Mission Possible: Best Practices for Increasing Student Retention and Success
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Mission Possible: Best Practices for Increasing Student Retention and Success

March 7, 2020

Kim Munzo: Good afternoon, everyone, and thank
you for joining us. My name is Kim Munzo, and I’m from AspirEDU. You may have heard of our solutions, DropOut
Detective and Instructor Insight, and we just launched a third one this week called Retention
Radar. So, we’re pleased to have all of you with
us this afternoon. I think most of you are probably here to see
Kona, actually. Right? We have an excellent group of our existing
clients, long-term clients, with us today and we’re going to talk about how they manage
their student retention efforts and hope that you’ll be able to get some usable, practical
tips out of the session. So, I will go ahead and introduce our panelists
here. Miss Kona Jones from Richland Community College;
Mr. Tony Pierce — or Tony Grace from Pierce College; and Mr. Kris Bickell from University
of Bridge– Kris Bickell: Bridgeport. Kim Munzo: Thank you. Bridgeport. All right. So some of the things that we’re going to
talk about are how we monitor at-risk students, how we identify them, but more importantly
how you can intervene and what actually works. So, Kona, I’m going to start with you. All right. So, I know that you’re very active in identifying
at-risk students through the use of DropOut Detective, but tell me, what are your best
strategies once you’ve identified the at-risk students? What are your top three strategies? Kona Jones: Well I think the biggest thing
is that we really have our faculty on board with us. If we didn’t have the faculty involved, I
don’t think we could achieve the level of success we can. So, I think the biggest thing is making sure
that you have your faculty involved so that way the faculty can maybe be that first level
of contact or even that level to let you know, hey, no, I’ve already been in contact with
that student. This is what the situation is. Or, no, you’re right, that student has just
dropped off the face of earth. I don’t know what’s going on. So, I think the first one is just faculty
making sure that you and your faculty are on the same page with how things go. Along with that is definitely having your
advisers, or – and this is school dependent, but for us, it’s definitely having our advisors. We have assigned advising, and so I can look
up, run a report and say, oh, that student goes with this advisor, contact that advisor
and say, okay, I’ve talked to the teacher. The teacher doesn’t know what going on. We need you to start intervening. And, then along with that we just have a really
good relationship with all of our support services. So, once we identify that student, and someone
is able to reach out and connect with that student, whether it’s the advisor or teacher,
we have a whole host of different support services, whether it’s counseling, whether
it’s just the advisor themselves. We’ve got Trio. We’ve got learning accommodations, tutoring,
just all sorts of things. Online learning, if they need technology help,
but everything like that that will help support the student and hopefully help either counsel
them in whatever direction they need whether it’s counseling out of the course or counseling
as to how they can be successful in the course. Kim Munzo: I think it’s interesting that you
mention counseling out of the course and I think that that’s one thing that we hear a
lot from our clients is the ability to identify students that are at risk early enough in
the term to give them some options. Maybe that course, they didn’t know what they
we’re getting into or maybe there’s a better choice for them. Or maybe they took on too many courses, so
the abilities to save the student money, their time and also not damage their GPA and transcripts,
I think it’s really important too. Kona Jones: Well, along with that too it gives
us a chance to retain that student. So, even though we’re not necessarily retaining
them in that course if we can say, kind of like you said, that well maybe this course
isn’t the best fit for you. Lets, you know, if we – and recognize that
within maybe the first even week of class, we can potentially get them into a new class
depending on — some instructors won’t let them in late, but depending on the course,
depending on the instructor we can potentially still keep the student retained and just get
them into a different course. And, I think that’s huge, because we’re
not losing them, we’re just moving them into something where they can be more successful. Kim Munzo: Absolutely. Absolutely. So, it sounds like then the communication,
between all members of the team, are really important. Now, Tony, I know that you’ve done a really
good job of motivating the sharing of information about students. So, everybody is on the same page as to what’s
going on with the student’s history is. How do you encourage everybody that’s working
with the student to be able to share information and exchange that for the benefit of the student? Tony Grace: I think what Kona had mentioned
earlier about faculty participation is huge. And so, what we’re developing at Pierce
College is a — for online students is a program for achievement coaches that are designed
around completion. And so, what we do is two weeks prior to the
start of the quarter we’ll send out some marketing ads and stuff like that to faculty
