WEBVTT
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You're listening to enrollment growth university from
Helix Education, the best professional development podcast
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for higher education leaders looking to grow
enrollment at their college or university. Whether
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you're looking for fresh enrollment growth techniques
and strategies or tools and resources, you've
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come to the right place. Let's
get into the show. Welcome back to
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enrollment growth university, a proud member
of the connect e D U podcast network.
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I'm Eric Olsen with Helix Education and
we're here today with Dr Nicole Barbera
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senior communications content manager at w Gu
labs. Dr Barbara, welcome back to
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the show. Thanks so much for
having me. Really excited to have you
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back and to talk to you today
about your follow up study on faculty perceptions
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of Ad Tech and online learning,
as well as how we can better learn
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off our peer institutions tech learning curves. But before we dig in, can
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you remind the listeners about your role
and to work at W Gu labs?
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Absolutely. W LABS is a nonprofit
and tech incubation, research and design arm
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of Western Governors University, which is
the largest online university in the country.
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WG labs really focuses on identifying and
supporting scalable solutions that can help address some
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of the biggest challenges in education today
and within that working group at W G
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labs, I work on specifically the
college innovation at work team, which is
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a collaborative research and innovation group that
comes together with a network of Higher Ed
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institutions that are really committed to addressing
some core challenges within higher education, in
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the modern higher education environment. And
specifically we're really focused on kind of promoting
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belonging and engagement and leveraging technology to
help students, you know, feel that
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sense of community, engage with their
institution and their peers. I love the
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promise and reality of the network and
the work you're doing. We're going to
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dig into that a little bit more
later, but maybe to kick off this
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conversation, can you give us a
high level overview of this recent C I
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N A Tech Faculty survey? Absolutely
so. As I mentioned, you know,
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the college innovation network is a large
group of different institutions, lots of
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diverse institution types. We have two
year and four year online colleges, so
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a lot of different types of higher
art institutions and last year we really saw
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a unique opportunity for us to gather
insights from both students and faculty from this
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diverse network of institutions that are involved
with college innovation network, and our goal
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is really to better understand how students
and faculty are experiencing and using at tech.
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And you know, at tech has
become really ubiquitous within the student and
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faculty experience, especially since the pandemic. So it's been really important for us
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to launch this Ad Tech Survey Series
and since we've published report on the student
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experiences last summer, which I came
on and spoke to you about, and
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then most recently we did a facult
t version of that report which came out
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last month. And ultimately we are
really trying to understand how faculty are experiencing
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at Tech, how they're using it
in their teaching practice and ultimately we hope
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that the insights from these multi institutional
surveys that we conduct twice yere can really
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be applied by colleges and leaders to
improve teaching and learning experiences with education technology.
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Yeah, what did you learn?
What were some of maybe your biggest
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takeaways or surprises from the survey?
I think for me, you know,
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our survey included responses from over four
faculty across eight teaching focused institutions and,
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as I mentioned before, we have
both two year and four year colleges and
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online colleges within our network. And
for me there's kind of two main things
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that stood out from the research that
we just published. First, we found
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that faculty are actually really enthusiastic about
a tech overall. When we ask faculty
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to kind of self identify as resistors
of D tech or leaders or followers of
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using at tech in the classroom,
only eleven percent of faculty reported not wanting
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to integrate at tech into their courses. On the flip side, that means
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of faculty reported being really confident in
their ability to adapt and use at tech
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in their courses. And I think
these not numbers really counter the narrative that,
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you know, it's really kind of
unwavering in a lot of education,
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that faculty are slow to adapt to
new tech or they're resistant to using it,
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which are results just don't support that
narrative and actually paint faculty in a
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really positive light of being really enthusiastic
to use a tech. And second,
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and you know, related to that
point, one insight that stood out to
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me was that there really seems to
be kind of two parallel conversations about a
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tech occurring on campus. The first
is among administration, an administration are the
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ones that are really buying and procuring
a tech for their campuses. But the
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other conversation is really happening among faculty
themselves. You know, faculty know best
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what they need to teach, what
tech they need, what their students need,
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but they don't really have a seat
at the decision making table at that
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university level. And our survey shows
that faculty are aware of this and they
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report that administration has the most influence
over the tech that comes on campus.
