Q&A WITH ED CLOUGHERTY Chief Retention Officer, Copley Retention Systems
How do you see the issue of student retention evolving in Higher Education, especially given the recent Department of Education rules on Gainful Employment?
A student who does not receive certification or a diploma will almost always be challenged in securing gainful employment. Ideally, a school’s retention practices will lead not only to higher graduation rates, but also to a deeper and broader understanding of the subject matter, leading to acceptable performance in the workplace. With the present bleak employment environment, only students who are the most prepared and confident will be successful in finding gainful employment.
How can private social networks be utilized in institutions to increase student success and retention? Studies have shown that out-of-class academic work has fallen by half from approximately 24 hours a week in the 1960s to less than 12 hours today. Private social net- works, available 24/7 anywhere an Internet connection is available, are indispensible to increasing out-of-class academic communication and collaboration, as well as building a strong sense of community and mutual sup- port. Private social network, afford on-demand video conferencing, MeetUps, intelligent HELP functions, sharable Digital Libraries and weekly queries on the stu- dent’s state of mind. With this help and support when- ever a student needs it, student success is sure to follow.
How can alumni be utilized in a private social network to help faltering students? Alumni experience and knowledge are the great untapped resource. Most alumni want to be involved with their alma mater and their fellow graduates. The potential for alumni mentoring first year and graduating year students, networking with fellow alumni and host- ing class meetings on the network are just some of the exciting avenues of communication and community that private social networks facilitate.
What types of reporting and tracking mecha- nisms can be integrated into a school’s private social network to proactively identify at-risk or
faltering students? Private social networks exist in the digital realm; therefore, all data created on the network could be potentially saved and reviewed. We advocate monitoring activity, but not content—lest you risk losing the protections of the Digital Millennium Copyright Act (DMCA). That will also “chill” communi cation on the network. Measurement of min- utes spent as well as documents posted and saved can be made of those students identified as a potential falter. This same monitoring can be done of number of messages sent, numbers of “friends” made, number of blogs made/read, number of clubs joined, total number of minutes spent on the network, etc.
What reactions do you get from students and faculty, when they are told they are receiving a private social network at their school?
One of the most rewarding aspects of my position at Copley Retention Systems is meeting with students and faculty, not only to train them on the use of the network, but also to dis-
cuss and gather ideas on how to make the social network even better. The reaction from students is usually disbelief that the school is providing the network. Reactions include: “Does the school know we’re getting this?” and “This is really for us?” are common. A minority of faculty remind me that they are “not paid for work after 5:00 p.m.” although communication with students and peers is possible and probable anytime. Most faculty, though, are genuinely excited about the almost limit- less possibilities that the network provides.
What future developments in private social networks do you see coming? While seamless integration of the private social network with smartphones is ongoing, we see private social net- works extending beyond the boundaries of the school to include communication and collaboration with high school teachers and administrators of feeder schools, potential students, admits . . . even partnering with “sis- ter” schools from across the country or the world. A school in Missouri partnering with a school of like dis- cipline in China, for example, affords the opportunity for vastly increasing the world view of both schools’ stu- dents, faculty and administrators. As with any vibrant network, the adage “We are more than we know” most certainly applies. TC
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