# data[].attributes.attachment_caption
Student Success Coordinator at Northwest Vista College: Steven Rocha, M.Ed. 

# data[].attributes.attachment_caption
The American Association of Collegiate Registrars and Admissions Officers (AACRAO) is a non-profit and voluntary professional association. 

# data[].attributes.headline
The 14th Amendment of the U.S. Constitution 

# data[].attributes.subject
The 14th Amendment of the U.S. Constitution 

# data[].attributes.attachment_caption
Parents matter more in admissions decisions

# data[].attributes.body
Jaschik, S. (2022). Parents matter more. Inside Higher Ed. https://www.insidehighered.com/admissions/article/2022/06/06/parents-matter-more-admissions-decisions

# data[].attributes.attachment_link.title
Parents matter more in admissions decisions | Inside Higher Ed

# data[].attributes.attachment_link.description
EAB survey finds that they are more important in the admissions process than in the past, especially for white and Asian students. Being test optional matters the most for Black and Hispanic students.

# data[].attributes.attachment_caption
In a world of mobile learning, higher education is tasked with supporting the most vulnerable student populations.

# data[].attributes.headline
How Higher Ed Is Improving Technology Access for Underserved Students

# data[].attributes.subject
How Higher Ed Is Improving Technology Access for Underserved Students

# data[].attributes.body
Stone, A. (2021).

How higher ed is improving technology access for underserved students. EdTech: Focus on Higher Education. https://edtechmagazine.com/higher/article/2021/02/how-higher-ed-improving-technology-access-underserved-students

# data[].attributes.attachment_link.provider_name
Technology Solutions That Drive Education

# data[].attributes.attachment_link.readable_text
In a world of mobile learning, higher education is tasked with supporting the most vulnerable student populations.

At The Ohio State University, mobile device programs are playing a critical role for students striving to overcome the hurdles that COVID-19 has placed in their path to a degree.

"We have all this computing power in our pockets," says Cory Tressler, OSU's director of learning programs. "It is omnipresent, and we want to help students take full advantage of that."

Here and at other universities across the nation, administrators are seeking ways to keep students connected despite the many challenges presented by the pandemic. Students may need to shuttle between online and in-person classes, or they may not have ready access to desktop computing. Typical campus study spaces may be closed or running at limited capacity to enforce social distancing.

Some administrators have leaned heavily into mobility, deploying devices and academic infrastructure to support student access via smartphones and tablets. Others have sought to expand wireless connectivity outdoors, creating makeshift campus workspaces.

Successful Implementation of Mobile Learning

OSU has provided all undergraduate students with iPad devices and cases. "This is our third year of doing that," Tressler says, "and we have over 36,000 students across all six of our campuses who now have these devices."

To deliver classroom content, "we use Canvas as our learning management system, both the browser version and the mobile app," Tressler explains. "Students have access to that, and all of our courses are utilizing that to deliver course materials via mobile devices. That can be a course that was traditionally online or a course that is hybrid, with video content, e-books, podcasts. Faculty are making all sorts of materials available for students to consume."

At Michigan's Montcalm Community College, administrators have similarly leaned into mobility. Students can use Microsoft Teams to join classes via mobile, and Canvas to access course content, assignments, discussions and quizzes.

"We leverage Teams a lot. We rolled it out before COVID for collaboration, with staff and faculty training on that as a way to deliver education. When COVID-19 hit, we were in a good position to leverage Teams and some of the other mobile applications to extend the classroom out to students," says David Kohn, associate director of information technology services.

"We are a rural commuter campus, so many students are looking at more than an hour's drive to get to class. When you pile that on top of travel restrictions with COVID, that could have potentially been problematic," Kohn says.
MORE ON EDTECH: What are the advantages of Wi-Fi 6 for online learning?
Technologies for Improving Connectivity During COVID-19

Other schools see connectivity as the key to keeping students engaged despite pandemic-related complications.

