Podcasts about ipeds

Dale Leatherwood shares little known strategies to help traditional and non-traditional students obtain a college degree faster and cheaper.  You can graduate from college with zero debt, or if you get a loan, it should be like a car payment, not a house payment.  Dale is a leader in higher education.  He is the chief marketing officer at Columbia Southern University and the co-founder of an education concierge firm.  You can reach Dale through LinkedIn https://www.linkedin.com/in/daleleatherwood/Some of the highlights Dale shares:  More than 42 million Americans have some college credit, but haven't earned a college degreeNow is the best time to finish college and get a diploma - there are so many options! How to graduate from college with zero debtUnderstanding how to use all the educational resources available such as:  transfer credit, CLEP tests, prior learning assessments, 3rd party online credit providers, etc.Finding flexible and attainable optionsIf you require a school loan, it should be like a car payment, not a house paymentAdvice for non-traditional studentsHow to get work experience and training evaluated for possible college creditHow to finish what you startedHow to save time and moneyHow to protect yourself from disappointment by getting it in writingEducation can be the "tie breaker" that helps you accelerate your careerLearning to move forward in small, attainable stepsHow to encapsulate former classes and experience into a certificate or Associate DegreeCreating a game plan that works for youHow to adapt education to meet your lifeLearn about tuition assistance or tuition reimbursementWhat is your objective?  Understanding the difference between Synchronous vs. Asynchronous ClassesAnd moreDisclaimers:Statement: “CSU ranks in the top 1% of schools for affordability.”Disclaimer: Based on tuition and fees compared to 4-year U.S. Colleges with largest fully-distance enrollment (IPEDS 2022 Fall Enrollment Survey) Statement: Any mention of transfer credits and evaluating experience for creditDisclaimer: Pending Prior Learning Assessment (PLA) process. Amount of transfer credits is dependent upon transcript evaluation. Statement: “…nearly 2/3 of our recent graduates finish their degrees with zero (student loan) debt.”Disclaimer: Data calculated from internal Columbia Southern University financial data, based on 65.1% with zero student loan debt from the graduating classes of 2021–2023 Statement: Any statement involving career advancement or student outcomes.Disclaimer: Multiple factors, including prior experience, geography and degree field, affect career outcomes. CSU does not guarantee a job, promotion, salary increase, eligibility for a position, or other career growth.

It's YOUR time to #EdUp In this episode, #974, President Series (Powered By ⁠⁠Ellucian⁠⁠) #311, & brought to YOU by the ⁠MSCHE 2024⁠ conference, & the ⁠InsightsEDU⁠ 2025 conference YOUR guest is Dr. Kate Smith⁠, President, ⁠Rio Salado College YOUR cohost is ⁠⁠⁠⁠Dr. Jodi (Ashbrook) Blinco⁠, Vice President for Enrollment Management Consulting, ⁠EducationDynamics YOUR host is ⁠⁠⁠⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠ How is Rio Salado serving 40k learners through innovative delivery models? What strategies are working to support incarcerated students & reduce recidivism? How is Rio Salado pioneering community college bachelor's degrees in Arizona? What role does data & mathematics play in institutional leadership? How is Rio measuring success for non-traditional & skills-building students? What are Kate's insights on building wraparound support services for online learners? What is Rio Salado's approach to food insecurity through innovative partnerships? What are Kate's thoughts on redefining student success metrics beyond traditional IPEDS measures? Listen in to #EdUp! Want to accelerate YOUR professional development? Want to get exclusive early access to ad-free episodes, extended episodes, bonus episodes, original content, invites to special events, & more? Want to get all this while helping to sustain EdUp, for only $2.99 a month? Then subscribe today to lock in YOUR $2.99/m life long founders rate! This offer will end on December 31, 2024! ⁠⁠BECOME A SUBSCRIBER TODAY!⁠⁠ Thank YOU so much for tuning in. Join us on the next episode for YOUR time to EdUp! Connect with YOUR EdUp Team - ⁠⁠⁠⁠⁠⁠⁠Elvin Freytes⁠⁠⁠⁠⁠⁠⁠ & ⁠⁠⁠⁠⁠⁠⁠Dr. Joe Sallustio⁠⁠ ● Join YOUR EdUp community at ⁠⁠⁠⁠⁠⁠⁠The EdUp Experience⁠⁠⁠⁠⁠⁠⁠! We make education YOUR business!