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But faculty themselves aren't relying on administration
for recommendations and input about what tech to
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use. Instead, they're leveraging their
faculty peer networks to learn about at tech.
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So it seems like we have kind
of these two parallel conversations going on
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and one of the big takeaways that, you know, we can talk about
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in a little bit is how we
can, you know, make that conversation
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a single conversation to best support our
students. And you mentioned the scope of
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this study. More than four faculty
participants across the C I n institutions.
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How representative do we believe these faculty
these institutions are compared to the greater higher
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Ed Landscape? Could the faculty from
your network inherently be more ad tech friendly
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than many campuses? These are great
questions and I think our sample is pretty
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representative of Higher Ed Faculty in particular
ways. First, you know, we
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did ask faculty in our survey to
self report their gender, their recent ethnicity,
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whether they're part time or full time
status, and we compared those data
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to federally reported numbers and overall we're
pretty on part, kind of within a
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few percentage points across all those different
categories. So across kind of these demographics
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and employment status, our faculty look
pretty representative of their institutions overall. And
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second, I do think our sample
is a good representation of what I call
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kind of the average college. All
of our institutions, as I mentioned,
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are teaching focus colleges, you know, so we're not at the big flagship
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research universities, but our faculty are
really representative of their peers that are working
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primarily at community colleges and undergraduate focused
for your institution, whose full time job
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and education is teaching rather than research
Um and, of course, to your
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last point, there's still you know, it's a voluntary survey, so we
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can't fully rule out Um understanding that
there may be some selection bias, that
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the faculty that responded to the survey
that we sent out may be different in
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certain ways from those faculty that did
not take the survey. But overall and
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kind of key demographics and the types
of institutions were looking at, I think
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our faculty sample is pretty representative in
those areas. Let's talk about attitudinal findings.
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Higher it has been a tough missional
ground in particularly last few years.
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We're hearing too many stories about too
many of our best faculty career switching.
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What do you see in this study
about the hope that our current faculty have
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for the future? I think that's
a really important question, especially, as
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you mentioned, after the last few
years where a lot of academics and faculty
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may be switching out of the Higher
Ed Environment, and I think a lot
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of that has to do with the
time and support and resources that faculty need
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to truly thrive in their teaching practice. But one area of hope and one
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of my favorite parts about our end
tech surveys that we do is that we
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always kind of include a set of
questions at the end about their perceptions of
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the future. So what did they
see happening in the future? And I
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think this is one area of hope. As we know, higher education is
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really in a area of technological and
digital transformation right now, kind of moving
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into this more higher, hybrid,
flexible online learning modality, and one thing
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that we see is that faculty are
overall very confident that higher ed is moving
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towards this more online and tech enabled
future and the majority of faculty, when
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we asked them how positively or negatively
they feel about these changes, are overall
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positive. But you know, it
should be noted that faculty feel more positive
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about online courses and smaller aspects of
education moving online than they do about fully
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online programs and fully online degrees.
But what's with our survey of having this
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diversity of two year, four year
and online colleges is that we may be
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able to learn some things from these
other colleges, especially online colleges, who
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feel really positive about moving towards this
online future. So overall, I think
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that faculty are in a strong consensus
that we're moving towards this more tech enabled
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online future of education, which is
really aligned with where we kind of observe
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things are going. So I think
that's kind of a key area of hope
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that we all seem to be kind
of in in alignment of where the future
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of high it is going. Yeah, and you mentioned these learnings. What
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do you think we do with these
learnings? What is your team believe?
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The action items are here for four
C I N for those outside of C
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I n looking at this study,
what do you think they should do with
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this? It's always a great question
and I love finishing our reports with kind
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of a key strategy section in our
report so people can really read the report
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and be like, okay, now
what do I do based on this information?
