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| early alert systems higher education: Completing College Vincent Tinto, 2012-04-15 Even as the number of students attending college has more than doubled in the past forty years, it is still the case that nearly half of all college students in the United States will not complete their degree within six years. It is clear that much remains to be done toward improving student success. For more than twenty years, Vincent Tinto’s pathbreaking book Leaving College has been recognized as the definitive resource on student retention in higher education. Now, with Completing College, Tinto offers administrators a coherent framework with which to develop and implement programs to promote completion. Deftly distilling an enormous amount of research, Tinto identifies the essential conditions enabling students to succeed and continue on within institutions. Especially during the early years, he shows that students thrive in settings that pair high expectations for success with structured academic, social, and financial support, provide frequent feedback and assessments of their performance, and promote their active involvement with other students and faculty. And while these conditions may be worked on and met at different institutional levels, Tinto points to the classroom as the center of student education and life, and therefore the primary target for institutional action. Improving retention rates continues to be among the most widely studied fields in higher education, and Completing College carefully synthesizes the latest research and, most importantly, translates it into practical steps that administrators can take to enhance student success. |
| early alert systems higher education: Big Data on Campus Karen L. Webber, Henry Y. Zheng, 2020-11-03 Webber, Henry Y. Zheng, Ying Zhou |
| early alert systems higher education: Redesigning America’s Community Colleges Thomas R. Bailey, Shanna Smith Jaggars, Davis Jenkins, 2015-04-09 In the United States, 1,200 community colleges enroll over ten million students each year—nearly half of the nation’s undergraduates. Yet fewer than 40 percent of entrants complete an undergraduate degree within six years. This fact has put pressure on community colleges to improve academic outcomes for their students. Redesigning America’s Community Colleges is a concise, evidence-based guide for educational leaders whose institutions typically receive short shrift in academic and policy discussions. It makes a compelling case that two-year colleges can substantially increase their rates of student success, if they are willing to rethink the ways in which they organize programs of study, support services, and instruction. Community colleges were originally designed to expand college enrollments at low cost, not to maximize completion of high-quality programs of study. The result was a cafeteria-style model in which students pick courses from a bewildering array of choices, with little guidance. The authors urge administrators and faculty to reject this traditional model in favor of “guided pathways”—clearer, more educationally coherent programs of study that simplify students’ choices without limiting their options and that enable them to complete credentials and advance to further education and the labor market more quickly and at less cost. Distilling a wealth of data amassed from the Community College Research Center (Teachers College, Columbia University), Redesigning America’s Community Colleges offers a fundamental redesign of the way two-year colleges operate, stressing the integration of services and instruction into more clearly structured programs of study that support every student’s goals. |
| early alert systems higher education: U2Uni , 2012 |
| early alert systems higher education: Higher Education Opportunity Act United States, 2008 |
| early alert systems higher education: Learning Communities and Student Affairs , 2007 |
| early alert systems higher education: Academic Ableism Jay Dolmage, 2017-11-22 Places notions of disability at the center of higher education and argues that inclusiveness allows for a better education for everyone |
| early alert systems higher education: Handbook of College Reading and Study Strategy Research Rona F. Flippo, David C. Caverly, 1999-09 The Handbook of College Reading and Study Strategy Research is the most comprehensive and up-to-date source available for college reading and study strategy practitioners and administrators. In this thorough and systematic examination of theory, r |
| early alert systems higher education: How Does Your Engine Run? Mary Sue Williams, Sherry Shellenberger, 1996 This leader's guide introduces the Alert Program (AP) to occupational therapists, parents, teachers, and other professionals. AP promotes awareness of how we regulate our arousal states and encourages the use of sensorimotor strategies to manage our levels of alertness. Knowledge of self-regulation and a repertoire of strategies enhance our abilities to learn, interact with others, and work or play within our environment in addition to building self-esteem, self-confidence, and self-monitoring skills. It presents a strong awareness of sensory integration. |
| early alert systems higher education: Learning Analytics in Higher Education John Zilvinskis, Victor Borden, 2017-09-28 Gain an overview of learning analytics technologies in higher education, including broad considerations and the barriers to introducing them. This volume features the work of practitioners who led some of the most notable implementations, like: the Open Learning Initiative now at Stanford University, faculty-led projects at the University of Michigan, including ECoach and SLAM, the University of Maryland, Baltimore Countys Check My Activity and Indiana Universitys FLAGS early warning system and e-course advising initiatives. Readers will glean from these experiences, as well as from a national project in Australia on innovative approaches for enhancing student experience, an informed description of the role of feedback within these technologies, and a thorough discussion of ethical and social justiceissues related to the use of learning analytics, and why higher education institutions should approach such initiatives cautiously, intentionally, and collaboratively. This is the 179th volume of the Jossey-Bass quarterly report series New Directions for Higher Education. Addressed to presidents, vice presidents, deans, and other higher education decision makers on all kinds of campuses, it provides timely information and authoritative advice about major issues and administrative problems confronting every institution. |
