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Student Insights Report, Fall 2019, The Center For Student Analytics
Student Insights Report, Fall 2019, The Center For Student Analytics
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For the past three years, the staff of the Center for Student Analytics have worked to discover and expose meaningful, data-informed insights into what helps students succeed at Utah State University. The following pages highlight 20 of the most useful insights we found provided here in small sets that will be useful to students, faculty, staff, university leadership, parents, and even prospective students. As you explore this report, we encourage you to see the student data as a window into USU itself. While big data helps us understand how individual students are performing, it tells us a great deal more …
They Just Named Me Head Of Retention: Now What Do I Do?, Anne Marie Casey, Richard Nicols
They Just Named Me Head Of Retention: Now What Do I Do?, Anne Marie Casey, Richard Nicols
Publications
Retention specialists come from many areas of higher education. Some, such as a First Year Programs Director, seem like a very natural fit. Others come from departments not traditionally associated with retention. At Embry-Riddle Aeronautical University, which offers degree programs primarily in STEM fields, the Director of First Year Programs (FYP) had been considered the informal retention specialist of record until late 2013 when the Library Director was recruited to take on the newly created position of Dean of Retention and Student Success. This paper chronicles the ways in which the two colleagues learned about the state of retention at …
Non-Traditional Students And Transfer: A Focus On Military And Veteran Students, Edward Trombley, Mj Caro
Non-Traditional Students And Transfer: A Focus On Military And Veteran Students, Edward Trombley, Mj Caro
Publications
Non-traditional students, particularly military and veteran students, pose challenges for universities to serve efficiently and well. For the purpose of this discussion, the non-traditional student is defined as one with a delayed entry to college after high school completion, who may bring time-management conflicts due to work and family commitments, and who may have a variety of transcripted and non-transcripted credits to consider for transfer or advanced standing.