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Roundtable

The Student Life Cycle

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Views from different campus positions on how to improve the student experience

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3perspectives on the student life cycle

Roundtable: Perspectives on the Student Life Cycle was written by Ian Wilhelm and is sponsored by Workday. The Chronicle is fully responsible for the report’s editorial content. ©2018 by The Chronicle of Higher Education, Inc. All rights reserved. This material may not be reproduced without prior written permission of The Chronicle. For permission requests, contact us at [email protected].

TABLE OF CONTENTS

Introduction04

Further Reading24

Defining the Student Life Cycle07 The idea has become popular. But what does it mean?

Breaking Down Silos15 As students move between different ad-ministrative offices, colleges seek to make such transitions as smooth as possible.

Rethinking the Relationship11 Colleges want to be more holistic in how they serve students.

Sharing Student Data19 Institutions have more information than ever about their students. But what’s the best way to use it?

Missing Pieces23 The one thing each panelist wants to know about their students.

A student’s college experience can be viewed as a series of in-teractions with an institution. From the application process to eventually earning a diploma, a student has transactions, conversations, and possibly interventions with a variety of administrators from a variety of campus offices.

What, ultimately, is the relationship that develops from such moments? Do they help a student succeed in college? Do they build toward a lifelong connection with an alma mater? As today’s students expect more from their education than previous generations, colleges are increasingly asking these questions. They want a better grasp of what is often called the student life cycle — how undergraduates progress through an institution and how they perceive that passage from enrollment to graduation and beyond.

To help understand the life cycle, The Chronicle brought to-gether a panel of administrators who represent different campus roles. They came to our office in Washington to share what they know of the student experience and their ideas on how to improve it.

The panelists oversee or support a broad range of activities: admissions, ori-entation, academic advising, retention services, career counseling, and more. They also work at a variety of well-respected institutions: American University; Georgetown University; George Washington University; Howard University; and the University of Maryland-Baltimore County.

This Chronicle of Higher Education report includes key insights from the conversation to help college leaders understand what needs to be done to create an institutional culture that puts students at its center. The excerpts have been edited for length and clarity.

iStock


Dale Bittinger, assistant vice provost of undergraduate admissions, orientation, and school partnerships, Univer-sity of Maryland-Baltimore County. Bittinger has been with the university for almost 20 years, originally starting as the assistant director of transfer admissions. Today, in addition to admissions, he works on student orientation and building strategic rela-tionships with schools.

Joan Browne, executive director for academic and ca-reer success, Howard Universi-ty. Previously, Browne directed career services at Howard for seven years. Today, she’s the institution’s first execu-tive director of academic and career services, a position the university recently created to improve the overall experience of undergraduates on campus.

Terry Flannery, vice president for communication, American University. Hired 10 years ago at American to better integrate marketing and com-munications, Flannery helps oversee a wide-ranging effort to rethink the university’s rela-tionship with its students. The goal is to develop a cohe-sive experience from first con-tact to alumni involvement.

Javier Jiménez, assistant dean, Georgetown University’s Georgetown College. A former professor, Jiménez switched into academic advising when he found himself less inter-ested in teaching and more interested in what students learn and how they learn. He works with juniors and seniors and also advises on a universi-ty efforts to recruit and retain first-generation students.

Oliver Street, executive director for enrollment reten-tion, George Washington Uni-versity. Street leads an office created in 2016 that focuses on bridging different academ-ic and administrative units to improve student success. Among a variety roles he’s held in higher education, Street previously was an assistant dean at West Virginia Univer-sity Reed College of Media.

Moderator

Ian Wilhelm, senior editor, The Chronicle of Higher Education. Wilhelm oversees the Chronicle Intelligence Unit and has worked at the Chroni-cle for 17 years. Previously, he edited the newspaper’s Idea Lab section, which focuses on solving problems in higher education, and its internation-al coverage.

THE PANEL

“ There’s a lot of focus now on return on investment and how do we operationalize that in terms of an experience for the student academically and experientially.”

Joan Browne

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Defining the Student Life Cycle

Colleges have begun to discuss the student life cy-cle for a variety of reasons.

