Student Success

12Mar 2019
Skyfactor and Pharos Resources

Pharos Resources is proud to announce a partnership with Skyfactor, a Macmillan Learning Company, to provide stronger identification, assessment, and solutions to improve student retention and success.

The partnership will integrate Skyfactor’s product Benchworks’ New Student Survey which provides insight into how new students are acclimating to college with Pharos 360, a tool that enables colleges to take action on what they’ve learned. Together, these solutions will provide administrators the ability to expertly assess, monitor, and manage the student experience.

“Since 2010, Pharos has been focused on developing powerful tools to enhance the important work of engaging at-risk students. Our partnership with SkyFactor now provides the seamless integration of their research-driven assessments and our Relational Retention technology. This is a truly unique system for Higher Education to improve student outcomes,” said Rachel Phillips-Buck, Vice President of Student Success for Pharos Resources.

To learn more, visit the full press release.

25Jan 2017
McLennan Completion Summit 2017

Our partner and client, McLennan Community College, is hosting a Completion Summit on Friday, February 17. If you are near the Waco, TX area, we hope you can join us!

Completion Summit 2017

Building Success: Tools to Help Students Complete
February 17, 2016
McLennan Community College
Waco, TX

Session Topics: (tentative schedule)

  • Gaining Faculty Buy-In: Creating a Network of Care
  • How Do You Measure It? Assessment Techniques for the Hard to Quantify
  • Academic Coaching: Who, What, Where, and Why
  • Resources for Completion: Supporting Special Populations
  • Financial Literacy
  • Early Alert

12Jul 2016
I Don't Want These Students

Serve the students you have, not the students you wish you had.

George D. Kuh often expresses this sentiment when he is describing what DEEP (Documenting Effective Educational Practice) schools do. As Jason De Sousa puts it, schools are “obligated to work with the students they have, not those they wish they had,” and that great schools have figured out how to do this with excellence.

It’s easy to wish you were serving a different kind of student than the ones you have: smarter students, students who know how to work hard, men and women who aren’t juggling the hardships of life, school and work at the same time, students who don’t have financial burdens, and/or those who are eager for learning…not just the degree.

What we mean when we say we want different students is that we don’t value our students, the ones we have.

You… maybe… don’t want the students you have. Continue reading

03Dec 2015

For the last few weeks we have been talking about how to determine whether the students you are serving are Red-flag students or At-risk students.

Here are the five principles I use to guide me as I engage students and honor their autonomy:

1 Win them over

First, students have to believe that you are on their team and want them to be successful. In this relationship, students must know that you will be a reliable, responsive, empathetic, and trustworthy partner. Continue reading

17Nov 2015

We were recently working with an institution and every time Matt and I talked about Early Alert as a positive resource for At-risk students, we were met with resistance. My insistence that there was no shame in being managed in an Early Alert program was met with looks of disbelief. Finally, after three days of working to reframe Early Alert, someone in the room said…

Students will never think that being identified as a Red-flag student is positive!

This was an epiphany. Wait. What? I am not talking about Red-flag students! Every time I said “At-risk students,” our clients were thinking “Red-flag students”. I am here to tell you, these are NOT the same thing! Continue reading

13Oct 2015

I was an at-risk student

You will hear me say often, and loudly, that I was an at-risk student. I know what it feels like to not be living up to one’s potential. I am also intimately familiar with the feeling that no one on campus can see me; no one cares that I am not doing well, no one is paying attention to my struggling, and most devastating- that no one is offering me any help.

 

Automatic notice: You’re failing

iPhone Missed Class Think for just a second what it means to a student in that state of mind to receive an automatic email that says something like, “You have 5 absences in your history class. Please be advised that if you miss one more, you will be dropped from the class. If you have any questions, talk to your faculty or your advisor.”

 

It.

Is.

Crushing.

Continue reading

01Sep 2015

turbulence

/ˈtɜːbjʊləns/

noun

1. a state or condition of confusion, movement, or agitation; disorder

2. (meteorol) local instability in the atmosphere, oceans, or rivers

3. turbulent flow in a liquid or gas


Middle School – UGH!

It’s the start of a new school year. Which means this week I was instantly forced to accept that my oldest is now a middle schooler. He is getting older and I can’t hold him back. I realized as I was driving him to his new school that this transition was going to be difficult and stressful… it has been years since I worried about him at school. Now, there is so much to consider: new experiences, rules, processes, teachers, students, challenges…Last week, hundreds of new middle schoolers poured out of their parents’ cars and anxiously walked through the front doors alone. My son went in without me.

Continue reading

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