College Recruiting, Enrollment & Retention Services - Higher Education Development Resources - EducationDynamics.com

Health Wellness Release

lkossar — Tue, 10 Nov 2009 19:46:40 GMT

Forty-three percent of students at St. Edward’s University engaged in online, interactive Health and Wellness Program to increase knowledge of relationship and stress management skills

Hoboken, New Jersey (November 10, 2009)—)—A pilot of a Student Health and Wellness Program developed by EducationDynamics (http://www.educationdynamics.com) and implemented at St. Edward’s University, revealed strong impact and high student interest among students for online, interactive health and wellness content. Between January and May 2009, St. Edward’s students were invited to take advantage of information about physical and mental health issues that impact their academic performance and quality of life, resulting in a 43 percent campus engagement rate.

Customized specifically for St. Edward’s, a private, Catholic liberal arts university located in Austin, Texas, the “Hilltopper HealthQuest” health and wellness program incorporated six interactive online modules, offering information and resources in the following areas:

Maintaining positive relationships
Improving mood and self-esteem
Managing stress and anxiety
Addressing eating and body issues
Coping with trauma
Cultivating a healthy lifestyle

The content engaged students through quizzes and self-tests, providing fun and informative tips on subjects such as “Making Friends: Where to Start?” “Am I Just in a Funk or Do I Need Help?” and “Will I Ever Be Happy with My Body?” The goal was not to diagnose or offer medical advice but to provide preventative health information, resources and referrals to campus support services for further evaluation if necessary.

“Too often, students do not know where or how to seek help for physical and mental health issues,” says Dr. Adam B. Troy, director of research at EducationDynamics. “Furthermore, most students experiencing distress do not seek help due to stigma or lack of awareness of campus resources. When schools recognize and proactively address these stumbling blocks as St. Edward’s did, they improve both the lives of students and the overall health of the institution.”

Program evaluation results indicated that students increased knowledge of relationship skills, stress and anxiety management, healthy lifestyle skills, and enhanced mood and self-esteem. Additionally, 80 percent of users reported finding the content enjoyable and helpful and more than 89 percent were likely to recommend the program to their friends.

“St. Edward’s is committed to educating and cultivating the whole person,” says Dr. Sarah H. Porter, staff psychologist and Wellness & Outreach Services program director. “A deliberate focus on the health and wellness of our students is part of that commitment.”

Stealth Applicants

lkossar — Mon, 09 Nov 2009 15:40:00 GMT

While record numbers of adult students are seeking advanced credentials due to the economic downturn, they are displaying a new preference toward anonymity in the recruitment process. The number of adult prospects considered to be “stealth applicants,” or those applicants that a school has never had contact with prior to application submission, and other propensities of today’s adult students were revealed at a recent convening of higher education administrators orchestrated by EducationDynamics.

Previously, colleges and universities had the opportunity to interact with a majority of adult prospects during the decision-making process through completed inquiry forms or even in-person visits to a school’s admissions office. However, approximately half of adult applicants are now considered “stealth applicants,” and catering to these applicants is projected to emerge as the most salient challenge in growing adult student market share in the months and years to come.

“Research has indicated the incidence of adult ‘stealth applicants’ has and will continue to increase in the months and years to come in light of the relative anonymity afforded by web-based mediums,” explains Carol Aslanian, senior vice president, Market Research and Advisory Services division of EducationDynamics. “Given that a school’s prospecting website is the chief and sometimes only resource that a prospective student taps prior to making an application decision, schools will face intense pressure to educate adult prospects about the school and convey their message via an adult student-friendly website in lieu of direct interaction.”

Other trends revealed in the Aslanian Group Seminar “Competing for Adult Students” included: Insufficient market data for effective decision-making in the recruitment process. An intense demand exists to better understand emerging student preferences to increase yield in the post-inquiry enrollment process. Recent resources including the EducationDynamics white paper titled“Understanding Adult Learner Trends to Predict Future Opportunities” and the eLearning Index seek to fill this informational void.

Evaluation of prospective students’ previous study is integral to accelerating time to degree. Because the priority for adult students is to complete degree or certificate programs as soon as possible, time to degree is a huge component in attracting adult learners. The more flexible a school can be regarding evaluation of existing credits, the more quickly adults will persist.