One of them is to help students succeed, espe-cially those who are low income and are the first in their family to attend college. Understanding how undergraduates progress — and where they stumble — may help retention rates. Nationwide, just 61 percent of students who started college in the fall of 2015 returned to their starting institu-tion the following year, according to the National

Student Clearinghouse.Students today also expect a lot from their institutions. In

exchange for paying higher tuitions, they want more for their money both in terms of campus services and how well their education prepares them for a career and a good job.

To help capture the full scope of the student experience and expectations, colleges now frequently talk about the life cycle of a student. But the term has become something of a buzzword in higher education with no standard defi-nition. To start the conversation, the panelists explained what they mean by the life cycle, why it can be a helpful concept, and what’s driving the thinking behind it.


Ian Wilhelm: I want to start by investigat-ing the idea of the student life cycle. What do you think of it? Is it a helpful term? Or does it confuse more than clarify?

Oliver Street: When I think of the term student life cycle, I think of two different things. One, I think of the actual full cycle that a student goes through when they engage with an institution. And that means all the way from potentially middle school to when they become an alum. How they engage with an institution throughout that entire cycle, and those different touch points, and then what the institution does in order to better engage with students.

The second part is the experience that a student has as they are engaging with an institution. So it’s not from the perspective of the institution, but rather, the perspective of the student. The silos that are developed, the offices that are developed, are for the ease

of the institution, because it’s easier to have student accounts be separate from financial aid than it is to put those two together. That’s one of the things that we are looking at. And I know other institutions are as well. How do we better position the institution to meet the needs of students and to increase their expe-rience and the satisfaction they have with that experience?

Terry Flannery: You’re right that it is a relatively new phrase in terms of how we have been using it. And I think it represents recog-nition by institutions that to be successful the experience of a student has to be integrated, has to be holistic, and it can’t just be interac-tion with multiple departments or offices or faculty or people that don’t all connect to each other in some intentional way.

The life cycle is really a representation of the student’s experience and relationship with the university over a period of time.


Dale Bittinger: The one thing I would add is from an institutional perspective: What does it mean to best understand student be-havior and to provide them the services they need?

One of the questions we’re always asking is: When we’re looking at the students’ experi-ence, what’s a data point that we can get from their experience? Are they coming to events on campus? Or are they using the career-ser-vices center? And so the more points that we can understand about the experience, the more likely we are able to intervene.

Wilhelm: Joan, your title in some ways reflects a broader view of what students need today. Is that fair to say?

Joan Browne: That is actually the reason why my position exists. The work that I do encompasses everything from accepted stu-dents all the way through to graduation.

So everything in between — orientation, academic advising, remedial support — is a part of the what my unit is tasked to make sure we’re improving.

Wilhelm: When you think of the student life cycle, do you think of it as how it should be ideally? Or is that too abstract because every student’s needs are different?

Flannery: We’ve got a student-devel-opment framework for our undergraduate students that includes exploring, deciding, refining, and launching, and roughly they track with years. But that isn’t necessarily what every student will do. We’ve also tried to shape the experience in terms of four different

personas, four different types of students who share a set of needs, goals, and motivations.

Maybe all of us would aspire to be able to deliver a personalized, customized ex-perience for every student, and the data are helping us move in that direction.

Wilhelm: Do you feel like that colleges are driving the change in thinking about the life cycle? Or is this a reaction to students?

Browne: It’s a bit of both, but it’s proba-bly heavier on the student need. There’s a lot of focus now on return on investment and how do we operationalize that in terms of an experience for the student academically and experientially so that at the end of the day, when they graduate, they’re able to give back in a substantial way.

“ How do we better position the institution to meet the needs of students and to increase their experience and the satisfaction they have with that experience?”


“ We started from the presumption that if we were designing [the student experience] for today’s students, we wouldn’t be doing things the way that we do them now.”

Terry Flannery


Rethinking the Relationship

College administrators want to be more intentional in how they engage students. In the past, a college may have handed a student a campus map with the multitude of administrative offices and let them navigate it on their own. Today institutions want to provide better guidance and accessibility for students and speak to them in a more person-alized, less institutional, way.

At its heart, this means redefining the rela-tionship between colleges and students.

American University, for one, is rethinking its relation-ship with students, changing its first-year experience and taking customer-service tips from unlikely sources: Weg-mans, the popular grocery store, and the Cleveland Clinic, an elite medical institution.