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So are at tech surveys, including
this facult to survey, really focus
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on translating results into actionable strategies that, in particular higher ED leaders can use
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to improve a tech experiences. And
for this report I think one of the
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key takeaway is that the ED tech
systems within universities for how we choose by
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and implement Ed Tech are not necessarily
optimally set up for faculty to use tech
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while in their courses. So I
hope that leaders come away from this report
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with a clear call to action to
critically evaluate their institutional processes about how they
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choose by and implement at tech with
their faculty in particular. You know,
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faculty really must be seen as partners
and change Um and, as we saw
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from earlier data in our report,
they're really enthusiastic and positive about these ad
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tech and online learning changes. But
they have to have an influential seat at
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the decision making table, you know. After all, faculty know what they
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need best to help their students thrive
and to make the tech transformation happen smoothly
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and effectively. Faculty really need appropriate
time and training. Something about a third
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of our faculty report that they're not
receiving, and this has been something that
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has come up a lot, especially
since we've moved online during the pandemic,
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is it's difficult to translate a fully
in person course to online, you know,
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to really integrate tech into these hybrid
or multimodal, you know, formats
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for their courses. So we really
need to make sure that our systems are
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set up well to support faculty with
the time and resources that they need in
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order to use tech, you know, the best they can in their courses.
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I love those takeaways. Let's briefly
pull back to the C I N
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Network, the College Innovation Network.
It's one of the most interesting things I
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see happening in I red right now, so I'm obsessed with it and I'm
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excited to pick your brain about it. Talk about maybe this broader concept of
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piloting tech, learning off each other's
curves, getting to a better student experience
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even faster through the shared learnings of
this collaborative network. And if you believe
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more institutional collaboration like this is east
potential to drive US faster to a more
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beautiful future of Higher Ed. I'm
so happy you brought up the institutional collaboration
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with something that makes me excited for
the future of higher education is this increasingly
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collaborative approach that institutions are taking to
drive innovation, and at C I N
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we're really leaning into that idea by
connecting institutions to really create what we call
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a community of practice for leaders in
Higher Ed to learn from one another.
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You know, because we have all
types of institutions and our network community colleges,
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public and private colleges, online colleges, the leaders can really leverage the
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insights and lessons from others that are
solving all sorts of different problems with their
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campuses. And what's great about this
collaboration with all these diverse types of institutions
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is all these leaders have expertise and
knowledge in different types of areas. You
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know. So our four year private
universities are learning about online infrastructure and online
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teaching from our online universities. You
know how to do this really, really
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well and at scale. So I
think, you know, this collaboration with
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all these different leaders is really going
to lead to very accelerated kind of insights
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and learnings that we have going on, you know, regularly in our network
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and within our network we really prioritize
research, both with our twice annual a
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tech survey that I've chatted with you
about, but also through the evaluation studies
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of a tech products that we help
implement and each of the institutions and C
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I n. You know a lot
of the times we, you know,
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in a great tech into a course
or into a campus and then we don't
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have a rigorous research and evaluation plan
in place, whereas at C I N
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we have a full ad tech cycle
support that our institutions go through. It's
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about a two year cycle and we, through this psycle of support, help
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institutions one identify what needs their students
need addressed in the first place, what
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Ad Tech can help, you know, address and bridge the gap and that
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need support the implementation at their camp
us and then run about a year long
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research program to evaluate the impact.
And by doing this and publishing these different
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reports, we can help everyone,
even within our network and broadly and Higher
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Ed, to help understand what attech
is effective and how it's effective. So
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we're really excited to see our impact
grows as our network continues to expand over
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the next couple of years. So
excited to follow that journey as well.
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Nicole, you mentioned how you love
ending your surveys with next steps. Let's
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end our conversation with the same.
Leave us with some next steps for institutions.
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Listening, they're looking to improve their
attach, their faculty expertise, their
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faculty buy in, their student experience. How should they think about that challenge?
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You know, we're really focused on
higher ED leaders. That's the main
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kind of group that we take that
we work with at CI N, and
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my number one piece of advice would
be to start by directly talking to students
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and faculty about their experiences. This
has been, you know, kind of
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the essence of the end Tech Survey
Series at Ci n is to get that
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student voice, that faculty voice.
As I mentioned earlier, we have these
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parallel conversations going on. Too often
big tech decisions on campus are made without
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consulting those who are most directly impacted
by those decisions, which are the students
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and faculty. You know, they're're
using the ad tech every single day.
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What is working? What is not? What are the needs they want addressed?
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That's really the true starting point and
I think that should be, you
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know, step one for any institutional
change, you know, looking to,
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you know, streamline processes and help
improve the experience. You need to talk
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to those that are using the tech
directly. Great stuff, Nicole. Thanks
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so much for your time again today. What's the best place for listeners to
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reach out if they have any follow
up questions for you or your team?
