scholarly journals Crossing the Finish Line

2021 ◽  
Vol 1 (1) ◽  
pp. 136-147
Author(s):  
Jill Flees ◽  
Joe O'Shea
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Low Cost ◽  
High Impact ◽  
Postsecondary Institutions ◽  
Economic Mobility ◽  
Limited Resources ◽  
Finish Line ◽  
Key Features

Each year, hundreds of thousands of students leave higher education without earning their degree. Helping these students return and complete their degree is an enormous opportunity for higher education to propel social and economic mobility for students and their broader communities. With limited resources at postsecondary institutions, however, most institutional attention tends to go to students currently enrolled, not those who were enrolled. In this case study of Florida State University’s Completion Campaign, we detail how a low-cost, high-impact effort has helped over 1,600 students in four years return to complete their degrees. We illustrate the key features and components of the program, its impact on student success, and considerations for institutions who may want to adopt similar approaches.

scholarly journals A Case Study on Experiential Learning in a First-Year General Education Course

2019 ◽  
Vol 19 (1) ◽  
Author(s):  
Niki Weller ◽  
Julie Saam
Keyword(s):  
Experiential Learning ◽  
Student Success ◽  
General Education ◽  
High Impact ◽  
Faculty Members ◽  
First Year ◽  
Learning Collaborative ◽  
Indiana University ◽  
High Impact Practices

Experiential-learning provides opportunities for students that feature a variety of high-impact practices including first-year seminars, internships, community learning, collaborative projects, and capstone seminars. To offer these high-impact practices for students, faculty from across disciplines and majors must be willing to incorporate these opportunities within their courses and degrees. Indiana University Kokomo has offered two successful programs to support these high-impact practices. One program, the Kokomo Experience and You (KEY), supports faculty in the development and implementation of events and activities to support student learning. The other, the Student Success Academy Faculty Fellows Program, provided faculty members the opportunity to examine research and concepts so that they can better promote student success in their classrooms. Building on the success of these two programs, a third initiative, the Experiential Learning Academy (ELA), was launched in 2018, funded by a Reimagining the First Years mini-grant from AASCU.

scholarly journals Academic Advisors in Australian Higher Education: Perceptions, Role Identities, and Recommendations

2021 ◽  
Vol 41 (2) ◽  
pp. 68-79
Author(s):  
Mollie Dollinger ◽  
Jessica Vanderlelie ◽  
Rebecca Eaton ◽  
Suzanne Sealey
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Academic Advising ◽  
North American ◽  
Case Study Methodology ◽  
Role Identities ◽  
Staff Interactions ◽  
Study Methodology ◽  
Over Time

Previous research has evidenced the importance of student and staff interactions as critical functions to support student success at university. Increasingly, academic advising units support these interactions. However, while common throughout North American contexts, little is known about the implementation of such units internationally. In this paper, we use a case study methodology to discuss the introduction of an academic advising team at an Australian university to explore how staff adjusted to these new roles and their reflections on how others perceived them. We use reflective diaries submitted by the advisors (n = 11) to analyze how their role identities formed over time and suggested recommendations for supporting teams in the future.

scholarly journals Stratification with Honors: A Case Study of the “High” Track within United States Higher Education

2018 ◽  
Vol 7 (10) ◽  
pp. 175
Author(s):  
Amy Stich
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Postsecondary Institutions ◽  
Academic Tracking ◽  
Honors Education ◽  
Academic Year ◽  
United States Higher Education ◽  
High Track ◽  
The U.S

At present, U.S. postsecondary sorting is best evidenced by an increasingly stratified system of higher education. However, very little attention is paid to even deeper levels of stratification within colleges and universities where academic tracking and its consequences are manifest. Given this significant lack of attention to deepening levels of stratification within many of the most “accessible” postsecondary institutions in the U.S., the purpose of this article is threefold: (1) to introduce readers to the notion of academic tracking within the postsecondary sector, (2) to situate honors education within the U.S. postsecondary tracking structure, and (3) to demonstrate the depths of stratification within a system that is lauded as the contemporary architect of social mobility. Based upon qualitative data collected during the 2016–2017 academic year at one public 4-year “accessible” university, findings illustrate the persistence, structure, and depths of stratification as an unintended consequence of one university’s efforts to reconcile the competing goals of excellence and equity.

scholarly journals Scalable Born Digital Ingest Workflows for Limited Resources: A Case Study for First Steps in Digital Preservation

2020 ◽  
Vol 49 (1) ◽  
pp. 2-13
Author(s):  
Ashlyn Velte ◽  
Olivia M. Wikle
Keyword(s):  
Best Practices ◽  
Open Source Software ◽  
Low Cost ◽  
Digital Preservation ◽  
Limited Resources ◽  
Special Collections ◽  
Digital Material ◽  
The University ◽  
University Of Idaho