But how far should colleges go to assist students? For institutions that primarily serve traditional-age students fresh from high school, part of the educational experience is helping them grow into responsible adults. Can a custom-er-service approach undercut that?

The panel answered these questions and more as they ex-amined how the relationship between colleges and students can be improved.


Wilhelm: Terry used the word holistic. Terry, can you talk about what American has done to have a holistic approach?

Flannery: We’ve got an initiative to reimagine the student experience. We started from the presumption that if we were design-ing it for today’s students, we wouldn’t be doing things the way that we do them now.

What if we started from scratch? What if we had a clean sheet of paper?

We ended up being able to interest the Andrew Mellon Foundation in supporting the opportunity to develop a blueprint. We came up with a variety of different elements to it, although they’re not all in implementation phases.

The place where we’ve had the most work done is in the first-year experience, where we have a group of advisers, who are also instruc-tors in two first-year courses, and are really the go-to people for students.

So, if you were one of the advisers from this group, then you’d be teaching four sec-tions of a course in the fall and four sections of a course in the spring that are only 19 stu-dents.

And you are their academic adviser, and your cohort of advisees is less than 80 stu-dents. The intention is to help facilitate the transition and to help the students begin to think about what skills and abilities they need to develop to be successful.

We go to full scale this fall. We’ve done lots of piloting, and every freshman will be in those two courses with the first-year adviser.

The places we haven’t made as much progress have to do with things like devel-oping a culture of one AU, where everyone is committed to the shared mission of a holistic, integrated student experience. And by ev-eryone, I mean everyone: faculty, staff, other students.

Wilhelm: Is there a technology compo-nent?

Flannery: There’s a whole technology piece that’s framed around the life cycle and the student-development framework. We’ve got a prototype developed, and it’s designed to help communicate with students and with ad-visers. But we’re trying to integrate data from

platforms that are all very different, designed for orientation or advising or a host of other purposes at the university. So it’s in progress.

Wilhelm: And AU has studied custom-er-service efforts outside of higher ed, right?

Flannery: It’s a grand experiment. We visited with a couple of organizations outside the education sector, because we couldn’t find a place in higher ed that was doing it in a way that we imagined. We visited with the folks at Wegmans and the folks at the Cleveland Clinic. At the clinic, we spent a day and a half there, hearing about how it uses data and training for all of their employees to connect to that shared mission of not only great health outcomes, which would be the equivalent of our academic outcomes, but also a great, satisfying experience.

Wilhelm: Are there limits to thinking about students as customers? Do some on campus push back against it?

Street: There is some. Primarily, I’d say, on the academic side. And that is where much of our work needs to be done, with faculty and academic policy. There are academic policies that have a certain rationale behind them, and they were, generally, created many, many years ago, and faculty have a very specific perspective about what it means to have a positive student experience.

This idea of customer service can be viewed as giving students what they want. The old mantra is the customer is always right. So, it’s actually reframing the conversation to say that it’s not about the student always being right, but rather ensuring they have a positive experience. You can still tell a student that, no, this is not going to change. Your Expected Family Contribution will not change. But I can tell it to you in a way that you understand what your contribution means, how it was derived, and we can talk about options for financing your education, as opposed to a more stifled approach.

Javier Jiménez: It’s not just that the student experience be a positive one, but also making sure the experience is line with the mission of the institution. We are a Catholic


Jesuit institution, so we have always believed in the holistic approach with cura personalis, “care for the whole person.” There is a misap-prehension from some students and parents that it is about the customer always being right. And we have to say sometimes — kindly — no. Cura personalis is about giving you the resources that you need to succeed. But you have to engage with it yourself and you have to have your own sense of individual execu-tion, individual agency, to be able to navigate the process itself.

We want to make sure that they know all about the resources, that they’re there, that hopefully they meet students where they are. And then the student has to make decisions. And we are there to help them make decisions.

So there’s this dance where we want to be open, where we want to reach out, where we want students to have the resources and provide as much as we can, while at the same time making sure that their education is quality, that they’re doing in classes what they need to be doing, and that they don’t think that other people are going to solve their prob-lems for them. Because part of what they’re doing in college is learning not just the subject matter, not just critical-thinking skills, but also how to navigate the world, how to have some kind of responsibility, to understand the choices they make are choices that sometimes have benefits, sometimes they have conse-quences.

