The University Professional and Continuing Education Association (UPCEA) and Hobsons completed a pilot study during AY 2013-2014 of adult learners at eight participating higher education institutions. The investigators have just released "Measuring Impact: Findings From a Study of Adult Student Gains and Satisfaction." CT asked Jim Fong, Director of the UPCEA Center for Research & Consulting and Todd Bloom, Chief Academic Officer at Hobsons for their comments.
The Mississippi Community College Board has adopted a tool from an education analytics company in an effort to reduce dropouts among students in online courses.
A 1,400-student university in Portland, OR is moving its administrative work to a cloud-based constituent relationship management program.
Joined by more than 20 member institutions to date, PAR is a growing not-for-profit collaborative venture that pools normalized (and anonymized) data to support research on student success and create predictive models and strategies for intervention. With 1.8 million-plus records in its dataset, PAR is offering its members highly reliable data modeling for student success, as well as a new potential for comparative institutional research.
The University of Washington Tacoma is hoping to improve retention with a daily support message sent to each student's mobile device.
The multi-institutional PAR Framework project provides a valuable resource supporting predictive analytics for student success and linking interventions to specific risk factors.
Marshall University in Huntington, WV has implemented a financial aid award platform to generate individualized financial award letters for prospective students.
A Web site that displays graduation rates has added the University of Maryland College Park to its inaugural roster.
North Central University, a private, undergraduate college in Minneapolis, is implementing a cloud-based constituent relationship management solution to improve internal and external communications.
Traditional lectures are failing students in STEM disciplines. According to a new meta-analysis published this week, a staggering 55 percent more students flunk purely lecture-based STEM courses than flunk courses taught with some sort of active learning component.