Creating Successful Targeted Campaigns with the SSC Platform€¦ · Two Examples from Previous Specialist Campaigns . Step 2: Articulating Campaign Objectives . 1. Assist potential

©2015 The Advisory Board Company • eab.com

Creating Successful Targeted Campaigns with the SSC Platform Specialist Program Session #2

Student Success Collaborative


ROAD MAP

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Planning Your Outreach Strategy

Defining Your Target Population

Managing Your Campaign

Examples


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Consider Subgroups Typically Overlooked, or Urgently in Need

Step 1: Defining Your Target Student Population

Brainstorm a group of students that you want to target for intervention (Use the worksheet on p.5 to write out each step in your design)

Select the parameters that will define this population and create a work list in the SSC platform

Articulate objectives for the short-term (e.g., rounds of outreach, advising sessions) and long-term (e.g., persistence) impact of your campaign

Parameters Available in the SSC Platform student name, college, major, degree, earned credits, number of notifications, enrollment, student status, GPA, risk stratification, enrollment, success markers

Check that your parameters generate a manageable number of students. We recommend 30 to 75 students.

Questions to Ask in Selecting a Population

• Which students struggle but might not seekassistance?

• What group of students am I passionate about?

• Which students need to complete specific actions inthe near future to improve their chances of successor avoid barriers to their progress?


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Brand New Resource Available Online; Poster Version Coming Soon

61 of Your Best Ideas

eab.com/SSCCampaignIdeas


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Two Examples from Previous Specialist Campaigns

Step 2: Articulating Campaign Objectives

1. Assist potential teacher education studentsin progression toward admittance to theprogram (prerequisite to many courseswithin major, minor and TEPD itself)

2. Develop goals and action steps foradmittance to the teacher educationprogram

3. Assist with determining other viableoptions for success outside of the teachereducation program

4. Reduce these students’ risk of dropping out

Objectives: This campaign will…

Teacher Education Program Admission

The purpose of this campaign is to provide assistance to students pursuing a B.S. in Ed. Degree with admission to (and progression through) the teacher education program, or to assist in determining a separate path for successful degree attainment; the campaign will focus on students with a 2.0 to 2.99 GPA.

“Murky Middle” Chemistry Majors

This campaign will target “Murky Middle” Chemistry majors: juniors and seniors majoring in Chemistry who are moderate to high risk, with a GPA between 2.0 and 2.7. Interventions will focus on academic and career planning.

1. Schedule an individual advising sessionwith at least 75 percent of identifiedstudents

2. During advising session, create semester-by-semester academic plan, discuss careergoals, and connect students with campusresources

3. Increase the number of STEM degreesawarded for the year, with studentsprepared for the STEM workforce

Objectives: This campaign will…


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Select ≤6 Metrics Ranging From Immediate Actions to Long-Term Outcomes

Step 3: Deciding What You Want to Measure

What is the initial action you will

take to kick off the campaign?

What do you hope students immediately

do in response to your outreach?

What behavior or action do students

need to take as a result of the campaign?

What is the impact you hope to see with

this group in one term or one year?

Examples:

• Outreach emails• Follow-up calls

Examples:

• Response rate• % advised in person

Full list of common metrics on pages 3-4 of the Toolkit Supplement

Examples:

• Declare major• Attend tutoring

Examples:

• Improve GPA• Obtain scholarship


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Toolkit Includes Samples and Guidelines for Selecting Metrics

Deciding What You Want to Measure

Advisor Action

Student Engagement

Student Behavior or Action

Long-Term Impact

Sample Campaign

Target Population: students currently enrolled in the School of Business with GPAs 1.5 to 2.0

Objective: to inform students on warning or probation of university policies for dismissal and connect them to support resources to help improve their academic performance

Metrics:

• % of target population emailed

• % of target population advised in person

• % of those advised who attend tutoringor supplemental instruction

• % of those advised that achieve acumulative GPA greater than 2.0


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Once You Have the Right Metrics…

Setting an Ambitious But Realistic Goal Can Be the Most Difficult Step

The Critical Task of Goal Setting

Challenges to Goal Setting

• Every student population and everyadvising office is different

• Many advising offices don’thave enough data to determineappropriate/consistent goals

• Setting goals is an up-frontinvestment of time when you havemany other priorities!

If You Don’t Know Where to Start:

• Go with your gut

• Ask your peers

• Refer to examples in toolkit

Page 5 of Toolkit Supplement


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Set Goals by Percent or Number of Students

The Critical Task of Goal Setting

100% (all 27 students)

Sample Campaign

Target Population: students currently enrolled in the School of Business with GPAs 1.5 to 2.0

Objective: to inform students on warning or probation of university policies for dismissal and connect them to support resources to help improve their academic performance

Metrics:

• % of target population emailed

• % of target population advised in person

• % of those advised who attend tutoringor supplemental instruction

• % of those advised that achieve acumulative GPA greater than 2.0

67% (18 of 27 students)



Goals:

= 27 students


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Three Approaches to Campaign Design—Borrowed From Social Science

How Could We Set Smarter Goals?