The locus of my work is conversations, and in those conversations there’s a give and take. You want to do this this way. Our policies don’t allow that. But I can offer you this other option of doing some of what you want to do. And oftentimes you can say no in a kind way and students will respond to that.

Browne: From Howard University’s perspective, our dance becomes a little bit more delicate. Our culture is slightly different, as a historically black college and university; we have this tendency to, from the outside, appear to be coddling the students. But we have to make sure that we are providing a safe, comfortable place to actually grow and develop as an individual in a world where it’s probably not as welcoming.

And so we are in a dance of how much nurturing is too much. And then where do we cut back to avoid that? The office of under-graduate studies that was created within the last five years by the current president was re-ally to wrap arms around that idea of building a holistic student body that is self-sufficient, self-reliant, but also open to guidance.

“This idea of customer service can be viewed as giving students what they want. The old mantra is the customer is always right. So, it’s actually reframing the conversation to say that it’s not about the student always being right, but rather ensuring they have a positive experience.”


“ If everyone is empowered to say, ‘My role is to help students succeed and I will figure out the avenues ... to help them succeed and grow and learn,’ then even if those administrative structures exist, you can overcome them.”

Oliver Street


Breaking Down Silos

I f colleges want to improve how students progress from enrollment to graduation, it means the myriad campus offices that serve students need to coordinate better. Unfortunately, many campus functions are siloed.

Some colleges are trying to remove those barriers, putting various offices under one umbrella or creating new administrative positions to coordinate multiple student services. George Washington University, for example, created the Enrollment Retention Office in 2016 to manage various efforts to help students across

the university stay on track. It appointed Oliver Street as the office’s first executive director.

During the conversation, Street mentioned other steps George Washington is taking to improve how its work with students, and other panelists discussed ways to better tran-sition students from one office to another.


Wilhelm: How do you break down silos between campus administrative offices?

Street: Part of it’s the structure. Similar to what AU’s done, we’re combining enroll-ment management and retention with student affairs. So the only part that’s really outside of this would be academic affairs, the dean’s offices. And so everything from residence life, admissions, financial aid, retention, all of those different aspects, even grad life, will be together.

And through that we hope we’re chang-ing the culture. And even if the actual ad-ministrative barriers are there, in terms of this office and that office, if everyone is em-powered to say, “My role is to help students succeed and I will figure out the avenues and the best way to help them succeed and grow and learn,” then even if those admin-istrative structures exist, you can overcome them.

Wilhelm: Dale, in terms of structural changes, UMBC has put orientation under admissions and enrollment, right?

Bittinger: It was a great decision we made as a campus a number of years ago. In most cases our office has been working with high-school students since their sophomore and junior years.

They have come to know us, and there’s a certain tone and tenor and messaging they’ve received. And it just allows for that funnel to continue.

This allows for us to continue to make sure the students are receiving that experi-ence that they need, what they’re used to, for that continuity of message, knowing that all that work in admissions is not for naught. When they get to orientation, there’s the hand-off then to the academic community. Students meet one-on-one with an academic adviser that day.


Wilhelm: This idea of the hand-off is inter-esting. I know that it’s a simplistic model, but in a way students are handed off throughout their life cycle, from one office to another. How do you make sure offices are on the same page?

Bittinger: For our orientation program, every office on campus wants to come up and tell you everything you need to know about the next four years in a brain dump. And so one of the best things we ever did was to say, “OK, three most important points — what are they for your office?” We actually cut the ses-sions that used to be 45 minutes. Now we have a series of sprint sessions, 20 minutes long. If you can’t tell entering students what they need to know in 20 minutes, they’re not going to remember it anyway.

Flannery: Everything about our struc-tures, the way we’re professionally raised and developed, the way we do our work, it is inten-tionally siloed. And so if you look at how we spend our time or what technology systems we use or where we get our professional devel-opment, it’s oriented to these buckets.

We used to have a faculty retreat and

no staff retreat. Now we have a faculty-staff retreat. We have programs that are trying to put people together at lunch called Breaking Bread, where a student, a faculty member, and a staff member all can have lunch on us in the university club. And there’s no struc-ture. They just go. If you want to be part of it, sign up and go. Because we’re trying to get people to develop relationships across those natural barriers and structures that grew up for perfectly good reasons, but then don’t always serve us well.

