View in EDS

Campus-Based Practices for Promoting Student Success: Software Solutions. Research Brief

Saved in:
Bibliographic Details
Title: Campus-Based Practices for Promoting Student Success: Software Solutions. Research Brief
Language: English
Authors: Horn, Aaron S., Reinert, Leah, Reis, Michael, Midwestern Higher Education Compact
Source: Midwestern Higher Education Compact. 2015.
Availability: Midwestern Higher Education Compact. 1300 South Second Street Suite 130, Minneapolis, MN 55454-1079. Tel: 612-626-8288; Fax: 612-626-8290; e-mail: mhec@mhec.org; Web site: http://www.mhec.org
Peer Reviewed: N
Page Count: 15
Publication Date: 2015
Document Type: Reports - Research
Descriptors: Educational Practices, Academic Achievement, Computer Software, Educational Planning, Cues, Positive Reinforcement, Academic Advising, Student Surveys, Student Attitudes, Case Studies, Management Systems
Geographic Terms: Arizona, Massachusetts, North Carolina, Ohio, Tennessee, Texas, Washington
Abstract: Colleges and universities are increasingly adopting various software solutions to raise degree completion rates and lower costs (Ferguson, 2012; Vendituoli, 2014; Yanosky, 2014). Student success software, also known as Integrated Planning and Advising Services (IPAS), appears to be in high demand among both students and faculty (Dahlstrom & Bichsel, 2014; Dahlstrom & Brooks, 2014). For example, in a recent survey of students at 185 postsecondary institutions, over 80% of respondents indicated at least moderate interest in using software for guiding course selection, monitoring and improving performance, and identifying relevant resources (Dahlstrom & Bichsel, 2014). This brief provides an overview of student success software and summarizes findings from the nascent body of student outcomes research. Student success software can be generally classified as one of three types: academic planning systems, task engagement systems, and early alert systems (see Table 1). Academic planning software can assist students in creating a degree plan and monitoring degree progress. Task engagement software can provide automated behavioral cues, reminders, and positive reinforcement that help students to complete coursework and comply with administrative deadlines. Early warning systems are designed to collect and utilize student data to alert faculty and staff of students in need of assistance. This brief concludes with the identification of several campus practices that may promote the successful implementation of new software solutions.
Abstractor: As Provided
Number of References: 22
Entry Date: 2016
Accession Number: ED566748
Database: ERIC
Description
Abstract:Colleges and universities are increasingly adopting various software solutions to raise degree completion rates and lower costs (Ferguson, 2012; Vendituoli, 2014; Yanosky, 2014). Student success software, also known as Integrated Planning and Advising Services (IPAS), appears to be in high demand among both students and faculty (Dahlstrom & Bichsel, 2014; Dahlstrom & Brooks, 2014). For example, in a recent survey of students at 185 postsecondary institutions, over 80% of respondents indicated at least moderate interest in using software for guiding course selection, monitoring and improving performance, and identifying relevant resources (Dahlstrom & Bichsel, 2014). This brief provides an overview of student success software and summarizes findings from the nascent body of student outcomes research. Student success software can be generally classified as one of three types: academic planning systems, task engagement systems, and early alert systems (see Table 1). Academic planning software can assist students in creating a degree plan and monitoring degree progress. Task engagement software can provide automated behavioral cues, reminders, and positive reinforcement that help students to complete coursework and comply with administrative deadlines. Early warning systems are designed to collect and utilize student data to alert faculty and staff of students in need of assistance. This brief concludes with the identification of several campus practices that may promote the successful implementation of new software solutions.