just letting them know what our intentions are for the upcoming quarter welcoming them
back to the quarter. So, for instance, from summer to fall a lot
of faculty have been off so we’ll welcome them back, basically explain that we’re back
in the groove of things and then we’ll even request that we have faculty, add a little
blurb about the achievement coaches in their syllabus. That just kind of adds a little bit more weight
to what we’re able to do, but it also kind of – it stimulates more of the faculty involvement. Like, oh, this is a serious thing. What can we do? So, one of the reasons why we looked at DropOut
Detective is because unlike what you have, we have a large volume of adjunct faculty
that may or may not want to be involved with the student’s success part of administrating
how that works. So, getting faculty to commit to notifying
advisers when students have issues was a huge issue, and getting faculty to agree on the
time frame, which was huge, was really significant when the timeframe took best report on students
was huge and so we couldn’t seem to get them to agree on when they wanted to report
to the administrators or to advisers when their students were at risk. And so, what DropOut Detective allowed us
to do was only asked faculty to do what they do naturally, which is grade assignments,
interact with students. Kim Munzo: Not ask them to do anything more. Tony Grace: Anything above what they’ve
intended to do, what they’re getting paid to do. Kim Munzo: Right. Tony Grace: And if they are inclined to do
more than that’s great. So, but with that commitment with the early
commitment from faculty then we move into the quarter and we put a module in every class
with the faculties’ permission that basically breaks out what the achievement coaches do. So, what they are, what the expectations are,
how to set up an appointment, some of the things that— Tony Grace: Excuse me. The achievement coaches can cover during an
appointment, what the next couple of steps are, if you get referred to in achievement
coach by a faculty member so stuff like that. So, that module allows us to kind of be introduced
to students at their own time. And so, between faculty referrals and between
students’ self-directedness of kind referring themselves we’ve kind of got like a triangulation
of support. Kim Munzo: Awesome. I also really like the idea of having that
right in front of the student every time that they go into their course, having that in
the modules. Even if I don’t need it now it’s going to
be available to me to go back and find that information if I need it later. Thanks. Now, Kris, I think if I recall correctly,
you used to have checkpoints of certain times. Maybe the middle of the term and getting close
to the end of the term, you’d have specific checkpoints throughout the term when you were
going to ask faculty or advisers to kind of flag students. How has that changed by having more data? Kris Bickell: Sure. Our model is a little bit different in that
we’re more advisor-driven on how we use DropOut Detective. We started out for online only, so it’s very
easy to have checkpoints on a daily basis. Then in the last year we moved to some special
populations for our first generation and for undecided students, and we have advisor departments
for each of those special population. So, before we got DropOut Detective it was
incumbent upon the faculty to go to our student information system and use Retention Alert,
which was an Ellucian or Datatel product, but that meant they had to go outside of their
teaching environment and enter all the data somewhere else. So, now we’re pulling that data from where
they already are. So, it’s been very nice for the advisers to
be able to have that data. So, the next challenge is getting more the
campus faculty to use Canvas and to input things like attendance, assignments, grades,
even if they’re not running them through Canvas per se, if they just upload their spreadsheet,
if they keep attendance, we use Roll Call Attendance, it gives a lot of data for our
advisers to work with. We do have some faculty advisors that use
it, but it’s more the advisers that are the drivers of the process. So, it’s made a huge difference, and that’s
why we moved to our other populations. We bought DropOut Detective thinking, hey,
we’re just going to use this for online. Kim Munzo: Right. Kris Bickell: But, it’s been so successful
that when people realized our online and retention rates above 90 percent that they figured,
hey, something good is going on. So, it’s not quite the same for campus populations. There’s different factors, different motivations
from the students but we’re moving in that direction. Kim Munzo: Awesome. Awesome. Speaking of Roll Call, Tony, I remember you
kept coming, are you going to integrate to Roll Call? Are you going to integrate to Roll Call? And, you were one of the key reasons why we
did that. Why was that important to you? Tony Grace: That was important because in
multiple conversations in — so at our college and probably like many of colleges and universities
out there, we have committees for committees, and so in every committee meeting we would
discuss student success tools, and I wound mention DropOut Detective and I would mention
in the performance we’ve gotten as a result of it, how it works. And, I kept getting feedback that yeah, but
that’s for online students only. That’s for online students only. And, so a large percentage of our faculty
because SpeedGrader is so intuitive, use Canvas to input grades, and we know that if students