In this episode of The Higher Ed Pulse, hosts Seth and Mallory discuss the transformative role of AI in student recruitment and higher education. As the potential for AI continues to evolve, the duo explores the current state of AI in universities, sharing insights on personalization, staff efficiency, and the future of AI-driven communication. They touch on the challenges faced by institutions, including staff shortages and underpreparedness for AI adoption, and offer practical examples of AI tools currently making a difference in recruitment.Key TakeawaysOnly 9% of CTOs feel higher ed is ready for AI, though 46% are excited about its potential, highlighting a gap between enthusiasm and preparedness.AI-driven personalization in student recruitment is helping move away from mass marketing toward more tailored and efficient strategies.Proactive AI agents, capable of real-time engagement and outreach, will soon take over routine recruitment tasks like completing applications.AI is already being used to increase efficiency, from automating competitor analysis with ChatGPT to generating image content for ads and resizing photos using Ars Technica.AI-driven communication, such as voice assistants for real-time interactions, will help serve underserved student populations, particularly first-gen students.This episode of The Higher Ed Pulse tackles the ever-evolving role of artificial intelligence in student recruitment and the broader higher education landscape. Hosts Seth and Mallory set the stage by discussing recent findings from Inside Higher Ed's survey of campus CTOs, which reveals that while enthusiasm for AI is high, few believe higher education is truly prepared for the rapid changes it will bring. Only 9% of CTOs feel ready for the rise of AI, while 50% are still investing in basic AI technologies like chatbots.The discussion quickly shifts to more practical applications of AI in student recruitment, particularly in the realm of personalization. Seth shares how AI allows institutions to move away from mass marketing strategies to micro-targeting, tailoring communications based on students' specific needs, interests, and behaviors. For instance, AI-powered email variations and proactive chatbots can enhance engagement by acting on behalf of the student without waiting for them to initiate contact.Seth highlights several real-world examples of AI in action. He talks about using ChatGPT for competitor analysis and integrating iPEDS data to gain deeper insights into market dynamics. On the creative side, tools like Ars Technica can resize and optimize images, making it easier to repurpose content for different ad formats. This level of efficiency, according to Seth, can save institutions time and money while also improving the quality of their outreach efforts.Mallory brings attention to the student experience, noting how AI can step in where staff shortages and a lack of training hinder effective communication. AI assistants, particularly those equipped with voice features, can provide students with real-time, accurate information, even during off-hours. This is especially critical for first-gen students, who often require more guidance in navigating complex processes like financial aid applications. Voice-driven AI can engage students in natural, human-like conversations, helping them complete tasks and reducing the need for constant human intervention.As the conversation unfolds, the hosts reflect on how AI can also impact the delivery of academic programs. Seth shares a fascinating case from a recent conference, where a university was able to reduce the cost of delivering its MBA program through AI, offering it internationally at a significantly lower price point. This, in turn, opened up new markets and improved recruitment efforts. The episode concludes with a look ahead at future AI innovations, such as cloning the voices of admissions staff to create more personalized, scalable interactions with prospective students. With AI technology advancing rapidly, the potential to streamline recruitment and improve the student experience is limitless.If you're eager to learn more about how AI is shaping the future of higher education, don't miss out on the AI Engage Summit where Seth will be the keynote speaker. Be sure to tune in to hear more about how AI can revolutionize the way institutions connect with students!Register for the AI Engage Summit.Check out the AI Learning Center.Inside Higher Ed's third annual survey of campus chief technology officers - - - -Connect With Our Co-Hosts:Mallory Willsea https://www.linkedin.com/in/mallorywillsea/https://twitter.com/mallorywillseaSeth Odell https://www.linkedin.com/in/sethodell/https://twitter.com/sethodellAbout The Enrollify Podcast Network:The Higher Ed Pulse is a part of the Enrollify Podcast Network. If you like this podcast, chances are you'll like other Enrollify shows too! Some of our favorites include Generation AI and Confessions of a Higher Education Social Media Manager.Enrollify is made possible by Element451 — the next-generation AI student engagement platform helping institutions create meaningful and personalized interactions with students. Learn more at element451.com.Element451 is hosting the AI Engage Summit on Oct 29 and 30Register now for this free, virtual event.The future of higher ed is being redefined by the transformative power of AI. The AI Engage Summit brings together higher ed leaders, innovators, and many of your favorite Enrollify creators to explore AI's impact on student engagement, enrollment marketing, and institutional success. Experience firsthand how AI is improving content personalization at scale, impacting strategic decision-making, and intuitively automating the mundane tasks that consume our time. The schedule is packed with real examples and case studies, so you leave knowing how to harness AI to drive meaningful change at your institution. Whether you're looking to enhance student outcomes, optimize enrollment marketing, or simply stay ahead of the curve, the AI Engage Summit is your gateway to the next level of higher education innovation. Registration is free, save your spot today.

