 1-credit online course that will be required for all probation students to enroll. We will discuss the theory, implementation, and components of the course.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
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Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Distance Teaching and Learning in a Time of CrisisVanessa Dennen
Presentation for Florida Distance Learning Research Consortium Webinar (April 14, 2020). I was asked to present for 15 minutes about issues related to educational practice and research amid the COVID-19 crisis.
Facilitating change utilizing Starfish for an Institutional Approach to Stude...Hobsons
Facilitating change utilizing Starfish for an Institutional Approach to Student Success Ramapo College of New Jersey
Presented by Joseph Connell and Christopher Romano
Hobsons University 2015
The Student Success Plan is a Open Source software system and supported processes for student success, designed to increase the persistence, success, and graduation rates of targeted students. This presentation by Russ Little offers an overview of the system and how it works for faculty, advisors, and students.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
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Presentation for Florida Distance Learning Research Consortium Webinar (April 14, 2020). I was asked to present for 15 minutes about issues related to educational practice and research amid the COVID-19 crisis.
This capstone presentation was done in April 2010 with two other individuals in my cohort. We re-evaluated the Early Academic Warning Program at Central Connecticut State University and offered ideas for a more well-developed program that would better serve the students and faculty at CCSU.
This is a brief presentation on Outcome Based Education. Through this presentation we look at:
1. What is Outcome Based Education?
2. Goal of Outcome Based Education
3. The problems with the Traditional Education System
4. Why Outcome Based Education?
5. Differences between Traditional Education System & OBE
6. History of Outcome Based Education
7. Principles of Outcome Based Education
8. Challenges with Outcome Based Education
9. Solution for Challenges with Outcome Based Education
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Topics include influencing student retention behavior, understanding student attrition factors, leveraging student retention data and research, retention best practices, and managing change to impact campus-wide engagement in retention.
This presentation, presented by Ellen Wagner and Howard Bell at the ASU+GSV Conference in May 2017, outlines the need for supports when it comes to student success.
SUNY Broome is one of 64 campuses in the State University of New York System and a new member of Achieving the Dream. “Joining Achieving the Dream was important for us,” said Heather Darrow, Staff Associate for Student Retention. “We are striving to become a college that is proactive and not reactive. I think that’s why we joined when we did - and why we invested in Starfish. Both investments demonstrate our administration’s commitment to student success.” SUNY Broome focused on early alert flags and Kudos in their initial implementation, and now they are eager to do more. They are training faculty, building automated workflows around flags, and developing ways to encourage participation both within the faculty and for those in non-academic roles. This Webinar will focus on advice and “lessons learned” in the early stages of implementing the Starfish platform at a community college. As Heather Darrow said, “In the beginning it seemed very abstract – I know it can be hard to conceptualize how Starfish will work. But I figured it out, and others can too. I look forward to helping other schools!” Speakers: Heather Darrow, Staff Associate for Student Retention Michelle Beatty, Online Student Advisor
Opportunities to Engage First Year Students at Community CollegesHobsons
As part of the Student Success and Support Program (SSSP) led by the Chancellor’s Office, Los Medanos College began implementing tools from the Starfish Enterprise Success Platform – specifically, early alert and degree planning – in 2015. In this Webinar, you’ll learn about their recipe for implementing student success technologies within a statewide initiative.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
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Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
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Unit 8 - Information and Communication Technology (Paper I).pdf
Progressive Retention Strategies That Graduate Students
1. Xavier University: A Retention
Success Story
Adrian A. Schiess
Executive Director for Student Academic Support Services
Xavier University, Cincinnati, Ohio
Brian Mikesell
V.P. Student Success Solutions, Hobsons
2. About Hobsons
We are in the business of
maximizing student success
and institutional effectiveness
to create the world changers of
tomorrow.