| early alert systems higher education: Emergency Alert and Warning Systems National Academies of Sciences, Engineering, and Medicine, Division on Engineering and Physical Sciences, Computer Science and Telecommunications Board, Committee on the Future of Emergency Alert and Warning Systems: Research Directions, 2018-04-19 Following a series of natural disasters, including Hurricane Katrina, that revealed shortcomings in the nation's ability to effectively alert populations at risk, Congress passed the Warning, Alert, and Response Network (WARN) Act in 2006. Today, new technologies such as smart phones and social media platforms offer new ways to communicate with the public, and the information ecosystem is much broader, including additional official channels, such as government social media accounts, opt-in short message service (SMS)-based alerting systems, and reverse 911 systems; less official channels, such as main stream media outlets and weather applications on connected devices; and unofficial channels, such as first person reports via social media. Traditional media have also taken advantage of these new tools, including their own mobile applications to extend their reach of beyond broadcast radio, television, and cable. Furthermore, private companies have begun to take advantage of the large amounts of data about users they possess to detect events and provide alerts and warnings and other hazard-related information to their users. More than 60 years of research on the public response to alerts and warnings has yielded many insights about how people respond to information that they are at risk and the circumstances under which they are most likely to take appropriate protective action. Some, but not all, of these results have been used to inform the design and operation of alert and warning systems, and new insights continue to emerge. Emergency Alert and Warning Systems reviews the results of past research, considers new possibilities for realizing more effective alert and warning systems, explores how a more effective national alert and warning system might be created and some of the gaps in our present knowledge, and sets forth a research agenda to advance the nation's alert and warning capabilities. |
| early alert systems higher education: College Student Retention Alan Seidman, 2024-08-09 College student retention continues to be a top priority among colleges, universities, educators, federal and state legislatures, parents and students. While access to higher education is virtually universally available, many students who start in a higher education program do not complete the program or achieve their academic and personal goals. In spite of the programs and services colleges and universities have devoted to this issue, student retention and graduation rates have not improved considerably over time. College Student Retention: Formula for Student Success, Third Edition offers a solution to this vexing problem. It provides background information about college student retention issues and offers the educational community pertinent information to help all types of students succeed. The book lays out the financial implications and trends of retention. Current theories of retention, retention of online students, and retention in community colleges are also thoroughly discussed. Completely new to this edition are chapters that examine retention of minority and international students. Additionally, a formula for student success is provided which if colleges and universities implement student academic and personal goals may be attained. |
| early alert systems higher education: Student Success in College George D. Kuh, Jillian Kinzie, John H. Schuh, Elizabeth J. Whitt, 2011-01-07 Student Success in College describes policies, programs, and practices that a diverse set of institutions have used to enhance student achievement. This book clearly shows the benefits of student learning and educational effectiveness that can be realized when these conditions are present. Based on the Documenting Effective Educational Practice (DEEP) project from the Center for Postsecondary Research at Indiana University, this book provides concrete examples from twenty institutions that other colleges and universities can learn from and adapt to help create a success-oriented campus culture and learning environment. |
| early alert systems higher education: Smart Learning Environments Maiga Chang, Yanyan Li, 2014-09-05 This book addresses main issues concerned with the future learning, learning and academic analytics, virtual world and smart user interface, and mobile learning. This book gathers the newest research results of smart learning environments from the aspects of learning, pedagogies, and technologies in learning. It examines the advances in technology development and changes in the field of education that has been affecting and reshaping the learning environment. Then, it proposes that under the changed technological situations, smart learning systems, no matter what platforms (i.e., personal computers, smart phones, and tablets) they are running at, should be aware of the preferences and needs that their users (i.e., the learners and teachers) have, be capable of providing their users with the most appropriate services, helps to enhance the users' learning experiences, and to make the learning efficient. |
| early alert systems higher education: Improving the Quality and Productivity of the Higher Education Sector Australia. Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education|bSociety for Learning Analytics Research, Shane Dawson, Grace Lynch, Australia. Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. Office for Learning and Teaching|eissuing body, 2013 |
| early alert systems higher education: Student Engagement in Higher Education Stephen John Quaye, Shaun R. Harper, Sumun L. Pendakur, 2019-11-27 In the updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including low-income students, Students of Color, international students, students with disabilities, religious minority students, student-athletes, part-time students, adult learners, military-connected students, graduate students, and others. New in this third edition is the inclusion of chapters on Indigenous students, student activists, transracial Asian American adoptee students, justice-involved students, student-parents, first-generation students, and undocumented students. The forward-thinking, practical, anti-deficit-oriented strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at a range of postsecondary institutions. Current and future faculty members, higher education administrators, and student affairs educators will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations. |
