NAGAP Summer 2022 Perspectives

The Leader in Graduate Enrollment Management

Perspectives A Newsmagazine for Graduate Enrollment Management Professionals

Summit 2022: Reunited | Reconnected | Recharged

Vol. 34.2

Recruitment & Marketing GEM Operations

Money Student Lifecycle, Matters Engagement, and Support

Perspectives Recruitment & Marketing A Newsmagazine for Recruitment Graduate Enrollment & Marketing

GEM Enrollment Operations Modeling Editor, Melissa Sersland & Strategic Money Planning Director of Graduate Admissions and Matters Recruitment at The Graduate School, Money Student Lifecycle, Northwestern University Matters Engagement, Evanston, IL Career, Staff, and Support & Personal NAGAPpublications@gmail.com Development GEM Operations NAGAP Perspectives GEM is published Enrollment Operations three times per year (fall, spring, Modeling summer). Articles of particular & Strategic Awards interest for publication are graduate Planning Lifecycle, enrollmentStudent management research/ study results,Engagement, how-to articles, success Student Lifecycle, and stories, reports of Support workshops/ Engagement, Career, Staff, seminars, book reviews, and Supportetc. & Personal Development Submissions should be sent to the Enrollment editor via email.

Articles should be Modeling provided in Microsoft Word format, Enrollment & Strategic with figures and photos provided Modeling Planning Strategic separately as &high-resolution TIF or Diversity, Equity, Recruitment Planning EPS files. APA style is preferredand for Inclusion & Marketing documenting sources. Submission Career, Staff, deadlines: August 30, January 6, & Personal May 17.

Career, Staff, Development & Personal Copyright © Development 2022 NAGAP Money Matters NAGAP is committed to diversity and inclusiveness in all ofEquity, its activities.

Diversity, This commitment embraces respect and Inclusion Diversity, Equity, for differences including age, culture, and Inclusion disability, education, ethnicity, gender, GEM life experiences, race, religion, Operations and sexual orientation. NAGAP Recruitment & Marketing champions an open exchange of

Management Professionals

ideas in a collegial environment that embraces academic freedom, Lifecycle, cooperation, mutual respect,Student and responsibility. NAGAP supportsEngagement, and Support Money activities that promote and nurture professional development, best Matters practices, research, and collaboration of a diverse and global community Enrollment of graduate enrollment management Modeling professionals, encouraging dialogue & Strategic GEM that fosters professional growth Planning Operations among all of its constituents, in Recruitment the U.S. and internationally. & Marketing

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Table of Contents

Career, Staff, & Personal Student Lifecycle, Development Engagement, and Support Money Matters

Summer 2022, Vol. 34, Number 2

From the President..............................................................................3

By Kristen Sterba, NAGAP President

How the iSchool at Illinois Utilizes Purposeful Engagement with Admitted MS/LIS Students........................ 4

2022 NAGAP Award Winners ...................................................... 8

Career, Staff, & Personal Development ...................................16

Enrollment Modeling & Strategic Planning.............................18

GEM Operations ............................................................................... 22

Money Matters .................................................................................. 26

Recruitment & Marketing ...............................................................27

NAGAP Perspectives

FROM THE PRESIDENT

NAGAP Friends, Summer is a time to ponder the past academic year and plan for what’s next. We’ve all faced challenges over the last two years and have a lot to reflect upon. Think back to March 2020.

None of us had heard of Zoom fatigue or the Great Resignation. We did roll our eyes at phrases like “new normal” or “unprecedented”. Life during COVID has been a challenging journey, but for me personally, there have been some recent highpoints that have reinvigorated me.

NAGAP Summit 2022 was an amazing event. It was wonderful to be “in-person” with so many colleagues in Chicago. There were hugs and tears as we were finally able to gather together.

During the closing keynote, Dr. Patrice Buckner Jackson helped us explore burnout and consider how we prioritize and achieve personal wellness. GEM professionals have a tendency to put others above ourselves as we strive to serve our students and team members. We must all be mindful of our own balance and remember it is more difficult to serve others when we are suffering. Learn to protect your boundaries. I hope you also take some time this summer to reenergize as you plan for the upcoming academic year.

This issue of Perspectives recaps a number of the sessions from Summit 2022. Great information, insights, and experiences were shared by our speakers. If you attended in-person, perhaps a session you missed or an idea to revisit can be found in this issue. If you were unable to attend, perhaps you will find knowledge you can apply to your position and motivation to attend next year.

Summit 2023 will be held April 12th -15th in New York City!

Don’t forget these additional opportunities for you to learn, grow and network: • NAGAP’s online networking platform - The Exchange.

• NAGAP’s professional development institutes.

• NAGAP’s webinars and research.

Please feel free to reach out to me with your ideas or educational needs. Your NAGAP Governing Board is excited and ready to serve you. As I look forward to the next two years as your President, I am very enthusiastic about what lies ahead.

In appreciation, Kristen

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RECRUITMENT & MARKETING

From Admitted to Enrolled:

How the iSchool at Illinois Utilizes Purposeful Engagement with Admitted MS/LIS Students

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By Katelyn Talbott, EdD, University of Illinois Urbana-Champaign Emma L. Kopko, MS, University of Illinois Urbana-Champaign Moises Orozco Villicaña, PhD, University of Illinois, Chicago

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he Master’s in Library and Information Sciences (MS/LIS) program at the University of Illinois Urbana-Champaign is continuously ranked the #1 program of its kind. To uphold the standards of a #1 ranked program, the Enrollment Management (EM) team and the Student Affairs team work in tandem to provide accessible and engaging resources to admitted students as they take into consideration the many factors that impact their decision to accept an admission offer.

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In 2021, the MS/LIS program accounted for 41% of the iSchool’s total student population. Of the total enrollment for the MS/LIS program, 67% are enrolled in the online, synchronous program with the remaining students participating in the on-campus program. The racial and ethnic make-up of the MS/LIS program is predominantly white (76%), followed by Latinx (10%), Black/African American (5%), students that identify as being more than one race or ethnicity (3%), Asian (3%), American Indian or Alaska Native (>1%), International (>1%), and Unknown Race or Ethnicity (>1%).

What follows is an overview of the collaborative approach between Enrollment Management and Student Affairs to create purposeful engagement with admitted students to the MS/LIS program, which has consistently generated a yield rate that exceeds the campus yield rate for master’s programs at the University of Illinois Urbana-Champaign.

Enrollment Management The iSchool at Illinois is an extremely collaborative environment, where the Enrollment Management (EM) team frequently partners with the Students Affairs staff to ensure a positive, welcoming environment for all iSchool students. The EM team is responsible for working with prospective students during the application cycle –

recruiting applicants, answering a myriad of questions, holding information sessions and campus visits, and processing and reviewing applications. They are also in charge of the yield campaign, which seeks to convert admitted LIS students to accepted and enrolled students.

The Student Affairs team assists with recruitment and yield efforts, but their primary role is to provide high-touch support to current students. Once students accept their offers of admission, there is a behind-the-scenes handoff between the EM team and the Student Affairs staff – but students must receive their offer of admission first. Our yield campaign launches two to three days after applicants are notified of their decision.

The first email in the admitted LIS student yield campaign congratulates them on their admission and encourages them to consider joining the next group of talented information professionals, but the true purpose is to inform them of all the upcoming yield events, dates, times, and registration links. These events are designed to provide as much information as possible to the admitted students, so they feel prepared and confident to make an informed graduate enrollment decision. The fall 2022 yield campaign, which ran from February 1-April 15, 2022, contained eight yield events, many of which were held

Of the total enrollment for the MS/LIS program, 67% are enrolled in the online, synchronous program with the remaining students participating in the on-campus program.

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The yield campaign consists of a robust email campaign that showcases the strength of the program, alumni profiles, and student features. virtually to accommodate as many admitted students as possible. The EM team also utilized Slate to create a welcome video for admitted students and a roadmap of all yield events, which can be accessed in their Slate application portal.

The yield campaign consists of a robust email campaign that showcases the strength of the program, alumni profiles, and student features. Our email campaign

also includes information about deadlines to accept.

The campaigns generate a high open rate for admitted students. In addition to email correspondence, the EM coordinates seven signature events and one new event that is led by iSchool ambassadors, which is called LIS Ambassador hangout, which provides admitted students a relaxed setting to ask questions to current students without staff present. Table 1 provides a list of yield signature events and a short description.

Table 1. Yield Events Created and Initiated by the iSchool Enrollment Management Team Event

Description

Enrollment Management Meet and Greet

A virtual event that provides admitted students an opportunity to ask EM staff about deadlines, registration, orientation, and upcoming yield events.

MS/LIS Academic Advisor Information Session

MS/LIS advisors provide an overview of degree requirements and experiential learning opportunities in a virtual setting.

Current On-Campus Student Panel

Admitted students can hear directly from current MS/LIS students about their experience at the iSchool especially as it relates to housing options, campus life, internships, practicums, and graduate assistantships.

LIS Student Employment Fair

Employment fair showcasing graduate assistantships and graduate hourly positions available to new MS/LIS students.

Admitted Student Visit Day

This in-person event welcomes admitted on-campus MS/ LIS students to hear from and interact with faculty, LIS alumni, and current MS/LIS students. This event also consists of a networking session with campus employers looking to hire new MS/LIS students.

Students of Color Panel

All admitted MS/LIS students of color are invited to attend a virtual panel session composed of students of color. The aim of this session is to have an open and candid conversation about being a student of color at a predominantly white institution.

This event has been well received by admitted students of color.

LIS Ambassador Hangout

This virtual event is run by current MS/LIS students, and it offers admitted students a relaxed setting to ask questions that will help inform their decision making process.