Take, for example, Lewis University in Illinois. "We looked for opportunities to continue providing access to our campus resources while still respecting things like social distancing," says CIO LeRoy Butler, whose team deployed Cisco Aironet 1560 access points to create Wi-Fi zones in parking lots and other outdoor spaces. "It gives them a way to safely access resources on campus without going into the buildings."
MORE ON EDTECH: What technologies do colleges need for outdoor classrooms?
Likewise, OSU administrators have deployed more than 300 HPE Aruba AP-375 and AP-377 access points to create outdoor connectivity at multiple regional campuses.

"We don't normally cover parking lots, but at the start of COVID-19, we didn't know if people wanted to stay 6 feet apart or 100 feet apart. We wanted them to be able to be in their vehicles with their windows up and still attend to business," says Mike Hiatt, OSU's director of networking.

We have all this computing power in our pockets. It is omnipresent, and we want to help students take full advantage of that."

Cory Tressler Director of Learning Programs, The Ohio State University

"There are students and staff who may not have really good access, if they're trying to download a textbook for a class or if they are between classes and just need a place to connect," Hiatt says. "If they are taking a mix of online and in-person classes, they just may not have enough time to get home between classes."

Outdoor Wi-Fi has helped close that gap. At Lewis University, parking lot Wi-Fi supports school activities in a number of ways, Butler says.

"Our residential students are streaming videos and doing recreational things" in addition to attending classes, he says. "Among our graduate population, who are mostly working adults, this allows them to access campus resources even at times when buildings are closed."

Best Practices for Managing Mobile Devices and Outdoor Networks

In this environment, schools will need to devote some care and attention to managing a wide array of apps. Modernized tools can help ensure that students on mobile devices have a consistent experience, even with multiple educational apps in play.

At OSU, for example, administrators are using a device management system from Jamf to help maintain control over the mobile environment. "It allows us to get apps to students that they need in order to be persistent and successful in their courses," says Jessica Phillips, OSU's associate director of student experience.

Schools that are looking at outdoor Wi-Fi, meanwhile, can use existing infrastructure to make such deployments easy and cost-effective.

"For power, you can potentially leverage light poles in the parking lot to mount access points, but you will likely need to adapt the voltage. Some folks also are using solar to provide local power to those access points," says Bruce Miller, vice president of enterprise marketing at Cambium Networks.

We've seen during COVID that students may access courses only through their smartphones - that is their only computing device."

Jessica Phillips Associate Director of Student Experience, The Ohio State University

Backhaul may also be available in a number of ways. "To get the internet to that location, you can pull fiber or cable, but you can also do it wirelessly, which is very quick and cost-effective," Miller says. "If you are doing something temporary and quick, wireless will be the best way to do that."

For those looking to go beyond a parking lot, for instance to broadcast Wi-Fi across wider outdoor spaces, a mesh strategy can string together multiple access points and cover a larger territory.
MORE ON EDTECH: See which social distancing techs are helping colleges reopen campuses.
"If you have wide areas without enough cable, you can double up your access points to create a mesh," says Jayanthi Srinivasan, director of product management for Cisco Meraki. "You won't have the same level of throughput and performance, but it's definitely a way to connect large areas."

All this makes it sound as though supporting mobility, whether through devices or expanded Wi-Fi, will ramp up an already weighty IT workload. That may well be the case, but those who have gone this route say it's worth it.

"There are a lot of disparities in the kinds of access that students have. We've seen during COVID that students may access courses only through their smartphones - that is their only computing device," Phillips says. "It's not an ideal learning experience, but it means it is critical that our academic content can work on those mobile platforms."

Hardware

Security

# data[].attributes.attachment_link.title
How Higher Ed Is Improving Technology Access for Underserved Students

# data[].attributes.attachment_link.description
In a world of mobile learning, higher education is tasked with supporting the most vulnerable student populations. At The Ohio State University, mobile device programs are playing a critical role for students striving to overcome the hurdles that COVID-19 has placed in their path to a degree.

# data[].attributes.headline
Title IX (Patsy Mink Equal Opportunity in Education Act)

# data[].attributes.subject
Title IX (Patsy Mink Equal Opportunity in Education Act)

# data[].attributes.body
Passed by Congress June 13, 1866 and ratified July 9, 1868

The 14th Amendment has helped to ensure students have access to equitable educational opportunities.