| early alert systems higher education: Learning Analytics Johann Ari Larusson, Brandon White, 2014-07-04 In education today, technology alone doesn't always lead to immediate success for students or institutions. In order to gauge the efficacy of educational technology, we need ways to measure the efficacy of educational practices in their own right. Through a better understanding of how learning takes place, we may work toward establishing best practices for students, educators, and institutions. These goals can be accomplished with learning analytics. Learning Analytics: From Research to Practice updates this emerging field with the latest in theories, findings, strategies, and tools from across education and technological disciplines. Guiding readers through preparation, design, and examples of implementation, this pioneering reference clarifies LA methods as not mere data collection but sophisticated, systems-based analysis with practical applicability inside the classroom and in the larger world. Case studies illustrate applications of LA throughout academic settings (e.g., intervention, advisement, technology design), and their resulting impact on pedagogy and learning. The goal is to bring greater efficiency and deeper engagement to individual students, learning communities, and educators, as chapters show diverse uses of learning analytics to: Enhance student and faculty performance. Improve student understanding of course material. Assess and attend to the needs of struggling learners. Improve accuracy in grading. Allow instructors to assess and develop their own strengths. Encourage more efficient use of resources at the institutional level. Researchers and practitioners in educational technology, IT, and the learning sciences will hail the information in Learning Analytics: From Research to Practice as a springboard to new levels of student, instructor, and institutional success. |
| early alert systems higher education: Behavior and Organizational Change Sabino Ayestarán Etxeberria, Jon Barrutia Guenaga, 2011 Collection of articles on behavior and organizational change from researchers at the University of the Basque Country |
| early alert systems higher education: Economics William J. Baumol, Alan S. Blinder, 2003 Ever since the First Edition, Economics: Principles and Policy was predicated on the view that practical issues and developments in the economy should influence the content of an introductory economics course. This book contains its share of theoretical material. But the theory is not merely an exercise in making students miserable; it is driven by issues that are real and current. And every discussion of theory is related to applications, so as to offer students a continuing sense of the relevance of the material to reality. - Publisher. |
| early alert systems higher education: The Organization of Higher Education Michael N. Bastedo, 2012-05 Tierney, University of Southern California; and the late J. Douglas Toma, University of Georgia |
| early alert systems higher education: Leaving College Vincent Tinto, 2012-04-27 In this 1994 classic work on student retention, Vincent Tinto synthesizes far-ranging research on student attrition and on actions institutions can and should take to reduce it. The key to effective retention, Tinto demonstrates, is in a strong commitment to quality education and the building of a strong sense of inclusive educational and social community on campus. He applies his theory of student departure to the experiences of minority, adult, and graduate students, and to the situation facing commuting institutions and two-year colleges. Especially critical to Tinto’s model is the central importance of the classroom experience and the role of multiple college communities. |
| early alert systems higher education: Academic Recovery Michael T. Dial, 2022-10-19 Research suggests that as many as a quarter of all undergraduate students may find themselves on academic probation during their collegiate years. If students on probation choose to return to their institutions the semester following notification, they find themselves in a unique transitional period between poor academic performance and either dismissal or recovery. Effectively supporting students through this transition may help to decrease equity gaps in higher education. As recent literature implies, the same demographic factors that affect students’ retention and persistence rates (e.g., gender, race and ethnicity, age) also affect the rate at which students find themselves on academic probation. This book serves as a resource for practitioners and institutional leaders. The volume presents a variety of interventions and institutional strategies for supporting the developmental and emotional needs of students on probation in the first year and beyond. The chapters in this book are the result of years of dedication and passion for supporting students on probation by the individual chapter authors. While the chapters reflect a culmination of combined decades of personal experiences and education, collectively they amount to the beginning of a conversation long past due. Scholarship on the impact of academic recovery models on student success and persistence is limited. Historically, attention and resources have been directed toward establishing and strengthening the first-year experience, sophomore programs, and student-success efforts to prevent students from ending up on academic probation. However, a focus on preventative measures without a consideration of academic recovery program design considering the successes of these programs is futile. This volume should be of interest to academics and practitioners focused on creating or refining institutional policies and interventions for students on academic probation. The aim is to provide readers with the language, tools, and theoretical points of view to advocate for and to design, reform, and/or execute high-quality, integrated academic recovery programs on campus. Historically, students on probation have been an understudied and underserved population, and this volume serves as a call to action. |