AbstractThis article seeks to provide an example of a scalable and achievable born digital ingest workflow for cultural heritage institutions of any size, including those with limited funding. Like many small archives, the University of Idaho (U of I) Library Special Collections and Archives (SPEC) has accepted born digital material when it arrives as part of analog collections for the last 20 years. However, the Library has faced numerous challenges similar to those of other small institutions when developing workflows for born digital preservation and ingest. These include lack of funding, systems, and policies. Despite a growing number of resources that support digital preservation work, among current best practices it is difficult to find scalable workflows for institutions with limited staff and funds. By implementing accessible open-source software and prioritizing preservation tasks, U of I Library has developed a low-cost way to implement systems for digital preservation with responsibilities that can be spread out among librarians and archivists with varying technical expertise.

scholarly journals Teaching Resilience: Enabling Factors for Effective Responses to COVID-19

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Alex Baumber ◽  
Lucy Allen ◽  
Tyler Key ◽  
Giedre Kligyte ◽  
Jacqueline Melvold ◽  
...  
Keyword(s):  
Higher Education ◽  
Student Success ◽  
University Teaching ◽  
Teaching Staff ◽  
Enabling Factors ◽  
Innovative Teaching ◽  
University Of Technology ◽  
The University ◽  
Sydney Australia

The COVID-19 pandemic has disrupted higher education globally. Teaching staff have pivoted to online learning and employed a range of strategies to facilitate student success. Aside from offering a testing ground for innovative teaching strategies, the pandemic has also provided an opportunity to better understand the pre-existing conditions that enable higher education systems to be resilient - that is, to respond and adapt to disturbances in ways that retain the functions and structures essential for student success. This article presents a case study covering two transdisciplinary undergraduate courses at the University of Technology Sydney, Australia. The results highlight the importance of information flows, feedbacks, self-organisation, leadership, openness, trust, equity, diversity, reserves, social learning and nestedness. These results show that resilience frameworks developed by previous scholars are relevant to university teaching systems and offer guidance on which system features require protection and strengthening to enable effective responses to future disturbances.

Prototyping and Student Engagement

2021 ◽  
pp. 234-243
Author(s):  
Karen J. Haley ◽  
Randi P. Harris ◽  
Lynell R. Spencer
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
Student Success ◽  
Design Thinking ◽  
Service Improvement ◽  
Thinking Strategies ◽  
Thinking Process ◽  
Career Advising ◽  
Prototype Phase

Design thinking strategies are used to engage stakeholders to define a problem, inspire creativity in solution designs, prototype, iterate together, and implement solutions that reflect the community for which they were designed. Increasingly, these strategies are being used within student success and innovation work in higher education. The primary purpose of this chapter is to explore the importance of the “prototype” phase of the design thinking process when applied to designing co-curricular experiences through a case study of an institution that utilized design thinking and service improvement frameworks to design an academic and career advising system to best serve students.

Charting a path forward in student success

2019 ◽  
Vol 47 (4) ◽  
pp. 503-526
Author(s):  
Lynn Deeken ◽  
Amy Vecchione ◽  
Allison Carr ◽  
Shelby Hallman ◽  
Lara Herzellah ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Experiential Learning ◽  
Student Success ◽  
Sense Of Belonging ◽  
Design Methodology ◽  
Academic Library ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
Content Type

Purpose This paper aims to demonstrate the variety of ways institutions and their libraries approach student success both conceptionally and operationally. Design/methodology/approach Librarians from eight different institutions of higher education were given a series of questions about student success on their campuses and in their libraries. They responded with written essays describing their experiences and perspectives. Findings The contributed pieces in this second installment are collected together and a variety of ways the academic library engage with “student success” are discussed. Initiatives include high-impact practices, fostering academic rapport and creating a sense of belonging, experiential learning and creative spaces and professional development. Originality/value These examples help to observe what is happening throughout higher education and see potential paths forward at the institutions engaged in this work.

scholarly journals Are office hours obsolete?

2021 ◽  
Vol 11 (7) ◽  
pp. 40
Author(s):  
Karen R. Fowler
Keyword(s):  
Higher Education ◽  
Student Success ◽  
Role Modeling ◽  
High Impact ◽  
Professional Behavior ◽  
Student Interactions ◽  
Face To Face ◽  
Student Access ◽  
Faculty Interactions ◽  
Faculty Student Interactions

Office hours are a higher-education tradition. Unchanged for past-decades, the upheaval due to the COVID pandemic, transitioned office hours in many institutions from face-to-face to virtual and other formats. Historically office hours are a resource underused by students. Faculty-student interactions are considered a high-impact activity aimed at promoting student success. One purpose of office hours is to increase student access to faculty. It is time to revitalize and revamp this tradition. Increasing student engagement, clarifying course requirements, and role modeling professional behavior are potential goals for office hours and student-faculty interactions. To meet these goals, faculty will need to undertake activities that are much more active than the typical passive activity of office hours.

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