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Breaking Barriers to Success: Bridging Predictive Analytics and Peer Mentorship for Higher Retention
November 14, 2023 | Format: Online | Program Type: Webinar
Early-alert software helps institutions track an intricate web of leading indicators to predict which students need help and when. However, assumptions about which students are "at-risk" for attrition not only further entrench systemic racism and ableism they also miss accounting for students that look high-performing on paper but are dealing with non-academic challenges.
University of Wisconsin-Superior partnered with Mentor Collective to implement an intentionally designed peer mentoring model that provides students with personalized peer support and gives leadership insight into the everyday roadblocks and challenges students face. Students who participated as mentees who were identified as “low support” by predictive analysis retained 12% higher than non-mentored students.
Register to join us on November 14th to learn how Maria Cuzzo, Provost, University of Wisconsin-Superior, and other campus leaders collaborated to leverage student engagement and capture actionable student insights—through the high-impact practice of mentorship— impacting sense of belonging and retention.
We’ll discuss how alerts from peers embedded within scalable peer mentorship platforms are working cohesively with predictive analytics to add additional context to student insights while allowing administrators to react in real time to the barriers to success.
By attending the webinar, you will:
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Learn how University of Wisconsin–Superior has integrated Mentor Collective's peer alerts and student voice data into current systems to empower students and institutional strategies.
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Understand how Mentor Collective’s peer-reported insights help universities create a holistic picture of student identities & needs that adds critical context to predictive analysis.
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See how well-structured and well-supported peer mentorship maximizes the impact of your student success ecosystem and drives resource utilization.
"Our institution and many others put all their marbles in trying to work in the medium and high support areas, and sometimes we forget about those low-support students who are also leaving the institution for reasons that might be very different than students in need of medium to high support.”