13,203 títulos universitarios en administración de empresas fueron otorgados en el 2020 a estudiantes mujeres latinas alrededor de Estados Unidos, equivalentes al 7.78% del total, convirtiendo a las mujeres latinas en el 3 grupo más alto en obtener títulos en esta carrera (IPEDS). Quédate con Cris Oviedo y conoce a una de las latinas que decidió estudiar esta carrera, y ahora trabaja en Howard Community College en la oficina de asistencia financiera, conoce su historia, su trabajo, y de donde proviene su pasión por los números. #howardcommunitycollege #howardcc #communitypodcast #communitycollegepodcast #hocopodcast #hocolatino #latinosmd #finanzas

In this episode you will hear:   (09:55) Mark and Dave discuss an article by Kevin Carey, that appeared on July 25, 2022 in Slate.org entitled: “The Single biggest thing to know about financial aid: It's a Sham. Mark and Dave talk about why financial aid is controversial and then they have one of their knock down drag out debates.     https://slate.com/business/2022/07/college-financial-aid-sham.html     (52:50) For our question from a listener, Lisa and Mark answer a question about what should a student do if they ask for a recommendation and they are told, “you write it and I will sign it”. Do they proceed and write the letter?   (01:03:40) Our interview is with Jon Boeckenstedt, the Vice Provost of Oregon State University . In this two-part interview Jon will answer questions about whether certain practices are ethical or unethical in college admissions. Part 2 of 2   Preview of Part 2   Jon rates taking a large number of student through Early Decision. Jon shares when ED feels appropriate and when it isn't Jon talks about using Early Action as a tool to flip students to commit Early Decision Jon talks about learning from how a college treats you in the application process Jon comments on his perspective on the propriety or impropriety of saying that a college meets 100% of need Jon also comments on whether any college is really need blind. Jon talks why he likes the term “FAFSA-blind” better than “need-blind” Jon talks about what he means by saying, graduation rates are more input than output data Jon tells us a responsible way to use graduation rate as a statistical metric Jon tells us why IPEDS is such a great source of data   (01:16:00) The recommended resource looks at Bethesda Magazine's annual look at which colleges students from six local high schools applied, were admitted  and where they enrolled:   (01:28:56) There is no college Spotlight this week but Dave and Mark give you a bonus, “in the News” as they discuss Columbia's fall from 2 to 18 the rankings. The article is called, “Columbia whistleblower on exposing college rankings: “They are Worthless” This article appeared in the Guardian and it is an interview with Michael Thaddeus, the Columbian professor who blew the whistle on Columbia. This is a fascinating article:   https://www.theguardian.com/us-news/2022/sep/16/columbia-whistleblower-us-news-rankings-michael-thaddeus .   Please send in your questions either on Twitter at @YCBKpodcast using the Messages tab (this is our preference) or via email at for the 28 admissions interviews we are doing in the summer and fall. Our interviews are with the following people at the following schools: Confirmed interviews you can still send in questions for our guests: Bard-Mackie Siebens Mercer-Kelly Holloway Rice University-Tamara Siler American University-Andrea Felder Pitzer College-Yvonne Berumen Chapman University-Marcela Meija-Martinez Connecticut College-Andy Strickler* Trinity College-Anthony Berry* College of the Atlantic-Heather Albert* Spelman College-Chelsea Holley* Scripps College-Victoria Romero* Saint Louis University-Daniel Wood-(Interview is about transfer admissions, Daniel is a transfer counselor) Colby College-Randi Arsenault* University of Georgia-David Graves* Washington University St Louis-Ronne Turner     To sign up to receive Your College-Bound Kid PLUS, our free quarterly admissions deep-dive, delivered directly to your email , just go to yourcollegeboundkid.com, and you will see the sign up on the right side of the page under “the Listen to our podcast icons” We are revamping YCBK PLUS and we will have shorter more frequent blog articles that will launch later this fall.   Follow Mark Stucker on Twitter to get breaking college admission news,  and updates about the podcast before they go live. You can ask questions on Twitter that he will answer them on the podcast. Mark will also share additional hot topics in the news and breaking news on this Twitter feed. Twitter message is also the preferred way to ask questions for our podcast:   https://twitter.com/YCBKpodcast   To access our transcripts, click: https://yourcollegeboundkid.com/category/transcripts/ Find the specific episode transcripts for the one you want to search and click the link Find the magnifying glass icon in blue (search feature) and click it Enter whatever word you want to search. I.e. Loans Every word in that episode when the words loans are used, will be highlighted in yellow with a timestamps Click the word highlighted in yellow and the player will play the episode from that starting point You can also download the entire podcast as a transcript   We would be honored if you will pass this podcast episode on to others who you feel will benefit from the content in YCBK.   Please subscribe to our podcast. It really helps us move up in Apple's search feature so others can find our podcast.   Don't forget to send your questions related to any and every facet of the college process to: questions@yourcollegeboundkid.com.   If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful!   If you want to help more people find Your College-Bound Kid, please make sure you follow our podcast. You will also get instant notifications as soon as each episode goes live.   Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:   If you want to have some input about what you like and what you recommend we change about our podcast, please complete our Podcast survey; here is the link:     If you want a college consultation with Mark or Lisa, just text Mark at 404-664-4340 or email Lisa at lisa@schoolmatch4u.com. All they ask is that you review their services on their website before the complimentary session. Their counseling website is: https://schoolmatch4u.com/

Since being named president of Union County College in 2010, Dr. Margaret McMenamin has aggressively pursued an agenda centering on improving student success outcomes. During her tenure at Union, the College has more than quintupled its IPEDS graduation rate and been recognized by the Aspen Institute for Community College Excellence and Association of Community College Trustees. MSCHE Commissioner Mr. Michael Collins interviews Dr. McMenamin, a former Commission Chair, on the success found at her community college and the role of higher education in diversity, equity, and inclusion initiatives.