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I think the best place to to
reach out would be directly on our website
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00:15:48.840 --> 00:15:52.559
at w Gu labs dot org.
We have a number of kind of contact
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forms on there. I mean,
if you go to W G LAB DOT
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ORG, backslash C I N,
you can get in contact with our team
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directly and see all of the research
that's coming out of the network. They're
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00:16:02.759 --> 00:16:04.639
awesome. Nicole, thanks so much
for joining us today. Thank you so
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00:16:04.720 --> 00:16:11.440
much for having me. Attracting today's
new post traditional learners means adopting new enrollment
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00:16:11.440 --> 00:16:18.000
strategies. Helix educations data driven,
enterprise wide approach to enrollment growth is uniquely
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00:16:18.039 --> 00:16:23.039
helping colleges and universities thrive in this
new education landscape, and Helix has just
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00:16:23.240 --> 00:16:30.200
published the second edition of their enrollment
growth playbook with brand new content on how
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institutions can solve today's most pressing enrollment
growth challenges, downloaded today for free at
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Helix Education Dot Com. Slash playbook. You've been listening to enrollment growth university
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from Helix Education. To ensure that
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listening. Until next time,
1
00:00:04.879 --> 00:00:11.279
You're listening to enrollment growth university from
Helix Education, the best professional development podcast
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00:00:11.359 --> 00:00:17.000
for higher education leaders looking to grow
enrollment at their college or university. Whether
3
00:00:17.039 --> 00:00:22.160
you're looking for fresh enrollment growth techniques
and strategies or tools and resources, you've
4
00:00:22.199 --> 00:00:26.800
come to the right place. Let's
get into the show. Welcome back to
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00:00:26.960 --> 00:00:31.239
enrollment growth university, a proud member
of the connect e D U podcast network.
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00:00:31.440 --> 00:00:35.600
I'm Eric Olsen with Helix Education and
we're here today with Dr Nicole Barbera
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00:00:36.000 --> 00:00:40.679
senior communications content manager at w Gu
labs. Dr Barbara, welcome back to
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00:00:40.719 --> 00:00:44.280
the show. Thanks so much for
having me. Really excited to have you
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back and to talk to you today
about your follow up study on faculty perceptions
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of Ad Tech and online learning,
as well as how we can better learn
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off our peer institutions tech learning curves. But before we dig in, can
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you remind the listeners about your role
and to work at W Gu labs?
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Absolutely. W LABS is a nonprofit
and tech incubation, research and design arm
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of Western Governors University, which is
the largest online university in the country.
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WG labs really focuses on identifying and
supporting scalable solutions that can help address some
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of the biggest challenges in education today
and within that working group at W G
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labs, I work on specifically the
college innovation at work team, which is
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a collaborative research and innovation group that
comes together with a network of Higher Ed
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institutions that are really committed to addressing
some core challenges within higher education, in
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the modern higher education environment. And
specifically we're really focused on kind of promoting
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belonging and engagement and leveraging technology to
help students, you know, feel that
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sense of community, engage with their
institution and their peers. I love the
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promise and reality of the network and
the work you're doing. We're going to
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dig into that a little bit more
later, but maybe to kick off this
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conversation, can you give us a
high level overview of this recent C I
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N A Tech Faculty survey? Absolutely
so. As I mentioned, you know,
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the college innovation network is a large
group of different institutions, lots of
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diverse institution types. We have two
year and four year online colleges, so
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a lot of different types of higher
art institutions and last year we really saw
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a unique opportunity for us to gather
insights from both students and faculty from this
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diverse network of institutions that are involved
with college innovation network, and our goal
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is really to better understand how students
and faculty are experiencing and using at tech.
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And you know, at tech has
become really ubiquitous within the student and
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faculty experience, especially since the pandemic. So it's been really important for us
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to launch this Ad Tech Survey Series
and since we've published report on the student
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experiences last summer, which I came
on and spoke to you about, and
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then most recently we did a facult
t version of that report which came out
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last month. And ultimately we are
really trying to understand how faculty are experiencing
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at Tech, how they're using it
in their teaching practice and ultimately we hope
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that the insights from these multi institutional
surveys that we conduct twice yere can really
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be applied by colleges and leaders to
improve teaching and learning experiences with education technology.
