Unlike with other recent studies that found nudging students to be generally ineffective, a new study in which the nudge comes from a familiar counselor and a reply involves additional guidance and support shows positive results.
When it comes to neurodiverse students, educators must do better, says UB guest columnist Shelly Chandler, who is a licensed mental health counselor and provost of Beacon College in Leesburg, Florida. By embracing research-based practices, rates can soar nationally for students who learn differently.
It is difficult to know what the future holds, but teaching and incorporating the knowledge, skills and abilities needed for the coming decades is critical, says UB guest columnist Roger Thompson, who is vice president for student services and enrollment management at the University of Oregon.
Through a new partnership, students will be able to earn college credit using Study.com's online courses, and then transfer those completed course credits to Champlain College Online.
As colleges and universities increase and expand prison education programs, educators work to ensure that instruction matches what's offered on campus.
Higher education has a cost transparency problem. But beyond the moral and ethical reasons that institutions should be completely clear about price, there is a practical argument: Colleges have nothing to lose by being transparent, says guest columnist Jason Reinoehl, vice president for strategic enrollment management at the University of Dayton in Ohio.
With 36 credit hours completed toward a degree and a GPA above 3.2, first-generation college students at several colleges and universities can now earn a lifetime membership in their own honor society.
With the growing popularity of medicinal marijuana and legal hemp-based products such as CBD oils and creams, colleges and universities are seeing the wisdom of preparing students for this burgeoning industry.
Students at minority-serving institutions experience greater upward mobility than do students at other colleges and universities, according to recent research.
Student course evaluations—we all do them, but how do we use the data? What percent of students complete the surveys? What value do faculty and administrators derive from them? Are they inherently biased? How can we get more out of this often onerous process?