In this episode you will hear:   (06:23) In this week's “In the news segment, an  October 10th article by Jon Marcus of the Hechinger Report, “Most college students don't graduate in 4 years so the government counts 6 as success”     (23:56) Mark and Lisa talked to 12-15 students at the following three campuses on September 13th and 14th, 2021: Meredith, NC State and Duke. In this segment, they talk about the following:   Where do they find these students? What questions do they ask? How often do they get the cold shoulder? What responses do they get from students? Why are they excited about this practice? Do they believe this is something most students can do?   (39:51) Mark interviews Kevin Newton who founded, “An Education Abroad”. Mark knows Kevin because if someone comes to Mark and asks, can you help me go to college at a place other than Canada or the US, Mark turns that family over to Kevin to work with. Kevin talks about going overseas for college (beyond one year of study abroad) in this interview. Here is an outline:   Kevin gives his backstory and man is it interesting Kevin tells us what his company, “An Education Abroad” does to help students find undergraduate and graduate universities in countries other than the United States Kevin explains the reasons why students choose to go abroad Kevin talks about how you apply to Oxford or Cambridge University     (50:21) Our Recommended resources this week is: Friends, please trust me and check out this absolutely unbelievable reservoir of data in every area imaginable. The website uses colorful graphs and charts. Some MIT students developed this and it is my favorite website for college data and it uses IPEDS data.   (01:02:38) Mark and Lisa talk about the flagship university for the state of Iowa: The University of Iowa in Iowa City, Iowa:    Follow Mark Stucker on Twitter to get breaking college admission news,  and updates about the podcast before they go live:   To access our transcripts, click: Find the specific episode transcripts for the one you want to search and click the link Find the magnifying glass icon in blue (search feature) and click it Enter whatever word you want to search. I.e. Loans Every word in that episode when the words loans is used, will be highlighted in yellow with a timestamps Click the word highlighted in yellow and the player will play the episode from that starting point You can also download the entire podcast as a transcript   Feel free to pass this podcast on to others who you feel will benefit, even if they are not a YCBK listener.   Don't forget to send your questions related to any and every facet of the college process to: . If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! Check out the college admissions books Mark recommends:   Check out the college websites Mark recommends:     If you want a college consultation with Mark or Lisa, just text Mark at 404-664-4340. All he asks is that you review the services on his website first. His website is: https://schoolmatch4u.com/

Community colleges have always served students and their surrounding municipalities and counties in ways that other educational institutions do not, and crisis conditions only amplify their impact. Amy and Mike invited Cuyahoga Community College Director Heidi Nicholas to highlight the crucial role of community colleges in the time of COVID-19.  What are five things you will learn in this episode? How did the COVID crisis affect operations at community colleges in spring 2020? What does summer 2020 look like at some community colleges? What is the best guess about fall 2020 conditions at community college? Why do community colleges present such great educational opportunities during times of crisis? Why might community college be the smartest choice for college students in fall 2020? MEET OUR GUEST Heidi Nicholas is currently the District Director of Enrollment Management and Dual Enrollment at Cuyahoga Community College in Cleveland, Ohio. Prior to assuming this role, Heidi served in several positions at Tri-C; Completion Manager, Interim Assistant Dean of Students at both Eastern and Metro Campus, and Student Success Specialist. Prior to working at Tri-C, Heidi held positions in admissions and recruitment at several private colleges. Heidi’s most notable achievements include the 2018 Cuyahoga Community College, President’s Award for her contributions in increasing the IPEDS graduation rate and the 2013 Innovation of the Year Award by the League of Innovation. Heidi is active in the Kent State University Alumni Association and is a College Now Greater Cleveland professional mentor. Heidi graduated with her Bachelor’s Degree from Kent State University and her Master’s Degree in Adult Learning and Development from Cleveland State University. She has completed coursework toward a Doctorate in Community College Leadership from Ferris State University and is currently A.B.D. Find Heidi at Heidi.Nicholas@tri-c.edu RELATED EPISODES ATTENDING A COMMUNITY COLLEGE COLLEGE ADMISSIONS DURING A GLOBAL PANDEMIC FAMILY CONVERSATIONS ABOUT COLLEGE ADMISSIONS ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

Check out the IPEDS website to learn more about your prospective college or university. In today's show, we have a special guest, Mr. Joshua Canada. He and I discuss interesting topics like …The top three things parents, educators should think about when preparing students of color for college.Our own personal experience as black males who transitioned from high school to college.If you'd like to learn more about me please head on over to my website at www.brandonghouse.comYou Can Follow me on Twitter @MrBrandonHouseDon't forget to join my Facebook page atFacebook.com/mrbrandonhouse--- This episode is sponsored by · Anchor: The easiest way to make a podcast. https://anchor.fm/app See acast.com/privacy for privacy and opt-out information.

