A recent article from the Los Angeles Times reports, California has spent $480 million over the past five years on community college drop outs - citing ill-preparedness, too little support, and lack of remedial help as possible triggers to poor attrition.  The article acknowledges the stats of dollars and cents spent across the country on drop outs but doesn’t provide insight about how to “fix” this problem.  

Accountability is in question for many schools with the question being, who is responsible for these students?  For-profits have been under scrutiny about their recruiting practices over the past couple of years and have begun to make efforts to screen their students more carefully examining their motivation, readiness levels, and financial obligations.  Community Colleges across the country have experienced sky rocketing enrollments with the unstable economy.  Traditional universities are looking for ways to provide flexible options to students having to juggle financial responsiblities, home life, and school work.  So while students are responsible to do their part, prepare for school and commit to completing course work, schools are also having to fund the fall out of those who don't follow through. 

SmarterMeasure is a tool many schools are turning to in an effort to be proactive when it comes to predicting what students may withdraw due to ill-preparedness or motivation and commitment.  Learn more at www.SmarterMeasure.com.

Costly Drop-Outs

We recently released our 2011 SmarterMeasure Integration Report. Over 300 client schools were asked to participate in the survey to identify trends and good practices in the implementation of SmarterMeasure. Among the 72 schools who responded, interesting findings are listed below.

• 73% make SmarterMeasure available to all students.
• 65% go over the scores one-to-one with the students.
• 59% have compared SmarterMeasure scores with grades or withdrawal rates.
• 61% use SmarterMeasure in an orientation course

Clients had a lot to say about our service and product.

• "A really great assessment tool which we heavily promote to studnets in our online, hybrid, and web-enhanced".
• "For the first time we are able to get a clear picture of the students who are coming to this institution".
• "Helped dramatically lower drop rates in online courses".
• "The service is timely and top notch!"
• "SmarterMeasure is a non-threatening assessment of readiness for online learners....they are eager to see their results".
• "We have students write a reflection about what they learned abvout themselves after taking the assessment. They have had some profound discoveries."

To view the full report click here.

2011 SmarterMeasure Integration Survey

Noel-Levitz and SmarterServices are excited to announce their latest collaboration on a 2011 White Paper - Online Student Readiness as a Predictor of Online Student Satisfaction. 

In an effort to determine whether online student readiness, as measured by the
SmarterMeasure™ Learning Readiness Indicator, is predictive of satisfaction as measured by the Noel-Levitz Priorities Survey for Online Learners™, research was conducted comparing
the readiness measures with satisfaction measures of 1,560 students at five institutions. Suggestions for good practice are included, so that online learning leaders can assist students in becoming satisfied with their online learning experience. This study was a collaborative effort between SmarterServices and Noel-Levitz.

Significant findings show there is a strong relationship between online student readiness and satisfaction/retention.  Two components measured in SmarterMeasure - Individual Attributes and Life Factors proved to be predictors of whether a student was satisfied with his/her classes and whether they would enroll again.  The full report can be found here.

Online Student Readiness as a Predictor of Online Student Satisfaction

Student retention is currently a buzz word getting a lot of attention.  Thousands of people, on  thousands of committees, spending countless hours discussing, brainstorming, and researching student retention.  Where the problem starts, who's responsible, how to fix it, and everything in between.  There are many solutions including early intervention programs, mentoring, orientations, personal letters, phone calls, emails, and even specialized learning field trips that involve wilderness hikes and other extreme bonding experiences.  While experts may not agree on the solution, they all agree students need to be heard, feel supported, obtain proper training, and feel connected. 

You don't hear about as many articles, seminars, and round table discussions pertaining to faculty retention.  But this is a valid subject that should be closely examined especially for schools who struggle with high turnover, particularly in the adjunct or online faculty department.  Many times adjunct or part-time faculty may be teaching a course or two as a side job and may consider it a temporary gig.  Of course this is not always the case.  However, if an individual is working on a part-time basis for a company, he/she may not feel a strong loyalty to the company.  The individual may feel empathetic to the highs and lows of the company and be disconnected with the big picture.  He/she may be easily swayed if something better comes along with preferred working conditions and an increase in pay.  Or in some cases just to try something new.  The same holds true for an adjunct faculty member.  There are many opportunities for part-time faculty and it may be an easy sell to coax them away.

Just like students who may feel lost of disconnected, online faculty may experience this feeling.  Since they can physically be anywhere, many times out of state or across country, the online instructor may feel disconnected to the school as a whole and potentially be less engaged.  In the case of the disconnected student he/she may be homesick and choose to go home every weekend; thus missing out on the sporting events on campus.  Historically having a strong tie to one's alma mater through extracurricular events helps students fit in and feel a part of something bigger than themselves.  The same holds true for an online faculty member.  While the college may be located in the deep south, the instructor could be living up north.  Just the demographic can be a huge separator and thus cause a lack of connection.  Being unable to attend local faculty meetings, walk the campus, eat lunch with colleagues, and talk with students face to face could be a hindrance to relationship building.

A recent article featuring Ellis University, lays out their systematic, comprehensive training program for new faculty.  Much like a student retention plan, it includes a strong training component, mentoring, personal communication, and feedback.  Making the process personal is the key, Dr. Jeanne Widen of the English Department describes.  Dr. Widen believes correction is necessary but should always be done in the context of positive comments.

Learn more about Dr. Jeanne Widen's webinar of "10 Ways to Support Adjunct Faculty in Small Online Programs" here.

If you are looking for a postition as adjunct faculty or an online instructor, create a free profile at SmarterFaculty.com.

Faculty Retention - They Need Support Too

Last week, SmarterServices sponsored the "Designing Early Alert Systems for At-Risk Students" seminar put on my Academic Impressions in Atlanta, Georgia. A packed house of 138 participants enjoyed practical sessions from a talented group.  We spent time working in groups with targeted brainstorming and action plans. After each session, attendees were given time to actively use the suggestions and recommendations in the workbook with specific objectives.  It was time well spent.

Four unique case studies were highlighted from Grays Harbor College, University of Alabama, Elizabethtown College, and Northern Arizona University.  Speakers Diane Smith, Dr. Jennifer Jones, Stephanie Rankin and Mikhael Star did an outstanding job presenting their early alert tools and plans.  For a complete list of Academic Impressions training events, seminars, and webcasts go here.

Designing Early Alert Systems for At-Risk Students Seminar