| early alert systems higher education: Higher Education: Handbook of Theory and Research John C. Smart, 2010-04-28 Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor, and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on twelve general areas that encompass the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world. |
| early alert systems higher education: Academically Adrift Richard Arum, Josipa Roksa, 2011-01-15 In spite of soaring tuition costs, more and more students go to college every year. A bachelor’s degree is now required for entry into a growing number of professions. And some parents begin planning for the expense of sending their kids to college when they’re born. Almost everyone strives to go, but almost no one asks the fundamental question posed by Academically Adrift: are undergraduates really learning anything once they get there? For a large proportion of students, Richard Arum and Josipa Roksa’s answer to that question is a definitive no. Their extensive research draws on survey responses, transcript data, and, for the first time, the state-of-the-art Collegiate Learning Assessment, a standardized test administered to students in their first semester and then again at the end of their second year. According to their analysis of more than 2,300 undergraduates at twenty-four institutions, 45 percent of these students demonstrate no significant improvement in a range of skills—including critical thinking, complex reasoning, and writing—during their first two years of college. As troubling as their findings are, Arum and Roksa argue that for many faculty and administrators they will come as no surprise—instead, they are the expected result of a student body distracted by socializing or working and an institutional culture that puts undergraduate learning close to the bottom of the priority list. Academically Adrift holds sobering lessons for students, faculty, administrators, policy makers, and parents—all of whom are implicated in promoting or at least ignoring contemporary campus culture. Higher education faces crises on a number of fronts, but Arum and Roksa’s report that colleges are failing at their most basic mission will demand the attention of us all. |
| early alert systems higher education: Academic Advising in the Community College Terry U. O'Banion, 2019-12-10 Academic advising is the second most important function in the community college. If it is not conducted with the utmost efficiency and effectiveness, the most important function in the college—instruction—will fail to achieve its purpose of ensuring that students succeed in navigating the curriculum to completion. The purpose of academic advising is to help students select a program of study to meet their life and vocational goals. As such, academic advising is a central and important activity in the process of education. Academic advising occurs at least once each term for every student in the college; few student support functions occur as often or affect so many students. But while there is general agreement concerning the importance of academic advising for the efficient functioning of the institution and the effective functioning of the student, there is little agreement regarding the nature of academic advising and who should perform the function. In this seminal work on academic advising, the authors of three overarching chapters address the key issues and challenges of academic advising followed by the authors of four of the most innovative and successful programs of academic advising in the nation. |
| early alert systems higher education: Student Retention and Success in Higher Education Mahsood Shah, Sally Kift, Liz Thomas, 2021-09-15 This book draws together international research to assess the quality of successful efforts to retain students. The editors and contributors unite diverse global research from countries who have led student retention and success projects at national, institutional, faculty or program level with positive outcomes. The book is underpinned by the philosophy that a more diverse student population requires higher education institutions to fundamentally change, in order to facilitate the success of all students. All of humanity, its economies and societies, are being pummelled by waves of pandemic-induced crises in tandem with globalisation and demographic shifts. Ultimately, this book acts as a clarion to higher education institutions to better support and retain their students, in order to create a more stable learning environment. |
| early alert systems higher education: Developing and Sustaining Successful First-Year Programs Gerald M. Greenfield, Jennifer R. Keup, John N. Gardner, 2013-06-26 Developing and Sustaining Successful First -Year Programs First-year programs and interventions have become critical launching pads for student success and retention in higher education. However, these programs often flounder not because of what they are trying to do, but because of the ways in which they are implemented. Developing and Sustaining Successful First-Year Programs offers faculty, academic administrators, and student affairs professionals a comprehensive and practical resource that includes step-by-step guidance for developing new first-year programs and enhancing existing programs. The book explores the key elements that contribute to sustained student success and the programs that have the capacity to continue to meet student needs while making the most of scarce resources. The authors show how to create and sustain critical partnerships, put in place the needed organizational structures, and include strategies for developing effective assessments and evaluations. Developing and Sustaining Successful First-Year Programs is filled with illustrative examples and profiles of successful programs from a range of institutions that vary in size, type, selectivity, and culture. Examples of common programs and interventions include summer bridge programs, student orientation, first-year seminars, learning communities, residential programs, developmental education, and many more. Based in scholarly literature, theory, and practice, the book highlights the initiatives that facilitate the transition, learning, development, and success of new college students. |