In this episode you will hear: (20:38) In this week’s news segment, an article from Lilah Burke of Inside Higher Ed, “The Big If’. The article looks at how colleges are beginning to telegraph what their plans are for the fall. Mark and Dave discuss the five main different approaches that colleges are planning on taking for the fall. Mark and Dave discuss each of these five approaches and they give their thoughts on each approach.   (49:11) We are in Chapter 118 of 171 Answers and Mark explains the history and context of the Pell Grant. Mark shares how individuals qualify and disqualify for the funding.  The answer may surprise you.   (01:10:15) This week’s question is from Eric in CO and he wants to know how involved he should be in selecting the colleges that his child applies to. Mark and Anika have a robust discussion about the appropriate role and the inappropriate role for parents in selecting the college list for their kids.   (01:26:33) Mark continues his interview with Vincent Garcia, TITLE: Understanding the 23 Colleges in the California State University System, Part II   I ask Vince if CSU schools can compete with UC schools at matriculating students Vince and I talk about the graduation rates at the CSU schools Vince talks about what it means for a campus to have a lot of impacted majors and what should you do when the programs you are interested in are impacted We talk about the advantages of starting out at community college if you want to go to a CSU or a UC school or the private California colleges   (01:37:48) We have 3 recommended resources this week: and     and   The first resource is a link to help you access IPEDS data that you can use to assess the financial health of each school. The second resource is a huge online college fair and conference from May  4th through May 6th. The final resource is a list of test optional schools that is being updated daily.   (01:47:09) College Spotlight: University of Arizona  ()   Don't forget to send your questions related to any and every facet of the college process to: questions@yourcollegeboundkid.com If you enjoy our podcast, would you please do us a favor and share our podcast both verbally and on social media? We would be most grateful! We are excited to give our listeners a chance to play a role in shaping what topics we discuss, so please send us your ideas for college spotlights, articles for discussion and recommended resources. You can let your voice be heard by completing this survey. Just put the following link in your browser and give us your honest feedback. We thank you in advance. Every episode of Your College-Bound Kid will align with a chapter from the book 171 Answers to the Most-Asked College Admission Questions. To get a copy go to Amazon and click:   If you want to place a bulk order, you will save money by purchasing this book at 171answers.com. Every penny goes to The Atlanta Mission, a Christian organization that helps over 1000 homeless residents every day.  If you want to see what future episodes will discuss in the book chapter section,  just go to 171answers.com and then click the red button "See exactly what 171 Answers covers"

For many students, community college represents the path to academic and career success, while others only see a stop on a longer educational journey.  County by county and state by state, these institutions truly focus on community. Amy and Mike invited Cuyahoga Community College Director Heidi Nicholas to describe the experience and advantages of attending a community college.  What are five things you will learn in this episode? What is distinctive and great about attending community college? What is campus life like at a community college? How does the community focus of these schools benefit students? Are there programs community colleges offer that cannot be found anywhere else? What kinds of students thrive at community colleges and which do not? MEET OUR GUEST Heidi Nicholas is currently the District Director of Enrollment Management and Dual Enrollment at Cuyahoga Community College in Cleveland, Ohio. Prior to assuming this role, Heidi served in several positions at Tri-C; Completion Manager, Interim Assistant Dean of Students at both Eastern and Metro Campus’, and Student Success Specialist. Prior to working at Tri-C, Heidi held positions in admissions and recruitment at several private colleges.  Heidi’s most notable achievements include the 2018 Cuyahoga Community College, President’s Award for her contributions in increasing the IPEDS graduation rate and the 2013 Innovation of the Year Award by the League of Innovation. Heidi is active in the Kent State University Alumni Association and is a College Now, Greater Cleveland professional mentor.  Heidi graduated with her Bachelor’s Degree from Kent State University and her Master’s Degree in Adult Learning and Development from Cleveland State University. She has completed coursework toward a Doctorate in Community College Leadership from Ferris State University and is currently A.B.D. Find Heidi at Heidi.Nicholas@tri-c.edu ABOUT THIS PODCAST Tests and the Rest is THE college admissions industry podcast. Explore all of our episodes on the show page.

HELLO MY FELLOW CACIQUES! I bought a book called "Ensayos Para Una Nueva Economía: Desarrollo Económico de Puerto Rico", which contains a collection of essays written by professors. I'll be focusing on one titled: "Otro Desarrollo es Posible: Mujeres y Economía en Puerto Rico". The essay talks about the capitalist, patriarchal society we live in and how it oppresses women and their solutions to the problem at hand. The authors say that the solutions have already been implemented in some of the most gender equal countries in the world, yet in the eyes of the authors, even these countries are not doing enough for gender equality. I go over the topics discussed in the essay and look at NCES and IPEDS data to see what men and women choose for study and work.