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The overall goal of our yield campaign to be transparent and forthcoming about our students’ experiences in the LIS program, and we accomplish this openness through a variety of different events and opportunities to connect with members of the Enrollment Management and Student Affairs teams, as well as current students.

The listed yield events are only one component of our purposeful engagement approach with admitted students.

Student Affairs The Student Affairs team initiates elements of onboarding in parallel with yield events hosted by EM. To ensure that all students can access information about the program once they are admitted, our iSchool New MS/LIS Student Information website link is shared with them in their formal admissions letter. Creating content on demand meets the needs of today’s 24-hour consumers and is a crucial component, as Talbott (2021) notes that “ondemand resources should be made available to students at any time of day, regardless of hours of operation or student responsibilities” (p. 107). As the majority of admitted students to the MS/LIS program at Illinois are adult learners, they have “major life responsibilities outside schooling through work, home, or community” (Council for Adult and Educational Learning, 1999, p. 3).

Students must divide their time between each of these commitments. Ensuring that this information is available to them early helps those that accept right away begin making their plans for enrollment. For admitted students who are still deciding on their acceptance, this ondemand resource paired with live yield events allows admitted students a variety of ways to inform their admissions decision.

iSchool New MS/LIS Student Information website This internal website contains eleven tabs of information that students frequently inquire about when trying to decide on a program and when taking the steps to successfully enroll in the upcoming term. The tabs include – Welcome, Checklist, Technology, Tuition Assistance, Billing Information, LIS Advising, Logistics, Career Services, International Students, Important Dates, and Orientation. When students inquire about topics outlined on this website, we direct them to the specific webpage that will answer their questions. When they have a more nuanced question, we direct them to the specific webpage for the basic information but continue to answer the question in more detail.

Onboarding Activities Once a student has formally accepted their offer of admission to the MS/LIS program (either the online or on-campus program), they are encouraged to follow the Checklist webpage found on the iSchool New MS/LIS Student Information website. Here, students are encouraged to take specific actions around the categories of technology, student affairs, and logistics.

Implemented by Student Affairs professionals, students are required to complete two tasks before enrolling:

New Student Intake Form This intake form provides the academic advisors with pertinent information to best advise the incoming students. Students self-identify information such as their preferred name, contact information, program modality, outside commitments, intended timeline for degree completion, options to select up to five areas and environments of interest as it relates to the profession of library and information science, years of experience, career goals, policy acknowledgements, links to the course schedule, and an option for students to pose any remaining questions for the advisor.

New Student Advising Appointment The New Student Advising Appointment allows the advisor and student to interact one-on-one, building rapport by asking about the student’s motivations to pursue an advanced degree in library and information science. During this appointment, the advisor uses the New Student Intake Form submission as a guide to talk about the student’s previous work experiences and areas of academic interest. Then, additional conversations are had about specific enrollments for the student’s first term. All the while, students are encouraged to ask any questions. These required appointments are scheduled for 20 minutes and take place via phone, in-person, or video conferencing.

Orientation Activities Leading up to the start of the term, there are many optional orientation activities that are meant to inform and build community. Just before the term begins, students attend a required orientation session based on the modality of the program to which they are admitted.

As COVID has impacted the ability to gather as a group, we have continued to offer optional virtual sessions on

Ensuring that this information is available to them early helps those that accept right away begin making their plans for enrollment.

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The roles between Enrollment Management and Student Affairs are clearly defined, but to truly make an impact in our yield and enrollment it is imperative that we work collaboratively. topics such as affinity groups, understanding the student bill, preparing for graduate school, and student socials (when possible). All of these optional activities culminate with the required orientation session just days before the start of term. A community building activity offered for those enrolling in the on-campus program is to participate in a campus scavenger hunt. Entering its third iteration, students are divided into random groups and asked to submit photos of their group in front of campus landmarks.

This not only is a fun, outdoor activity, but it helps each student to start becoming more familiar with campus and their peers.

Required Orientation Session For each program modality (online and on-campus) a twohour required orientation is held for all incoming students.

This time is essential for students to start building community with one another, with faculty, and with staff.

During this session, there is designated small-group time for students to meet one another before staff and faculty introduce themselves. A general program overview is provided to the students in addition to a quick overview of available resources such as technology, library, and disability services. These sessions always allow ample time at the conclusion for questions.

Table 2. Fall 2016 – Fall 2021 Yield Rate for MS/LIS and all MS Admits Average Yield Rate

Fall 2016-2021

MS/LIS Admits

61%

Campus MS Admits

51%

Conclusion The roles between Enrollment Management and Student Affairs are clearly defined, but to truly make an impact in our yield and enrollment it is imperative that we work collaboratively. Admitted students ask very pointed and nuanced questions, especially in terms of degree requirements that require the expertise and knowledge of academic advisors, so it is imperative that we collaborate to offer many touchpoints with admitted students as they finalize their decision. Through this purposeful engagement, the iSchool has been very successful in yielding admitted students and reducing melt from the moment that an applicant accepts their admission offer to NAGAP.org

enrolling for their initial term. Over the past six years, the iSchool at Illinois has averaged a yield rate that exceeds the campus average. The average yield rate 61% for MS/ LIS students admitted at the iSchool while the campus yield falls at 51%. n References Council for Adult and Experiential Learning. (1999). Serving adult learners in higher education: Findings from CAEL’s benchmarking study.

Talbott, K. R. (2021). Exploring retention of career changers in an online library and information science professional master’s program: An exploratory case study [Doctoral dissertation, University of Illinois Urbana-Champaign]. IDEALS @ Illinois.

Emma is the Assistant Director of Recruitment and Admissions for the School of Information Sciences, one of the fastest growing units on University of Illinois, Urbana-Champaign’s campus.

She earned a bachelor’s degree in English and public relations and a master’s in communication from Illinois State University.

Dr. Katelyn Talbott is the Coordinator of Student and Academic Affairs for the rapidly growing Information Sciences PhD program in the iSchool. She earned a bachelor’s and master’s in sport management and a doctorate in learning, design, and leadership from the University of Illinois Urbana-Champaign.

Dr. Moises Orozco Villicaña is the Director of Recruitment and Outreach for first-year and transfer students at one of the most culturally and ethnically diverse universities in the country. He earned a master’s in education and a doctorate in educational policy studies from the University of Illinois, Urbana-Champaign. He also attended the University of California, Santa Barbara, where he doubled majored in sociology and law and society with a minor in education.

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THE NAGAP AWARDS

2022 NAGAP Award Winners NAGAP, the Association for Graduate Enrollment Management, would like to congratulate our 2022 award winners! These awards were presented at the NAGAP Summit in Chicago, IL on April 21, 2022.

Distinguished Service Award

The Distinguished Service Award is NAGAP’s most prestigious honor and is presented to an individual who has contributed exceptional service to the profession and to the association.

The 2022 recipient of this award is Keith Ramsdell, Vice President for Enrollment Management and Marketing at Ashland University in Ohio, where he provides strategic leadership and vision for undergraduate, graduate, international and online admissions, enrollment operations, corporate partnerships, military and veterans services, marketing and communications. Keith has been a member of NAGAP since 2006. Over the years, he has chaired the Professional Development, Bylaws, and Awards Committees. He has served as Vice President and President of the Association, and is currently Immediate Past President serving as chair of both the External Relations and Partnerships Committee and the Leadership Cultivation and Elections Committee.

He is also a member of the Experts Bureau. He has presented at national conferences and consulted on topics including data-informed decision making, CRM selection and implementation, faculty engagement, executive leadership preparation, and GEM best practices.

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THE NAGAP AWARDS

Visionary Award

The Visionary Award is intended to recognize an individual or individuals in the higher education community who demonstrate a unique and innovative vision in the graduate enrollment management profession, the field of higher education, and/or for NAGAP, specifically.

The 2022 recipient of this award is Dr. Nicole Lounsbery, Director of the Graduate School at South Dakota State University, where she leads graduate enrollment management efforts, creation and implementation of curriculum, professional development opportunities and provides student services.

The Visionary Award is intended to recognize an individual or individuals in the higher education community who demonstrate a unique and innovative vision in the graduate enrollment management profession, the field of higher education, and/or for NAGAP, specifically.

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THE NAGAP AWARDS

Promotion of Excellence Award

Kate Benson

Alexis Hackathorn

Lori Haight

Emma Kopko

Makeda Lands

Amy Mosher

Moises Orozco Villicaña

Joe Pecor

Wendie Phillips

Amanda Tessler

This award recognizes new or existing methodologies that most clearly demonstrate best practices for other graduate enrollment management professionals in terms of processes, policies, events, or technologies.

The 2022 recipient of the Promotion of Excellence Award is The Information Schools and Colleagues Collaborative Network. The core planning committee consisted of 15 different institutions across the US and Canada that met on a monthly basis to develop and implement large-scale educational and recruitment events for prospective students around the United States and globally.

Committee members include Kate Benson, Alexis Hackathorn, Lori Haight, Emma Kopko, Makeda Lands, Amy Mosher, Moises Orozco Villicaña, Joe Pecor, Wendie Phillips, and Amanda Tessler.

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THE NAGAP AWARDS

Chapter Leader Award

The Chapter Leader Award is presented to a current or past NAGAP Chapter Board member who has demonstrated a commitment to the success of their Chapter community, connections between members, and strengthened Chapter communications with the NAGAP leadership.

The recipient for 2022 is Stephen Ostendorff, Dean of Admissions at Molloy College, NY. Steve got involved with NYGAP in 2016, having reached out to the current e-board about ways to help. He was quickly nominated to run for and elected as the Vice President in 2017 and has been on the executive board ever since. He has served as President since Spring 2020, taking over during the COVID-19 pandemic, and along with the rest of the executive board, has been helping to support the chapter through the challenges and opportunities that the pandemic has presented.