| early alert systems higher education: Reducing Disaster: Early Warning Systems For Climate Change Ashbindu Singh, Zinta Zommers, 2014-05-12 Around the world, extreme weather events are becoming increasingly the new normal and are expected to increase in the 21st century as a result of climate change. Extreme weather events have devastating impacts on human lives and national economies. This book examines ways to protect people from hazards using early warning systems, and includes contributions from experts from four different continents representing 14 different universities, 8 government agencies and two UN agencies. Chapters detail critical components of early warning systems, ways to identify vulnerable communities, predict hazards and deliver information. Unique satellite images illustrate the transnational impact of disasters, while case studies provide detailed examples of warning systems. With contributors from the fields of economics, ethics, meteorology, geography and biology, this book is essential reading for anyone interested in disaster risk reduction or climate change. |
| early alert systems higher education: Data Mining Methods and Models Daniel T. Larose, 2006-02-02 Apply powerful Data Mining Methods and Models to Leverage your Data for Actionable Results Data Mining Methods and Models provides: * The latest techniques for uncovering hidden nuggets of information * The insight into how the data mining algorithms actually work * The hands-on experience of performing data mining on large data sets Data Mining Methods and Models: * Applies a white box methodology, emphasizing an understanding of the model structures underlying the softwareWalks the reader through the various algorithms and provides examples of the operation of the algorithms on actual large data sets, including a detailed case study, Modeling Response to Direct-Mail Marketing * Tests the reader's level of understanding of the concepts and methodologies, with over 110 chapter exercises * Demonstrates the Clementine data mining software suite, WEKA open source data mining software, SPSS statistical software, and Minitab statistical software * Includes a companion Web site, www.dataminingconsultant.com, where the data sets used in the book may be downloaded, along with a comprehensive set of data mining resources. Faculty adopters of the book have access to an array of helpful resources, including solutions to all exercises, a PowerPoint(r) presentation of each chapter, sample data mining course projects and accompanying data sets, and multiple-choice chapter quizzes. With its emphasis on learning by doing, this is an excellent textbook for students in business, computer science, and statistics, as well as a problem-solving reference for data analysts and professionals in the field. An Instructor's Manual presenting detailed solutions to all the problems in the book is available onlne. |
| early alert systems higher education: Making Sense of College Grades Ohmer Milton, Howard R. Pollio, James A. Eison, 1986 |
| early alert systems higher education: Fostering Sustained Student-Faculty Engagement in Undergraduate Education Teniell L. Trolian, Eugene T. Parker, III., 2023-12-01 As higher education contexts change, with shifts in student demographics, additional emphasis on institutional accountability, and new classroom and program modalities, faculty continue to play an important role in fostering student success through their interactions with students. Fostering Sustained Student-Faculty Engagement in Undergraduate Education explores how these shifts in college and university environments affect undergraduate student-faculty interactions and engagement. The edited text focuses on how higher education scholars, faculty, and leaders might reconsider and rethink undergraduate student-faculty experiences for present day higher education, both inside and outside of the classroom. Additionally, the volume challenges existing notions of student-faculty interaction, focusing instead on improving the quality of interactions and fostering sustained mentoring relationships for important populations of students, ultimately considering how student-faculty engagement can contribute to student learning and success in higher education. A timely book, Fostering Sustained Student-Faculty Engagement in Undergraduate Education offers practicable recommendations for higher education faculty, student affairs staff, faculty development professionals, and college and university leaders for fostering effectual student-faculty experiences. Teniell L. Trolian is Associate Professor of Educational Policy and Leadership at the University at Albany, State University of New York, USA. Eugene T. Parker, III is Associate Professor of Educational Leadership and Policy Studies at the University of Kansas, USA. |
| early alert systems higher education: Becoming a Student-Ready College Tia Brown McNair, Susan Albertine, Michelle Asha Cooper, Nicole McDonald, Thomas Major, Jr., 2016-07-25 Boost student success by reversing your perspective on college readiness The national conversation asking Are students college-ready? concentrates on numerous factors that are beyond higher education's control. Becoming a Student-Ready College flips the college readiness conversation to provide a new perspective on creating institutional value and facilitating student success. Instead of focusing on student preparedness for college (or lack thereof), this book asks the more pragmatic question of what are colleges and universities doing to prepare for the students who are entering their institutions? What must change in an institution's policies, practices, and culture in order to be student-ready? Clear and concise, this book is packed with insightful discussion and practical strategies for achieving your ambitious student success goals. These ideas for redesigning practices and policies provide more than food for thought—they offer a real-world framework for real institutional change. You'll learn: How educators can acknowledge their own biases and assumptions about underserved students in order to allow for change New ways to advance student learning and success How to develop and value student assets and social capital Strategies and approaches for creating a new student-focused culture of leadership at every level To truly become student-ready, educators must make difficult decisions, face the pressures of accountability, and address their preconceived notions about student success head-on. Becoming a Student-Ready College provides a reality check based on today's higher education environment. |