4. Backdrop
In 2005, expand into
The Retention Guru in our backyard
Proven methods in need of technology assistance
Perfect partnership – co-creation
XU - Hobsons Retain first customer
Retain: Early Alert, Advising and CRM System
4
5. Student Success @Hobsons
Prepare & Orient Plan & Advise Alert & Communicate
Virtual Orientation AgileGrad Retain
Meet other students Course planning Contact management
Message campus Demand forecasting Automated interventions
staff Advisor messaging Communication
Take orientation Appointments campaigns
Continue orientations Event scheduling Early alert collection
To-do items Reporting and analytics
Case Management
Degree Auditing
Course offering
Scheduling
7. About Xavier University
Private, Catholic, Jesuit University
4-year private, Masters/Selective
Located in Cincinnati, Ohio
Undergraduate/Graduate population of 6,400
1,050 Freshmen (representing 40 states/12 countries)
Academically selective
Average ACT score of 26
Average SAT score of 1,186
Tuition $31,000 per year
Alumni Giving Staff
8. US News And World Report
2012 Edition: America’s Best Colleges
Xavier named Best Universities Master’s
(Midwest Region)
#4 in Retention (86%)
#1 in 5-year Graduation Rate (79%)
11. From Paper to Automation
Paper Automation
Transition
1991 2012
11
12. The Make-up of XU’s Retention Effort
The position and the approach
1. PREP (Priority Registration Experience Program)
2. Freshman Success Program
3. Early Alert (Student Academic Warning System)
4. Parents’ Participation Program
5. Summer Survey
6. Bursar Hold Initiative
7. Special financial assistance programs
8. Evaluation process
13. Xavier’s Initial Retention Goals
and Objectives
Retain 90% of full-time freshman cohort
Increase student satisfaction
Provide an intervention that enlists retention efforts from faculty, other
university personnel, and families
Address social, financial, and academic issues
Evaluate academic and social success
Improve grades
Improve persistence
Improve graduation rates
14. Retention
A Dedicated Retention Person Focused on
Academic Support
Reports to Executive Director – Student Academic Support Services (SASS)
Monitors retention trends and evaluates program results
Facilitates problem resolution in the areas of academic, financial, social, and
personal
Provides personal attention, service-oriented ombudsman (appointments are not
necessary)
Coordinates retention data, reasons for student attrition, monitors graduation
statistics
Actively develops new and refined undergraduate student retention programs
Monitors academic progress of all undergraduate students
(GPAs, course withdrawals, failed classes, absenteeism)
15. What it Costs to Lose a Freshman
at Xavier (ROI)
COST PER SEMESTER
TUITION $15,000
ADMISSION BUDGET ($2,000,000)
ROOM $2,800
1050 FRESHMEN IN THE CLASS
BOARD $2,200
=$1,905 TO RECRUIT A FRESHMAN
FEES $500
$20,500
DISCOUNT 40% OF $20,500 = $8,200 WHICH IS A COST OF $12,300 PER SEMESTER
IT IS MORE THAN TWO TIMES MORE EXPENSIVE
$1,905
TO RECRUIT A FRESHMAN THAN TO RETAIN ONE
- 762
$1,143 DIFFERENCE PER STUDENT
RETENTION BUDGET ($800,000)
1050 X 5% = 52 STUDENTS LOST IN 1st SEMESTER
1050 FRESHMEN IN THE CLASS
$12,300 =$762 TO RETAIN A FRESHMAN
x 52 students
$639,600 = 1st SEMESTER LOST REVENUE
998 x 20% = 200 STUDENTS LOST IN 2nd SEMESTER
$12,300
x 200 students AVERAGE ATTRITION FOR SCHOOLS
$2,460,000 = 2nd SEMESTER LOST REVENUE LIKE US IS 25% PER YEAR
52 + 200 = 252 STUDENTS X $12,300 = $3,099,600 LOST REVENUE FOR THE YEAR
17. Priority Registration Experience
Program (PREP)
Purpose
Locks in the freshman class
Focused on completing fall academic preparation in the summer
Creates a sense of belonging
Begins parental involvement (Parents come to PREP) in student
academic and social success
- Mid-term grade authorization form
- Supportive environment
Heighten the level of academic expectation for students and parents
18. Priority Registration Experience
Program (PREP)
Objectives for the day
Online placement tests completed and evaluated in mathematics and
foreign language
Academic advising – meet your advisor
Schedule fall classes, build a schedule with your academic advisor
Register – lock in your classes for the fall
New students receive their official university ID Card
20. Freshman Success Program
The Office of Admission selects these students and admits them on a conditional
basis. These students are from the lower 8% of all admitted freshmen.