"No state shall make or enforce any law which shall abridge the privileges or immunities of citizens of the United States; nor shall any state deprive any person of life, liberty, or property without due process of law, nor deny to any person within its jurisdiction the equal protection of the laws" (U.S. Const. Amend. XIV).

The 14th Amendment protects the right to a public education in the United States.

References

U.S. Const. amend. XIV. https://www.senate.gov/civics/constitution_item/constitution.htm

# data[].attributes.body
As a Director of Enrollment in higher education, there are many daily duties that need to be accomplished to meet a college’s vision and mission. Other than managing the overall admissions processes and recruitment efforts, there is a significant responsibility to remain knowledgeable of institutional policies, implement ethical practices, and be in accordance with the law. The legal and ethical guide is from a director's perspective provided to their enrollment team.

# data[].attributes.body
The following legal and ethical guide is tailored for student affairs professionals, primarily those with student success roles such as admissions counselors, recruiters, enrollment coaches, and student success specialists. The legal and ethical guide can provide support in the efforts of onboarding college students from recruitment and enrollment into their first semester at the college. As a pandemic impact, college enrollment across the nation dropped 6.5% (Dickler, 2021). To prepare and adjust to a new normal in enrollment, the legal and ethical guide can be referenced. The laws discussed provide a background and foundation in support of educational equity for all.

References

Dickler, J. (2021). College enrollment notched the largest two-year decline in 50 years, due to Covid. CNBC. https://www.cnbc.com/2021/10/26/due-to-covid-college-enrollment-saw-largest-two-year-drop-in-50-years.html

# data[].attributes.body
I began my higher education career as a work-study student in the admissions office. Since then, I have dubbed my work-study experience as my “internship in disguise” as it was the foundation for my now 13-year career. In my professional career, I have served as an Admissions Counselor, Academic Advisor (university and community college level) and most recently an Enrollment Coach. Throughout my career, I have attended training and professional development sessions relevant to the field of admissions, onboarding, recruiting and new student orientation. The training has included laws, codes, ethical principles, and best practices.  It is important for me, personally and professionally, to be well-informed and adhere to legal and ethical standards. A legal and ethical framework is able to provide each individual who wishes to begin their higher education path what they deserve no matter race, sex, nationality, ethnicity, language, religion, or any other status.

# data[].attributes.body
Steven Rocha has more than a decade of experience in enrollment and new student orientation at the community college level.  He attended a community college before earning his Bachelor of Business Administration and recently earned his Masters of Education in Higher Education Administration from The University of Texas at San Antonio.  Mr. Rocha currently serves as a Coordinator with focused areas on New Student Orientation and the Welcome Center at Northwest Vista College.

# data[].attributes.body
During the interview, we discussed enrollment trends through the years and how state and federal laws have made an impact on access to higher education.

Mr. Rocha provided insight on the struggles as a coordinator with the global pandemic, particularly the digital divide and technology woes students were experiencing when most colleges and universities went virtual. NSO drastically converted to an online method, which resulted in technological barriers for both staff and students.

We also shared experiences of ethical scenarios from our careers and how an effective enrollment team requires intentional training. A formal training program rather than a "baptism by fire" (S. Rocha, personal communication, July 9, 2022) can help benefit everyone involved and make sure laws and protocols are followed.

An emerging issue that Mr. Rocha and I discussed is enrollment influences post-Covid-19. Although student enrollment is slowly increasing from 2020, there is a lot of hesitation on instructional methods, admissions policies, and the diverse makeup of the incoming class. Mr. Rocha mentioned male students, low-income students, and Hispanic students have still not made a comeback from the pandemic.

# data[].attributes.body
·Practice holistic enrollment coaching. Remember students are people too and are more than what their high school transcript or admissions application states. Ask them questions about their goals, their experiences, and what they value.

·Build relationships across campus. There will be instances where you need to bounce ideas or think out loud with someone who can be objective in a professional manner. Introduce yourself at meetings and training sessions. Make a connection that may be able to help you. You will more than likely face an ethical dilemma and it is helpful to tackle those together.

·Be welcoming and know your audience. When working with a diverse group from social class, ethnic class, and/or gender identities, it’s important to be aware of what they may be facing. Any recent policies that impact them or scholarship opportunities can help let them know you are invested in them.