| early alert systems higher education: Cracking the code UNESCO, 2017-09-04 This report aims to 'crack the code' by deciphering the factors that hinder and facilitate girls' and women's participation, achievement and continuation in science, technology, engineering and mathematics (STEM) education and, in particular, what the education sector can do to promote girls' and women's interest in and engagement with STEM education and ultimately STEM careers. |
| early alert systems higher education: Piecing Together the Student Success Puzzle: Research, Propositions, and Recommendations George D. Kuh, Jillian Kinzie, Jennifer A. Buckley, Brian K. Bridges, John C. Hayek, 2011-10-13 Creating the conditions that foster student success in college has never been more important. As many as four-fifths of high school graduates need some form of postsecondary education to be economically self-sufficient and manage the increasingly complex social, political, and cultural issues of the 21st century. But about 40 percent of those who start college fail to earn a degree within 6 or 8 years, an unacceptably low number. This report examines the complicated array of social, economic, cultural and educational factors related to student success in college, defined as academic achievement, engagement in educationally purposeful activities, satisfaction, acquisition of desired knowledge, skills and competencies, persistence, and attainment of educational objectives. Although the trajectory for academic success in college is established long before students matriculate, most institutions can do more than they are at present to shape how students prepared for college and they they engage in productive activities after they arrive. This is the 5th issue of the 32nd volume of the Jossey-Bass series ASHE Higher Education Report. Each monograph is the definitive analysis of a tough higher education problem, based on thorough research of pertinent literature and institutional experiences. Topics are identified by a national survey. Noted practitioners and scholars are then commissioned to write the reports, with experts providing critical reviews of each manuscript before publication. |
| early alert systems higher education: Student Engagement in Higher Education Stephen John Quaye, Shaun R. Harper, 2014-08-15 Student Engagement in Higher Education fills a longstanding void in the higher education and student affairs literature. In the fully revised and updated edition of this important volume, the editors and chapter contributors explore how diverse populations of students experience college differently and encounter group-specific barriers to success. Informed by relevant theories, each chapter focuses on engaging a different student population, including: low-income students, students of color, international students, students with disabilities, LGBT students, religious minority students, student-athletes, homeless students, transfer students, commuter and part-time students, adult learners, student veterans, and graduate students. The forward-thinking, practical strategies offered throughout the book are based on research and the collected professional wisdom of experienced educators and scholars at two-year and four-year institutions of higher education. Current and future faculty, administrators, and student affairs staff will undoubtedly find this book complete with fresh ideas to reverse troubling engagement trends among various college student populations. |
| early alert systems higher education: The Rowman & Littlefield Guide to Learning Center Administration Daniel R. Sanford, Michelle Steiner, 2021-08-15 The Rowman & Littlefield Guide to Learning Center Administration is a comprehensive guide to everything that both new and experienced learning center professionals need to know in order to deliver impactful, effective services for the campuses they serve, articulate the value of the programs they oversee, and provide peer tutors with the conditions for success. The companion to the popular Rowman & Littlefield Guide for Peer Tutors, The Rowman & Littlefield Guide to Learning Center Administration provides a thorough and readable overview of both theoretical considerations (the historical context of learning centers in higher education, an articulation of the principles that underlie peer tutoring programs, and a cataloging of the various extant forms of peer-led learning) and organizational concerns (building a suite of programming, hiring and training student employees, program assessment, campus outreach, marketing, reporting) in the administration of peer tutoring programs in higher education. The Rowman & Littlefield Guide to Learning Center Administration presents a structured approach that is firmly grounded in empirical findings from across the literature of teaching, learning, and student success, and it articulates a set of best practices that can be used as a guide in evaluation and assessment for learning centers. |
| early alert systems higher education: Understanding and Reducing College Student Departure John M. Braxton, Amy S. Hirschy, Shederick A. McClendon, 2011-10-07 Student departure is a long-standing problem to colleges and universities. Approximately 45 percent of students enrolled in two-year colleges depart during their first year, and approximately one out of four students departs from a four-year college or university. The authors advance a serious revision of Tinto's popular interactionalist theory to account for student departure, and they postulate a theory of student departure in commuter colleges and universities. This volume delves into the literature to describe exemplary campus-based programs designed to reduce student departure. It emphasizes the importance of addressing student departure through a multidisciplinary approach, engaging the whole campus. It proposes new models for nonresidential students and students from diverse backgrounds, and suggests directions for further research. Academic and student affairs administrators seeking research-based approaches to understanding and reducing student departure will profit from reading this volume. Scholars of the college student experience will also find it valuable in defining new thrusts in research on the student departure process. |
