Are your alumni engaged? Are you sure? According to a national survey conducted by the Collaborative Innovation Network for Engagement and Giving, only 52 percent of alumni at the 100 institutions with the highest alumni participation rates believe that their alma mater keeps them closely connected and values its alumni relationships. That’s a foreboding statistic. […]
Marquette University has piloted (and refined) an innovative metrics tool for measuring the impact of alumni engagement efforts. Numerical scores are assigned to specific activities that are indicative of alumni engagement and participation, and the scoring is used to measure the return on investment for alumni relations efforts in quantitative terms and to inform allocation […]
by Anne E. Lundquist I was very interested in the article by Kristen Domonell that appeared in University Business on March 19. In this article, she emphasized that, in an era of increasing numbers of students with significant psychological disabilities and serious mental issues, colleges and universities are being forced to “do more with less” […]
Report: May 2015. In this report, you’ll see a national snapshot of program prioritization efforts based on a recent survey of over 100 institutional leaders — plus critical lessons learned to aid you in your own efforts, including: Read the report. See Other Topics in Institutional & Academic Planning
Those shops that are best able to leverage naming opportunities to secure gifts and to steward long-term relationships with donors will be those that have thought ahead. Even as more institutions look to launch new campaigns — often increasingly ambitious ones in terms of their dollar goals — donors are increasingly interested in attaching their […]
“Your company’s organizational memory might be holding it back,” business professor Vijay Govindarajan and retired management consultant Srikanth Srinivas cautioned in Harvard Business Review this week, offering advice that spans the for-profit and non-profit sectors. According to Govindarajan and Srinivas, Organizational memory – the way we have always done things – can include “obsolete policies […]
One of the most insidious, documented effects of the traditional pipeline of developmental courses on an incoming student is the fatigue of taking multiple non-credit courses (or, in some cases, being required to retake a non-credit course repeatedly). Tristan Denley, provost at Austin Peay State University, calls this course sequence the “slow death.” Your goal […]
Institutions that have made real strides in improving retention and academic success rates for academically underprepared students have focused not only on revisiting their policies around academic placement but also on revamping their developmental education curriculum. Let’s take a close look at two successful—though quite different—models: The Assisted Learning Approach Dispensing with the traditional developmental sequence […]
Included in This Report: A Letter from Amit Mrig, President, Academic Impressions March 2013. Given public and federal pressures on college completion, several higher education and policy groups have recently shone the spotlight on developmental education. Recent studies suggest that half of all undergraduates will take at least one remedial course, but that only a small […]
Reports over the past several years from the Lumina Foundation, Complete College America, and other policy and research groups have documented the high cost of developmental education, measured not only in dollars spent but in student attrition rates. In fact, “Core Principles for Transforming Remedial Education,” a recent joint statement and meta-analysis provided by the […]