Non-profit institutions are learning from their for-profit counterparts. For-profit institutions must be market sensitive and adjust to what students demand. Non-profit colleges and universities are starting to adopt this same commitment to emerging student preferences to maintain their competitive advantage.

The Aslanian Group Seminar, held October 21st-22nd in Chicago, featured a line-up of renowned student prospecting and enrollment experts who addressed cost-effective methods to increase enrollment yield. Speakers included Bob Johnson, president of Bob Johnson Consulting; Bill Stevens, Emeritus Dean of Continuing Education, Guilford College; Jennifer Copeland, general manager of DemandEngine; Andrew Gansler, president of the Prospecting Services Division of EducationDynamics; and Carol Aslanian.

Details for the upcoming Spring Seminar, to be held June 3-4, 2010, will be revealed in the months to come. If you would like to be among the first to be notified about the details, place your request via email with Scott Jeffe at sjeffe@educationdynamics.com.

Webinar Attendee Q/A: Online Communities for Student Success

lkossar — Tue, 27 Oct 2009 02:40:00 GMT

Presenter: Katie Lynch - University of South Carolina

There were several questions about what the First-Year Call Center is and how we manage it; I think it would be easiest to answer many of these together:

Q: What exactly is the "first year call center" and what are the first year students being contacted about?

Q: Who are the mentors? Peers? Alumni? Staff?

Q: How many students for these 5 mentors?? How many times a semester?

Q: How many 1st year students do the 5 call center peers manage?

Q: How do the mentors manage 1100 hundred mentees/students effectively?

Q: Who helps answer questions about the majors? Is it student affairs officers or do you get help from the academic affairs communities? Are they online or just in person (that's why you have the fair in March)?

A: The First-Year Call Center (FYCC), established fall 2006, contacts all first-year students to remind them of important dates, ensure the university is meeting their expectations, and answer any questions the students might have. Through the First-Year Call Center traditional freshman, transfer students, and change of campus students are contacted three times in the first semester and twice in the second. The form of contact begins with an introduction and explanation of FYCC via Gamecock Connection (our web-based purpose network using the FYRE platform) and email, followed by calling or texting students via the cell number provided and closing with a follow up email and/or message via Gamecock Connection. Furthermore, the second semester contacts are traditionally made via text, email, and Gamecock Connection.

Each conversation is designed to aid students in the development of short and long term goals, based on information provided through their Student Engagement Inventory. The follow-up conversations are designed to ensure students are finding the answers needed and implementing their goals in real-time. But at the end of each semester, the information is compiled to find common concerns, goals, or questions the students might have in order to assess the previous semester and prepare for the upcoming ones.

The First-Year Call Center employs three sophomore and two junior students to contact approximately 1100 students each. These students are charged with the task of managing the same 1100 students throughout their year and mentoring them through their experience. While communicating with 1100 students seems unmanageable, it is important to note that not each student will accept the request for an individual conversation. Nearly 47% of the first-year students contacted have discussed expectations, experiences and goals with a first-year mentor, while the remaining students are receiving reminder and notifications of important times around campus without necessarily having one-on-one conversations with mentors.

It may be of interest to note that the FYCC intentionally employs sophomore or second year students for the purpose of aiding in their own transition into "upperclassmen". As we are aware, the sophomore slump is a crucial time in the decision to stay or leave higher education. We take the opportunity to make sophomores invaluable by encouraging them to guide first-year students through their recent experiences, while also exposing our sophomores to extensive professional development and future involvement opportunities.

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Q: 1100 students for each mentor?

A: It helps to have the purpose network with survey questions to ID student attrition risk so mentors can manage students in need first. But yes, it’s a lot!

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Q: Do you believe that purpose networks can be hosted on external sites (facebook, twitter) or hosted on internal/university sites (gamecock connection)?

A: This question was posed to the entire group in the post webinar survey. Answers can be viewed at: http://www.brainshark.com/educationdynamics/vu?pi=301170813

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Q: What is the student engagement inventory?

A: The Student Engagement Inventory is an in-house assessment/mind-mapping instrument created via our Office of Student Engagement. For more information regarding this outstanding tool, please check out their website: http://www.housing.sc.edu/studentengagement/

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Q: Do 1st year students opt into FYRE activities or are they automatically included? When do they collect contact info (twitter, cell/txt, IM, etc)?