| early alert systems higher education: Adoption of Data Analytics in Higher Education Learning and Teaching Dirk Ifenthaler, David Gibson, 2020-08-10 The book aims to advance global knowledge and practice in applying data science to transform higher education learning and teaching to improve personalization, access and effectiveness of education for all. Currently, higher education institutions and involved stakeholders can derive multiple benefits from educational data mining and learning analytics by using different data analytics strategies to produce summative, real-time, and predictive or prescriptive insights and recommendations. Educational data mining refers to the process of extracting useful information out of a large collection of complex educational datasets while learning analytics emphasizes insights and responses to real-time learning processes based on educational information from digital learning environments, administrative systems, and social platforms. This volume provides insight into the emerging paradigms, frameworks, methods and processes of managing change to better facilitate organizational transformation toward implementation of educational data mining and learning analytics. It features current research exploring the (a) theoretical foundation and empirical evidence of the adoption of learning analytics, (b) technological infrastructure and staff capabilities required, as well as (c) case studies that describe current practices and experiences in the use of data analytics in higher education. |
| early alert systems higher education: Handbook of Research on Social Justice and Equity in Education Keengwe, Jared, 2022-05-06 There is growing pressure on teachers and other educators to understand and adopt the best ways to work with the various races, cultures, and languages that diverse learners represent in the ever-increasing culturally-diverse learning environments. Establishing sound cross-cultural pedagogy is also critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. To that end, there is also a need for educators to prepare graduates who will better meet the needs of culturally diverse learners as well as support their students to become successful global citizens. The Handbook of Research on Social Justice and Equity in Education highlights cross-cultural perspectives, challenges, and opportunities pertaining to promoting cultural competence, equity, and social justice in education. It also explores multiple concepts of building a bridge from a monocultural pedagogical framework to cross-cultural knowledge. Covering topics such as diversity education and global citizenship, this major reference work is ideal for academicians, researchers, practitioners, policymakers, instructors, and students. |
| early alert systems higher education: Exemplars of Assessment in Higher Education, Volume Two Jane Marie Souza, Tara A. Rose, 2023-11-09 In this second volume of the successful Exemplars of Assessment in Higher Education, editors Souza and Rose share examples of assessment practice from over fifteen distinct and diverse Higher Education Institutions, including international contributions. Building upon the work of the first volume, the case studies in this book reflect the changes in assessment and higher education in the post-Covid education environment. The institutions that appear in this book were chosen for having an effective assessment approach in one or more of the following areas: career readiness; distance education; diversity, equity, and inclusion; or general education. Each part of the book discusses one of these four areas, with chapters that feature real-life examples from the educators who teach at the college or university. Featuring a Foreword by AAC&U President Lynn Pasquerella, the work highlighted in this book is also aligned with AAC&U’s Valid Assessment of Learning in Undergraduate Education (VALUE) initiative to help educators make the best decisions about measuring student learning. This book is ideal for university educators and assessment practitioners looking to diversify and enhance their assessment practices. |
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Early alert system pilot in a microeconomics principles course
Widespread adoption of early alert systems has been driven by several factors, including improved information technology, reduced budgets of public institutions, changing …
Early Alerts: Improving Retention and Closing the Equity Gap
Early Alert Programs provide early feedback to students and offer assistance to students at the immediate time of academic or behavioral need.
BIG DATA-DRIVEN EARLY ALERT SYSTEMS AS MEANS OF
This article argues for the establishment of big data early alert systems that inform datadriven - student support mechanisms in universities. It proposes a guiding framework for integrated big …
Early Alert Programs: A Closer Look - Valdosta State University
The overall design of this study was intended to serve as a template for early alert program evaluation in higher education, including how to study the effects of early alerts and how to …
Linking early alert systems and student retention: a survival …
Abstract Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the …
Early alerts as a tool for student success - Ellucian
Have you established a campus-wide team dedicated to managing early alerts and interventions? These and other best practices can help you build a program that significantly impacts student …
October 2022 Five Recommendations for Community …
Oct 18, 2022 · As of 2019, about four in five community colleges are adopting some variation of a congratulatory and alert system to promote student success.
Early Alert Systems In Higher Education (PDF)
Early Alert Systems In Higher Education: EARLY ALERT AND INTERVENTION SYSTEMS AND STUDENT PERSISTENCE: AN EXPLORATION OF STUDENT PERCEPTIONS. Steven …
Predictors and Early Warning Systems in Higher Education | A …
Following this introductory section, this report explains the literature search process and the criteria that was followed to assess the relevance of analyzed documents. Next, the contents …
Implementation of an early alert system in quizzes of a high …
Early Alert Systems (EAS) play a fundamental role in education by supporting the learning process and evaluating student performance.
Getting the Most out of Navigate Early Alerts - University of …
Early-Alert System: An early-alert system may be defined as “a formal, proactive, feedback system through which students and student-support agents are alerted to early manifestations …
Applying a Responsible Innovation Framework in Developing …
Our paper maps the anticipation, inclusion, responsiveness, and reflexivity (AIRR) framework onto common higher education values to guide the initial development phase of an EAS.