aren’t showing up for class then they are not passing classes. We know that. And, so attendance and grades are enough – it’s
enough data for us to get an at-risk indicator for students in web enhanced class or hybrid
classes. And, I felt very strongly that if we could
integrate Roll Call, it would be a game changer as far as how the conversations go moving
forward. Kim Munzo: Awesome. Kris had mentioned his retention rate in online
courses being, what, 90 percent, which is phenomenal. I mean really phenomenal. Kona also has excellent retention rates, but
one thing that she’s told me several times that I find really super amazing is her retention
rates in her online courses are sometimes higher even than her ground-based courses,
and that’s almost unheard of. How in the world did you make that happen? Kona Jones: Well, I don’t know how we made
it happen, other than DropOut Detective is probably the biggest thing. Kim Munzo: I wasn’t leading you to that,
I promise. Kona Jones: It’s all right. Well, we kind of — we believe it. We don’t even have a lot of my – I will
say my budget has dropped significantly, and that’s the one thing I’ve been able to retain
in my budget because our college really sees the value and the fact that by retaining these
students and having that high success rate, because for us it’s not just that they are
being retained and that if you compare apples-to-apples the same face-to-face class to online class
that quite often we’re having higher, not statistically. I’m a statistic teacher. I will tell you it’s not just statistically
significantly higher, but it is if you just look at the percentage, slightly higher than
our face-to-face classes. But, it’s not just that retention it’s if
you look at a pass rate of A, B, or C, that we are running neck in neck with them as well. There is no statistical difference between
you taking your face-to-face class or you taking our online class and you passing that
class with A, B, or C and you overall completing that course and a lot of that we do a tribute
to DropOut Detective. I would like to think that it has to do with
we have mandatory orientation. We have mandatory training. We do a lot of professional development, but
honestly, if we didn’t know which students we could should be focusing the efforts on,
if we didn’t which students are the ones, instead of just doing this shotgun approach. I’m just going to e-mail every student and
say, if you need help, contact me. I’m to know here are my three students in
my class that are really struggling and I will send an individualized e-mail to each
one of them. And I don’t have to like search through Canvas
to try to figure out why that student is getting a low grade. I can see right now from DropOut Detective
the last time they submitted, the last time they were in the class, the number of missing
assignments. I know their grade. I can get all of that right there in DropOut
Detective and click the message button and message the student at the same time. And, for us I think that’s why we’re able
to get our faculty doing it because I tell them treated like your e-mail. You know you check your e-mail every day. I said, just check DropOut Detective, those
top couple students, if you haven’t messaged them, if you haven’t communicated with them,
send it to them. So, I think a lot of it is just training it,
having DropOut Detective and having that easy access to data that they can then target the
students that are having problems or the students that maybe are still getting maybe a C but
maybe that student was getting an A or B two or three weeks ago and now they’re getting
a C. Well, in your online class, you may not really have noticed that, right? Because there are still getting a C, they’re
still passing but with DropOut Detective you can look at their overall rating and that
they are going down and you’re like, wait a second, and you can look into it a bit further
and I think that is priceless. I mean that really — how many, I teach online. I don’t always pay attention to whether my
A student has all the sudden dropped to a C in two weeks but by looking at DropOut Detective
I know that and I can contact that student and say, hey, what’s going on? What happened? And, so I can catch them before they fail. Kim Munzo: That makes sense. And, I think you made two great points. I am going to follow up with you, Tony. One is that if you’re spending so much time
looking for at-risk students you don’t — you’re not spending that time helping those students. So, just the ability to free up that time,
because like you’ve always said, students are not great at self identifying. I don’t know if you guys have noticed that. They’re not really great at saying, hey,
I need some help. And, the second thing is you’re not necessarily
looking always for students that are failing a course. It could just be a change in their pattern. And so, Tony, I know that you’re a big fan
of looking at a student’s history and picking up on those things. Tell me your experience in how you– Tony Grace: Can I just piggyback on— Kim Munzo: You can. Tony Grace: The concept first. So, you mentioned attrition earlier in the
session and I’ll just say that if you can reframe what attrition — how we look at attrition,
some types of attrition. We can also kind of look at it as a success. For instance, prior to DropOut Detective,
a student may or may not have logged in to Canvas for the entire quarter. We wouldn’t know that until the end of the
