Research shows that students who take a Gap Year between high school and college graduate with higher GPAs than their peers and are more satisfied with their careers.
Converge 2014: What's So Relational in Today's Adult Relational Market? - Ste...Converge Consulting
What’s So Relational in Today’s Adult Relational Market?
TAMMY STEWART
Higher Education marketing and recruitment has evolved dramatically over the last decade and competition for market share has become more difficult. Many institutions are finding that they can no longer expect adult students to just call and enroll based on reputation but must build relationships with prospective students. But how do you make this happen with limited resources? This session is a case study approach examining progressive relational marketing and recruitment tactics to engage adult students in a way that ultimately leads to enrollment.
KEY TAKEAWAYS:
Gain a clear understanding of how to use data in the enrollment funnel to manage your admissions team
Explore a sample communication plan that focuses on cultivating enrollment throughout the recruitment cycle
Review aligning recruitment efforts to institutional fit
Presenters: Dawn Cannon-Rech, Daricus Larry.
Presented at the Georgia Libraries Conference in Columbus, GA on 10/04/2018.
The effort to market library programs has been the subject of many presentations and professional articles. Is any of it working? This session highlights the efforts of a medium sized university library in advertising and attracting students to programs.
After surveying all certified all RYE districts in world, we have distilled our the top best practices: How to transform applicants to successful exchange students. Facilitators: Walter Lundstrom, Liisa Stjernberg, and Lennart Joergensen
Converge 2014: What's So Relational in Today's Adult Relational Market? - Ste...Converge Consulting
What’s So Relational in Today’s Adult Relational Market?
TAMMY STEWART
Higher Education marketing and recruitment has evolved dramatically over the last decade and competition for market share has become more difficult. Many institutions are finding that they can no longer expect adult students to just call and enroll based on reputation but must build relationships with prospective students. But how do you make this happen with limited resources? This session is a case study approach examining progressive relational marketing and recruitment tactics to engage adult students in a way that ultimately leads to enrollment.
KEY TAKEAWAYS:
Gain a clear understanding of how to use data in the enrollment funnel to manage your admissions team
Explore a sample communication plan that focuses on cultivating enrollment throughout the recruitment cycle
Review aligning recruitment efforts to institutional fit
Presenters: Dawn Cannon-Rech, Daricus Larry.
Presented at the Georgia Libraries Conference in Columbus, GA on 10/04/2018.
The effort to market library programs has been the subject of many presentations and professional articles. Is any of it working? This session highlights the efforts of a medium sized university library in advertising and attracting students to programs.
After surveying all certified all RYE districts in world, we have distilled our the top best practices: How to transform applicants to successful exchange students. Facilitators: Walter Lundstrom, Liisa Stjernberg, and Lennart Joergensen
At our VRU conference in March 2020, Sayce Holmes-Lewis gave this presentation about the collaborative work that Mentivity have been doing with Cardinal Newman School.
SXSW EDU Panel Picker Proposal
Sometimes in order to become the BEST, you have to learn from the WORST! Join the presenter as he talks about 17 College Professors that MUST BE STOPPED! Be prepared to laugh, share, discuss, and do some self-reflection. At the end of the presentation, you will leave with a number of strategies for effective instruction, as well as a better understanding of what it takes to be the most effective instructor possible.
Amy Baker is was named a 2014 Claes Nobel Top 10 Educator of the Year by the National Society of High School Scholars. Ms. Baker is a business, marketing, and finance teacher at Friendship High School in Wolfforth, Texas. In this Q&A, Ms. Baker discusses her inspiration and love for being an educator, as well as the challenges she faces as a modern-day educator.
NSHSS
Rotary clubs from North America and India are partnering
with community newspapers and schools to provide
economically disadvantaged children with access to quality
reading resources. Learn how the projects are helping communities and raising awareness about Rotary in the process.
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.
This guide contains useful articles and descriptions of several programs for families with students who are considering deferring admission to college for a semester or academic year.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
- Conducted 360 degree assessment of a client's marketing environment through secondary data (i.e., client's owned and earned media) and qualitative (i.e., experience surveys with client and prime prospects, analysis of social media comments) research;
- Identified one major marketing opportunity and recommendation for increasing value of client's services;
- Presented the marketing recommendation to the client;
- Provided the client with 10-page deliverable, summarizing the recommendation and research results.
College Readiness & Career Exploration: The Value of Engaging High School Students in Experiential Learning Before Collge
Naviance Summer Institute 2015
At our VRU conference in March 2020, Sayce Holmes-Lewis gave this presentation about the collaborative work that Mentivity have been doing with Cardinal Newman School.
