Submitted by Matt Zalaznick on Fri, 03/27/2015 - 10:01am
A phased approach to career education empowers students to manage their job situations, come what may. Among the effects of the economic collapse of the last decade was a reorientation of the job market. For new college grads, in particular, the new complexities were profound.
Submitted by Matt Zalaznick on Fri, 03/27/2015 - 10:00am
Five years ago, William Rainey Harper College in Illinois joined Achieving the Dream, an organization composed of community colleges committed to helping students complete their education. The partnership gave the college a framework and a new focus: student success and completion.r
Submitted by Matt Zalaznick on Wed, 03/25/2015 - 10:06am
Officials at Southern Illinois University, Edwardsville recently turned their retention attention to persistence and graduation rates of specific groups of students. Students at greater risk of dropping out had some common characteristics, including greater financial need, being academically underprepared and being the first in their families to attend college.
Submitted by Matt Zalaznick on Tue, 03/24/2015 - 10:19am
Student retention has been a focus at Paul Smith’s College in upstate New York for several years. Administrators had routinely monitored the performance of students who were deemed “at-risk”—those who had been conditionally admitted, had relatively low high school grades and SAT scores, or who were enrolled in a major with a higher-than-average percentage of struggling students.
Submitted by Matt Zalaznick on Mon, 03/23/2015 - 10:00am
The need to act was undeniable when officials at Central Piedmont Community College in North Carolina faced retention and graduation rates that were substantially lower for African-American males than for white males.
Submitted by Matt Zalaznick on Wed, 03/18/2015 - 10:48am
The advisory boards of Mitchell Technical Institute’s 34 programs delivered a simple message to the South Dakota school’s administrators: You’re doing a great job turning out talented, skilled workers, but when it comes to “soft” skills, much more is needed.
Submitted by Matt Zalaznick on Wed, 03/18/2015 - 10:23am
Student debt being the concern that it is, Phil Schuman was pleasantly surprised to discover that students at Indiana University—where he serves as director of financial literacy—were interested in learning more about their finances. But they weren’t discussing money with their friends.
Submitted by Matt Zalaznick on Tue, 03/17/2015 - 10:53am
Until five years ago, Eastern Kentucky University students with questions about college life had to schlep all over campus to various departments for help. Have a roommate issue? Go to housing. Need help with financial aid? Head to the scholarship office. Falling behind in calculus? Traipse over to the math department.
Submitted by Matt Zalaznick on Tue, 03/17/2015 - 10:51am
The size of the freshman class at the University of South Carolina has doubled in the last 10 years, from 2,500 to 5,000-plus, making it increasingly more challenging for students to develop one-on-one relationships with faculty and staff.
Submitted by Matt Zalaznick on Tue, 03/17/2015 - 10:36am
As if limited resources didn’t make advising tough enough, LDS Business College in Utah discovered that students were seeking services even before they set foot on campus.