quarter and then that student gets an F. And so, that’s a lose-lose situation for us
as an institution and as a student. What DropOut Detective allows us to do is
strategize how we look at weeks in the quarter, so for the first week if we’re just looking
at – if we’re looking at logins only, we’re not even looking at the performance
of the student or the submissions of assignments, we’re just looking at are they accessing
Canvas and are they logging into their class? That has made huge strides in how they we
advise students moving toward. And then talking about attrition, when I look
at attrition from the perspective of persistence and saving that student the tuition for that
quarter, because we were able to get them out before they own the 100 percent or the
50 percent of the thing and they are able to then reregister for that class for the
next quarter, that’s a success for us. That means that we were able to retain that
student and persistence can continue to move on. So, I think as far as being able to identify
students early on and strategize how you look at every week of the quarter really makes
an impact not just in completion percentages or GPA, but persistence overall in the student’s
academic career. Kim Munzo: Excellent. Kris, you had originally started working with
us what online students, but over time your ground-based faculty have started adopting
Canvas more readily and using more features. How did you…and I think every school wants
that. We want to take full advantage of the features
in Canvas. Not only is it a benefit to the students because
the more faculty use the Gradebook and use Canvas, those faculty that aren’t fully utilizing
Canvas are going to hear their students saying, hey, so-and-so has their grades in there,
will you update mine? How have you motivated faculty to take better
advantage of the tools in Canvas? Kris Bickell: Sure. For the online courses it was easy because
the online students are much easier to identify and follow and the faculty have all the materials
in the course in Canvas. For the ground-based students we’ve identified
certain populations that are more at risk, certain populations that are less likely to
continue at our school, so therefore we’ve targeted them. So, we’ve really appeal to the faculty’s
sense of university spirit to help the student. It’s good for them. It’s good for us as a university. Good for the students. So, we’ve really tried making it simple for
them. To have them go from not using Canvas or only
to posting a syllabus or a couple PowerPoint doesn’t really help much. We’re not they get them to go to a fully
utilize course but if we can just get them to take their attendance in Roll Call, if
we can just get them to take their grades and put them in there on a regular basis,
some of those classes the students weren’t getting their grades. And, that’s a tragedy in itself, but the students
don’t know their feedback so this helps the students, it helps us retain in them because
we can get a constant monitoring of them. So, that was the biggest thing, just appealing
to the faculty sense of you’re here to help us, you’re here to help the students, and
it’s good for all of us and they were very receptive to that. Not to transforming their courses but to taking
steps and doing more and making it all work. Kim Munzo: Okay. Thank you. Kona, I remember that you have cited orientation
courses. Our student orientation course is one of the
most powerful means of preparing a student and contributing to retention. What have you done special in your orientation
courses that you think absolutely knocks it out of the ballpark that these folks can take
advantage of? Kona Jones: Well, first of all it’s free in
Commons. Kim Munzo: Oh. Kona Jones: So, go look it up and you can
have it, use it. Also, because the no previews in Commons drives
me insane. There’s a link to the open course that you
can actually click on it and look at all the content, so you can preview before you download. You can find it just by looking for Kona Jones. But, why I think it works really well, first
of all we’ve been doing it for eight years. So, for eight years we’ve had a mandatory
student orientation and what that means is no student is allowed access to their course
until they complete the orientation. So, even in Canvas they’re blocked from
their courses until they finish this orientation course. The orientation course covers everything we
think they need to be successful. So, it’s not only how to use Canvas, but it’s
how to be a good student. It’s all the different resources that are
available to them and how they can contact or get in touch with that resource or utilize
that resource. And, we feel it’s been successful. That was actually the first thing we did before
we were lucky enough to find DropOut Detective, we did actually implement the orientation
and we actually saw a 7 percent increase in our retention just for making — having a
mandatory orientation. Then we kind of flatlined and then we added
DropOut Detective, and we, like, shot up another, like, five or six percentage points almost
immediately, and so for us it was like wow. I mean it’s kind of cool if you at our retention
over time, because it was like, do, do, do, do. Oo, mandatory orientation, shot up. Then, okay, do, do, do, and then DropOut Detective
shot back up, and we actually saw an increase for a couple years and now we’ve kind of
evened out, but we’ve even out to where we’re pretty much equal with our face-to-face. So, without integrating some major changes
