Student Success
Student Success is EPI's occasional e-magazine dedicated to the discussion of retaining students in higher education. See below for current editions of Student Success.
Student Success (April 2010)
This edition of Student Success features Freeman Hrabowski, President of the University of Maryland Baltimore County and keynote presenter at RETENTION 2010 in Chicago June 9-11, 2010. Student Success also features a summary of our 2009 National Capitol Summit and two of our three 2009 Outstanding Retention Awards.
Student Success (April 2009)
This edition of Student Success features and interview with the “invincible” Vince Papale and a special commentary by EPI President & CEO, Dr. Watson Scott Swail, on his visit with Liz McCartney of the St. Bernard Project - a non-profit organization that is working to rebuild the ninth ward in New Orleans. Both Vince Papale and Liz McCartney will be keynote speakers at our upcoming RETENTION 2009 conference in New Orleans this May. Also featured in this edition of Student Success is an essay by Dr. Kristen Betts on Online Education and Student Success.
Student Success (November 2007)
This edition of Student Success features an interview with John Gardner, a feature story by the University of Toronto's Peter Dietsche, a book review of Three Cups of Tea, and a report from the field on the National Capitol Summit on Latino Students and Educational Opportunity.
Student Success (February, 2007)
This edition of Student Success features an interview with Stedman Graham about his efforts to help students succeed in life. As well, EPI President Watson Scott Swail discusses Campus Climate and Students of Color, and our Best Practice showcases the 2006 Annual Student Retention Award Winner, University of Connecticut.
PART
III OF OUR THREE PART SERIES: THE BUY-IN
CHALLENGE (September, 2006)
Dr. Watson Scott Swail
This is the third of three parts in our Institutional Strategies Series. The first article in our March issue outlined the barriers to student retention, both from the extant literature and also from interviews and surveys we’ve conducted through our workshops around the US and Canada. The second part focused on programs and strategies that appear to either help OR hinder student retention on campus. In this issue we will discuss the inherent difficulties in getting buy-in on our campuses—all campuses—from faculty, staff, administration, and yes, students.
Part
II: Institutional Strategies
Strategies to Increase Student Success (May, 2006)
Watson Scott Swail, Ed.D
This is the second of three parts in our Institutional Strategies Series. The first article in our March issue outlined the barriers to student retention, both from the extant literature and also from interviews and surveys we’ve conducted through our workshops around the US and Canada. This edition’s discussion focuses on programs and strategies that appear to either help OR hinder student retention on campus. In our June issue we will discuss the inherent difficulties in getting buy-in on our campuses—all campuses—from faculty, staff, administration, and yes, students.
Student
Success
Institutional
Strategies. A New Three-Part Series (2006, March)
Watson Scott Swail, Ed.D.
Over the course of the next issues of “Student Success,” we will explore three questions about retention on our college campuses. Part I will look at the barriers to student retention, both from the extant literature, but also from interviews and surveys we’ve conducted through our workshops around the US and Canada. Part II will focus on programs and strategies that appear to either help OR hinder student retention on campus. Ultimately, we all want answers. This discussion will provide some core issues for understanding what matters. Finally, Part III will discuss the inherent difficulties in getting buy-in on our campuses—all campuses—from faculty, staff, administration, and yes, students.
Seven
Guiding Questions for Student Retention (2006,
January)
Watson Scott Swail,
Ed.D.
Keeping students in school seems harder
than it should be. Today’s students appear
to be less prepared, have more emotional
baggage, and have a different set of expectations
than prior cohorts. It’s arguable whether
any or all of this is true, but for the
average campus professional, it seems
so.