The Chapter Leader Award is presented to a current or past NAGAP Chapter Board member who has demonstrated a commitment to the success of their Chapter community, connections between members, and strengthened Chapter communications with the NAGAP leadership.

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THE NAGAP AWARDS

Future Leader Award

The Future Leader Award is presented to an individual who has exhibited leadership qualities and an enthusiasm for the profession that distinguishes them as a rising leader.

The 2022 Future Leader Award was presented to Dr. Ana Casado. Though Ana is new to student affairs, she has years of experience working with students, as she taught as instructor of record at the college level for over a decade.

Additionally, Ana spent three years as an Instructional Consultant at Ohio State’s Institute for Teaching and Learning, where she supported graduate student teaching endeavors, consulting with them on pedagogical issues and helping them prepare teaching materials for academic job applications. Ana is also the current President of Ohio State’s Association of Graduate and Professional Administrators (AGPA) and is actively pursuing research in the Scholarship of Teaching and Learning and in higher education and student affairs.

Future Leader Award is presented to an individual who has exhibited leadership qualities and an enthusiasm for the profession that distinguishes them as a rising leader.

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THE NAGAP AWARDS

Graduate Student Enrollment Management Research Grant The Graduate Student Enrollment Management Research Grant is designed to encourage emerging knowledge and understanding of the complexities of graduate enrollment management including all aspects of admissions and recruitment, enrollment, retention, and graduation in higher education. This year we received many excellent submissions for this Grant, and as a result announced four recipients. Our Grant Gold Winners are Dr. Matthew Bahnson and Leah Fulton.

Dr. Matthew Bahnson

Leah Fulton

Lauren Munoz

Dr. Melissa Yeung

NAGAP.org

Matthew’s research focuses on professional identity development and sociocultural inequality in STEM graduate education. His work identifies links between identity, inequality, and graduate degree enrollment, persistence, and completion with the intention of increasing diversity, equity, inclusion, and justice in STEM graduate education. He is currently a postdoctoral research scholar in engineering education in the Engineering Cognitive Research Laboratory with Dr. Catherine Berdanier at Pennsylvania State University.

Leah’s career and research seek to identify, contextualize, and rectify misalignments between higher education’s principles (i.e. aspirations), policies (i.e. high level written rules and procedures), and practices (i.e. day to day culture). She operationalizes her ambitions through research, student advocacy, and Ebony Mom Ivory Tower, a platform where she builds community and develops resources centered on Black mothers in higher education. Within the College of Education and Human Development, she is a co-founder of the Graduate Student Parents and Caregivers Alliance and is an active contributor to the Common Ground Consortium, which is committed to advancing Black intellectualism.

Leah’s dissertation research examines the experiences of Black mother doctoral students (BMDS) and their post-graduation career choices.

Her publications and other areas of interest include the history of Black women in graduate education as well as the experiences of students and faculty of color in higher education leadership spaces.

Our Grant Silver Winners are Lauren Munoz and Dr. Melissa Yeung.

Lauren is a PhD student in the College of Nursing at the University of Tennessee, Knoxville. Before beginning her PhD journey, she worked as a bedside nurse in a variety of inpatient and outpatient settings and as a rheumatology nurse practitioner. Lauren is passionate about encouraging nurses to pursue doctoral education and helping them determine which doctoral track is best for their interests and career goals.

Dr. Yeung’s research centers on racial equity within the graduate and professional school admissions process. Her work focuses on the experiences of students of color as they aspire to graduate study, and how they navigate the graduate and professional school application process. Additionally, she explores how academic resources provided to students at the undergraduate level has an impact on their success in the graduate and professional school admissions process.

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At the NAGAP Summit 2022 2022–2024 NAGAP Governing Board Officers President Kristen Sterba University of Arkansas for Medical Sciences Vice President Naronda Wright Georgia Southern University Secretary Brett DiMarzo Boston College Treasurer Jamie Grenon Bryant University Immediate Past President Jeremiah Nelson Catawba College Executive Director Marla Schrager NAGAP, The Association for Graduate Enrollment Management

Publications Committee Dave Fletcher Barry University School of Podiatric Medicine Caitlin Getchell University of Tulsa Kate McConnell Penn State Great Valley School of Graduate Professional Studies Amanda Miller Brandeis University Kittie Pain Kutztown University Ethan Robles Tufts Gordon Institute Nicole Sloan University of Florida Troy Sterk Seattle University

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NAGAP Chapters

Directors EDUCATION Fran Reed Neumann University MEMBERSHIP Ryan Taughrin University at Buffalo Graduate School of Education PROFESSIONAL DEVELOPMENT Katherine Beczak Recruitment Rochester Institute & Marketing of Technology EXTERNAL RELATIONS AND PARTNERSHIPS Keith Ramsdell Ashland University

Money Matters

PUBLICATIONS Melissa Sersland Northwestern University GEM ANNUAL CONFERENCE Operations Brian Derossiers-Tam University of Toronto

RESEARCH Amanda Ostreko Student Lifecycle, University of Kansas Engagement, and Support

CHAPTERS Katie-Ann Mason Bridgewater State University

Enrollment

Modeling MARKETING & & Strategic COMMUNICATIONS Planning Michael Merriam Framingham State University Career, Staff, & Personal Development The Leader in Graduate Enrollment Management

Diversity, Equity, and Inclusion

NAGAP.org

Join or Start a Chapter Today!

For those of you looking to get more involved with NAGAP, your local chapter is a great place to start. Chapters provide a wonderful opportunity to network, to participate in regional workshops and conferences, and to assume leadership positions. They are also a great resource for learning more about GEM, especially if you are unable to attend the GEM Summit.

NAGAP has eight regional U.S. chapters, one international chapter, and two special interest chapters. To find out which chapter your state is a member of, visit NAGAP’s Chapters page. Here you will find contact information for each chapter president, and a link to the chapter’s website or social media page.

Most chapters have a “join” or “contact us” link on the landing page.

If you find your state is not affiliated with a chapter, you may be interested in beginning a new chapter. For more information, review the How To Get Started overview. Questions? Please contact us at info@nagap.org.

2023 GEM Summit April 12-15 New York Marriott Marquis Hotel

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CAREER, STAFF, & PERSONAL DEVELOPMENT

Culturally Responsive Enrollment Management: Strategies for Designing Day-to-Day Staff Development Presented by Sarah Wanger, Indiana University Recorded by Alyssa Orlando, Clark University

Sarah Wanger began her session by presenting her background at Indiana University, Bloomington, as the Executive Director for Kelley Direct Online MBA & MS Programs. This role posed a unique challenge when she joined a team where she saw an opportunity to increase connection between team members and improve overall application rates.

She was excited to work on feelings of belonging—for her division and for the online programs’ staff. One poignant quote Sarah used which illustrates the importance of belonging was, “If your team doesn’t feel like they belong, how will they convince prospective students that they too

will belong here?” She led the attendees through a series of paired dialogues with other conference attendees, including a short icebreaker as well as conversations about how teams foster culture. In this way, throughout the presentation Sarah was able to highlight her points about defining team culture.

She presented information related to belonging in the world and narrowed it down to the scope of graduate admissions. The presentation provided attendees with the ability to take back to their units ideas about fostering belonging in a way that is not only effective but also elicits outcomes for the university. n

Effective Time Management Techniques in a Culture of Hallucinated Urgency Presented by Alice Camuti, PhD, Tennessee Technological University Reported by Nicole Sloan, MA, The University of Florida

After establishing that time is our most precious nonrenewable resource, Dr. Camuti explained the misnomer of “time management”, as we aren’t managing time at all, we are managing ourselves and how we use our time. By recognizing that not all items on our to-do lists are urgent and combining effective time management techniques we can prioritize the work we do as GEM professionals.

Using aspects of both Stephen Covey and Craig Groeschel, we can identify tasks (both personal and professional) that if prioritized would make a positive difference in our quality of life:

From Covey, the “4 Ways We Spend Time” on: • Important, • Not Important, • Urgent, and • Not Urgent Tasks.

And from Groeschel, placing tasks in the “4 Tiers of Efficiency”: • Tier 1: Any activity that is mission critical, “if we don’t do it the boat doesn’t float”; • Tier 2: Very important or strategic, these “tasks matter, but the plane won’t crash if we don’t do them”;

“Leadership experts point to a new phenomenon labeled ‘hallucinated urgency’, which posits that everything we must do in the world of work is urgent.” - Alice Camuti

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CAREER, STAFF, & PERSONAL DEVELOPMENT • Tier 3: Meaningful but not vital or strategic, “nothing significant happens if we don’t do these tasks”; and • Tier 4: Externally initiated, lower priority, not vital, not our idea (not a task assigned by a supervisor).

Dr. Camuti provided her slide deck in the NAGAP app and suggested those interested in trying the process she described should: 1. Document what tasks we do in a week (work and personal),

2. Categorize what we do in the 4 Tiers, 3. Ask “What lower tiered priorities (3&4) are robbing me from time to do the higher tier priorities.” and 4. Decide what to do about those 3- and 4-level priorities.

By understanding the roles we play in our lives, by saying “no”, and by recognizing what is nonnegotiable to us, we can manage our use of time “by scheduling our priorities, not prioritizing what’s on our schedule.” n

Creating a Graduate Staff Support Network: Lessons Learned from a NAGAP Presentation Presented by Tosha Hendrickson, Baylor University and Philip Guerrero, The University of Texas at Austin Reported by Melissa Webb, EdD, University of West Florida

This session highlighted lessons learned from a previous NAGAP presentation that aided in the implementation of a Graduate Staff Support Network on Baylor’s campus.

For most graduate schools, there are many processes in the admission and enrollment of graduate students that include different people at various stages in the cycle.