A: FYRE begins with a “launch” at orientation. Students can take their pictures from webcam-equipped kiosks during orientation which are uploaded directly into FYRE. The url is branded so that students know where to login when they return home. We also pulse students with reminder emails to their .edu addresses throughout the year.

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Q: What are your overarching student learning outcomes for your FYRE program?

A: The FYRE program content is currently divided into the following categories: College Success, Mind & Body, World & Culture, Money & Career, and Majors & Minors. Our goals for the FYRE program are the following:

· Identify and respond to students headed towards academic danger in an interactive and timely manner

· Identify common areas of concern or need for first-year student population

· Provide 24/7 access to campus resources or information provided by campus resources

· Aid students in the identification and utilization of campus resources, specifically the at-risk population

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Q: How do you get people actively participating in Gamecock Connection after Orientation? As in not just registered, but how do we get them on the site and also participating on the site?

At USC, as with Valdosta, we work hard to integrate the purpose network into the campus culture.

On the student side of things, contests, marketing internships, and creative discussion board techniques can drive engagement. We also recognize that the more students are successfully transitioned, the less they may need the resources on our site as the school year progresses. And that’s OK.

Gamecock Connection is also used in the classroom for U101 and now Freshman English; serves as a resource academic support offices such as Academic Center for Excellence and Out of State Mentoring; as well as seen as baseline for information gathering within the First-Year Call Center.

On the faculty and staff side of things, over the past two years, we have seen increased success by marketing the Student Relationship Manager (the data analytics center and "brains behind the site") to programs and staff around campus.

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Q: Do you all require that your students have a university based e-mail address?

A: Yes, USC does assign email addresses to all incoming students. But they can login to FYRE anytime.

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Q: With the peer mentors--how do they determine the best way to contact their mentees?

A: They begin with an email or Gamecock Connection message and then ask the student for the best method. Many of the times students make an appointment to meet with the First-Year Mentors either by phone or in person.

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Q: Do you work with the Healthy Carolina Task Force? If so how do you include health education/promotion on health problems like stress, sleep difficulties related to academic performance. Michelle Burcin is the director of your program.

Yes, I do work closely with Michelle and Healthy Carolina. Much of the information in Gamecock Connection (articles, quizzes, videos, discussions) via the purpose network specifically addresses health related issues such as the ones listed above. Additionally, intentional messages are sent to students related to information we know is timely for that point in the semester (i.e. sending information about stress management/yoga/physical wellness right around midterm).

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Q: How does this connect with the student information system?

A: This site allows data from the student information system to be uploaded onto it. Additionally, we have linked access from Gamecock Connection to the course management and student information sites.

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Q: How do first year mentors report problems/information? Database?

A: We utilize the Student Relationship Manager/back end of Gamecock Connection and excel for data collection. If there is ever a problem requiring immediate attention a supervisor or full time staff member is always available to oversee a situation.

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Q: What is the size of your typical freshmen class?

A: USC freshmen class number is 3828.

Study: Smart is Sexy

lkossar — Tue, 27 Oct 2009 02:08:00 GMT

Singles seeking a love life might do better to spend less time with the mirror and more time with a good book. A recent survey by EducationDynamics and EarnMyDegree.com reveals interesting insights from Americans when asked, “Do you find potential mates or significant others sexier when smarter?” Responses varied according to gender and age.

In the survey of 1,000 Americans, 80 percent agreed―smart is sexy. A slight difference in opinion between the sexes emerged with 81 percent of women agreeing with the statement versus 79 percent of men. Intelligence in a mate was most highly valued by 18-to-44-year-olds, with 83 percent agreeing that brains increase attractiveness, compared to 77 percent of those 45 and older.

The study, “Knowledge is Prowess,” was commissioned by EarnMyDegree.com, EducationDynamics’ network of leading websites designed to match prospective students with the best higher education option.

URL for this image is at http://www.educationdynamics.com/images/pulse/smartissexygraphic.bmp

Intrigued by the survey results, EarnMyDegree.com followed up with taped interviews on the streets of New York. Most New Yorkers interviewed, agreed that they’re more likely to lose interest in someone if beauty isn’t paired with brains. Videos of these interviews, are available at http://www.youtube.com/watch?v=dwp614r-IhE

Despite the high value most Americans place on intelligence in a significant other, financial concerns create hesitation for many would-be adult learners with the potential to build on their intellectual attractiveness. In a separate survey, 40 percent of American adults who are not currently furthering their educations cited finances as the biggest stumbling block. As consumers continue to spend from their own pockets on beauty products, investing $3.7 billion in the first half of 2009 in an effort to improve their looks (NPD Group, 2009), too many hesitate to spend on improving their minds, despite an estimated $143 billion in available financial aid options.