# data[].attributes.body
As a first-generation Hispanic female in higher education, I am not numb to the fact many individuals came before and fought for access and equality to help pave the path for me. In particular, Title IX (Patsy Mink Equal Opportunity in Education Act, 1972) prohibits discrimination on the basis of sex in educational programs and The Civil Rights Act of 1964 (Civil Rights Act, 1964) prohibits discrimination on the basis of race, color, or national origin. These two historic moments were introduced years before I was born, however, I am able to benefit and accomplish my goals because of them.

My personal ethics have been influenced by historical moments and current/past mentors of mine. Witnessing others follow a standard of right and wrong for any individual no matter their background or current status provided me with the same determination to provide access to education for all. It is important for me to act with integrity, respect, honesty, and a sense of responsibility to help others achieve their educational goals. There are many reasons to obtain higher education and it can set up the path for individuals to grow personally, professionally, and socially.

Enrolling into college for the first time or as a returning student can be overwhelming. There should not be any other barriers where students feel they do not belong or are facing discrimination on top of emotions deciding to advance their goals in life with an education.

References

Civil Rights Act of 1964, Pub. L. No. 88-358, 78 Stat. 241 (1964). https://www.govinfo.gov/content/pkg/STATUTE-78/pdf/STATUTE-78-Pg241.pdf#page=12

Patsy Mink Equal Opportunity in Education Act, 20 U.S.C. § 1681 et seq. (1972). https://www.justice.gov/crt/title-ix-education-amendments-1972

# data[].attributes.body
Sinclair, L. (2022). Authentic Recruitment: Trust Students to Sell for You. AACRAO. https://www.aacrao.org/resources/newsletters-blogs/aacrao-connect/article/trust-students-to-sell-for-you

# data[].attributes.attachment_link.title
Authentic Recruitment: Trust Students to Sell for You

# data[].attributes.body
Effective June 23, 1972

Protects people from discrimination based on sex in education programs or activities that receive federal financial assistance.

Title IX states "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance (20 U.S.C. §1681 et seq).

The U.S. Department of Education’s Office for Civil Rights (OCR) enforces Title IX of the Education Amendments of 1972.

References

Patsy Mink Equal Opportunity in Education Act, 20 U.S.C. § 1681 et seq. (1972). https://www.justice.gov/crt/title-ix-education-amendments-1972

# data[].attributes.body
The decision was issued on May 17, 1954

United States Supreme Court decision to eliminate racial segregation in public schools.

The court ruled that the plaintiffs were being “deprived of the equal protection of the laws guaranteed by the 14th Amendment” (Brown v. Board of Education, 1954)

Brown v. Board of Education of Topeka is a landmark case and set a precedent for future cases of discrimination and helped to end separate but equal logic.

References

Brown v. Board of Education, 347 U.S. 483 (1954). https://www.oyez.org/cases/1940-1955/347us483

# data[].attributes.body
The global pandemic in 2020 brought much more time at home than expected for juniors and seniors in high school at the time. Jaschik (2022) states how this may be an impact of Covid-19, where parental influence has increased to 48% from 34% only 2-years prior.

Madeleine Rhyneer, vice president of consulting services and dean of enrollment management at EAB (Education Advisory Board) shares “Parents/families have always had a significant influence on college choice and this was heightened—in my opinion—by all of the at-home time that students had with family members during COVID” (Jaschik, 2022).

Since parents are more involved, it is important to provide recruiting materials on multiple platforms and multiple languages as prospective students are not the only customer. Parents are more likely to read emails and newsletters, while students may view a TikTok video.

# data[].attributes.body
Signed into law on November 8, 1965

Signed by President Lyndon B. Johnson

The Higher Education Act (HEA) of 1965 was impactful since it helped to create grants, loans, and other means of financial aid for students to earn a higher education.

HEA helped lower and middle-income families who may not have been able to afford to go to college.