The program is designed for the fall semester only
Requirements:
- May not declare a major
- Advised as “undeclared”
- Must take a one credit hour study skills course
- Either mathematics or foreign language
in the first semester, not both
- Limited to 13 credit hours
- Mentored by a graduate assistant from
the Office of Student Success and Retention
Results: From Fall of 2010 to Spring of 2011 – 92% matriculation
22. Early Alert Initiative “Retain”
(E-Communication)
Faculty identify attendance and academic
problems in fourth week of semester
Retention office receives electronic academic
feedback early in fall and spring semesters
Early warning for adjustment problems
Allows time for appropriate intervention
Requires faculty get to know their students early
Follow up contacts made by the Office for Student
Success and Retention, Athletic Advising, TRiO,
and Academic Advising
Shared information through “Retain”
23. FRESHMAN FACULTY
FEEDBACK FORM (paper copy)
TO: (TEACHER’S NAME IN ALPHABETIC ORDER, WITH ML LOCATION)
FROM: ADRIAN A. SCHIESS, DIRECTOR FOR STUDENT SUCCESS AND RETENTION
This is the Faculty Feedback Form for freshmen. It is an early warning mechanism that helps to identify
students that may be having difficulty adjusting to your class. Listed below are freshmen in the class and
section that you teach. Please mark in the appropriate blocks to indicate any problems at this time. The
Faculty Feedback Form has been very successful in assisting freshmen with their adjustment to college.
The Office of Student Success and Retention and the Academic Advising Center will collaborate to contact
those students who you indicate are showing signs of having academic difficulty. Collegial sharing of this
information allows us to work more closely with you to assist students with academic issues. If you would
like us to follow up with you regarding our contact with a student please indicate this on the form.
Please return all Faculty Feedback Forms within FIVE DAYS to: Adrian A. Schiess, Director for Student
Success and Retention, Alter Hall, Room 103, ML 3111. We encourage faculty to make comments on
this form concerning any other adjustment issues.
24. FRESHMAN FACULTY
FEEDBACK FORM (paper copy)
FALL 05 COMM 101-25 ORAL COMMUNICATION
STUDENT'S NAME ATTENDING CLASS? GRADE AT THIS TIME
Smith, Joe Yes___ No___ GRADE ____
Johnson, Nikki Yes___ No___ GRADE ____
Miracle, Paul Yes___ No___ GRADE ____
Jones, Davy Yes___ No___ GRADE ____
Preston, Bill Yes___ No___ GRADE ____
Research, John Yes___ No___ GRADE ____
COMMENTS: Please feel free to use this space to add comments related to the need
for tutoring, observed changes in
demeanor (anxiety, aggression, depression) or to expand on the feedback provided
above.
27. Faculty Intervention
The Results
• Student is sent an automated email immediately after faculty
submits feedback
• Results from the Faculty Feedback are automatically sent to the
Retention Office
• Automated reminder to faculty who have not responded
• Office of Retention immediately contacts the student via phone
and/or email
• Intervention via online Faculty Feedback is 2-3 weeks faster than
previous paper version
RESULTS – 28% increase in faculty participation
29. Family Educational Rights and
Privacy Act (FERPA)
Obtain consent at PREP to release student
information
(mid-term grades go home to freshman
parents)
Parental notification of academic, medical
and personal student information
Student releases required for information to
go to parents
30. Parents Participation Program
Methods:
Three written contacts each semester
Established an 800 number for parents
Mid-term grades sent home to parents
Parent card
Results:
Uncovered student needs by talking with parents – information
bonanza!
Established good communication with parents, makes them feel
comfortable in calling
Associate Director for Student Success and Retention, Advising
Center, Athletic Advising, and Learning Assistance Center work
closely together, and then follow up to solve problems
31. Parent Participation Program
Freshman Adjustment Survey
Survey sent to parents during the first three days
of the 1st semester of the student’s freshman year
Parents ask students questions and PHONE IN
if they are worried about their student’s
responses.
Have you set a goal for your GPA Can you name four friends that you
at Sample questions: semester?
the end of the first have at Xavier?
Do you have at least one activity that
you are participating in at Xavier?
32. From Paper to e-Communication
2005 Results - Sent to 765 parents
25 parents called in results (3%)
25 interventions (3%)
2010 Results - Sent to 1037 parents
207 took survey (20%)
127 interventions (13%)
34. Summer Survey
Purpose:
To identify students at risk for not returning for
the next fall semester and provide intervention
before it’s too late!
Electronic survey sent to all students in the
last week of May
Designed to identify retention issues for rising
35. Summer Survey The Results
• 2005 - Sent paper Summer Survey to 812 rising sophomores
- We had 185 sophomores respond to the Summer Survey (23%)
• 2010 – Sent electronic version of Summer Survey to 820 rising
sophomores
- We had 365 students respond to the Summer Survey (44%)
Note: Summer Survey is now also sent to rising juniors and seniors
RESULTS DOUBLED!
36. Summer Survey
Process improvements: Planning on returning to Xavier in the Fall?