This can be challenging to facilitate to ensure the most up to date information is shared and processes are efficient. Sometimes there can be frustrations across campus that could result in a less-than-positive experience for the student.

UT-Austin created a Graduate Coordinator Advisory group to promote communication, standardize training, and professionalize Graduate Coordinators across campus.

• The group began as an informal group and turned into a formal organization called the Graduate Coordinator Network • The organization has by-laws, an executive committee, and standing monthly meetings • The Mission statement is “The Graduate Coordinator Network serves as a dynamic and professional mentoring, training, and resource development organization for Graduate Coordinators who support students, faculty, and graduate programs on the campus of The University of Texas at Austin.”

NAGAP.org

Seeing the value in this implementation, Tosha Hendrickson created something similar at Baylor University. Baylor’s Graduate Enrollment Management Network (GEMN) includes: • Semesterly meetings • Speakers from across campus or guests from outside that have interest in graduate students • Standardizes processes and streamline admissions processes This allows for collaboration with faculty, staff, other stakeholders to come together to share updates, changes, and suggestions.

If you are interested in starting your own group on your campus, here are some suggestions: • Assess who’s doing what, find common tasks, procedures, and goals of such a group • Build; find a network of these (interested) people that would benefit • Formalize; create a title, promote, plan meetings and agendas (Support from the top is necessary for this to be successful.)

• Think about how big the group should be. Will there be a leadership executive board? How long is membership? Bring your allies into the discussion (financial aid, registrar). n

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Potential Bias within Holistic Master’s Admission Processes Presented by Alyssa Orlando, MA, Candidate, PhD, Clark University Reported by Katie-Ann Mason, EdM, Bridgewater State University

We’ve all had that conversation with the applicant who’s worried about a low GPA or less than competitive GRE scores. “Don’t worry,” we say, “Our review process is holistic.” What does that really mean? Is it true? And is it better? These are the critical questions that Alyssa Orlando, PhD Candidate at UMASS Lowell, had attendees asking at the NAGAP GEM Summit in April 2022.

Orlando wondered “How does potential bias in holistic admission impact review?” In trying to answer that question, she found no existing literature specific to master’s level program application review. There also seemed to be no single definition of “holistic” review.

Orlando shared that there are many challenges of holistic review. Thus, she saw a need and an opportunity for her research.

Methodology, Sample, and Data Collection Orlando’s research was qualitative. She surveyed eight higher education professionals from different institutions who currently managed or worked with programs that practice holistic application review.

Each participant completed a pre-interview survey followed by a 30-minute interview. Results/data were coded twice. Ladson-Billings & Tate’s (1995) work on critical race theory in education and Boske et al.’s (2018) holistic sociocultural inquiry admissions model were used for Orlando’s theoretical framework. Orlando says using these “allows the researchers to consistently move racism’s effects on higher education to the forefront of inquiry.” (Pilot Study: Potential Bias within Holistic Master’s Admission Processes, 2022) Findings and Themes Orlando’s findings suggest bias exists in holistic master’s level review distinctly throughout the different phases of the review process. Specific findings include: • Lack of anti-bias training

• Study participants had diversity recruiting goals but no measurement for implementation of initiatives • Differences in defining diversity • Time restraints make thorough review difficult/Faculty are saying holistic review takes too much time • Power dynamic issues between faculty and administrators • At the doctoral level, faculty feel the need to gatekeep for their profession. Similar issues were found at the master’s level around “fit” which leads to bias because “fit” varies in the minds of faculty • Hesitancy to admit candidates with weaker cognitive metrics despite knowledge of sociocultural factors Technical findings after re-coding with Critical Race Theory themes • Counter storytelling • Permanence of racism • Whiteness as property • Interest conversion • Critique of liberalism Takeaways Orlando’s research on master’s level admission offices that claim they have holistic review shines light on the impact holistic review can have on applicants. Attendees were left with significant evidence to support the implicit bias lurking in holistic master’s level review and that there is a clear need to dedicate time to writing an intentional, diversity-equity and inclusion-minded holistic admission policy. Orlando’s session reminded us to always consider how we can do better and that a good next step for all reviewers and proceduralists would be anti-bias training.

Reference List

Pilot Study: Potential Bias within Holistic Master’s Admission Processes. (2022). Alyssa F. Orlando. n

Orlando’s research on master’s level admission offices that claim they have holistic review shines light on the impact holistic review can have on applicants.

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NAGAP Perspectives

ENROLLMENT MODELING & STRATEGIC PLANNING

Developing a Strategic Enrollment Management Plan Presented by Michael Hollenbaugh, PhD, The Graduate College, Cleveland State University Reported by Kittie Pain, Kutztown University of Pennsylvania

When an announcement was made at Cleveland State University to increase enrollment by 4,500 students, Michael Hollenbaugh knew he had to jump into action by creating a strategic enrollment plan. With the assistance of his colleague, Vasilios Kosteas, Ph.D., they examined what Strategic Enrollment Management (SEM) looked like on their campus. Next, they developed a steering committee made up of each person responsible for enrollment and other campus stakeholders such as the academic program directors and college deans. They then created a subcommittee that consisted of operations teams, data, policy, structure, retention, pricing and financial assistance.

These groups, over the course of a year, would explore several categories through an exercise that each program performed. It involved a series of questions to each that was then presented as a group:

• Operations: identifying obstacles for the applicant such as the application requirements (Pro-tip – Do an application audit and see how many clicks it takes to find the apply button, what documents are needed and why, how long it takes to make a decision and if it matters that it’s past the deadline.)

• Data, Policy, & Structure: is the university organized in such a way that there is a clear understanding of duties and functions across the campus? Is there a clear understanding of recruitment functions?

Are there current admissions policies?

Hollenbaugh shared some important tips with the audience such as: • Having buy-in from the top, President, Provost, VP of Enrollment, etc.

• Program Optimization: defining “optimum” and what that means per academic program.

• Trying to have an academic position as the lead on

• Understanding Student Choice: examining the factors that can affect a student’s choice such as pricing, location, funding, etc.

• Not asking people to re-create the wheel; if they’ve

• Understanding Current Marketing: what marketing (or lack of marketing) can influence a student’s choice.

• Pricing & Financial Aid: is the program priced competitively? Are there GA positions or scholarships available?

this project. submitted some information for accreditation, use that information, it’s valuable.

• Reminding all involved that optimization doesn’t equal prioritization and that no one is trying to end a program but rather help them thrive. n

Strategic Recruitment Planning in a Centralized World with a Decentralized Point of View Presented by Tracy Collum, EdD, Idaho State University Reported by Vincent Pellicone, Brown University School of Professional Studies

How would you implement a Strategic Enrollment Management plan at an institution with hundreds of programs, each led by a separate director? Tracy Collum shared her journey of collecting and applying data to best support graduate programs at Idaho State University as they transition from a decentralized to a centralized enrollment model.

NAGAP.org

One of the most important steps when moving towards a centralized model is to implement and link data systems.

Thanks to the implementation of a new CRM ( system that communicates with the institution’s SIS, as well as sourcing data from various government and private organizations, Tracy and her team were able to procure enrollment data in aggregate as well at the program level Summer 2022

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ENROLLMENT MODELING & STRATEGIC PLANNING

The sudden availability of so much data made it difficult, at times, to make a decision based off of that data. to identify each program’s strengths and pressure points.

Another important step is the sourcing of the data. There were some hurdles to clear on this front, like determining the best sources of data, as well as shifting institutional culture to openly share its own data. A third step that was particularly important to Tracy was surveying the capacity of programs. Once programs were motivated to think about their enrollment capacity, they were able to better communicate their wants and needs from the Graduate School, which allowed Tracy’s team to narrow the type of data that could guide those ambitions. Although the task of determining capacity is laborious, Tracy asserts its importance because it invites all constituents to set a reference point for the program’s future development.

much data made it difficult, at times, to make a decision based off of that data. Another challenge was the goal of guiding faculty and program directors towards best practices in admissions, such as entering every decision in the CRM, selecting the correct decision based on the student’s point in the funnel, and communicating all enrollment decisions with the Graduate School in real time. Lastly, there was an effort at ISU to better streamline the marketing efforts of graduate programs. This standardization proved difficult, however, since Tracy’s team not only had to work with 5 different marketing teams at each of the colleges at ISU, but also work with those teams that were focused on schoolwide marketing efforts, not just recruitment-based marketing.

There have been some challenges a few years into the implementation of the centralized model. While Tracy’s team can provide analysis of the data, program leadership is still charged with making decisions in the best interest of the program. The sudden availability of so

The transition from a decentralized to centralized GEM model requires a data-driven approach and functions best when all institutional participants support the change. No change comes without its challenges, of course, but the rewards could yield an incredible return on investment. n

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Summer 2022

NAGAP Perspectives

ENROLLMENT MODELING & STRATEGIC PLANNING

Unpacking the Iceberg: Developing a Strategic Vision for Executing a Data-Driven Decision Model Presented by Kandice King, MSc, University of Rochester; Alexandria Duffney, MS, University of Rochester Reported by Amanda Selby, EdD, A.T. Still University

While many of us keep processes and decision-making models the same because it is familiar and change is hard, the University of Rochester’s Kandice King and Alexandria Duffney challenged the audience to question the status quo. First, King and Duffney presented data decision-making as a pyramid, with the behind-the-scenes happening at the base and leading up to the “event” at the top. Then, they deconstructed the data-driven decision model into four basic steps.