in our teaching and our pedagogy and all those types of things, I mean, I think we’re doing
really good and we’d have to do something even crazier, which who knows. You might see me doing something crazy next
year, and – but yeah. Kim Munzo: All right. You don’t even have, or should rather ask,
do you have advisors that are assigned specifically to your online students? Kona Jones: Not specifically to just online
students. Our advisers they actually it’s not really
a science other than alphabetically that certain advisors get certain letters in the alphabet
so it’s not assigned advising based online or not, but it’s still our faculty or our
advisers know. They can tell which students are online only
students and so we kind of flag that. Also, I have a report I run so I know all
of my online students, all the classes they’re taking, whether they’ve completed the orientation,
what they’re doing and then I’ve got DropOut Detective that we just pull altogether. In fact I will say when we first got it you
didn’t have all the bells and whistles that they have now and I was begging for like can
I have this report? Can I have that? Can I have this? And, I will say DropOut Detective has just
continued to add features like all the time. I’m getting an e-mail saying guess what,
we added this feature and it’s like Christmas. I’m like seriously there’s a couple where
I was like almost in tears. Like, oh my god, you do, like thank you. When they did the history; the history was
the one that I really really, like, that was the one. You might have been Roll Call, I was history. I was like can we have the history? Can I have the history? Tony Grace: So a show of hands for anyone
who advises or is in that department? Show of hands if you can show a causal effect
of whatever you’re advising interaction is for the students that you advisory or you
see. I’m just curious. Kim Munzo: How do you know— Tony Grace: How do— Kim Munzo: What you’re doing— Tony Grace: Right. Kim Munzo: Is working or not. Tony Grace: How do you know that when your
students have completed that advising session and whatever intervention you’ve implemented
had an impact on the student’s course throughout the quarter or the semester? One more time. Male 3: Too many compounding factors. Tony Grace: There is a lot of compounding
factors that’s true. That being said, with a DropOut Detective
what I love about history is that when you intervene with a student and you put – you
input notes into the system, an icon comes up in the history section of that tab. So, what that allows other administrators
to do and advisers to do and faculty see is that whatever interaction occurred on that
day you can see — we don’t know for sure because of the compounding factors but you
can see some type of relationship between the interaction that occurred and the performance
of that student based on the risk indicator, and that’s more than what we ever had before
DropOut Detective. Kim Munzo: I don’t know what to say after
that. Kona Jones: Yes. Everything he said, yes. Kim Munzo: Kris, how — between your face-to-face
courses and your online courses, is there any differentiation in how your outreach to
those students or your advising model, whether I’m working with a ground-based or an online
student? Kris Bickell: Yeah. For the online students, it’s regular touch
points, but it’s more being like a watchdog. Where for the campus student is much more
interactive than proactive, because we have some real obvious groups that don’t do as
well for us and needs some additional help and in the past, like, I think Tony had mention. You wait until the end of the semester and
then it’s too late. If they’ve had a bad experience, if they failed,
if they just didn’t get grades and feedback they’re gone and there’s nothing you can
do. It’s too late, but this way you can catch
that. We can be aware right away if something is
missing, if they didn’t show up for a class. Maybe they had a good reason, maybe they didn’t,
but we’ll have that conversation and it really does help. It really helps the students feel apart of
something. The students don’t feel what’s happening in
DropOut Detective. They feel the affect of what’s happening. So, they are not noticing anything themselves,
but they are just noticing the advisers care about them and it’s like, well, I just missed
a class this morning and I’m getting a call from adviser. Wow, somebody cares. So, that’s real powerful, it really is. Kim Munzo: Yeah. That makes sense. I’ve always said I thought — you can send
as many automated messages and text messages to students, and I think those are good nudges. I think those are good reminders, but really
that one-on-one communication, that personal touch with the student that’s what is going
to save a student, but can we save every student? Is every student savable, Kona? Kona Jones: I would love to say yes, but since
I’m a teacher and I would like to think I try to do everything, I think there’s
certain students, and that’s where you just have to work at trying to counsel them in
to do the best thing for them right then. I’ve had students who have made it so far
that at point it didn’t matter if they dropped and they said, well, can I just keep coming
to class? So at least when I’d retake the class maybe
I’ll have picked up something more. Where some students, if they are dropped at
a certain point, they’re financially going to be better off and for our school and for