Survey Methodology

The EarnMyDegree.com survey was conducted by Kelton Research among 1,000 nationally representative Americans aged 18 and over from September 22-29, 2009, using an email invitation and an online survey. Quotas were set to ensure reliable and accurate representation of the entire U.S. population aged 18 and over.

Results of any sample are subject to sampling variation. The magnitude of the variation is measurable and is affected by the number of interviews and the level of the percentages expressing the results.

In this particular study, the chances are 95 in 100 that a survey result does not vary, plus or minus, by more than 3.1 percentage points from the result that would be obtained if interviews had been conducted with all persons in the universe represented by the sample.

Should you have questions about the research, email us at pulse@educationdynamics.com.

Student Retention Webinar to Feature Dr. Skip Downing

lkossar — Tue, 27 Oct 2009 02:00:00 GMT

Student enrollment seems to be a feast or famine proposition for colleges and universities nationwide due to economic instability, reduced funding and financial aid resources, and increased marketplace competition. As a result, schools that are feeling intense pressure to retain the students they do enroll are scrambling to implement programs designed to stem attrition. However, many often overlook a critical partner in any effective institutional retention initiative: the student.

In a matter of weeks, you will have access to preeminent student success authority Dr. Skip Downing who will address active student participation in retention initiatives in an upcoming, complimentary EducationDynamics webinar, “Empowering Students: A Key to Retention Success.” Dr. Downing will address your questions and offer insight into his On Course approach to student success as part of EducationDynamics’ National Dialog on Student Retention webinar series.

To be held on November 19^th from 1 p.m. to 2 p.m. (Eastern), “Empowering Students: A Key to Retention Success” will offer insight into Dr. Downing’s approach to student success, which empowers students to serve as active, accountable partners in achieving greater academic success, subsequently boosting institutional retention rates. The webinar will also include perspectives from postsecondary partners detailing compelling outcomes of the On Course principles in action, including:

Andrea Spratt, director of the Learning Resource Center at the University of Maryland, Baltimore County, who reports a 72 percent retention rate among at-risk students who participated in the school’s On Course-based “Learning Resource Center 101”—resulting in an additional $5 million in institutional revenue during the five years since implementing the program.

Mark McBride, coordinator of the Student Success Program at Brevard Community College, who reports that participants of the school’s “Success Strategies for College and Life” class, which is rooted in On Course principles, were 20 percent more likely to re-enroll in the following fall semester and nearly six percent more likely to graduate in four years than non-participants.

“As student retention rates hover at unprecedented lows, institutions of higher education must consider increasingly collaborative approaches to combating attrition,” explains Steve Isaac, CEO of EducationDynamics. “The foundational concepts of student empowerment in Skip Downing’s body of work are critical to any modern retention program, as the onus of increasing retention lies in teaching students how to apply proven strategies of success to achieve their full potential in college and in life.”

“Empowering Students: A Key to Retention Success” is designed for student retention administrators who have an interest in strengthening student engagement and retention initiatives. Online registration is now available and space is limited. To secure your spot and engage with leading minds in higher education, register now for the complimentary webinar at http://www.educationdynamics.com/ndsrwebinar-dr-downing/.

This is the latest in the ongoing series of the National Dialog on Student Retention Webinars Recent installments have featured noted speakers including Dr. George Kuh, director of the Center for Postsecondary Research at Indiana University, former deputy secretary of education at the U.S. Department of Education William Hansen and Scott Fleming, formerly the lead higher education policy staff member for the Senate Committee on Health, Education, Labor and Pensions. Future events will feature esteemed experts who will address retention dynamics specific to the varying facets of higher education, including for-profit and not-for-profit institutions interested in retaining undergraduate or graduate students to on-campus or online programs. All past NDSR events can be viewed here.