SXSW EDU Panel Picker Proposal
Sometimes in order to become the BEST, you have to learn from the WORST! Join the presenter as he talks about 17 College Professors that MUST BE STOPPED! Be prepared to laugh, share, discuss, and do some self-reflection. At the end of the presentation, you will leave with a number of strategies for effective instruction, as well as a better understanding of what it takes to be the most effective instructor possible.
Amy Baker is was named a 2014 Claes Nobel Top 10 Educator of the Year by the National Society of High School Scholars. Ms. Baker is a business, marketing, and finance teacher at Friendship High School in Wolfforth, Texas. In this Q&A, Ms. Baker discusses her inspiration and love for being an educator, as well as the challenges she faces as a modern-day educator.
NSHSS
Rotary clubs from North America and India are partnering
with community newspapers and schools to provide
economically disadvantaged children with access to quality
reading resources. Learn how the projects are helping communities and raising awareness about Rotary in the process.
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.
This guide contains useful articles and descriptions of several programs for families with students who are considering deferring admission to college for a semester or academic year.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Naviance
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
The Value of Fit: Helping First-Generation Students Find Their Path After Hig...Nicole Hornsby
A live presentation from two district leaders who have achieved dramatic results in helping first-generation college-going students transition to college. With college readiness a strategic priority, Chicago Public Schools increased 2- and 4-year college enrollment from 50% to 63% of graduates district-wide and more than tripled scholarship dollars received. You will learn about their strategies that helped first-generation students, best practices for defining future-ready milestones, and implementing measurable postsecondary goals.
- Conducted 360 degree assessment of a client's marketing environment through secondary data (i.e., client's owned and earned media) and qualitative (i.e., experience surveys with client and prime prospects, analysis of social media comments) research;
- Identified one major marketing opportunity and recommendation for increasing value of client's services;
- Presented the marketing recommendation to the client;
- Provided the client with 10-page deliverable, summarizing the recommendation and research results.
College Readiness & Career Exploration: The Value of Engaging High School Students in Experiential Learning Before Collge
Naviance Summer Institute 2015
Forget global warming. The bigger issue for most colleges and universities is summer melt. The fact is students change their mind at the last minute. But that’s good news because there are ways to minimize summer melt. Find out how to:
- Identify those at risk (and when to start looking)
- Partner with other departments on campus during the summer
- Build community and engage incoming students
- Involve alumni and other members of the incoming class
The Campus Community Life Cycle: From Admissions to AlumniED MAP
The Campus Community Life Cycle series will explore the stages students go through as they assimilate into a new school community, become involved in campus life and then stay active after graduation as alumni. Gain ideas you can use as experts discuss:
• Optimizing each stage in the transition process
• How to create a strong student community and alumni network
• Ways to assure student and institutional success
This series will be presented in three, progressive sessions beginning with Integrating New Students Into the Community. Topic highlights of this presentation include:
• Pre-enrollment activities: getting new students to the first day of class
• Engaging students in your community
• Transitioning new students to full members of the community in the first term
Other webinars in this series include:
• Community as a Retention Tool – April, 2010
• Maintaining Community After Graduation: Benefits to the Institution – May, 2010
Additional information about the upcoming webinars in this series will be available soon. Write us at connect@edmap.biz for more information.
Applications from the city of Chicago for Knox and Lake Forest College have grown exponentially due to the relationships built and established between admissions and high school counseling staffs.The panel will highlight building and maintaining collaborative relationships between high school and college counselors as well as community based organizations to effectively work with students and their families on developing successful applications and transitions to college from the city of Chicago.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
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Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Value of the Gap Year in the College Admissions Process
1. WHY TINA FEY SHOULD HAVE
TAKEN A GAP YEAR
The Value of a Gap Year in the College Admissions Process
Presented at IECA: San Diego, CA, November 15, 2013
Susie Rinehart
Director, Where There
Be Dragons
susie@wheretherebedragons.com
2. Bold explorers who traveled beyond the familiar were said to go
Where There Be Dragons
Ages 14-22: summer gap year semester study abroad
all programs include: language immersion, home-stays, mentorship,
wilderness exploration, learning service, culture & development studies
susie@wheretherebedragons.com
3. Right now, 124 students are with Dragons on a Gap Semester in
Senegal, Nepal, India, in the Andes & Amazon, Central
America, China, Indonesia, and the Middle East.