“ If you can’t tell entering students what they need to know in 20 minutes, they’re not going to remember it anyway.”


“ The first point was the willingness of people to say, ‘Yeah, this is the data, and we’re comfortable sharing it because for us to be better, you have to understand the data.’”

Dale Bittinger


Sharing Student Data

Colleges have improved how they collect and use data about students. On many campuses, admin-istrators know a lot more about student interac-tions with campus offices and faculty and their academic performance than they did in the past.

But that trove of data, while immensely valu-able, can be a challenge. How does an institution manage the data? How do you create better pro-grams or interventions based on them? How do you make sure campus offices share what they

know about students?During the panel, Joan Browne of Howard talked about

these issues, while other panelists talked about the culture change that’s required to use data better.


Wilhelm: How well do you think data is shared about students from office to office?

Browne: At Howard University, we are working toward better data management and sharing. We have a challenge, unit to unit, get-ting information about students in our effort to try to serve them better and what type of programming to bring to the table based on what the data are saying.

Through the Office of Undergraduate Studies we are working to develop a space where the entire university community that has anything to do with a student experience.

We’re just now launching this on cam-pus. And it allows alerts. And even university counseling services can, without breaking any laws, send an alert that says, “OK, yes, I did see this student and all’s well, passed on to the next level.” And it keeps that information flow that we want to be able to tap into.

Our challenge has been the gatekeepers of the data, where they say, “This is my data. What do you need this for? What are you going to do with it?”

It becomes very crippling in terms of being creative with student-service develop-ment.

Bittinger: At UMBC, it starts with our president, Freeman Hrabowski. When your president is a self-proclaimed math nerd, who says he gets goosebumps doing math problems, pretty much every decision that we make is data driven. That’s the culture of the place. And so we have a really robust data warehouse.

One of the coolest reports we came up for admissions is that we can look at our key feeder high schools and say, “Give me all the students from this high school that have ever attended UMBC. Now, give me the top five classes in which they have performed better in than our other students.” Our counselors take that into the high schools so they have a sense of how students are doing.

The first point was the willingness of people to say, “Yeah, this is the data and we’re comfortable sharing it because for us to be better, you have to understand the data.” And that was a shift in people culture.

Flannery: The technology is a facili-tator, but you really need the mind-set to make it work. We had 38 technology systems that we could document that had informa-tion about students, most of which weren’t connecting to each other. And if they did, you know what kind of contortions you have to go through to translate the data and get them to work together. So even in a data warehouse, if you don’t know how the data is defined, and if the definitions for similar kinds of things aren’t tracking, it’s not going to give you what you want.

Along came tech solutions that can think about the life cycle. Once you connect those, the data will make a lot more sense and be a lot more empowering. But the mind-set piece is, if people aren’t putting the data in or aren’t changing their practices to allow the technol-ogy to facilitate what you’re hoping for them, it’s still not going to help us reach what we want to do.

One example is around retention. We have faculty members who have learned and realized that to meet today’s students where they are, immediate or very frequent feedback is important to their success, particularly early on.

So a faculty member can measure the first three weeks of class with some kind of assess-ment and put the grades into a learning-man-agement system, rather than some spread-sheet where they keep the grades till the end

“ Our challenge has been the gatekeepers of the data, where they say, ‘This is my data. What do you need this for? What are you going to do with it?’”


of the semester. This means that the students are going to get feedback that can also be part of a data-management process to think about what are some signals of students doing well. If there is a whole group of faculty that say, I’m putting my syllabus in the learning-mea-surement system because I have to, but I’m not doing anything else, and the grades don’t come until the end of the semester, students are getting no feedback whatsoever. So it’s both mind-set and technology structure that’s going to help us crack this nut.

Street: I also think it’s the appropriate use of data. And that’s one of the challenges when you have all this data and predictive analytics. You can know that students from this partic-ular high school or from this particular part of the country are underperforming what you believe their potential would be. From an ad-missions perspective, there could be the po-tential to say, “Well, we should stop admitting students from this particular place because they are not performing how we expect them to perform.”

You then need to have a conversation about what is the mission. Do we believe that we are trying to increase access? If so, we need to provide more opportunities to help ensure that those students are successful and give them the support that’s necessary. So the tools

can be misused, penalizing the very students that you actually want to support by showing that they are not performing at the level that you want them to.