References

Higher Education Act of 1965, Pub. L. 89-329, 79 Stat. 1219 (1965). https://www.govinfo.gov/content/pkg/COMPS-765/pdf/COMPS-765.pdf

# data[].attributes.body
Testimonials, reviews, and experiences are the new car salesman's approach to learning about a product. Sinclair (2022) expresses how this is the same case for college recruiting and onboarding students. During the global pandemic, technology became heavily relied on for modern marketing to be able to hear from the direct users or in this case, current students. Five steps are shared to help trust current students to share their experiences to help increase enrollment and join their experiences. If prospective students can hear about first-hand and authentic experiences, it can attract students to join them.

Step 1: Closing the deal and applying business principles to “selling” your school.

Step 2: Be authentic.

Step 3: Connecting with diverse prospects requires diverse content.

Step 4: Fire the brand police, and take some risks.

Step 5: Leverage video throughout the entire recruitment funnel.

# data[].attributes.body
Covid-19 brought attention to the social and economic class separation in regards to accessibility to equipment and technology access to stay successful in school. At my college, the parking lots became designated hotspots for those who had no internet at home.

Desktop applications for platforms are becoming outdated as more and more students are relying on mobile applications via smartphones and tablets. Colleges and universities are exploring paths to help keep students connected (Stone, 2021).

Cory Tressler, Director of Learning Programs from The Ohio State University mentions how the computing power is in our pockets and it is time to take advantage of that (Stone, 2021). Academic departments need to be mindful of how students are coping during and post-pandemic and the accessibility barriers they may have from internet access to applications to complete their assignments.

# data[].attributes.body
In response to COVID-19 and the testing limitations, the Alamo Colleges in San Antonio, TX  adopted Multiple Measures to determine college-level placement and still be in compliance with the Texas Success Initiative (Tex. Educ. Code § 51.9192).

In place of the TSI-Assessment, Alamo Colleges utilizes other factors such as high school GPA and end-of-course grades to make placement decisions for developmental education or college-level courses.  This method can help minimize the likelihood of developmental education, which in turn, can save time and money for students.

References

Alamo Colleges. (2022). There's more than one way to get placed into college-level classes! Alamo Colleges District.
https://www.alamo.edu/academics/academic-resources/multiple-measures/

Texas Success Initiative, 19 Texas Administrative Code § 4.55 (2003).
https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=T&app=9&p_dir=N&p_rloc=20501
2&p_tloc=&p_ploc=1&pg=6&p_tac=&ti=19&pt=1&ch=4&rl=54

# data[].attributes.attachment_link.description
There's more than one way to get placed into college-level classes! Multiple Measures allows you to use more than one criteria for placement to enroll at one of our five Alamo Colleges.

# data[].attributes.body
In relation to the topic of the legal and ethical guide, I selected Principle I-Autonomy from The Council for the Advancement of Standards in Higher Education (CAS) Statement of Shared Ethical Principles.

The global pandemic was unpredictable and unprecedented for the 21st century to know how to navigate or address issues that were not present before. Even in extraordinary or unmatched times, by following a code of ethics and knowing how to support and empower others during these changes and effects of the global pandemic, we can provide quality service to all students.  As the principle states, “We study, discuss, investigate, teach, conduct research, and publish freely within the academic community”, this statement helps higher ed professionals to utilize best practices and hold ourselves accountable based on the scenario while still respecting another may adopt a different decision.

References

Council for the Advancement of Standards in Higher Education (2015). CAS statement of shared ethical principles. http://standards.cas.edu/getpdf.cfm?PDF=D67207DB-A711-46AA-86038F4A48ACF434

# data[].attributes.body
Enhance equipment or device loan program for current and prospective students. Many programs are only available to currently registered students, but prospective students also need devices to apply and complete enrollment steps.

Create an advisory board to provide resources for equal access to those who feel lost or behind in class due to a lack of technology

Expand budget for postcards and other recruitment mail materials as parents are more involved

Create a committee of current students to be brand ambassadors or social media content creators for the college

Utilize focus groups to determine what barriers students are experiencing post-pandemic

Operate year-round trainings for faculty and staff technology platforms such as Canvas and Blackboard

Diversity, Equity, Inclusion, and Justice (DEIJ) training sessions required for all faculty and staff

Track  student success results utilizing multiple measures to be placed in college-level courses