• Quick distribution of survey 450
via e-mail 400
385 89.12%
• Made submitting results 350
easier - online 300
• Immediate identification of 250
at-risk students – no waiting 200
150
for paper information to be
100
returned 10 2.31% 37 8.56%
50
0
Definitely Definitely Not Probably
38. Financial Assistance Programs
Enrollment Services Retention Grants ($565,000)
Awarded to upperclassmen who file the FAFSA
Are in good academic standing
Show financial need/possibly impacting return to Xavier
$200,000 new grants awarded per year
Summer School Grants ($65,000)
Awarded to upperclassmen who file the FAFSA
Show financial need
Dollars awarded based on credit hours taken
(averages $300 per student per course)
Helps students regain academic scholarships, financial aid
eligibility and keeps students academically aligned toward
graduation
40. Bursar Hold Initiative
Developed list of undergraduate students who
owe the university an amount of money from a
previous semester and are unable to register
E-Communication with students to determine
reason for non-payment
Work with financial aid to resolve payment issues
Increase students’ financial aid with loans or
grants
Match registered students to non-registered
students after Priority Registration is completed
Review and evaluate students who are removed
from delinquent list
Set dollar threshold (e.g., $500) for students to be
able to register
41. Bursar Hold Initiative
• 2005 Results – no means of tracking results
• 2009 & 2011 Results (undergrad only)
SPRING 2009 FALL 2011
Start: Update: Start: Update:
7/1/09 7/5/09 10/15/11 1/19/12
Students with 96 43 687 89
Bursar Holds
Total Bursar $542,866 $222,400 $2,355,000 $305,000
Hold Amount
($)
Total Amount $320,466 $2,050,000
Collected ($)
42. Retain and the Changes
(a summary)
2006: Faculty feedback developed
Freshman parent adjustment survey sent out
Mid-term grades sent home to parents
2007: Bursar Hold: Letters sent to those who cannot register
2008: Letter Writing Campaigns
Summer school letters to all undergraduates
Freshman parent adjustment survey
Freshman parent letter beginning of each semester
2009: Consolidated four different early warning notifications under Retain (Retention,
Athletics, Advising, TRiO)
2010: Integrated “Retain” with Banner
All academic advisors can now see remarks of visits with Retention Office,
Athletic Advising, and TRiO Program
2011: Retain now campus wide
2012: Virtual orientation, Case Management and AgileGrad
43. Xavier Retention Program
Evaluation
Number and percentage of students retained by cohort (fall
to fall)
Graduation rate
Number of students in Freshman Success Program who
return for fall classes
Number of mid-term grade indicators, (GPA below 2.0,
number of class withdrawals, grades of F), compared to final
grade indicators
Number of student visits to the Student Success and
Retention Office
Number of parental responses from parent survey
Number of Faculty Feedback Forms returned
Dollars committed for Summer Grant Program and
Enrollment Services Grant Program
Number of students whose academic scholarship or financial
aid has been restored
44. Summary of Success
Remarkable first-year results
Early and quick identification of a larger population
of at-risk students
Outstanding revenue rewards
High Tech = High Touch
Increased student service and satisfaction
Forecasted 90% retention rate for Fall 2011
Forecasted 72%-Hit 71% 4-year graduation rate
- 2% increase from previous year
Increased engagement of faculty in
identifying and mentoring at-risk students
Increased FERPA-approved parental
interaction to 99%
QUESTIONS?
45. Hobsons’ Student Success Suite
Orientation Staff Advisors, Coaches,
(Prepare and Orient) Faculty, Financial
Aid, Tutoring
Virtual AgileGrad
Orientation (Plan and Advise)
Retain
Student Success Officers
(Communicate and Alert)
46. Virtual Orientation
What issues are students facing?
High level of anxiety pre-arrival
Potential doubt around school choice
Absorbing lots of new information
Hungry to know what campus will be like
47. Benefits of Virtual Orientation
Make students feel comfortable, welcome and appreciated resulting
in a rise in overall retention rates
Measure your program effectiveness by monitoring and testing
student progress
Customize modules to meet the needs of your institution
Easily integrate with your current communication system including
Hobsons Retain & Connect solutions
Demonstrate your school’s desire to work with students on their
schedule, offering online orientation 24/7
Increase in-person orientation participation due to online excitement
Build a more connected community of students
48. AgileGrad
Easy to use, one click technology that allows
students and advisors to create student-specific
degree based roadmaps to graduation.
49. Benefits of AgileGrad
Allows advisors and students to review, alter and monitor
student course load & path to graduation based on degree.