Step One: Data Infrastructure • Determine how you collect, store, and organize your data

• Ask yourself if you have the resources to implement your decision • Decide how you will measure the success of the outcome • Forecast and plan ahead • Repeat as needed, evolving and assessing along the way King and Duffney shared some best practices and recommendations with the audience. Key takeaways from their experiences and expertise included: • benchmark your data;

• The database needs to be organized, and the authoritative source of the data should be identified

• map your goals to your strategic plan;

• Identify your Key Performance Indicators (KPIs), stakeholders, and resources available. KPIs should be recordable so you can evaluate your success in meeting them

• test variables one at a time when changing your strategy;

Step Two: Reports and Queries • Decide what questions you need to ask, how you will use the information, and why you need the information • Ensure questions are clearly defined and understood • Data should be sufficient to answer your questions, such as meeting KPIs Step Three: Data Analysis • This is a dynamic process that should be re-evaluated often • Evaluate your KPI performance • Determine if trends or findings are statistically significant • Decide if your results are conclusive and provide the answers to your questions • Share your results with stakeholders Step Four: Make your Data-Driven Decision • Determine if your decision is strategic, supported by the data, and impacts the bottom line

• engage your stakeholders;

• ensure that data can be replicated with an alternative method.

A simplified checklist was presented to help determine an objective, create buy-in from leadership, and make decisions with an evidence-based framework. The points are: • establish a goal, metrics, and benchmarks; • map metrics to business processes/plans; • ask questions; • collect and measure; • make your data-driven decision and evaluate the outcome.

Audience members contributed some final thoughts to the presentation. The discussion included the need to identify “why” we ask for data, how politics and rankings can influence decisions, and remembering to “humanize” the data. Attendees agreed that the pandemic changed many processes and is likely to continue influencing change. A final reminder was given to always bring your decisions back to your institution’s mission and strategic plan. n

A final reminder was given to always bring your decisions back to your institution’s mission and strategic plan.

NAGAP.org

Summer 2022

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GEM OPERATIONS

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Removing Barriers to Admission– The Effects of Waiving/Removing Entrance Test on Graduate Applicant GPA and Academic Performance Presented by Melissa Webb, EdD, University of West Florida Reported by Patricia Pothour, University of Iowa, Tippie College of Business

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Standardized test scores have been used in admissions for more than a hundred years. These tests are used to evaluate and screen applicants and are considered a more quantitative measurement of merit than GPA. While these tests provide additional criteria to be used in the admissions process, there are pros and cons.

Standardized tests can provide an objective measurement, specific information regarding verbal, quantitative, and writing abilities, as well as showing intent to enroll (being willing to prepare and sit for the exam shows motivation). However, standardized tests have not been shown to be a good predictor of success, may create bias, and are not being used consistently across admissions.

What happens if we stop requiring standardized test scores? The University of West Florida (UWF) began waiving graduate admission test scores in 2014, requiring tests based on GPA. The waiving of standardized tests was broadened in 2020, due to the COVID-19 pandemic.

UWF wanted to understand how students felt about the lack of standardized tests in the admissions process.

A survey was sent to 1584 students who were admitted without the need to submit test scores with a 20% participation rate. This survey revealed, of those who responded, 75% would not have applied for admission 22

Summer 2022

or would have considered not applying for admission had test scores been required. The top reason these students would not have applied if tests were required, was the time needed to prepare and take the exam (48.63%).

This survey showed more students would have questioned if they would have applied for admission or not, but UWF also wanted to see how students who did not need to submit standardized tests were performing in the classroom. UWF reviewed eight semesters of data and over 5000 students looking at the GPA at the point of admission and the GPA at the end of the first semester.

On average, the incoming GPA of those who did not submit test scores was higher than those who did submit test scores. In looking at the GPA of these students after the first semester, the GPA of those who did not submit scores and those who did, were nearly identical.

Through the student survey and the data review, UWF found waiving the standardized test scores resulted in increased applications, as well as consistent incoming and first semester GPAs. While admissions was not able to use this additional piece of information in the admissions process, there was no difference in academic performance after admission. The presentation stressed the importance of tracking academic performance, retention, and the continual evaluation of admission practices to minimize barriers. n NAGAP Perspectives

GEM OPERATIONS

“You’re on Mute”: Leading Hybrid Teams Presented by Jennifer Sayre, PhD; Erin Heilmeier, MEd, Bowling Green State University Reported by Patricia Pothour, EdD, University of Iowa Tippie College of Business

As we move from situations where many teams were fully remote, we are coming back to work in a variety of ways. Some offices are back 100% in person, some are continuing in a hybrid format, and some are remaining fully remote. Although we may not have considered working remotely, or leading remote or hybrid teams in the past, it is quickly becoming a new normal.

As a result of hybrid working arrangements some leaders witnessed increased compassion for each other, with humility and grace becoming more apparent in the workday. In addition, because hybrid work tends to be more flexible, it offers many benefits such as: • improving work life balance; • providing uninterrupted time for staff to focus on projects; • making available a larger applicant pool for open positions; • increasing time savings, productivity, satisfaction, and working days for our teams.

The challenges of hybrid working arrangements, especially for the leaders of these remote and hybrid teams includes a lack of institutional understanding and support as well as: • monitoring work assignments; • keeping team members on task;

The NAGAP Experts Bureau

• on-boarding new staff members; • fighting feelings of isolation; • finding ways for leaders to be proactive in keeping teams engaged in different ways.

Hybrid work looks like it is here to stay, so we need to embrace the change and understand how to best lead hybrid teams.

• Get regularly scheduled, all-team meetings on the calendar and cancel if needed, but have the time and space for the team to get together.

• In meetings, it is also important to leave time for the non-work conversation among team members.

Remember, email isn’t the only way to communicate.

• Utilize the different communication you have available through instant messaging, video meetings, or phone calls to connect.

• Encourage social interaction, even in the hybrid world. Host a virtual team building activity or challenge. And if something is happening in person, always include a virtual option to allow everyone the opportunity to participate.

Our new work environments have pros and cons, as leaders we must find ways to fully engage staff and leverage these new opportunities to recruit and retain our teams. n

The NAGAP Experts Bureau provides members, as well as outside media, with valuable and reliable resources in the matters of GEM. NAGAP members benefit from having well-respected colleagues within the organization who can confidently and respectfully respond to their best-practice questions or concerns.

Areas of expertise include, but are not limited to: • • • • •

Recruitment & Marketing Graduate & Adult Student Services Ethical Issues in GEM International Recruitment & Retention Staff Professional Development

• Admissions Policies & Procedures and Operations & Technologies • Diversity & Inclusion in GEM • Academic Program Development • STEM, Biomedical, Medical School Recruitment and Retention

Questions, concerns, or feedback for the Experts Bureau may be directed to nagapmedia @gmail.com.

NAGAP.org

Summer 2022

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GEM OPERATIONS

Are We There Yet? A Navigation Tool for Implementing Change in Graduate Operations Presented by Hillary Coats, MBA, University of North Alabama Reported by Amanda Selby, EdD, A.T. Still University

Coats began the presentation by pointing out the three questions we need to ask when implementing change at an institution. Those three questions are: 1. Where are we?

2. Where do we want to go?

3. What do we need/how do we get there?

Coats shared the answers her institution had to these questions. First, when considering where you are, look at the layers of the issue, identify ways to add value through meaningful conversation, and innovate how to build a culture of continuous improvement. Coats posited that we need a safe place to share opinions that are respected by others to get there. As for the how, Coats advocated for guided conversations that produce action-oriented collaborations for positive outcomes. You need to define the outcome and project scope, identify challenges, and then make an action plan for this to work. Coats then shared how she and her colleagues accomplished this using Rapid Improvement with Lean Tools, Three Levers for Change Management, and the fundamentals of continuous improvement.

Rapid Improvement Events (RIE) are guided conversations using structured tools that support transparent continuous improvement and positive action-oriented outcomes. Participants used the BOSCARD (Background, Objectives, Scope, Constraints, Assumptions, Risks, and Deliverables) approach to discuss and assess the institution’s current state and desired future state. Then, they used idea cards and an interim map to create action items.

Process Mapping was an essential tool for accomplishing goals. A process map identifies activities that add value, determines the process to reach goals, and creates a flow to reduce waste. Coats presented a pragmatic approach to mapping that identifies Who (person or system by title), Does (the action or task) What (how the action is carried out). Due to the complicated nature of process mapping (Coats shared a picture of her staff working on a process map covering an entire table), 24

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some helpful tips were shared. Pointers included: • stay focused by meeting regularly and holding team members accountable; • shift the paradigm to student outcomes, not the bureaucratic process; • don’t put things off for more than 30 days • maintain shared deliverables; • if you have a CRM, optimize your use of it by maximizing what it can do for you (processes that can save time, money, and energy); • measure results from changes to better predict trends; • be prepared to pivot by developing cross-functional teams; • maximize the use of reporting systems.

Audience members added to the discussion by sharing some of their knowledge. Comments included the idea of mapping processes as you complete them, considering how change might alter other processes. Do not become so focused on the future that you ignore the present.

Consider using virtual process mapping tools. Make “mapping days” fun and engaging with catered food or keynote speakers. Coats ended the session with a message that continuous improvement and resource optimization are essential. n NAGAP Perspectives

GEM OPERATIONS

Onboarding New Technology to Your Campus: Tackling Change Successfully Presented by Jillian Baer and Ujjaini Sahasrabudhe, Liaison International Reported by Amanda Selby, EdD, A.T. Still University

A brief poll of the audience showed that many in attendance were planning to implement a new technology system or were currently doing so.

The implementation process was broken down into a high-level framework and phases. Three essential considerations were presented: • involvement should be scalable based on the size and scope of the technology implementation; • unique perspectives should be considered; • voices and decision-making should be balanced and inclusive.

Baer and Sahasrabudhe identified who needs to be involved with implementation—the decision-makers, implementers, subject-matter experts, and end-users.

They also cautioned attendees to be mindful of the timing of implementation, such as keeping your resources and process cycle in mind. They also pointed out the difference between “must-haves” and “nice-to-haves,” noting that you may need to be willing to make some trade-offs.