Pages 6-7 of Toolkit Supplement

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Pick a Target Population with a Good Historical Comparison Group

Compare your campaign results to the “natural” outcomes of a comparable group of students

B

Create a Baseline and then Repeat Your Campaign

Repeat the same campaign, or a similar campaign, and use the first results as a baseline for comparison

C

Use Between-Group Design to Test Different Interventions

Option 1: Select a larger target population and intervene with half

Option 2: Split your target population into two groups and use different approaches with each subgroup


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Defining Your Campaign

Discussion

Key Questions

• What campaigns have you or do you currently run, and how did youselect the targeted population?

• How did you narrow down your list? What filters did you add oreliminate to get the desired size?

• As an advisor, what “objectives” are top of mind for your students?What “objectives” are top of mind for leadership?

• Similarly, what “metrics” are you considering setting or have youalready set with existing campaigns?


ROAD MAP

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Examples


15 Step 4: Planning Your Outreach Strategy

Determine how frequently and in what way you will contact targeted students (Track the

success of different types of outreach to inform future campaigns and other advisors)

Articulate the messages you want to communicate and resources you want to provide at each interaction (e.g., outreach, advising sessions); consider the action steps this specific student population needs to take and craft the appropriate message

Identify any next steps you will need to take to follow up with these students and ensure campaign impact

(Optional) Export your work list from the SSC platform and use student contact information to send outreach through your university email or CRM system

Suggested Outreach Frequency: In successful previous campaigns, advisors outreached to students 3 to 5 times over a one or two month period of the semester

Phone Call

Week

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Example Timeline

Targeted Email #1

Targeted Email #2

Follow Up Email

Advising Sessions

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Before Launching the Campaign, Craft Outreach Language and Sequence

Building (and Borrowing!) Outreach Templates

First Email Notification of risk status, encourage to make appointment

Second Email More urgent encouragement, suggest tutoring/resources before midterms

Phone Script Meeting Outline


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Library of Templates for Different Campaigns and Populations

Sample Email and Phone Scripts Available


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Outreach Medium and Urgency Impact Student Responsiveness

Targeted Outreach Best Practices from CMU

Shift in Tone Improves Student Response Rate Results from Three Most Successful Campaigns

Three campaigns generated the highest number of in-person and phone advising meetings, enabling success coaches to meet with between 33 and 50 percent of their target populations.

In general, advisors struggled get students to respond to proactive outreach, the first step toward scheduling and completing an advising session. Advisors from the three successful campaigns all sent two “soft-approach” emails, one phone call/message, and one email with more urgent tone and content. Analysis of these advisor’s portfolios revealed three insights:

• Phone numbers were difficult toaccurately collect and phone messageselicited very few student responses

• Only 3.1 percent of students respondedto a soft approach email

• Third emails, with stronger tone andmore direct content, generated muchhigher response rates

3.1%

39.6%

2.1%

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45%

Email, Soft Email, Urgent Phone Call

Ave

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Outreach Approach


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Successful Emails are Individualized, Urgent, and Actionable

Targeted Outreach Best Practices from CMU

Sample Language

from Emails with High Response Rates

“In order to continue in the College of Business and succeed at obtaining an Accounting major, the minimum requirement is a 2.5 GPA. I would like to meet to further discuss your goals and create action steps together to make this obtainable. Please call me by March 28th to schedule an appointment so I may assist you with necessary resources.”

“I am increasingly concerned about your progression toward admittance to the program and graduation…I ask that you email me back by this Friday (March 21) with dates/times that we can set an appointment within the next two weeks.”

Ineffective Emails

Use vague subject lines (e.g.“Good Afternoon” or “Office of Student Success”)

Suggest resources, but no immediate action steps

Reduce urgency by saying “If you would like to schedule a meeting…” or “I would be happy to help you with…”

Bury critical information in lengthy exposition

Effective Emails

Pique interest in the subject line (e.g. “Academic Concerns”)

Mention the student’s major and missed requirements or thresholds

Express explicit concern about progress, program admittance, or graduation

Directly ask students to make appointments and provide deadlines


ROAD MAP

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Examples


21 Running and Exporting Lists Demo


22 Tracker Demo


23 Other Common Results Calculations

Full list of common metrics on pages 8-9 of the Toolkit Supplement


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Templates for Sharing Your Campaign Results With Different Audiences

Presenting Your Results

Formal Case Study or Report for Leadership

• Focused on results, and how theresults can be replicated by others!


Slides for Team Meeting or Advising Council

• Campaign purpose and objectives• Target population• Actions and interventions• Progress and results• Lessons learned and

recommendations for futurecampaigns

• Discussion



ROAD MAP

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Teacher Education Program

Admission Campaign Student Success Trial Initiative

Progress & Performance Report

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Purpose

• The purpose of this campaign is to provide assistance to students

pursuing a B.S. in Ed. Degree with admission to (and progression

through) the teacher education program, or to assist in determining

a separate path for successful degree attainment.