Aids students in making crucial decisions pertaining to course
selection
Provides school with accurate curriculum and class forecasting
Equips advisors with detailed information to help students
make informed decisions
Encourages student retention by providing a clear path to
graduation
50. Retain
Hobsons’ RetainTM is an early alert and student
retention CRM solution crucial to supporting an
institution’s student success strategies.
50
51. Benefits of Retain
Ensure cross-campus collaboration
by centralizing execution strategies.
Monitor student activity and notify advisors
if there is an issue with a student.
Give you the tools to proactively flag
and target at-risk students.
Allow student success advisors to
intervene and connect with at-risk
students.
Use innovative tools and technology
to keep students and faculty up to date
on activities, alerts, and campus-wide
initiatives.
51
54. Contacts
Adrian A. Schiess
schiessa@xavier.edu
Executive Director for Student Academic
Support Services
Xavier University, Cincinnati, Ohio
Brian Mikesell
brian.mikesell@hobsons.com
V.P. Student Success Solutions, Hobsons
Editor's Notes
Before we move into some of the reason why Hobsons has introduced VO into the market, I thought it would be a good idea to first convey our mission statement. We are in the business….So everything we do as a company has to be meet this two-headed criteria within the mission statement and virtual orientation is no different.
Within in our mission statement – we have seen three phases in which we focus in helping schools - Overview of where we fit in the product breakdown. These slides will go fast and just explain where we fit in the new brandHobsons helps students progress successfully through each stage of the learning lifecycle. Our products and company are built around these areas of a students life. We have solutions that help students: Plan & Learn- We connect with students in the beginning of their academic and career goals. You are all familiar with Naviance… a tool that enables high schools and students to develop and manage a path toward graduation while preparing for college.
As Inside Higher Edi
Hobsons Virtual OrientationOnline Orientation for Your Students & Campus Community Can Hobsons Virtual Orientation increase offline efficiencies and student engagement? YES, it can! Hobsons Virtual Orientation elevates your institution’s ability to efficiently provide the information your students need to successfully begin each school year.Are your students fully equipped to start school on their first day of class?First impressions make a difference. That holds true for both your institution and your students. With our new virtual orientation program, your students can begin orientation within minutes of committing to your school and be up-to-speed and ready to start their path to graduation from day-one.Offer downloadable brochures, flyers, student announcements and calendars, saving the school time & moneyIncrease quality of student interaction with staffReduce summer attrition by engaging the students early in the summer Advantages of Hobsons’ Virtual Orientation….Make students feel comfortable, welcome and appreciated resulting in a rise in overall retention rates Measure your program effectiveness by monitoring and testing student progress Customize modules to meet the needs of your institutionEasily integrate with your current communication system including Hobsons Retain & Connect solutionsDemonstrate your school’s desire to work with students on their schedule, offering online orientation 24/7Increase in-person orientation participation due to online excitement Build a more connected community of students Hobsons’ Virtual Orientation…Introduce Your School In Style. QUOTE“We added Virtual Orientation to our arsenal of tools to allow our staff to be more efficient and effective and to provide more convenience to our students. In addition, the online orientation allows all students to get the same, consistent, message.”Amy Wood, Director of Degree Completion Admissions and Student ServicesTiffin University
AgileGradCustomized Degree Planning & Advising Solution Struggling with Student Advising? Would your institution like a solution that empowers students to manage their own academic future? Introducing AgileGrad. Easy to use, one click technology that allows students and advisors to create student-specific degree based roadmaps to graduation. What can AgileGrad do for you?Allows advisors and students to review, alter and monitor student course load & path to graduation based on degree. Aids students in making crucial decisions pertaining to course selection Provides school with accurate curriculum and class forecastingEquips advisors with detailed information to help students make informed decisionsEncourages student retention by providing a clear path to graduation Who needs AgileGrad?Students need academic plans to increase successAdvisers need more time for developmental advisingInstitutions need accurate demand forecasting abilityHobsons’ AgileGrad is a proprietary technology that addresses all of these problems with one easy to use interface. AgileGrad, Your Path to Successful Advising. QUOTE “The AgileGrad team has been great. Their ability to understand the instructional needs, familiarity with the college environment, and willingness to really partner with my technical staff in exploring solutions has been a breath of fresh air. The UI is intuitive, and the solutions to college business needs are well thought out and “agile.” We couldn’t ask for an easier vendor to partner with.”Robert CoxDean for Student SuccessMt Hood Community College