Jiménez: You guys have been talking about data and technology and mind-set. And I just would want to underline the fact that the people are really important, and also how you empower the people in the key positions.

Our system at Georgetown is a little bit out of the norm, in the sense that I’m a student adviser, but I’m also a dean. And that gives me the power to get all kinds of data from all kinds of places and act on that, and then be able to reach out to the counseling center, the career center, the Academic Resource Center, and communicate back and forth between them. In all of the other undergradu-ate schools, we are empowered to pick up the phone and call people and ask. And they are empowered to call us.

Sometimes we’re able to figure out what’s happening and respond in a much more nim-ble way. That’s because people are empow-ered to reach across different silos. We have silos like everybody else, but I know that I can reach across them because of my position. They’re going to answer my questions, and we’re going to share data responsibly.


“ We want Georgetown students to have experiences that will enrich them as people now and that will continue to pay off forever.”

Javier Jiménez


Missing Pieces

While information about students today is more robust than ever, there are still miss-ing pieces.

As the conversation closed, the panelists discussed what they would like to know about the undergraduates on their campus-es, but don’t.

Two of them said that they’d like to know how to better retain sophomores — a sign that there are moments in the student

life cycle that require more study. (Indeed, other higher-ed-ucation officials have said that the challenges for students in their second year have been somewhat overlooked as colleges have done more to help freshmen persist.) Other panelists were interested in less practical knowledge. They wanted to know more about undergraduate expectations of what college is supposed to be like, how students develop a well-rounded life while studying hard, and who influences students’ perceptions of their higher-education experience.)


Wilhelm: I have a final question: What’s one thing you’d like to know about the students on your campus that you don’t know today?

Flannery: Why are they leaving at the end of their sophomore year?

Browne: I have that question, too. I was just tasked with the responsibility of develop-ing a second-year experience program from the ground up.

Bittinger: I really want to know what are the students’ expectations of their experience. Because I’m not sure they always know com-ing in. And the better they can understand their expectations and their goals, the better

chance they will have of achieving them. Part of our job on the front end is to help them to define that.

Jiménez: I’m going to give you a very Georgetown Jesuit answer, but my question is: What are you doing in your life that enriches you as a person beyond checking off boxes and getting the best grades possible and get-ting the internship?

Our students are very driven. We’re proud of them. But we want them to have certain kinds of experiences that will enrich them as people now and that will continue to pay off forever.

We want them to slow down and reflect. I’m not too sure that they are doing that, and so I want to know what they’re doing to sort of develop other parts of themselves.

Street: I’d be interested to know who the single most important influencer is on what they expect from their experience. Not the admissions process, but when they are on campus, who influences them to judge wheth-er or not this is a satisfying experience?

There’s all kinds of data about what influ-ences their decision-making of which school to attend. But once they’re on campus and they’re going through that experience, who is actually driving that? Because often I feel like it’s not the student. It’s parents or friends or peers. Who is the most influential person?

“ I really want to know what are the students’ expectations of their experience. Because I’m not sure they always know coming in.”

http://www.chronicle.com/TheStore


The Chronicle StoreNo matter your area of expertise or where you are in your career, the right information is critical to succeeding in a rapidly changing world. Visit the Chronicle Store to get more of the essential tools, data, and insights you need to make the best decisions for your students, your institution, and your career.

Chronicle.com/TheStore

Anft, Michael, “Students Needs Have Changed. Advising Must Change, Too,” The Chronicle of Higher Education, July 1, 2018.

Gagliardi, Jonathan S., and Jonathan M. Turk, “The Data-Enabled Executive: Using Analytics for Student Success and Sustainability,” Ameri-can Council on Education, 2017.

Gardner, Lee, “What a University Can Learn From Wegmans,” The Chronicle of Higher Educa-tion, July 24, 2016.

Selingo, Jeffrey J., “The Future of Enrollment: Where Colleges Will Find Their Next Students,” February 10, 2017.

The Chronicle of Higher Education, “Idea Lab: Student Success,” March 13, 2018.

The Education Trust, “Using Data to Improve Student Outcomes: Learning From Leading Colleges,” May 2016.

To deepen your understanding of the student life cycle, here are articles and re-ports that build on ideas or programs mentioned during the roundtable.

FURTHER READING

http://www.chronicle.com/TheStore

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