Early Alert Systems In Higher Education [PDF]
Early Alert Systems In Higher Education: EARLY ALERT AND INTERVENTION SYSTEMS AND STUDENT PERSISTENCE: AN EXPLORATION OF STUDENT PERCEPTIONS. Steven …
Early Alert of Academically At-Risk Students: An Open Source …
What are the potential challenges, solutions, and benefits associated with developing a completely open‐source early alert solution for higher education?
Early-alert system in a university - Webology
Early-alert system is a formal process of identifying outward manifestations of a slowdown in academic performance, absenteeism and withdrawal symptoms and aspects related to lack of …
EXPLORING THE PERSPECTIVES AND LIVED EXPERIENCES OF …
Early Alert systems are increasingly one way for an institution to improve its student retention and persistence rates (Simons, 2011). Early Alert systems will be defined using Tampke’s …
Developing an Early-Alert System to Promote Student Visits …
An early-alert system (MavCLASS) was developed and piloted in a large gateway math class with 611 freshman students to identify academically at-risk students and provide alert messages.
Early Alert Systems in Higher Education - Hanover Research
In the following report, Hanover Research reviews the use of early alert systems in higher education to identify at‐risk students, provide support, and improve retention and graduation …
At-Risk Prediction Instruments, Early-Alert Systems & Exit …
There are a few reasons why early-alert systems are superior to identifying at-risk students solely on the basis of their demographic characteristics or academic performance tests administered …
Early alert system pilot in a microeconomics principles …
Widespread adoption of early alert systems has been driven by several factors, including improved information technology, reduced budgets of public institutions, changing …
Early Alerts: Improving Retention and Closing the Equity Gap
Early Alert Programs provide early feedback to students and offer assistance to students at the immediate time of academic or behavioral need.
Linking early alert systems and student retention: a
In this study, we explored the case of an early alert system (EAS) at a regional university engaged in both on-campus and online teaching. Using a total of 16,142 observations captured …
BIG DATA-DRIVEN EARLY ALERT SYSTEMS AS MEANS OF
This article argues for the establishment of big data early alert systems that inform datadriven - student support mechanisms in universities. It proposes a guiding framework for integrated big …
Early Alert Programs: A Closer Look - Valdosta State University
The overall design of this study was intended to serve as a template for early alert program evaluation in higher education, including how to study the effects of early alerts and how to …
Linking early alert systems and student retention: a survival …
Abstract Higher education institutions are increasingly seeking technological solutions to not only enhance the learning environment but also support students. In this study, we explored the …
Early alerts as a tool for student success - Ellucian
Have you established a campus-wide team dedicated to managing early alerts and interventions? These and other best practices can help you build a program that significantly impacts student …
October 2022 Five Recommendations for Community …
Oct 18, 2022 · As of 2019, about four in five community colleges are adopting some variation of a congratulatory and alert system to promote student success.
Early Alert Systems In Higher Education (PDF)
Early Alert Systems In Higher Education: EARLY ALERT AND INTERVENTION SYSTEMS AND STUDENT PERSISTENCE: AN EXPLORATION OF STUDENT PERCEPTIONS. Steven …
Predictors and Early Warning Systems in Higher Education
Following this introductory section, this report explains the literature search process and the criteria that was followed to assess the relevance of analyzed documents. Next, the contents …
Implementation of an early alert system in quizzes of a high …
Early Alert Systems (EAS) play a fundamental role in education by supporting the learning process and evaluating student performance.
Getting the Most out of Navigate Early Alerts - University of …
Early-Alert System: An early-alert system may be defined as “a formal, proactive, feedback system through which students and student-support agents are alerted to early manifestations …
Applying a Responsible Innovation Framework in Developing …
Our paper maps the anticipation, inclusion, responsiveness, and reflexivity (AIRR) framework onto common higher education values to guide the initial development phase of an EAS.
Early Alert Systems In Higher Education [PDF]
Early Alert Systems In Higher Education: EARLY ALERT AND INTERVENTION SYSTEMS AND STUDENT PERSISTENCE: AN EXPLORATION OF STUDENT PERCEPTIONS. Steven …
Early Alert of Academically At-Risk Students: An Open Source …
What are the potential challenges, solutions, and benefits associated with developing a completely open‐source early alert solution for higher education?
Early-alert system in a university - Webology
Early-alert system is a formal process of identifying outward manifestations of a slowdown in academic performance, absenteeism and withdrawal symptoms and aspects related to lack of …
EXPLORING THE PERSPECTIVES AND LIVED EXPERIENCES OF …
Early Alert systems are increasingly one way for an institution to improve its student retention and persistence rates (Simons, 2011). Early Alert systems will be defined using Tampke’s …
Developing an Early-Alert System to Promote Student …
An early-alert system (MavCLASS) was developed and piloted in a large gateway math class with 611 freshman students to identify academically at-risk students and provide alert messages.
