Portfolio Whitepaper

Originally published: PeopleGrove | April, 2019

Traditionally, the way college students and alumni have been engaged is rooted in an outdated model. In the past, just a small fraction of the population enrolled in and graduated from college. After graduation, students tended to find and keep jobs, steadily turning those positions into lifelong careers. This dynamic enabled universities’ career services to largely focus on launching these undergraduates into those first jobs, leaving alumni offices and associations to host feel-good events designed to maintain alumni affinity and inspire fundraising.

However, as the world has changed, so have the needs of university students and alumni.

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Originally published: Abl Schools | March, 2018

In 1994, the National Education Commission on Time and Learning published the “Prisoners of Time” report which concluded that “both learners and teachers need more time—not to do more of the same, but to use all time in new, different, and better ways. The key to liberating learning lies in unlocking time.”1

25 years later, America’s K-12 schools are still trying to unlock time to improve teaching and learning. While many schools have experimented with longer school days or flexible schedules, the vast majority of schools in the United States still follow traditional schedules and academic calendars. This is especially ironic given the profound shifts in how most Americans now structure their personal and professional time, which is more fluid and personalized than ever before.

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Originally published: Wyzant| By Michael Horn and Levi Belnap | December, 2018

A college degree is a valuable tool for many seeking to earn higher incomes and build stronger lives. But with an increasing proportion of diverse “post-traditional students” who hail from a far wider range of backgrounds, it’s time for colleges to become more “student-ready.”

Higher education was not designed for this diversity, but rather with the needs of only an elite few in mind, who would arrive well-prepared and stick around for four or more years in a row to earn their degree. Despite an increasing focus on college access and readiness, fewer students fit into this limited mold. An increasing number of undergraduate and graduate students are “non-traditional” or what some call “posttraditional” learners, including working adults learning while earning or returning later for a credential or degree. Helping these learners maximize their college experience benefits not only the students themselves and the institutions that serve them, but also our economy and society.

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Originally published: PeopleGrove | August, 2018

This year, more than 2 million students will begin their freshman year at colleges and universities across the country. As they transition into this new chapter, however, data shows that not all of these students will reach the necessary milestones to make their college journeys a success.

There are a number of reasons why students do not successfully progress to the next phase in the college life cycle. Fortunately, there is a solution—mentoring.

Within this solution, however, we must also acknowledge an important counterpoint—quality mentoring is not within everyone’s reach. The result is the mentoring gap.

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Originally published: ReUp Education | By Nitzan Pelman and Geoff Watson | February, 2018

Over 31 million students have dropped out of university with “some college, no degree,” creating a completion crisis with profound social and financial impact.  

Download this whitepaper to learn more about the student completion crisis in Higher Ed:

  • The size and impact of the completion crisis.
  • Debunking common myths about stopout students
  • Why bringing students back is so hard
  • New approaches to solving the crisis

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