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Yeah, what did you learn?
What were some of maybe your biggest
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takeaways or surprises from the survey?
I think for me, you know,
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our survey included responses from over four
faculty across eight teaching focused institutions and,
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as I mentioned before, we have
both two year and four year colleges and
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online colleges within our network. And
for me there's kind of two main things
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that stood out from the research that
we just published. First, we found
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that faculty are actually really enthusiastic about
a tech overall. When we ask faculty
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to kind of self identify as resistors
of D tech or leaders or followers of
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using at tech in the classroom,
only eleven percent of faculty reported not wanting
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to integrate at tech into their courses. On the flip side, that means
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of faculty reported being really confident in
their ability to adapt and use at tech
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in their courses. And I think
these not numbers really counter the narrative that,
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you know, it's really kind of
unwavering in a lot of education,
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that faculty are slow to adapt to
new tech or they're resistant to using it,
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which are results just don't support that
narrative and actually paint faculty in a
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really positive light of being really enthusiastic
to use a tech. And second,
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and you know, related to that
point, one insight that stood out to
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me was that there really seems to
be kind of two parallel conversations about a
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tech occurring on campus. The first
is among administration, an administration are the
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ones that are really buying and procuring
a tech for their campuses. But the
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other conversation is really happening among faculty
themselves. You know, faculty know best
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what they need to teach, what
tech they need, what their students need,
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but they don't really have a seat
at the decision making table at that
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university level. And our survey shows
that faculty are aware of this and they
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report that administration has the most influence
over the tech that comes on campus.
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But faculty themselves aren't relying on administration
for recommendations and input about what tech to
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use. Instead, they're leveraging their
faculty peer networks to learn about at tech.
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So it seems like we have kind
of these two parallel conversations going on
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and one of the big takeaways that, you know, we can talk about
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in a little bit is how we
can, you know, make that conversation
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a single conversation to best support our
students. And you mentioned the scope of
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this study. More than four faculty
participants across the C I n institutions.
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How representative do we believe these faculty
these institutions are compared to the greater higher
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Ed Landscape? Could the faculty from
your network inherently be more ad tech friendly
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than many campuses? These are great
questions and I think our sample is pretty
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representative of Higher Ed Faculty in particular
ways. First, you know, we
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did ask faculty in our survey to
self report their gender, their recent ethnicity,
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whether they're part time or full time
status, and we compared those data
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to federally reported numbers and overall we're
pretty on part, kind of within a
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few percentage points across all those different
categories. So across kind of these demographics
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and employment status, our faculty look
pretty representative of their institutions overall. And
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second, I do think our sample
is a good representation of what I call
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kind of the average college. All
of our institutions, as I mentioned,
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are teaching focus colleges, you know, so we're not at the big flagship
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research universities, but our faculty are
really representative of their peers that are working
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primarily at community colleges and undergraduate focused
for your institution, whose full time job
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and education is teaching rather than research
Um and, of course, to your
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last point, there's still you know, it's a voluntary survey, so we
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can't fully rule out Um understanding that
there may be some selection bias, that
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the faculty that responded to the survey
that we sent out may be different in
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certain ways from those faculty that did
not take the survey. But overall and
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kind of key demographics and the types
of institutions were looking at, I think
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our faculty sample is pretty representative in
those areas. Let's talk about attitudinal findings.
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Higher it has been a tough missional
ground in particularly last few years.
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We're hearing too many stories about too
many of our best faculty career switching.
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What do you see in this study
about the hope that our current faculty have
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for the future? I think that's
a really important question, especially, as
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you mentioned, after the last few
years where a lot of academics and faculty
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may be switching out of the Higher
Ed Environment, and I think a lot
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of that has to do with the
time and support and resources that faculty need
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to truly thrive in their teaching practice. But one area of hope and one
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of my favorite parts about our end
tech surveys that we do is that we
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always kind of include a set of
questions at the end about their perceptions of
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the future. So what did they
see happening in the future? And I
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think this is one area of hope. As we know, higher education is
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really in a area of technological and
digital transformation right now, kind of moving
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into this more higher, hybrid,
flexible online learning modality, and one thing
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that we see is that faculty are
overall very confident that higher ed is moving
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towards this more online and tech enabled
future and the majority of faculty, when
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we asked them how positively or negatively
they feel about these changes, are overall
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positive. But you know, it
should be noted that faculty feel more positive
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about online courses and smaller aspects of
education moving online than they do about fully
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online programs and fully online degrees.