Empowerment Tour “Career Whisperers”

lkossar — Tue, 27 Oct 2009 01:42:00 GMT

Networking, adapting and focus are keys to helping jobless Americans

Hoboken, New Jersey (October 22, 2009)

eLearners.com (http://www.eLearners.com), the creators of the Career Stimulus Package and Empowerment Tour, announced today the launch of a Book of Wisdom from the Empowerment Tour’s “Career Whisperers.” The free book is a compilation of advice based upon common questions posed to the career coaches (aka “Career Whisperers”) during the Empowerment Tour, a 40-city RV tour held June to September 2009. The Career Whisperers’ “Book of Wisdom” is available at www.careerstimulus.com.

The book is the result of laser coaching sessions with nearly 1,000 Americans who were struggling with their careers. From these sessions, the Career Whisperers have extracted the most relevant and practical advice for a career hunt or transition in today’s economic environment. Similar to the laser coaching sessions, the “Book of Wisdom” is designed to help people discover the challenges holding them back and the strategies needed to achieve success in the workplace.

Interestingly, the most commonly asked question was, “What is the best career to pursue?” The advice: look at your own interests and strengths, instead of what is hot in the job market right now. “If you merely choose a hot career (e.g. nursing, security, energy) and then pursue a degree or job in that field, without a major interest or skill that is applicable, it will be difficult to stand out,” said Michael Cushman, one of the Career Whisperers. “You have to be true to yourself.”

Beyond providing greater detail on identifying “the right career for you,” the Book of Wisdom also points to three major themes that stood out from the Career Whisperers’ conversations with Americans:

Focus. If you are willing to take anything, you will gain nothing. If you don’t have a specific focus for your job search, there may be a tendency to submit your resume for any job opening, whether or not a position matches your skill level and experience. Instead, target specific companies, organizations and people, and develop a plan to become known in your industry of choice.
Network. It’s not about selling yourself to others, it’s about getting others to sell you. Employers don’t want to hire the wrong person for a job―it costs the company time, money and resources. If someone they respect recommends you for a position, they will pay attention.
Adapt. Industries, professions and jobs come and go. If a degree is 10 to 15 years old, it’s out of date. Education isn’t something you do only when you are young. Today, retooling yourself through earning continuing education credits or ongoing professional development is a way of life. You are never too old to learn.

“Americans we met were often surprised when we asked them, ‘what do you really want to do,’” added Ayn Fox, another Empowerment Tour coach. “At first they said they had never thought about it and that they didn’t know. After further questioning they realized that they did know, they just needed permission, encouragement and a strategy to go after what they really want.”

For many Americans, the Career Whisperers found that further training and education may be the next most logical step to help people secure their dream career. To help with that training, the Empowerment Tour offers the opportunity for people to apply for a full-tuition scholarship to one of eight accredited online schools: American Public University, Ashworth College, Bryant & Stratton College, Capella University, Ellis University, Everest University, Virginia College, and Western Governors University. Applicants can still apply for a scholarship online through October 31, 2009, at http://www.careerstimulus.com. Recipients will be selected in November.

About eLearners.com^®
eLearners.com is one of several high visibility websites operated by EducationDynamics. Since 1999, eLearners.com has been successfully connecting learners to online education, including online degree and certificate programs, specialized career training, and a variety of online courses. For prospective students, eLearners.com provides a powerful search engine for users to find thousands of online program offerings, as well as educational evaluation tools and financial aid resources. For online colleges and universities, the eLearners.com website offers a low-cost, performance-based method to provide national exposure and increase enrollments in their online learning programs. For more information about eLearners.com, visit http://www.eLearners.com.

About EducationDynamics
EducationDynamics, a portfolio company of Halyard Capital, is higher education’s leading marketing services company dedicated to helping institutions find, enroll and retain students. Its content-rich and highly visible education websites, including EarnMyDegree.com, eLearners.com, GradSchools.com, StudyAbroad.com, and its more than 50 special interest microsites, make EducationDynamics the premier provider of qualified prospective students for colleges and universities. In addition, the company offers a full suite of Web-delivered services proven to drive enrollment growth and reduce student attrition. Through its research and advisory services division, the company brings a decade of proprietary research, unparalleled market and student intelligence, and best practice insights to its clients. For more information, visit http://www.educationdynamics.com.

Brains Are Sexy Release

lkossar — Tue, 27 Oct 2009 01:16:00 GMT

New study, “Knowledge is Prowess,” discovers that attraction is all about intellect

Seattle, Washington (October 21, 2009)—Forget extra makeup, high heels and extra hours at the gym―true sexiness lies in an abundance of IQ points. Eight in ten (80 percent) Americans admit that they find smarter people more attractive, according to a new study commissioned by EarnMyDegree.com (http://www.EarnMyDegree.com), a web resource of EducationDynamics.