SAMPLE

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Objectives

• Assist potential teacher education students in progression toward

admittance to the program (prerequisite to many courses within

major, minor and TEPD itself)

• Develop goals and action steps for admittance to the teacher

education program

• Assist with determining other viable options for success outside of

the teacher education program

SAMPLE

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Target Population

• 2.0 – 2.99 GPA, not yet admitted to Teacher Education program

• 56 total students

SAMPLE

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Actions & Interventions

Planned 1. 56 of 56 students emailed

• First round as of February 28

2. 56 of 56 students emailed

• Second round as of March 7

3. 56 of 56 students emailed

• Third round as of March 17

4. Remainder of 56 students called

• As of April 18

5. 42 of 56 (75%) students completed

personal meeting and/or phone coaching*

• As of May 9

*Added phone coaching to action steps

during phone campaign as calls were more

coaching-focused

Completed 1. Round 1 Email – 100%

– 1 response

2. Round 2 Email – 100%

– 1 response

3. Round 3 Email – 100%

– 26 responses

4. Call Campaign – 100%

– Called remainder (28 students) with no response

or interaction

5. Personal Meeting / Phone Coaching –

50%

– 19 of 56 personal meetings (34%)

– 9 of 56 phone coaching (16%)

• Remain at Risk – 39%

– 22 of 56

– No response or interaction of any kind

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Progress & Results

• All progress markers completed to this point

• All students contacted/coached throughout have identified distinct

action steps to move forward

• Admittance to the program and plans to complete requirements

• Seeking another major and utilizing resources of advising, etc.

• 9 of 56 original students have signed a different major

SAMPLE

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Lessons Learned

• Students lacking 1 or more “key” admission requirements

• Study sessions offered for PRE exam are of the utmost importance

• Expectations of the program are well communicated by advisors and

professors

• Students’ understanding of work needed to raise GPA & early communications

of this

• Current coaching model (outlining desired future) helps lead conversation in

the direction that will most benefit student

• Majority of students carry SPE or HDF major

• Many students at junior status or above

• Despite communications, some students still slip through cracks

• Phone conversations can be similarly effective to the purpose and objectives

as face-to-face meetings, although they lack ability to track long-term

progression

SAMPLE

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Recommendations

• Use SSC to reach at-risk students earlier

• Potentially 3 separate campaigns

• Special Education

• Early Childhood Development & Learning

• Other

• Continue to strengthen OSS collaborations with teacher education

and SPE/HDF advisors

• Assign students to a success coach after EDU 107 to set goals and

track progress throughout program

• Could be a requirement for EDU 107 or admission to the program

SAMPLE

Evaluation of Degree Goals

Murky Middle Chemistry Majors – Establish Academic & Career Plans

Challenge • By 2022, there will

be 840,000 new jobscreated in VA andalmost 420,000 willbe in scientific andtechnical careers.

• In 2011, 23% of allpostsecondarydegrees awarded inVA were in STEM andSTEM-H fields.

• This # needs to growby 1/3 to reach thenational average.

So what can VCU Chemistry do? Graduate students prepared for the STEM workforce

Campaign Cohort 596 Majors -133 Jr./Sr. with Moderate to High Risk Targeted: 55 murky middle chemistry majors with a GPA between 2.0-2.7 and >=75 credits via email

Results

75% Set

appointment after 2nd email

49% Advised

One-on-One to date

Advising Session

Observations

Semester-by-semester academic plan, Career goals, & Campus Resources

Lack career knowledge Not passionate about major Mediocre is fine Transfers lack chemistry foundation

SAMPLE

College of Business Campaign for Fall 2014

Brandi Lovin

Academic Advisor

College of Business

Tennessee Tech University MEANS

BUSINESS

SAMPLE

Campaign Target Group

• Students selected for our campaign group includedanyone who had any of the following characteristics: Academic Standing of Academic Warning or Academic

Probation

Any student returning from Academic Suspension

Overall GPA of 2.50 or lower

Basic Business majors

All risk levels included

• This resulted in our initial work list containing 285students

MEANS BUSINESS

SAMPLE

Focusing Our Target Group

• After looking at each student’s academic history and analyzing, our target group was cut down to 189 students.

• Characteristics that were studied on each student: GPA was between a 2.25-2.50 consistently every semester then the

students were removed from the group.

Some students did not remain enrolled or never enrolled for the Fall 2014 semester so they were removed.

Students that were in the upper-division majors of the College of Business were removed.

Academic standing of Academic Warning or Academic Probation, then the students remained on the list.

Risk levels were also considered on each case.

MEANS BUSINESS

SAMPLE

Academic Enhancement Group

• This group consists of 189 Basic Businessstudents from within the College of Business.

• Of the 189 students, 74 students were emailedto set-up one-on-one monthly meetings with me.

• 22 Students responded are currently havingmonthly meetings with me (30%).

MEANS BUSINESS

SAMPLE

Actions with Enhancement Group

12%

29% 59%

Student Percentages

Student

Meetings

Non-

Responsive

Students

Non-

meeting

Students

SAMPLE

Education Advisory Board

2445 M Street NW, Washington DC 20037

P 202.266.6400 | F 202.266.5700 | eab.com

Documents

Creating Successful Targeted Campaigns with the SSC Platform€¦ · Two Examples from Previous Specialist Campaigns . Step 2: Articulating Campaign Objectives . 1. Assist potential