Posts Tagged ‘student retention’
February 5 - A Data-Driven Approach to Student Retention and Success
By: Rob Kelly in Academic Leadership
Higher education institutions generate a wealth of data that can be used to improve student success, but often the volume of data and lack of analysis prevent this data from having the impact it could have. “I think it’s hard for the general faculty population or administrator population to really have a handle on the data that is really driving decisions,” says Margaret Martin, Title III director and sociology professor at Eastern Connecticut State University. “They don’t get a chance to see it or they just get very infrequent information about it. So there may be too much data, but it’s often not communicated effectively to people in ways that are both understandable and useful to them.”
April 21 - What Can I Do to Increase Student Retention?
By: Mary Bart in 20 Minute Mentor, Student Engagement
It’s never a good feeling to learn that a student has left your class … or worse, left school altogether. Often it comes as a complete surprise — before you even realize they have a problem, they’re gone.
March 30 - Retaining Online Students with a First-Year Experience Program
By: Mary Bart in Online Seminars
Given the success of First-Year Experience programs in retaining traditional students, it’s reasonable to assume they could have the same impact on distance learners. The question is: How do you do it? This seminar will provide you with best practices and insights to help you increase nontraditional student engagement.
June 22 - Learning Communities: Benefits Across the Board?
By: Maryellen Weimer, PhD in Learning Communities
There is no question that higher education tends to get caught up in “fashionable” program innovations, and learning communities could certainly be considered an example. A great deal of research has established that, in terms of retention and persistence, first experiences in college are tremendously important.
April 12 - Helping At-Risk Students Succeed in the College Classroom
By: Mary Bart in Teaching and Learning
Only 51 percent of high school graduates who took the ACT met ACT’s College Readiness Benchmark for Reading, which demonstrates their readiness to handle the reading requirements for typical first-year college coursework. For some groups, the percentage is even more discouraging: African American students are at 21 percent, while Hispanic American students and students from families whose annual income is less than $30,000 are both at 33 percent.
February 5 - Teaching Unprepared Students: Success and Retention Strategies
By: Mary Bart in Online Seminars
There are more unprepared students arriving on college campuses than ever before. The number of college students with defined learning disabilities has tripled, while many other students simply have inadequate reading, writing, and study skills. Get practical strategies for improving at-risk students’ skills and increasing student success rates.
November 12 - Problem-Based Learning: Benefits and Risks
By: Maryellen Weimer, PhD in Effective Teaching Strategies
Problem-based learning, the instructional approach in which carefully constructed, open-ended problems are used by groups of students to work through content to a solution, has gained a foothold in many quarters of higher education.
April 3 - Tips for Improving Online Retention
By: Christopher Hill in Distance Learning Administration, Online Education
Retention remains a knotty problem for distance education. Bob Nash manages instructional design for Coast Learning Systems, a division of Coastline Community College in Fountain Valley, California. He proposes that online retention is a difficult problem because it is “multi-variant” – there is no single cause that can be addressed by a single solution. So
January 13 - Lessons Learned from a Bad Online Teaching Experience
By: Lori Norin and Tim Wall in Asynchronous Learning and Trends, Effective Teaching Strategies, Online Education
A few years ago, our university started accelerating its distance learning program. Some professors designed courses that worked well, while others found that 100 percent Web delivery wasn’t effective for them.