A phased model was shared, highlighting when the most energy and effort are required from those involved in the process.

• Phase 1, evaluating new technology, is the most energy heave for decision-makers b

those who facilitate buy-in and have the authority to make the decision;

• Phase 2, onboarding, requires the most resources from the implementers

progress, creating feedback, and refining the process.

Much of the presentation was focused on best practices and helpful tips for the implementation process. Some highlights included: • host a town hall for internal stakeholders when considering new technology; • create a temporary role or title, ideally with supplemental pay, to give authority and recognition during implementation; • keep your feedback organized and updated at each point in the process; • consider a project management tool to help manage the timeline; • cover your bases by making sure every department that might be affected by the new technology is involved; • know who your internal influences are and get them on board early; • use the support resources provided by the vendor; • document everything; • create internal feedback loops, such as discussion groups or an advisory committee; • evaluate outcomes to see if goals were met – this includes metric tracking; • celebrate the wins, even the small ones.

The audience shared several helpful tips as well.

• consider how new tech will integrate with existing tech;

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document decisions, utilize vendor training, and have time dedicated to the project

• make sure you are not creating more work for yourself by adding new technology;

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experts are also involved during this phase, sharing input;

• be clear with your needs from your own IT department;

• Phase 3, post-go-live, requires the most effort from the end-users who are using the new technology daily, sharing tips, and documenting the process as they go b

subject matter experts are still documenting

• listen to the vendor’s advice – they really do know what they are talking about.

Finally, it takes time to get new processes in place and results to begin to show. So be sure to give your new processes time to work. n

...many in attendance were planning to implement a new technology system or were currently doing so.

NAGAP.org

Summer 2022

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MONEY MATTERS

Supporting Prospective and Incoming Students with Financial Wellness Programming Presented by Donna Su, Northwestern University; and Melissa Sersland, MS, Northwestern University Reported by Vincent Pellicone, Brown University School of Professional Studies

While it is important to support graduate students through all stages of admission and enrollment, it is equally important to nurture their financial literacy. In this spirit, Donna Su and Melissa Sersland, along with their Graduate Admissions & Financial Aid colleagues at the Medill School, developed a series of financial wellness workshops for prospective and current students.

The presenters put into context the state of financial literacy among their students. Of those who navigated the financial aid process as an undergraduate student, some may not have been aware of the differences between funding opportunities at both levels of study, such as the fact there is no equivalent of a Pell Grant at the Graduate level. To effectively target these financial wellness workshops, Donna presented the idea of knowing your ARC, or rather, knowing your Audience, Resources, and Costs. The ARC at the Graduate Admissions level can be complex since people pursue graduate studies at different points in time, such as those who enroll directly from undergrad programs, adult career changers, and adult students who can only learn part-time.

Financial wellness workshops may vary based on the populations and academic offerings at an institution.

At the Medill School, there were 5 different sessions offered based on the student’s stage in the application cycle. Financial Aid Session 101 was offered in the Fall and Spring semesters to both prospective and admitted

students to learn about Financial Aid from a birds-eye view. When a student was matriculated to a program at the Medill School, they were invited to Financial Aid Session 102, which was a one-on-one appointment with a counselor to discuss different loan and scholarship categories and to plan their personal financial roadmap.

Finally, Financial Aid Session 103 was offered before Orientation to help students navigate their tuition statement, how to submit payment in the SIS and enroll in a payment installment plan. Often, these sessions included surveys to gauge the students’ concerns about their financial wellness.

Financial wellness workshops did not stop at understanding the various forms of Financial Aid. There were also sessions entitled Budgeting 101 and Budgeting 102, which allowed students to understand the difference between tuition and cost of attendance, as well as to examine what their personal expenses would look like and how to better manage them. Comparative data was also provided to students to help them put the cost of attendance at the Medill School in context with current market trends.

The decision to pursue graduate studies for many students is intrinsically tied to their financial wellness.

Workshops offered by institutions such as the Medill School allow students to understand the assets available to them and make the decision in their best interest. n

Join the Conversation!

The Exchange

Check out NAGAP’s The Exchange: a social networking resource library to communicate with colleagues, share ideas, and get the most up-to-date NAGAP and GEM-related news. Learn more about this members-only platform and its various functions by visiting nagap.org, and join a discussion today!

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This was a great learning experience for our team, and we are now at a point where we have the new system running smoothly. Join the conversation on NAGAP’s The Exchange and discuss in more depth your experiences, questions, or concerns regarding implementation of a new system!

NAGAP Perspectives

RECRUITMENT & MARKETING

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The Content Marketing Playbook 5 Proven Strategies for Successful Student Recruitment Presented by Tony Fraga and Jamie Gleason, DD Agency Recorded by Amy Carver, Iowa State University

Tony and Jamie discussed the importance of utilizing a carefully developed plan to attract and recruit more right-fit students by leveraging and optimizing content.

With limited resources, it is important to focus on a methodology that is sustainable, and not put all resources into one or two tactics. DD Agency uses a flywheel approach, a self-sustaining marketing model for content strategy to attract, engage, and delight prospective students.

DD Agency reviewed successful content strategies to grow programs, their focus was on implementing the right content, in the right place, at the right time. Here are some of the strategies: • Explore ways to launch new programs with an unattractive/unpopular name. When faced with such a challenge, one school chose to build awareness but use an attractive or popular search term rather than the program’s name. It is possible to build awareness without talking about the program through pieces that drive to secondary content on the program itself.

When utilizing paid search there may be an initial spike in results but organically there will be long-term results that still produce leads for the program.

• Build a lead pipeline that is organically sustained and ties into a unique value proposition (UVP) by researching broad content topics. One school identified broad topics, brainstormed a variety of subtopics, and published content on short-form media, e.g., blogs. Once the blogs getting the most clicks were identified, the content was cross-promoted and cross-linked. These were not stagnate pieces but content that was modified to be the most relevant and republished.

• Utilize technology as a strategy. A graduate school with multiple programs needed to reduce friction at the consideration-stage–they chose to implement a chatbot. The chatbot redirects prospects to existing, hard to find content that already exists. In the example NAGAP.org

presented, the graduate school was able to increase engagement with content, generate first-time leads, and engage in secondary conversions with existing prospects.

• Utilize unique value propositions (UVP) to improve yield and reduce melt. To promote decision-stage value, one school developed a pillar page filled with data about the institution to overcome objections.

This content strategy focuses not only on the program, but fosters thought leadership.

• Create a sense of urgency to re-engage stalled inquiries to drive application submission. One school achieved this through email communications which drove prospects to a landing page to request fee waivers, view follow-up reminders, or other relevant information to encourage application submission.

The DD Agency dug into strategies used for different purposes–demonstrating why and how they worked and the overall short and long-term impact realized by each strategy. n Summer 2022

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Bringing Graduate Recruitment to the Forefront in an Undergraduate World Presented by Jaime Oleksik, Carnegie; Erika Davis, Cedar College; Debroah Accurso, Cedar Crest College Reported by Karen Eden, MOL-MBA, St. Ambrose University

With changes in the adult, online, and graduate space, it is time to reevaluate. There are triumphs to be had with these audiences, but how?

Find your future story You need to align with your strategic plan. When it comes to finding your story, timing is everything.

The environment needs to be read and evaluated.

The National Student Clearinghouse data indicated that there is potential growth in adult, online, and graduate student population through 2025.

Shift Internal Focus Shifting internal structure to one college and one admissions office was a key component in bringing graduate recruitment to the forefront. There needs to be a sharing of resources, cross training of staff, and support from administration, directors, and faculty. There also needs to be advocacy for recruitment and marketing funds.

Shift External Focus Shifting externally means to increase awareness by leaning into the school’s brand and personality. It was important to develop a thoughtful graduate-centric channel strategy. Another shift was to create a new asset by incorporating undergrad and graduate together in branding.

Increasing awareness and reputation in graduate marketing was key. Graduate marketing starts with the

prospective student journey. This enrollment journey has changed and is now a diverse ecosystem. There are dozens of potentials ports of entry, through which students can interact with and engage with universities: this is student search. There needs to be an effective student search. Comprehensive communication plans that account for each of these channels and deliver responsive and customized messaging at each interaction is the future.

Why do we need this customized messaging? It is a student’s market. They choose how, when, and where to engage. This is where the human connection comes into play. In higher education and enrollment growth, at the end of the day, we are trying to connect with students.

Human connection is in everything we do.

Human connection is measurable by psychometrics.

How does the student feel about your school? Without psychometrics you will not create a connection with knowing this important information on how people think and the way they feel. The human connection’s psychometrics is measured with archetypes and the personality spectrum.

Utilizing this human connection strategy with Carnegie, Cedar Crest positioned their graduate efforts internally and deployed a comprehensive campaign. They now have 27 graduate programs and increased their graduate student headcount by 48% over the last six years. n

Effective Communication Strategies for Graduate Admissions Professionals Presented by: Casey Herman and Stacy Melton, Seton Hall Law School Recorded by: Meili Jin, Bentley University

Key Takeaways: • Use new software to communicate with prospective applicants and admitted students, such as Zoom, WhatsApp. Using multi-channels of communication is important, such as by email, text, phone, Zoom, and/ or WhatsApp 28

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• Refresh marketing messages such as personalized, caring, attuned information to students so that they feel communication information is directly to them • Using survey to collect data from alumni, for example: job status, promotion status, salary updates (increased?), job title, company NAGAP Perspectives

RECRUITMENT & MARKETING • After gathering the survey data, use the information to promote programs during recruitment events • During a graduate open house, offer different options for students to choose from, such as international applicants room, domestic applicants room, breakout rooms with program directors • Changing ways to offer/host events, such as hybrid event options • To better communicate with students and support them in a timely manner, consider purchasing a cell phone for the department

• Offer fast application option during pandemic to better support prospective applicants. This led to an increased yield rate; there was a 75% increase in convert rate of those filling out the fast application when compared with the full application.