This week is Clean Sport Week in the UK. Clean Sport week is an initiative run by UKAD (UK Anti-Doping) and is an opportunity to come together and celebrate the important values of clean sport and support the hard work that sport in the UK is doing in the fight against doping. This year the main focus of the week is on Image and Performance Enhancing Drugs (IPEDs), and in particular the use of IPEDs within the gym environment. I am joined by sport psychology consultant Dr Claire-Marie Roberts to discuss all things psychology and drug use in sport. Claire-Marie holds an academic position at the University of the West of England and works for the Premier League in coach and football manager development. She also sits of the board of UKAD. We speak about the motivations behind IPED use; normalising the use of IPEDs; the prevalence of IPEDs; social identity and breaking the cycle of IPED use.

In this episode, Armand Alacbay, Vice President of Trustee and Legislative Affairs at ACTA,  and Jerry Malitz, former Chief Information Technology Officer for the Department of Education’s Institute for Education Sciences, take a look at how federal education data can be used to understand your school’s performance relative to peers.   The Integrated Postsecondary Education Data System (IPEDS) houses powerful information on nearly every college in the country, providing data for public-facing websites and research tools like the College Navigator. New tools are now using IPEDS data to help parents and prospective students help make informed choices about where to attend college. Through this primer on institutional data, trustees can delve into metrics that are regularly collected by the federal government to inform strategic questions for the next board meeting.