But what's with our survey of having this
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diversity of two year, four year
and online colleges is that we may be
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able to learn some things from these
other colleges, especially online colleges, who
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feel really positive about moving towards this
online future. So overall, I think
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that faculty are in a strong consensus
that we're moving towards this more tech enabled
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online future of education, which is
really aligned with where we kind of observe
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things are going. So I think
that's kind of a key area of hope
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that we all seem to be kind
of in in alignment of where the future
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of high it is going. Yeah, and you mentioned these learnings. What
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do you think we do with these
learnings? What is your team believe?
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The action items are here for four
C I N for those outside of C
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I n looking at this study,
what do you think they should do with
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this? It's always a great question
and I love finishing our reports with kind
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of a key strategy section in our
report so people can really read the report
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and be like, okay, now
what do I do based on this information?
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So are at tech surveys, including
this facult to survey, really focus
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on translating results into actionable strategies that, in particular higher ED leaders can use
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to improve a tech experiences. And
for this report I think one of the
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key takeaway is that the ED tech
systems within universities for how we choose by
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and implement Ed Tech are not necessarily
optimally set up for faculty to use tech
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00:10:22.320 --> 00:10:26.759
while in their courses. So I
hope that leaders come away from this report
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with a clear call to action to
critically evaluate their institutional processes about how they
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choose by and implement at tech with
their faculty in particular. You know,
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00:10:35.480 --> 00:10:39.399
faculty really must be seen as partners
and change Um and, as we saw
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from earlier data in our report,
they're really enthusiastic and positive about these ad
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00:10:43.840 --> 00:10:48.039
tech and online learning changes. But
they have to have an influential seat at
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00:10:48.080 --> 00:10:52.960
the decision making table, you know. After all, faculty know what they
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00:10:52.000 --> 00:10:56.720
need best to help their students thrive
and to make the tech transformation happen smoothly
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00:10:56.759 --> 00:11:01.840
and effectively. Faculty really need appropriate
time and training. Something about a third
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00:11:01.879 --> 00:11:05.240
of our faculty report that they're not
receiving, and this has been something that
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00:11:05.279 --> 00:11:09.720
has come up a lot, especially
since we've moved online during the pandemic,
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00:11:09.200 --> 00:11:13.679
is it's difficult to translate a fully
in person course to online, you know,
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00:11:13.759 --> 00:11:18.240
to really integrate tech into these hybrid
or multimodal, you know, formats
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00:11:18.279 --> 00:11:22.440
for their courses. So we really
need to make sure that our systems are
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00:11:22.480 --> 00:11:26.320
set up well to support faculty with
the time and resources that they need in
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00:11:26.440 --> 00:11:30.559
order to use tech, you know, the best they can in their courses.
150
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I love those takeaways. Let's briefly
pull back to the C I N
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Network, the College Innovation Network.
It's one of the most interesting things I
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see happening in I red right now, so I'm obsessed with it and I'm
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excited to pick your brain about it. Talk about maybe this broader concept of
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piloting tech, learning off each other's
curves, getting to a better student experience
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00:11:50.919 --> 00:11:56.679
even faster through the shared learnings of
this collaborative network. And if you believe
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00:11:56.200 --> 00:12:03.000
more institutional collaboration like this is east
potential to drive US faster to a more
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00:12:03.120 --> 00:12:07.960
beautiful future of Higher Ed. I'm
so happy you brought up the institutional collaboration
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00:12:07.080 --> 00:12:11.919
with something that makes me excited for
the future of higher education is this increasingly
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00:12:13.039 --> 00:12:16.960
collaborative approach that institutions are taking to
drive innovation, and at C I N
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00:12:18.039 --> 00:12:24.000
we're really leaning into that idea by
connecting institutions to really create what we call
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a community of practice for leaders in
Higher Ed to learn from one another.