4. In the recent movie, Admission, Tina Fey stars as a
straight-laced Princeton admissions officer.
Our culture views university
as a place to
“get in to”
Or just a stop on the
“cradle-to-college-tocubicle-to-cemetery” cycle.
5. Increase in Gap Year Interest – USA
Gap Year Fairs & Enrollment
6. Why the Increase?
• Increasing pressure from admissions process
• Increasing recognition by students of benefits of
taking time “off” (but it’s really time “on”!)
• Maturity, focus, drive, etc.
• Academic benefits
• Career benefits
• Increasing recognition of benefits by colleges
• Important caveat: have students put the college
admissions process behind them before doing a gap
year and defer
7. Data from IECA
• Mark Sklarow, CEO of IECA, sent out survey
• 20% of consultants included “Gap Year” on
first college list as conversation starter
• Of those 20% of consultants who included
it, HALF the students ended up taking a Gap
Year
• Take Away: put “Gap Year” on students’ first
college list to at least have the conversation
12. Top Two Reasons Given Why Students
Take Gap Years
1. Burnout from the competitive pressure of
high school
2. A desire "to find out more about themselves”
[Karl Haigler and Rae Nelson, independent study of 280 Gap Year students
co-authors of a forthcoming guidebook on the topic. [http://online.wsj.com]
13. The three highest rated outcomes of
the Gap Year
I gained…
1. “A better sense of who I am as a person and what is
important to me”
2. “A better understanding of other
countries, people, cultures, and ways of living"
3. “Additional skills and knowledge that contributed to my
career or academic major."
[Haigler & Nelson, independent study of 280 Gap Year students]
14. Where Can I Find Out About Gap Year
Options?
•
•
•
•
•
USA Gap Year Fairs – www.usagapyearfairs.org
American Gap Association www.americangap.org
Gap Year Advantage by Karl Haigler & Rae Nelson
The Complete Guide to the Gap Year by Kristin White
... Be wary of pay-for-space websites like
gapyear.com
15. What is the AGA?
• Non-profit Association
• Accreditation of Gap Year organizations. Not
individuals nor individual programs
• Data collection hub and reporting
• Resources for Students & Parents to:
• Find good organizations
• Construct their own Gap Year
• Financial Aid options & advocacy
16. Top reasons given NOT to take a Gap Year:
Not ready
Can’t pay for it
Won’t go back to University
FOMO: the Fear Of Missing Out
17. Reasons TO DO a Gap Year:
•
•
•
Find out your passions
40% of university students are taking 5-6 years to graduate.
Gap Year students go to college and outperform peers
Gap Year graduates say they were surprised at how little they missed
18. Recent Research (Clagett, Middlebury College, UNC, and Harvard)
Demonstrates That Gap Year Students:
•
•
•
Graduate on time, with higher GPAs
Are more focused
Have a clearer sense of who they are
19. How Do Gap Year Students Perform in
College Afterwards?
• Myth:
•
Lose academic momentum, drop out of college at higher
rates, etc.
• Reality:
• On average, perform at higher levels than
those who don’t take a gap year
24. Why do a Gap Year When They Can Study Abroad?
Better prepared
for real challenges &
college choices
Real immersion, not
just college classes in
another country
25. Finding the right match:
Comparing & Assessing Gap programs
1. What are the student’s personal goals?
2. Safety
3. Access to rich experiences
4. Quality of mentorship
26. Safety
Not just the way a program responds to an incident but a
mindset that permeates every aspect of programming
•
•
•
What risk management
& communication
systems are in place?
Is there an evacuation
policy and plan? A
critical incident
protocol?
How will families be
informed of students’
health & safety?
27. Access
The difference between looking out a bus window
and being INVOLVED in the community
•
•
•
Will they have a tourist
experience or a local
experience?
What are the language skills
and on-the-ground
knowledge of instructors?
Will they have opportunities
for mentorship with local
musicians, artists, journalist
s, businesses? Service
organizations?
28. Mentorship
Instructors cultivating the best in students
• What experience &
training are instructors
bringing to the program?
• What kind of training and
professional development
do instructors receive?
• How long has the
organization worked with
the community?
29. Gap Programs are now encouraged by top
academic institutions
Harvard, Princeton, University of North Carolina
Princeton’s Bridge Year Program awards scholarships
30. My advice to Tina: Take a Gap Year
In the movie, Tina Fey has a midlife awakening when she finally realizes
that she wants to belong somewhere, not just get in somewhere.