the school rates, they’ll look better. But, unfortunately, you can’t save everybody
but at least with DropOut Detective, I feel that we’re saving a heck of a lot more them,
in getting them into a better situation or keeping them enrolled and allowing them to
complete that course. Kim Munzo: Excellent. Tony, one question for you. I know that you monitor certain student populations
based on whether it’s international students or different groups, different programs. Do you have individual advisers assigned to
each group of students or do your advisers work across the board? Tony Grace: It’s a combination of both. So, our student success manager for our athletes,
when he logs into DropOut Detective he just sees his caseload of athletes. Kim Munzo: Yeah. Tony Grace: For our Trio department, there
are three advisers and because they co-advise, they wanted to have it so that everyone sees
everyone’s caseload. For international ed, it’s kind of like
the athletic department where it’s just one person and then for our achievement coaches
they see the entire caseload of everyone and so, you kind of play around with it. I remember when we did a pilot for our Running
Start program and initially they wanted – they didn’t want to see each other’s caseload. Kim Munzo: Yeah. Tony Grace: And what they found out was, it
works better to just see everyone and I made an e-mail and it was changed. So, a little bit of play to figure out what
works best, but nothing is permanent, and that’s what I like about it, is you can kind
of flip-flop depending on what works for you. Kim Munzo: Yeah. We’re about to go questions, but before
we do, Kris, is there anything else in your secret agent toolkit that you find really
useful in communicating with students and actually have them hear you and make a difference? Kris Bickell: I think it’s nice to be real
specific with the students. It’s one thing to bring a student in and say,
hey, how are things going? And there’s value in that kind of relationship
too, but I think there’s more value in saying, hey, you missed class today and maybe you
missed two different classes or maybe you didn’t go to any classes on Monday. That kind of interaction you can really start
a good conversation with the student. So, that’s the most powerful thing is, you
can be real specific and you can be meaningful and you can identify trends with a student. Maybe a student, like you had said, sometimes
you see students dip. If a student was doing well and all of a sudden
one week they’re missing class, they’re not submitting assignments, something is going
on. Maybe it’s school related, maybe they couldn’t
pay their bill, maybe something is going on at home, but you can really determine that. And that, you can have a good conversation
with a student, so that’s the most meaningful part is it gets really one to one and that’s
pretty awesome. Kim Munzo: Yeah. I think starting the conversation. That’s step one. You have to start that conversation to build
that relationship to know what’s going on. So, it makes perfect sense. Kris Bickell: It changes the entire complexion
of the conversation. Whereas before advisers were – advisers
would say, so how is– Kim Munzo: How are things going? Kris Bickell: How are you – how are things
going in this class? And the student would say, well, you know,
I started off kind of rocky, but I e-mailed the professor and I just got to turn in these
assignments and I’ll be okay by the end of the week and I just had to do this, and I
just got to do that. But with DropOut Detective without even letting
student know how much detail we have– Kim Munzo: You’re missing 47 assignments. Kris Bickell: We get to, well we get specificity. So, instead of saying well, how are you doing
in — how is — do you need to go to the writing center and blah, blah, blah. We can ask a specific question about a specific
assignment and then the students eyes go bing, like, oh yeah. Well, yeah, I could use – right, I could
use that. But, also it changes the conversation for,
at the end of the quarter for dismissal and probation hearings. So, if we get a student who is in for probation
at the end of the quarter and he or she is like, you know, I was great all quarter and
my aunt passed away and the last two weeks have been, pfft. Before DropOut Detective we just had to take
that person’s word for it, right, but in — now with DropOut Detective, we can look
at – we can pull up the whole history of that student’s quarter, and sure enough,
if we see things were going good, and then in the last two weeks dropped off, then it’s
a different conversation. But, if they were red for the entire…from
the start to the finish it’s a different conversation, so it changes things dramatically. Kim Munzo: That makes sense. That makes sense. Before we go to questions, I would like to
acknowledge my awesome team over here, and please feel free to stop by the exhibit hall
later today and say hello to them. They are the people that make all the magic
happens, so we appreciate you guys being here with us. All right. So, let’s open the floor for any questions
that our fantastic panel is here can answer for you. Don’t be shy. Any questions? Yes, please? Female 3: [32:58-33:09][off-mic] Kim Munzo: So, the question is about DegreeWorks
and how the solutions that they offer are different? I am not personally familiar enough with their
solutions to answer that honestly. Have any of you have any? No. Okay. Kris Bickell: We haven’t used that. We had conversations about that or similar. That works more on a macro level, because