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You know, because we have all
types of institutions and our network community colleges,
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public and private colleges, online colleges, the leaders can really leverage the
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insights and lessons from others that are
solving all sorts of different problems with their
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campuses. And what's great about this
collaboration with all these diverse types of institutions
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is all these leaders have expertise and
knowledge in different types of areas. You
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00:12:50.600 --> 00:12:56.200
know. So our four year private
universities are learning about online infrastructure and online
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00:12:56.279 --> 00:12:58.399
teaching from our online universities. You
know how to do this really, really
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00:12:58.399 --> 00:13:03.399
well and at scale. So I
think, you know, this collaboration with
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all these different leaders is really going
to lead to very accelerated kind of insights
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00:13:09.600 --> 00:13:13.799
and learnings that we have going on, you know, regularly in our network
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and within our network we really prioritize
research, both with our twice annual a
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tech survey that I've chatted with you
about, but also through the evaluation studies
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of a tech products that we help
implement and each of the institutions and C
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00:13:26.840 --> 00:13:30.639
I n. You know a lot
of the times we, you know,
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00:13:30.720 --> 00:13:33.320
in a great tech into a course
or into a campus and then we don't
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have a rigorous research and evaluation plan
in place, whereas at C I N
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00:13:37.879 --> 00:13:41.480
we have a full ad tech cycle
support that our institutions go through. It's
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about a two year cycle and we, through this psycle of support, help
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institutions one identify what needs their students
need addressed in the first place, what
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Ad Tech can help, you know, address and bridge the gap and that
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need support the implementation at their camp
us and then run about a year long
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research program to evaluate the impact.
And by doing this and publishing these different
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reports, we can help everyone,
even within our network and broadly and Higher
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Ed, to help understand what attech
is effective and how it's effective. So
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we're really excited to see our impact
grows as our network continues to expand over
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the next couple of years. So
excited to follow that journey as well.
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Nicole, you mentioned how you love
ending your surveys with next steps. Let's
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end our conversation with the same.
Leave us with some next steps for institutions.
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Listening, they're looking to improve their
attach, their faculty expertise, their
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faculty buy in, their student experience. How should they think about that challenge?
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You know, we're really focused on
higher ED leaders. That's the main
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kind of group that we take that
we work with at CI N, and
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my number one piece of advice would
be to start by directly talking to students
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and faculty about their experiences. This
has been, you know, kind of
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the essence of the end Tech Survey
Series at Ci n is to get that
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student voice, that faculty voice.
As I mentioned earlier, we have these
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parallel conversations going on. Too often
big tech decisions on campus are made without
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consulting those who are most directly impacted
by those decisions, which are the students
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and faculty. You know, they're're
using the ad tech every single day.
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What is working? What is not? What are the needs they want addressed?
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That's really the true starting point and
I think that should be, you
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know, step one for any institutional
change, you know, looking to,
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you know, streamline processes and help
improve the experience. You need to talk
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to those that are using the tech
directly. Great stuff, Nicole. Thanks
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so much for your time again today. What's the best place for listeners to
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reach out if they have any follow
up questions for you or your team?
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I think the best place to to
reach out would be directly on our website
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at w Gu labs dot org.
We have a number of kind of contact
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forms on there. I mean,
if you go to W G LAB DOT
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ORG, backslash C I N,
you can get in contact with our team
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directly and see all of the research
that's coming out of the network. They're
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00:16:02.759 --> 00:16:04.639
awesome. Nicole, thanks so much
for joining us today. Thank you so
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00:16:04.720 --> 00:16:11.440
much for having me. Attracting today's
new post traditional learners means adopting new enrollment
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00:16:11.440 --> 00:16:18.000
strategies. Helix educations data driven,
enterprise wide approach to enrollment growth is uniquely
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00:16:18.039 --> 00:16:23.039
helping colleges and universities thrive in this
new education landscape, and Helix has just
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00:16:23.240 --> 00:16:30.200
published the second edition of their enrollment
growth playbook with brand new content on how
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00:16:30.240 --> 00:16:36.279
institutions can solve today's most pressing enrollment
growth challenges, downloaded today for free at
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00:16:36.320 --> 00:16:41.279
Helix Education Dot Com. Slash playbook. You've been listening to enrollment growth university
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from Helix Education. To ensure that
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listening. Until next time,