To sum up, the session presented different ways on how to better communicate with students by using different platforms, for example WhatsApp was very successful in the Indian market. Use personalized messages when sending out marketing emails directed to students, so that they feel the message was directly to them individually.

During the session attendees asked great questions, and were very engaged throughout the whole time. n

Smart Recruitment Strategies in Our Evolving World Presented by John Agusto, Georgia State University, and Ayo Strange, Educational Testing Service (ETS) Reported by Krystal Johnson, Northwestern University

As enrollment is declining at most private and state institutions, it is essential to have a strategic plan to expand your applicant pool and increase Engagement when connecting with graduate prospects and applicants.

John Agusto, Associate Dean of Strategic Initiatives in the College of Arts and Sciences at Georgia State NAGAP.org

University, discussed the importance of smart recruitment strategies, and Ayo Strange, Director of Higher Education Institutional Sales at Educational Testing Service (ETS).

Current State of US Enrollment: • Bachelor’s degree enrollment has seen a drop within Summer 2022

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However, there has been an increase in applicants enrolling in master’s and doctoral programs.

• In 2021, enrollment growth in graduate and doctoral programs was above 3%, and the previous year was within the 2% range.

• 2.1% increase in graduate enrollment, specifically in public institutions. In 2019 – 2021 enrollment increased in public institutions by over 8%.

International Student Mobility • The Institute of International Education 2021 fall international student enrollment snapshot included data from 860 US higher education institutions and found that the number of international students has increased. There was a 68% increase of new international students enrolling in US institutions for the first time. This was indeed a significant change from the 46% decline reported in the fall of 2020.

• Universities are increasing their support for international students. Many institutions have changed their application and admission processes.

For example, 57% of institutions allow online instead of in-person testing. In addition, institutions are increasing services such as crisis management, housing, and financial aid to help with pandemicrelated emergencies.

• Although graduate programs will continue to grow, recent reports from Moody Investor services indicate that colleges and universities with the resources to adapt to the demand and the potential to expand their online and short-term offerings will withstand future recruitment and enrollment challenges.

Recruitment Challenges Institutions are Facing: • Health crisis • Increased competition from other countries • Travel restrictions • Not enough prospects, let alone qualified prospects • Tough competition

• Diversity • Declining interest in the discipline • Uncertainty around international student • Funding Suggestions to Overcome Recruitment Challenges: Institutions can overcome some of their challenges by revamping their recruitment plan and ensuring that it is data-driven and data-informed, maximizing campus faculty and staff, and knowing where to find and how to engage with prospects. By having a data drive and data-informed recruitment plan, institutions can answer the following questions: 1. Are program goals different this year compared to last year?

2. Does the institution need the applicant pool to change, and how can the enrollment and recruitment department find applicants to fulfill the requirement?

3. Should the institution broaden its reach by targeting working adults, GRE list, generate awareness, and diversify internationally (besides China and India)?

4. Is diversity a priority?

5. What has worked in the past, and what was the ROI? 6. What sources and channels are resulting in the best yield—Know which sources derive the highest yield for your program: website, digital social media, undergrad programs at your institutions, alumni 7. Increase engagement by thinking like a prospective student when preparing for grad workshops, social events, interactive webinars, etc.

For institutions to face some of the challenges with recruitment and enrollment, it is essential for colleges and universities to invest in a CRM software that will customize communications. It is also essential to ensure that recruitment materials are updated and connect with graduates/alumni to review and edit webpages. The goal is to communicate the institution’s unique selling points using infographics, fact sheets, engaging photos, and valuable and actionable information. This will allow the story of the university to be heard. n

The goal is to communicate the institution’s unique selling points using infographics, fact sheets, engaging photos, and valuable and actionable information.

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Bring Your Own Enrollment Management Marketing Challenge Presented by: Tony Fraga, DD Agency; Marcus Hanscom, Roger Williams University; Francesca Reed, Neumann University; Zach Busekrus, DD Agency; and Natalie Gleason, DD Agency Reported by: Jennifer Jones, MaED, Virginia Tech

In this question-and-answer session with GEM Marketing professionals, conference participants were encouraged to share their current marketing challenges and receive feedback from the panel.

b

utilize them to create modules or templates that the program can then use to implement across the website;

b

find the “nuggets” of information that you can add to improve content (small changes that make a large difference).

Questions posed by conference participants • How do you bring together internal and external stakeholders while working together (example: external consultants, internal marketing departments, and programmatic or university leadership)? b

gain a collective or shared goal;

b

make sure that there is buy in from all levels and if not, begin with one set of stakeholders to create buy in;

b

create a position (person) that is the “glue” between the groups of stakeholders and can create a common vision.

• How does a university market collectively while still successfully selling individual campuses and/ or programs? b

with common branding throughout the university and members from all campuses and programs guiding the discussions.

• What are some unique and creative ways to grow inquiries? b

find organic leads (use SEO and social media);

b

make sure the content is specific to the prospective students (program specific, not just university branding);

b

nurture the prospects once you find them.

• How can we do more with our small budget? b

SEO and retargeting are key with a small budget; focus on getting and keeping the visitors to your website.

• How do we work together with a group (marketing and communications) that is overstretched and set in their ways? b

use data to drive the conversation and the goals;

NAGAP.org

• How do you communicate that a program is affordable without making it sound “cheap”? b

focus on the outcomes of the program and what the student can receive as a benefit of completing the program;

b

not just about affordability, but value.

Themes that appeared throughout all questions: • start small: choose one goal, one email, one content item; • get ownership from stakeholders and empower the team to do the work; • high-quality content is key! It must be specific to the prospective students; • utilize SEO; • understand the changes you make and be able to track their success or failure; data drives the discussions.

Secret tips of the trade: • if you are attempting to gain additional funding, use a program that is already successful to show growth then replicate what works for additional programs; • use funding for strategies that can be used long term by your units versus one and done or ongoing services; • website changes can be an easy and affordable way to gain more organic traffic: work to make your site more user friendly b

high school students respond that they “don’t like things that look gross” and will just leave if your website is;

• always remember that we compete on user experience! n Summer 2022

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Surveying the Landscape of Test-Optional Admissions: What’s Now and What’s Next in Graduate Admissions Policies Presented by Sara Haviland, Educational Testing Service, and Keith Ramsdell, Ashland University Zach Busekrus, DD Agency; and Natalie Gleason, DD Agency Reported by Jennifer Sayre, PhD, Bowling Green State University

The Educational Testing Service (ETS) and NAGAP recently partnered to understand the anticipated longterm effect and nature of the shift into test-optional policies for graduate student admissions due to the COVID-19 crisis. ETS and NAGAP sent out a pulse survey to take a quick snapshot of test-optional admission’s policies of the NAGAP membership in August 2021.

Overall, the survey indicated only 10.6% (13 schools) of the respondents (123 schools) fully required test scores for admissions. The data showed roughly one-third of the respondents who indicated their institutions went

test-optional due to the COVID-19 crisis were unsure whether the policy would continue. Those respondents who indicated that their test-optional policies were not developed in response to the pandemic were perceived to be more permanent.

From that survey and the individual discussions of those respondents who were willing to be interviewed by the research team, ETS was able to examine 2 questions: (1) What motivates schools to make the submission of test scores optional? and (2) How do admissions professionals view holistic admissions? According to the study, the

The data showed roughly one-third of the respondents who indicated their institutions went test-optional due to the COVID-19 crisis were unsure whether the policy would continue.

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They suggest that you examine your holistic admissions policies to see if they are intentional, reflexive, and multifaceted. following are the perceived advantages of going testoptional:

person” approach, evaluation of multiple components of an application, ability to balance all components of

• a more holistic/human approach,

application, considered as an approach to use cut-points

• may be more equitable/fair,

(test, GPA, grades), and an emphasis on fit.

• removes barriers,

Sara and her research team from ETS shared key

• may increase diversity, bigger applicant pool, and • keeping up with the competition.

Additionally, the following are perceived disadvantages of the same: • less information on the applicant, • leaves room for potential biases, • unserious applicants (yield concerns), • may admit some unprepared students, and • may harm its image as a competitive program.

In answer to the second question, five common themes emerged from the interviews in relation to what is perceived as holistic admissions: a “whole

recommendations when making admissions test score policy changes. They suggest that you examine your holistic admissions policies to see if they are intentional, reflexive, and multifaceted. Also, you need to examine data from your own applicant pool to know if you are seeing the results you intended. See how you answer the following questions: • Has the applicant pool and admitted class increased?

Diversified?

• Did your diverse applicants matriculate? Were they retained?

• Were your student success measures maintained? n

Ambassadors and Moguls: Leveraging Your Graduate Student Workforce for Creative Marketing Solutions Presented by Tanith Fowler Corsi, Hood College Reported by Amanda Selby, EdD, A.T. Still University

Fowler Corsi started her presentation by making the crucial point that “moguls” were not to be confused with “muggles” (we see you, Harry Potter fans!); instead, Fowler Corsi defined moguls as student volunteers who act as social media influencers. Next, Fowler Corsi covered some of the common dilemmas many in the audience face, including programs’ need for marketing under a limited budget and graduate students’ need for tuition assistance and work experience. Hood College has found a way to leverage its resources to provide solutions that meet both of these populations’ needs.

are not grant or college-funded but are tuition-receiving positions. However, these workships frequently lacked equity, focused on undergrad needs only, were not accountable, and overall did not fit the needs of graduate programs. The solution was the creation of graduate assistantships or GA-ships. These positions provided an equitable system for hiring grad students and helped underrepresented and international students to gain work experience on campus and earn tuition assistance.

