Episodios

  • Ep 2.4 - Mid-year recap

    Ep 2.4 - Mid-year recap
    Dec 3 2024
    Ross breaks down a quick mid-year recap, highlighting the Holistic Student Success Research Group, the Blueprint Collaborative, and what's ahead in 2025.
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    16 m
  • Ep 2.3 Integrated Support with Renée Delgado-Riley

    Ep 2.3 Integrated Support with Renée Delgado-Riley
    Nov 14 2024
    This month, Ross is joined by Renée Delgado-Riley from the University of Oregon. As CV2's first REPEAT guest, Renée brings even more great insights as they discuss ways to better drive student success conversations, culture, and practice across college campuses.
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    44 m
  • Ep 2.2 Proactive Support with Paul Mabrey

    Ep 2.2 Proactive Support with Paul Mabrey
    Oct 15 2024
    This month, Ross sits down with Paul Mabrey from James Madison University. In his role as Director of Student Success & Enrollment Analytics, Paul helps coordinate many of JMU's campus-wide, data-informed student success strategies. Listen in to the conversation to learn about the key strategies and mindsets used by campus student success leaders, as well as some of the steps they've taken to organize JMU toward a new vision of student success.
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    54 m
  • Cv2 2.1 Strategic Support

    Cv2 2.1 Strategic Support
    Sep 9 2024
    We were so honored to have Dr. Hoori Kalamkarian from the Community College Research Center with us to talk about strategic student support. Whether we were talking about first-gen students, the word "advising," or bringing together two and four-year schools, it was a great way to kick off a new season as we dive into some new student success topics.
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    54 m
  • Ep.6 Learning AND Retention with Jillian Kinzie

    Ep.6 Learning AND Retention with Jillian Kinzie
    Mar 13 2024
    No Andrea this week - sorry! - but we are luck enough to be joined by Dr. Jillian Kinzie. Trained in student affairs, Jillian has spent an impressive career working in both student learning outcomes and student success. Oh, and don't miss out on this heavily discussed reference: https://nces.ed.gov/npec/pdf/kuh_team_report.pdf
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    49 m
  • Ep.5 D-I-A

    Ep.5 D-I-A
    Jan 18 2024
    This month, focusing on converting data into information and information into action, Ross and Andrea welcome Renee Delgado-Riley - Director, Assessment & Research, for the Division of Student Life at the University of Oregon and the current President of the Student Affairs Assessment Leaders (SAAL). Their conversations range from personal journeys to cultures of data use and beyond.
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    59 m
  • Cv2 Ep.4 Interventions

    Cv2 Ep.4 Interventions
    Dec 13 2023
    This week, Ross and Andrea are joined by a special guest: Chris Hulleman from the University of Virginia! Chris' expertise in implementation fidelity blends well with Andrea's observations about program theory. Listen in for Ross' keen insight that "assessment is counseling for introverts."
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    1 h y 18 m
  • Cv2 Ep. 3 Advising

    Cv2 Ep. 3 Advising
    Nov 21 2023
    This week, Ross & Andrea discuss advising and the critical role it plays in student success. They discuss promising strategies, practices, and research that can help colleges and universities refocus on the role of advising in a way that best supports student success in the long-term, not just in picking majors and scheduling classes. REFERENCES: Find the Chronicle of Higher Education's Future of Advising Report here: https://store.chronicle.com/products/the-future-of-advising Blackwell, L. S., Trzesniewski, K. H., & Dweck, C. S. (2007). Implicit theories of intelligence predict achievement across an adolescent transition: A longitudinal study and an intervention. Child development, 78(1), 246-263. Dweck, C. S., & Master, A. (2009). Self-theories and motivation. Handbook of motivation at school, 123. Hong, Y. Y., Chiu, C. Y., & Dweck, C. S. (1995). Implicit theories of intelligence: Reconsidering the role of confidence in achievement motivation. Efficacy, agency, and self-esteem, 197-216. Eduljee, N., & Michaud, R. (2014). Student perceptions and levels of satisfaction about academic advising. International Journal of Psychosocial Research, 3(1), 1-12. Center for Community College Student Engagement. (2018). Show me the way: The power of advising in community colleges. Austin, TX: The University of Texas at Austin, College of Education, Department of Educational Leadership and Policy, Program in Higher Education Leadership. Cuseo, J. (2003). Assessment of academic advisors and academic advising programs. Retrieved May, 5, 2017. Retrieved from https://www.shawnee.edu/sites/default/files/2019-01/Assessment-of-academic-advisors-and-academic-advising-programs.pdf Johnson, B. (2022, September). Transactional advising vs. transformational advising. Academic Advising Today, 45(3). Margolis*, H. (2005). Increasing struggling learners’ self‐efficacy: What tutors can do and say. Mentoring & Tutoring: Partnership in Learning, 13(2), 221-238. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=1fb3c3c308068591a6f44b0c121db8fae473e3a4 Margolis, H., & McCabe, P. P. (2003). Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure: Alternative Education for Children and Youth, 47(4), 162-169. Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in school and clinic, 41(4), 218-227. O’Banion, T. (2012). Updating the traditional academic advising model for the 21st century. Community College Journal, October/November, 42–47.
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    1 h y 16 m
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