Grace in pular village in Senegal. Grace comes from the most sheltered and structured generation in US history. She is used to a full schedule each day, and the ability to express herself freely. But she also comes from a generation that is afraid of expressing who she truly is, for fear of being average. Tom Friedman says average is over. So high school students have to be uniquely above average. But this is a logical impossibility—they can’t ALL be above average. And you have to be innovative and creative because companies are only hiring is they absolutely have to.
So a student like Grace might internalize that message like this: I better be exceptional, perfect. And when I look around at school and see others who are far more worthy of the exceptional tag than I am, I give up, eat a sandwich, and zone out on facebook. But in Senegal—no facebook—not even a sandwich.
How do we help students express their true selves in a world where average is over?
Especially if the world needs people who like to figure stuff out where there is no obvious answer. And especially if the academic world they’ve been in is mostly about figuring out what the teacher wants and giving him or her that. The answer lies in a question: What do I love as this student in the center? Connection. And we, as educators don’t know of a better way for students to learn to be brave in the face of the unknown, to be resilient, and to connect deeply with someone who is different from them by first connecting with themselves than by getting far outside their comfort zone into a place where they have to be creative and innovative to succeed!
I could say that taking a gap year will ultimately reduce the cost of college because you're more likely to finish within four years, and the average graduation time these days is five years. But the chances are that if you're considering a Gap Year, then graduating in four years for your student is likely the expectation. That being said, students who go directly on to college now have to face the prospect of not only finding what they want to do for the rest of their lives, but more importantly identifying WHO they are. A Gap Year, however, is largely positioned developmentally to find out who you are and THEN find out what you want to do with the rest of your life. I often say that students who take a Gap Year make the most of their four years of college education. However, those who go directly onto college I will contend spend 2 1/2 to maybe 3 years actually learning within the context of their four-year degree. I think you all can guess what happens to the other year to year and a half. Data is showing that Gap Years propel students to be more satisfied with their careers and in my opinion, the reason for this is that students are taking time to reflect about their previous 18 to 20 years, BEFORE making a decision about the rest of their life.
students who have taken a gap year between high school and college not only have, on average, higher college GPAs than those who don’t, they actually have a higher GPA than would have been predicted, based on their high school academic credentials. At Middlebury College in Vermont and the University of North Carolina Chapel Hill, for example, undergraduates who had taken a gap year before enrolling in college had, on average, a GPA .1-.4 higher than would have been expected.
several studies showing that students who take a gap year end up doing better than their non-gap year classmates. At Middlebury College in Vermont, for example, this was true even when controlling for the academic credentials that gap year students brought with them from their high schools. On average, those students have shown a clear pattern of having higher G.P.A.’s than would otherwise have been predicted, and the positive effect lasts over all four years.
In fact, most do both! 70% of Gap Year students go on to do a Study Abroad which tells me that the experience is sound - so much so that they're clambering to do more of it. But, a Gap Year addresses a different need than a Study Abroad. Gap Years are done at a specific developmental stage - one in which big decisions are being made: identity questions, career questions, even which college they want to go to, but this is typically also when students are asking what "success" means to THEM as opposed to what their culture has dictated it to be. Typically students will choose their college - and its costs - based on what they THINK they want for their major and a Gap Year gives them an opportunity to experiment with possible fields of study. Perhaps one of the most root issues here is that students who take a Gap Year are fundamentally going to be better prepared for college having first experienced a larger world with real consequences. While a Study Abroad is also a fantastic experience, it's not an opportunity to explore possible careers but instead usually takes the form of four-walls-and-a-classroom learning ... just in another country. Finally, many students end up emerging from their Gap Year not only with a clearer direction for their studies - re-charged and ready to go - but many change their university-choice based on their experiences on their Gap Year.
Career exploration / academic recharge?Earn money for college?Community service / volunteer work?Understand global issues & cultures better?“See the world”?Develop independence and self awareness?
“My family knows nothing of Grace, of Seattle, of Reed College or of my life at home. And I also, am eternally ignorant of much of their lives. But what we do know of each other is worth more than I ever recognized. We know of the effort made to communicate, the laughter shared at awkward moments, the sound of chewing, the look of bleary, morning eyes, the smell and feel of our different bodies, the emptiness of our silence together. I am realizing that this is all my family needs to know about me. My life here may be stripped of context but I have been given the freedom to be simply, beautiful human. I am grateful to Nene Balde, (my home-stay mom) for my week of freedom.”Dragons programs are about connection: connecting students to the self and to their home-stay mother in Senegal and to recognize the impact their choices make on their families on all sides of the world.