We hope that all of you parents and/or high schoolers have finished the first three assignments we gave you for starting or continuing your college search process. We have a handful more ahead. There’s nothing like having homework all summer. However, if these assignments can make your autumn a little better, you will be glad you spent the time now. When everyone else is running around looking up information about colleges, you can be relaxing. Sort of. In your first three assignments, as you will recall, you have expanded your teenager’s long summer list of college options—on your way to narrowing it later on in the fall months. You have also checked out four key admission standards for each of the colleges on that hopefully long list—namely, average high school GPA, high school class rank, SAT or ACT scores of admitted and/or enrolled freshmen, and both required and recommended courses to be completed in high school. Now, our picture of your assignments is like this: You should have an Assignment #1 for each college on your teenager’s long summer list of college options—that is, the two-page worksheet you should have downloaded that calls for an overall description of the college, including lots of key facts and figures you should have filled in. Then, stapled to that, you should have an Assignment #2 worksheet and an Assignment #3 worksheet; these two describe the four college admission standards for the college named in Assignment #1. So, in other words, we think you are building little stapled-together packets of information for each college on your list. These will be invaluable to you when it is time to sift through them in September—and, please, not before September—when you start to narrow down the list to the colleges your teenager will actually apply to. As we have said previously, the more of this research your teenager does, the better it is for you. Oh, we mean, the better it is for your teenager, because your teenager is likely to remember better what he or she has researched personally and because your teenager is learning how to research a topic and get information when it is not always presented in an easy-to-find manner. I can tell you that, as an experienced professional, it would take me quite a while to fill out college profiles like Assignments #1, #2, and #3—and sometimes, as you will see, the information will simply not be available anywhere. 1. Your Assignment #4 Download the Assignment #4 Worksheet In this episode, we will examine various breakdowns of the enrollment of each of the colleges of your teenager’s long summer list of college options. You will recall that, on the Assignment #1 worksheets, your teenager had to fill in the undergraduate enrollment of each college on the list as well as the graduate enrollment (if any). Assignment #4 is going to ask you to take a closer look at the students who make up that enrollment—just in case what you find out would have any effect on your teenager’s interest in a college or in your interest in sending him or her to that college. By the way, whether a college (or, more often, a university) has graduate students at all is an important aspect of choosing a college for some students. Some students and parents like the idea of advanced scholarship being available on campus and of professional schools (like law and medicine and journalism) being right there either just to add prestige or to serve as the next stop for a successful undergrad. On the other hand, some students and parents think that graduate students distract the college from paying adequate attention to the needs and education of the undergraduates and that too many graduate students (rather than professors) end up teaching the freshman-level courses in too many disciplines. Whichever way you think about it, knowing whether there are graduate students at a college and how many of them there are is one reasonable thing to consider in choosing a college and in narrowing down your teenager’s summer list of college options when the fall months come. So, here we go with four enrollment breakdowns of the undergraduate student enrollment that you might want to examine. Get ready to fill in those Assignment #4 worksheets! Download the Assignment #4 Worksheet 2. Part-Time vs. Full-Time Study When your teenager was looking up enrollment at the colleges on his or her long summer list of college options, you all might have noticed that there were often both full-time enrollment and part-time enrollment figures. (By the way, sometimes an enrollment figure given on a “Quick Facts” kind of page on a college’s website is not explained as being full time, part time, or both. So, be careful.) Is the percentage of full-time undergraduate students something that you and your teenager want to consider when choosing colleges to apply to? Some colleges—especially prestigious private four-year colleges—have relatively few part-time students compared to, say, large public universities with many schools and many diverse programs. For example, Kenyon College (a great private liberal arts college in Gambier, Ohio) has just 1 percent part-time undergraduate enrollment. On the other hand, Kent State University (a good public university, though not Ohio’s flagship university, at the main campus in Kent, Ohio) has 19 percent part-time undergraduate enrollment. Or, to take a different state, Hunter College (one of the best campuses of the public City University of New York) has 28 percent part-time undergraduate enrollment, while New York University (an excellent private university about 60 blocks away in Manhattan) has just 5 percent part-time undergraduate enrollment. You get the picture. Obviously, students could choose to study part time at a college for many reasons, including financial constraints, family responsibilities, and work obligations. Part-time students are not necessarily worse students, though I imagine that they might have that reputation. But part-time students do likely live fuller, more complicated, more non-campus-oriented lives than traditional freshmen enrolling right out of high school, especially if those freshmen are living on campus. As a result, colleges with high part-time enrollment might have a bit of a different feel on campus compared to colleges where almost all students are there full time (and, furthermore, where many of them are living in campus residential housing). College Navigator, the exceptional online search tool provided by the National Center for Education Statistics, which we have mentioned many times, has an excellent part-time vs. full-time enrollment display under the “Enrollment” heading for each college you search. Trust me when I tell you that it will be quicker for your teenager to get this information from College Navigator than to find it on a college’s own website—though the college’s website might have just slightly more updated information in some cases. Have your teenager do the necessary college searches and write down the part-time vs. full-time enrollment figures for undergraduate enrollment on the Assignment #4 worksheet. 3. Gender Unless your teenager has been talking about going to a single-sex college—remember that women’s colleges (there are just over 40) vastly outnumber men’s colleges (there are only a handful)—this statistic might not be on your radar screen. But it might be something worth thinking about, depending on your teenager’s comfort level with members of the opposite sex in an education setting. If you look at the enrollment statistics for many colleges, you will notice that some are split pretty evenly between male and female students (say, 46 percent vs. 54 percent), while others are way out of balance (say, 30 percent vs. 70 percent). Sometimes colleges that are out of balance can be explained by their history (for example, they were once women’s colleges) or by the types of majors they are best known for (given that some majors, unfortunately, continue to attract more students of one gender). If you want a college to reflect the general undergraduate college student population, it is interesting to note that enrollment figures overall in the fall of 2014 showed that 56 percent of undergraduate students were female. So, if a college is better balanced than that (in other words, closer to 50–50), it is working hard at it, we would say.   Let’s look at a few examples. Carleton College (a great private liberal arts college in Northfield, Minnesota) is 53 percent female and 47 percent male. Carleton is working hard at it, we would say. Interestingly, the gigantic University of Minnesota (the excellent public flagship university in the Twin Cities) gets even closer—at 51 percent female and 49 percent male. Yet, not too far away, the Milwaukee School of Engineering (a Wisconsin college that specializes in engineering and technical subjects, though not exclusively) posts a 24 percent female and 76 percent male enrollment, for perhaps obvious, though unfortunate, reasons. I want to note here that I have not seen data reported and presented across colleges on enrollment of students with gender identities other than male and female. However, if your teenager is looking for a college that is particularly accepting of other gender identities, that is a topic that can and should be pursued by calling the admissions office and asking about relevant data and policies.   