you’re watching students progress. Where as this is more the micro level, the
day-to-day of what the students are doing and for our students, yes, it’s important
to know how they are progressing through their degree, but it’s probably more important to
figure out what’s going on in their day-to-day lives that’s stopping them. We have a couple of courses that are really
identified as the stock courses for students. Math being one of them. So we can really dig into math and what’s
going on in the class, not how it works compared to the other classes. So, not a direct answer, but. Female 3: [34:05][off-mic] Kris Bickell: Yeah, I think that’s a good
assumption, yeah. Kim Munzo: Question in the back. Female 4: Yeah. I [34:23][inaudible] one thing I wanted to
know is, if your product, it sounds like you’re not always this teacher report in and you
guys can see if the teacher is then accountable and I’ll see all the notes are in there,
right? But, can the counselor also see the Canvas
reports? Like we’re finding out, the assignments. You know, like, [34:50][inaudible] if they’re
having problems. Kim Munzo: Right. So the question is whether advisers have the
ability to go into a course to actually see the assignments that the student may have
missed or not submitted specifically. We piggyback on the permissions of the user
in Canvas. If the user has permissions to go into a coarse
level then yes, and most I would say at least half if not more of our counselors and advisors
that work with us do have those permissions. If they don’t, we’re not override that user’s
permissions. Kim Munzo: Do you allow your counselors to
go into courses? Tony Grace: We’ve opened up to roles for them
to go into. Kris Bickell: Yeah. We have two separate roles. One is more of an advisor director who can
go into the courses and then some of our advisors who do more of the day-to-day stuff can’t
see the courses, so different levels for different roles. Kim Munzo: Yeah. And many of our schools do have multiple roles
for counselors. Some that it will allow and some that they
don’t so that make sense. Yes, sir. Male 4: Have you guys scripted a tactful way
the faculty advisors can achieve that conversation with students? I imagine you don’t want faculty or advisers
saying you’re number one in my DropOut Detective this month. Kim Munzo: Your risk score is 100 today. What in the world? Male 4: I can imagine you probably don’t want
them using the word dropout detective so I was wondering if you guys had scripted that
common language that through various contact points of using when they are addressing issues
with students. Tony Grace: I think that is a really good
question. And, the way that we approach it is the student’s
risk indicator doesn’t define the student. Right? So, it’s more of a, this is just more information
for us to build rapport and build relationship with a student then basically you know saying
that you’re a failure because you got a 98 today. It really doesn’t. We believe it doesn’t define the student at
all, It is really just a snapshot, a moment in time that gives us information to then
make a decision based on what’s best for the student. Is that– Kona Jones: I can also added that, in that
I think a student as you try to say, here’s the standard language. Students smell that from a mile away and they’ll
stop paying attention, because that’s your de-humanizing it. They’re not a real person. They’re just once again they’re that text
message, they’re that nudge of automate, of oh, anyone below this grade gets this message. And I don’t do that. I mean, I’ll tell faculty, here’s so if
you want to contact a student here’s resources you can direct the student to, if you think
they need these things, but I would never…I mean what if the student was getting certain
types of e-mails from an instructor all semester and then all the sudden they got this really
weirdly worded that didn’t sound like the instructor message. They’d be like what? And especially if they started getting similarly
worded messages from other instructors or the advisor it wouldn’t be human anymore,
and for me I would far rather the instructor who might already have a relationship with
that student in some capacity or the advisor to word it in whatever way is appropriate
for them to have that conversation with a student. And, ultimately I guess we – I believe I
trust my faculty and my advisors. They’re not…I mean yeah, we don’t say
well DropOut Detective, but I guess I never thought I had to have that conversation and
now that you said that, now I’m scared and thinking oh my gosh. Has one of my faculty had that conversation
with a student? And, I truly don’t believe they do, but for
me online courses and courses in general you have to – it has to humanized. It has to be human to human and as soon as
you to, here’s the form letter you fill out you’ve lost the really big value, and
that’s knowing exactly why that student is having issues. I mean whether it’s a snapshot or not it’s
still for that specific student. These are the issues which might be completely
different from the number two student. I mean, there are two different things I mean. Kim Munzo: Very true. Very true. Well we are out of time, so I’d like to, again,
thank you all for joining us and we’ll be happy to answer any follow-up questions that
you guys have in the Exhibit Hall this afternoon. Thank you.

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