Two primary focuses of the GA-ships were social media and retention.

Before moving forward with the solutions, Fowler Corsi needed to provide some background information: Hood College has a historical use of workships, which

At this point, the conversation shifted to the focus of Hood College’s Social Media Ambassadors and Mogul Program. The objective: create a cost-effective method

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RECRUITMENT & MARKETING for marketing the graduate school while providing a way for grad students to hone leadership and technology skills. The program has two components.

Graduate Ambassadors • Represent the graduate school at events

Social media metrics indicate significantly increased engagement across the three social media platforms targeted (Facebook, Twitter, and LinkedIn). Fowler Corsi shared lessons learned and practices that worked best for Hood College. Some of the highlights included: • Focusing on career outcomes and student/alumni success and achievements

• Promote school programs/events on social media platforms

• Highlighting student and faculty diversity and research/industry connections

• Highlight student and alumni achievements on web blogs

• Catering to your crowd—in the case of Hood College, this is the military community, as there is a large active duty and veteran student population

• Work about 20 hours a week to receive tuition assistance and credit waivers • Go through an extensive interview and training process • Create the content being shared on social media and post it directly from university accounts • Manage the moguls Social Media Moguls • Student volunteers who share ambassador posts • Do not create content but share posts to their pages • Earn rewards based on participation

Another outcome of this new approach was creating a graduate mentoring program. Prospective students are matched to current student volunteers for individual mentoring. Students are rewarded based on the number of mentees who apply to a Hood College grad program.

The mentorship program is in the pilot stage, but there are currently 23 mentor/mentee pairs, and 21 have completed an application. Thus, by utilizing this new approach, colleges and universities can leverage their students to reach their target audiences in a way that is both cost-effective and community-building. n

Prospective students are matched to current student volunteers for individual mentoring. Students are rewarded based on the number of mentees who apply to a Hood College grad program.

NAGAP Mentor Program Sign up by August 22

The Leader in Graduate Enrollment Management

Be a part of the NAGAP Mentor Program for 2022-2023 In preparation for the 2022-2023 program, we invite NAGAP members interested in becoming participants in the program as mentors and mentees to complete the short participation form. As part of the program, mentors and mentees will engage in at least four (4) calls/virtual meetings (2 fall semester, 2 spring semester) during the year, an opening kick-off session and closing celebration, and an evaluation at the end of the program.

Mentor-mentee matching will be completed by mid-September. An orientation will be scheduled late September.

Sign up to be a Mentor

Sign up to be a Mentee

If you need additional information regarding the program, contact us at info@nagap.org.

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Untapped Potential: 3 Ways to Capture Prospects Early in the Funnel and All Year Long Presented by Kittie Pain, Kutztown University; Marcus Hanscom, Roger Williams University, Consultant, Dutcher LLC; Lance Hydrick, HALDA Reported by Amanda Selby, EdD, A.T. Still University

Next, speakers Kittie Pain and Marcus Hanscom shared some best practices and strategies that worked well for their institutions. Some general things to consider about your institution’s website and publicly available information are: • Leverage your website—prospective students are using it, so take advantage of that • Create content that students see as valuable (such as personalized information, industry tips, on how to overcome challenges associated with graduate programs) in exchange for contact information— prospects are more likely to give you information if they feel they are getting something useful and valuable out of it Three objectives were presented: • Learn how to assess current strategies for capturing/ enrolling students from early funnel stages • Learn how to design “Always On” recruitment strategies • Report on the impact implemented strategies have on an institution HALDA CEO Lance Hydrick shared some fascinating information from his company’s recent survey of over 500 graduate prospects and 150 GEM community members. Key findings were: • 76% of respondents visited the institution’s website on the first day of research/awareness of a program • 91% of potential students use an institution’s website, yet only 1% filled out a request for information (RFI) form, and 44% said websites were not easy to navigate • Personal emails, general emails, and personal phone calls were prospective graduate students’ top three preferred modes of engagement • The most critical information prospective graduate students look for is whether the program is the right fit for them and their goals, are they competitive/ qualified for the program, how much the program costs, and how they will pay for it NAGAP.org

• Provide tools that allow students to engage with your brand other than direct 1:1 contact (think chatbots, articles, virtual information sessions, social media videos) • Understand that your prospective international students might have more barriers to overcome • Create deliberate opportunities for faculty and current students to connect with prospective applicants • Make a plan to ensure responses are timely, personalized, and authentic The good news is that HALDA survey results indicated that most of us already provide personalized treatment to prospective students. The discussion shifted to ways programs can add value and service to their prospects, which in turn helps with marketing and recruitment. The main ideas were that customer service, and personal connections are critical. Approaches should be tailored for the audience, focus on developing content that informs a decision rather than selling a program (such as how to find scholarships or make sure a career is a good fit), and use your amazing faculty and alumni stories.

The user experience we provide to prospective students really can make the difference in whether they select our program or another. n Summer 2022

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Aligning your MarTech with your CRM to discover true cost per enrollment Presented by Jennifer Lonchar, and Jason Hamilton, Net Natives Reported by Donna Wang Su, Northwestern University

Addressing structural challenges between enrollment and admissions and marketing, schools want to know how much it cost to enroll each student. Spend X, get Y students.

Overview Facing the challenge that many university admissions marketing approaches use a mix of integrated tools and different tech platforms, Jennifer Lonchar and Jason Hamilton of Net Natives, focused on how you can align your technology to enable you to calculate your true cost per enrollment. University attendees shared how they use a mix of email marketing, market research, Google analytics, tableau, Power BI, and digital advertising on top of their CRM. Some schools are still operating out of static spreadsheets. They presented the following two questions, “Have your student enrollment targets changed since last year?” and “Are you expecting student enrollment targets to increase in the next three years?”

How do we move forward in a meaningful and effective manner? Challenges can include: • increased enrollment targets but no increase in budget • lack of visibility of advertising performance to enrollment • increased need to generate more leads and/or brand awareness • poor conversion rates in the recruitment funnel • lack of technology integrations • high cost of enrollment By understanding how a student comes into your system and their journey from inquiry to applicant, you are able to address structural challenges, but also how to engage stakeholders through intentional communication. Are you looking at “butts in seats” or “number of clicks”?

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1. Engage stakeholders early. Consulting with key stakeholders ensures buy-in across departments and sets expectations and targets. Understand who needs to be involved and what are the objectives, outcomes, and benefits. By connecting teams and bringing performance data together—from Cost per Lead (CPL) in Marketing to Cost per Enrollment (CPE) in admissions will help you understand your ROI. 2. Set up prospect pipelines. For every funnel stage, create a pipeline so admissions knows exactly what stage each prospect is at and Marketing can see what’s happening at each funnel stage.

Looking at that cost per Application (CPA) allows you to be strategic about where you add budget or take different strategies. You want to know how students are doing, and know which ones came from where. How are marketing and admissions working together? You want to get to the applications in the pipeline regardless of what CRM system or process you are using which includes: Inquiry → Application started → Application Submitted → Application denied → Offer made → Offer accepted → Offer declined 3. Look at platform performance. Surprisingly, a report run in October 2021, LinkedIn proved to be a lower cost and better ROI for a marketing campaign vs. Facebook and Google. Did you know that by increasing your landing page speed by one second, you can increase conversions by 9%? Or that utilizing secondary forms can increase completion rates by 60%?

Net Natives and Akero have created a system for complete visibility of the recruitment process alongside advertising performance, aligning with their mission to “use data, technology and creativity to transform the way students connect with opportunities to change the world.” n NAGAP Perspectives

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Recruiting Online Graduate Students: Reaching Adult Learners Presented by Kylie Smith, and Abigail Harris, Kelley Direct Online MBA & MS Program, Indiana University Recorded by Nykea Watts Edwards, EdD, University of Missouri-St. Louis

Indiana University’s Business School has been at the forefront of teaching online programs since 1999. Both presenters share a background working with traditional and online programs. They have concluded that there is a difference in approach when engaging various student populations. The focus of this presentation highlights four key strategies that Kelley Direct Online MBA & MS Programs use as part of their recruitment and marketing strategies geared toward online graduate students.

Webinars. A primary approach to reaching the adult learner population. When scheduling webinars, focus on meeting student needs and what sets your program apart.

Know Your Audience. Who are online learners? What are the differences between online versus traditional learners? How do you attract the online population to graduate programs?

Email Journeys. Email campaigns are a clear path to reaching the online adult learner population. This tactic gives the opportunity to offer unique content to pique interest in graduate programs, increase and track click rates, and save admissions staff time by using automations.

Seven key points were addressed regarding getting to know adult learners’ needs and motivations: • flexibility • delivery of skills that will advance careers immediately • cost/completion time concerns • quality of program/faculty • blended learning opportunities • ROI (Return on Investment) and alumni testimonies • “Show me the value”

Build Connections. Ensure students are invested in choosing the right program. Solidifying connections between the admissions office and the applicant are important. Building connections is a key factor when converting applicants to students.

In conclusion, working with an online student population is different from working with traditional students. Data indicate that 42% of graduate students are enrolled in some form of online classes as part of their degree program. Of this same population, 33% are enrolled in fully online programs. These percentages are growing, which means the adult learner population is very important in terms of the future of higher education. n

Strategic Partnership Council The Strategic Partnership Council (SPC) is designed for organizations whose missions are aligned with NAGAP’s and who wish to become more strategically engaged with our association.

Through customized marketing and collaboration platforms we offer bundled packages and unique opportunities for organizations to help build and maintain year-round relationships with our members and GEM professionals across the nation and around the world.

To learn more about the SPC, visit our website: https://nagap.org/strategic-partnership-council

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