The study, “Knowledge is Prowess,” was fielded in September by Kelton Research and garnered 1,000 responses by Americans. Interestingly, the younger Americans are, the sharper they want their mate to be. Eight-three percent of those between the ages of 18 and 44 indicated that they tend to find their potential mate or significant other sexier when they are smarter, compared to 77 percent of those aged 45 and older. Additionally, a slight difference in opinion between the sexes emerged with 81 percent of women agreeing with the statement versus 79 percent of men.

“Despite common myths about brawn over brains, this study confirms the opposite,” said Terrence Thomas, with EarnMyDegree.com. “And it demonstrates that education has its perks.”

The people of New York agree. EarnMyDegree.com took to the streets of New York City to ask people what they prefer―good looks or a beautiful brain―and most people said that their attraction level diminishes if beauty isn’t backed up by brains. Even the Naked Cowboy, a New York City icon, agreed with the research, saying a college degree is sexy. All of the interviews, including the Naked Cowboy’s comments, can be found at http://www.youtube.com/watch?v=dwp614r-IhE or on http://www.EarnMyDegree.com.

Survey Methodology

About EarnMyDegree.com

EarnMyDegree.com, part of the Prospecting Services Division of EducationDynamics, is a network of leading websites that connect prospective students with colleges, universities and online learning programs. Established in 2003, EarnMyDegree.com serves as a one-stop directory for undergraduate and advanced degrees, as well as professional certificates in a variety of fields from business to healthcare to technology. EarnMyDegree.com’s team of marketing experts, designers and copywriters have a proven track record for optimizing marketing campaign results to increase qualified leads. More than 3 million students have been connected to the online education programs of their choice through EarnMyDegree.com. To learn more, visit www.earnmydegree.com

About EducationDynamics

EducationDynamics, a portfolio company of Halyard Capital, is higher education’s leading marketing services company dedicated to helping institutions find, enroll and retain students. Its content-rich and highly visible education websites, including EarnMyDegree.com, eLearners.com, GradSchools.com, StudyAbroad.com, and its more than 50 special interest microsites, make EducationDynamics the premier provider of qualified prospective students for colleges and universities. In addition, the company offers a full suite of Web-delivered services proven to drive enrollment growth and reduce student attrition. Through its Market Research and Advisory Services division, the company brings a decade of proprietary research, unparalleled market and student intelligence, and best practice insights to its clients. For more information, visit http://www.educationdynamics.com

Custom content - Callout

lkossar — Tue, 20 Oct 2009 01:39:00 GMT

Sample Topic Categories:

Academic Skills
Study Tips
Leadership Skills
Relationships
Time Management
Working With Professors
Service Learning
Diversity
Scholarships & Loans
Choosing a Major
Information Literacy
Getting Involved
Finances & Credit Cards
Health and Wellness
Ethics

Global Knowledge retention - Sidebar

lkossar — Wed, 14 Oct 2009 17:24:00 GMT

Learn more about our Global Knowledge Base and Custom Content Services

partner@educationdynamics.com 201-377-3329

Services - Retention - Global Knowledge and Custom Content

lkossar — Wed, 14 Oct 2009 17:20:00 GMT

Overview

Looking for inspiring, expert-written, purposeful content to enhance your student portals, microsites and marketing initiatives? Want to turn your CRM (Talisma, Datatel, Intelliworks, Banner, etc.) into an influence-tool that impacts student success, engages parents and helps those responsible for retention at your school remain “high touch,” even as their budgets may have flattened or been reduced?

We provide award-winning syndicated content through our vast Global Knowledge Base, while our custom editorial services group develops topics tailored to your school. For more than a decade our engaging topics and data-validated interactive exercises have been helping students prepare for college and succeed once they get there.

Content coverage areas include

Student Recruiting and Search
Student and Parent Yield/Pre-Orientation
First-Year Retention
Second-Year Retention
Student General Wellness and Alcohol

Included in our Global Knowledge Base:

Feature articles on high-impact topics
HeuristicsTM (self-test and exploration modules)
Audience specific content (first year, second year, adult learners, etc.)
Digital Video