Have your teenager do the necessary college searches and write down the gender enrollment figures for undergraduate enrollment on the Assignment #4 worksheet. (By the way, we will be talking about single-sex colleges later on this summer.) 4. Race/Ethnicity Unless your teenager has been talking about going to an HBCU (historically black college or university) or about seeking out Hispanic-serving institutions, you might not have been thinking hard about the racial and/or ethnic background of students at a college of interest to your family. But, again, it might be something worth considering, depending on your teenager’s comfort level with members of other racial and ethnic groups in an education setting. For example, if your teenager comes from a racially and ethnically mixed high school, he or she would likely feel comfortable in a similar sort of college population. However, if your teenager comes from a high school that is not racially and ethnically diverse, it might be even more important to find a college that is—in order to prepare him or her better for the world of work and for life. We have talked about the racial and ethnic diversity of colleges at USACollegeChat, and we noted in Episode 58 that some colleges—including large public flagship universities—are not nearly as diverse as we would like to see or as we might have guessed they were. For example, let’s look first at the percentage of “black, or African American, non-Hispanic/Latino” students who are “degree-seeking undergraduates,” according to the figures submitted to the Integrated Postsecondary Education Data System (known as IPEDS) at the National Center for Education Statistics. Here are the percentages for some well-known flagship universities that we have discussed in earlier USACollegeChat episodes (these data are for the 2014-2015 academic year): University of Colorado Boulder—2% The University of Iowa—3% University of Washington in Seattle—3% University of Massachusetts Amherst—4% University of Michigan—4% The Ohio State University—6% The University of North Carolina at Chapel Hill—8% Louisiana State University—11% The University of Mississippi—14% These are large and small flagships, highly selective and less selective flagships, and geographically diverse flagships. I have to say that I was astonished at the tiny fraction of black undergraduates at some of them. While we often looked at the racial and ethnic breakdown of students during our nationwide virtual tour of colleges, these small numbers seem to have a bigger impact when they are all lined up together. Here is are the percentages for what IPEDS calls “Hispanic/Latino” “degree-seeking undergraduates”: The Ohio State University—3% The University of Mississippi—3% University of Michigan—4% University of Massachusetts Amherst—5% Louisiana State University—6% The University of Iowa—6% The University of North Carolina at Chapel Hill—7% University of Washington in Seattle—7% University of Colorado Boulder—10% These percentages aren’t any higher. In fact, when combining the two figures, you get a range of just 8 to 17 percent black and Hispanic/Latino undergraduates at these flagship universities. Interestingly, I know of quite a few very selective private colleges and universities where the percentages of black and Hispanic/Latino students exceed these public university numbers—like Columbia University with 7 percent black and 13 percent Hispanic/Latino undergraduates or Pomona College with 7 percent black and 14 percent Hispanic/Latino undergraduates or Rice University with 7 percent black and 15 percent Hispanic/Latino undergraduates—all exceeding the upper range of the flagship universities we examined. That is worth thinking about. Have your teenager do the necessary college searches and write down on the Assignment #4 worksheet the racial/ethnic background enrollment figures for undergraduate enrollment for whatever groups you are interested in considering—black, Hispanic/Latino, Asian, American Indian or Alaska native, and more. 5. Home Residence Well, here is a topic that is familiar to USACollegeChat listeners. We have spent lots of time in our episodes talking about how important we think it is for students to get outside their geographic comfort zone when considering—and even attending—college. That was the motivation for our nationwide virtual tour of colleges in every state (Episodes 27 through 53), and it was the motivation for Assignment #1, where we strongly encouraged you to put one college from every state on your teenager’s long summer list of college options. We firmly believe that the best school for your teenager might not be located in your home state. It is also interesting to see just how many undergraduate students at a college are from the state where that college is located. Generally, I think it is better to go to a college where a student will meet other students from all over—that is, all over the U.S., but also from all over the world. Living and working with students of all national backgrounds in a relatively safe and protected environment, like college, is one way for students to gain the interpersonal skills they will need for a lifetime. So, geographic diversity of college students is a big plus for me. It also turns out to be a big plus for colleges, as we have said many times at USACollegeChat. Almost all colleges like the idea of having students from all over the country and, indeed, from all over the world. Many, many colleges proudly say on their websites how many states and how many foreign countries their students come from. While public universities have a duty to serve the students of their own state—and while some take that more seriously than others—even they like to draw students from other states. All that is to say that your teenager might get into a college far away from home that he or she could not get into close to home—because, for that faraway college, your teenager brings desirable geographic diversity. We will talk more about this is an upcoming episode. Let’s look at a few public university examples. The University of Alaska at its flagship campus in Fairbanks enrolls 90 percent in-state students (for reasons we might guess), 9 percent out-of-state students, and 1 percent foreign students. The University of Washington at its flagship campus in Seattle enrolls 66 percent in-state students, 18 percent out-of-state students, and 15 percent foreign students. But the University of New Hampshire at its flagship campus in Durham actually enrolls just 41 percent in-state students, 58 percent out-of-state students, and 1 percent foreign students. So, just from these three examples, you can see how different the make-up of public flagship universities can be when it comes to where they are getting their students. And, perhaps not surprisingly, private colleges are all over the map, too, when it comes to the make-up of their student bodies—thought it is clear that highly selective private colleges enjoy boasting about the many states and many countries their students hail from. Have your teenager do the necessary college searches and write down on the Assignment #4 worksheet the student residence enrollment figures for undergraduate enrollment. By the way, a college’s own website will often break down enrollment even further than College Navigator to tell you things like the five states most represented in undergraduate enrollment or in the new freshman class or the percent of students who come from neighboring states or who come from the region the college is located in. All of that might be food for thought as you consider colleges on your teenager’s long summer list of college options. Download the Assignment #4 Worksheet The Kindle ebook version of our book, How To Find the Right College, is on sale for $1.99 all summer long! Read it on your Kindle device or download the free Kindle app for any tablet or smartphone. The book is also available as a paperback workbook. Ask your questions or share your feedback by… Leaving a comment on the show notes for this episode at http://usacollegechat.org/episode84 Calling us at (516) 900-6922 to record a question on our USACollegeChat voicemail if you want us to answer your question live on our podcast Connect with us through… Subscribing to our podcast on Google Play Music, iTunes, Stitcher, or TuneIn Liking us on Facebook or following us on Twitter Reviewing parent materials we have available at www.policystudies.org Inquiring about our consulting services if you need individualized help Reading Regina's blog, Parent Chat with Regina

1) One of the persistent laments of analysts focusing on the Kazakhstan postsecondary education system is the absence of consistent, and, in some cases, reliable data for comparing institutions, on the one hand, and, on the other, for generating a reliable summary of the postsecondary education system as a whole. 2) This seminar explores the narratives of Pamiri men and women who were in primary and secondary school during the brutal conflict that divided the country in the wake of its independence.