<?xml version="1.0" encoding="UTF-8"?><rss xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:content="http://purl.org/rss/1.0/modules/content/" xmlns:atom="http://www.w3.org/2005/Atom" version="2.0"><channel><title><![CDATA[DIA Higher Education Collaborators]]></title><description><![CDATA[DIA Higher Education]]></description><link>https://www.diahighered.com/collegeknowledge</link><generator>RSS for Node</generator><lastBuildDate>Sat, 18 Jul 2026 09:12:19 GMT</lastBuildDate><atom:link href="https://www.diahighered.com/blog-feed.xml" rel="self" type="application/rss+xml"/><item><title><![CDATA[Should Advising Be Centralized or Faculty-Led?]]></title><description><![CDATA[I asked AI to create an image of a professor and a college advisor squaring off. This was it's first pass... and I don't know if I could be happier No two schools are organized the same way. I'm always surprised — given any number of student support resources like advising, tutoring, and orientation — by the number of different permutations schools find for where those resources should live. When resources are housed in academic affairs, I generally find a "college readiness" vibe to them....]]></description><link>https://www.diahighered.com/post/should-advising-be-centralized-or-faculty-led</link><guid isPermaLink="false">6a4573f660c326b155e639fd</guid><pubDate>Wed, 01 Jul 2026 20:27:22 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/8e26d2_6502a3acf6ac43139eaeddd96bc4ec88~mv2.png/v1/fit/w_1000,h_768,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Help Seeking]]></title><description><![CDATA[One of the most pervasive and frustrating questions when working in student success is this: what do you do when a student who clearly needs help never shows up to use it?]]></description><link>https://www.diahighered.com/post/factor-focus-help-seeking</link><guid isPermaLink="false">6a04273868a3e7adcb14b603</guid><category><![CDATA[Factor Focus]]></category><pubDate>Tue, 16 Jun 2026 22:49:08 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_5a2f6da1b7c44ce083e59d64f322294e~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Required for Accreditation. Useful for Students. Rarely Done Right.]]></title><description><![CDATA[Every regional accreditor expects institutions to systematically assess student needs at entry. Most institutions do something in this space. The gap is in how that data is actually used.]]></description><link>https://www.diahighered.com/post/required-for-accreditation-useful-for-students-rarely-done-right</link><guid isPermaLink="false">6a25f1e899b283c30a6a273e</guid><pubDate>Mon, 08 Jun 2026 18:35:19 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/be2c632522231bd3c200e58f5dc4b4a4.jpg/v1/fit/w_1000,h_683,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Building an Assessment that Makes Itself Obsolete]]></title><description><![CDATA[That's the real measure of a good diagnostic assessment: not how well it predicts failure, but how effectively it helps institutions prevent it.]]></description><link>https://www.diahighered.com/post/building-an-assessment-that-makes-itself-obsolete</link><guid isPermaLink="false">6a1d9d2d745ceae0cd4c6abf</guid><pubDate>Mon, 01 Jun 2026 15:12:51 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/8e26d2_229fb26845f24b3aafee3a15d29aad36~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Institutional Commitment]]></title><description><![CDATA[Institutional Commitment is something different. It refers to students' attitudes toward the institution itself — the degree to which they feel invested in, connected to, and committed to the specific college or university where they are enrolled. Not the people. The place, the choice, the fit.]]></description><link>https://www.diahighered.com/post/factor-focus-institutional-commitment</link><guid isPermaLink="false">6a04277e2fe6e98eed46b804</guid><category><![CDATA[Factor Focus]]></category><pubDate>Mon, 01 Jun 2026 14:55:38 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/d704d1694ffe4dc9894c2fdc47affe98.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[The Fundamental Attribution Error and Why It's Crippling Student Success]]></title><description><![CDATA[We are really bad at understanding why people behave the way they do. Our students are no exception — and it's crippling our efforts to improve student success. Have you ever been sitting in a construction zone as two lanes become one? As you approach the merge point, most drivers — the civilized ones — get into the surviving lane early. And then, inevitably, someone comes zipping up the closing lane, forcing their way in at the last second. Why do they do that? In psychology, the process of...]]></description><link>https://www.diahighered.com/post/the-fundamental-attribution-error-and-why-it-s-crippling-student-success</link><guid isPermaLink="false">69f8a3565caf4ed272ba453a</guid><pubDate>Wed, 06 May 2026 17:21:25 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/8e26d2_80c1c6028d0348398db44dd876be0840~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Stress Management (Calmness &#38; Coping Strategies)]]></title><description><![CDATA[Within the ISSAQ framework, stress is addressed through two related but distinct factors: Calmness and Coping Strategies. Together, they form what we broadly refer to as Stress Management - an acknowledgment that stress is a complex, two-part phenomenon. Understanding it requires looking at both how susceptible students are to stress in the first place, and what they do when stress arrives.]]></description><link>https://www.diahighered.com/post/factor-focus-stress</link><guid isPermaLink="false">69e14d7745b641fceca0c3ee</guid><category><![CDATA[Factor Focus]]></category><pubDate>Fri, 17 Apr 2026 14:49:09 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_460fa6251e7346f6813f08890f19b1ae~mv2.jpeg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Effort Focus (Growth Mindset)]]></title><description><![CDATA[Within ISSAQ, Effort Focus refers to students’ beliefs about the role of effort in academic success. Specifically, it reflects whether students view effort as a meaningful and effective pathway to improvement, rather than attributing outcomes primarily to fixed ability or external circumstances.]]></description><link>https://www.diahighered.com/post/factor-focus-effort-focus</link><guid isPermaLink="false">69a99948a29c2f9814787629</guid><category><![CDATA[Factor Focus]]></category><pubDate>Thu, 05 Mar 2026 15:33:39 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_2a27ebd0e51b481ba72f4362cd723fc3~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Persistence]]></title><description><![CDATA[Within ISSAQ, Persistence refers to students’ tendency to continue working toward academic goals despite obstacles, setbacks, or temporary failure. It captures sustained effort in the presence of challenge, particularly in academic contexts.]]></description><link>https://www.diahighered.com/post/factor-focus-persistence</link><guid isPermaLink="false">69a7031effff75773eb6aa0f</guid><category><![CDATA[Factor Focus]]></category><pubDate>Tue, 03 Mar 2026 17:06:28 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/01fcf6adc9f06e71a810547ef1a7bd61.jpg/v1/fit/w_850,h_567,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Engagement Isn’t What It Used to Be ... And That’s Not the Real Problem]]></title><description><![CDATA[During a recent conversation with a faculty friend of mine, the topic of Engagement  came up. For those unaffiliated with our ISSAQ platform, when we talk about Engagement , we are referring to a set of observable behaviors that reflect students’ active participation in college-level learning. These includethings like attending class consistently, participating in discussions, completing assignments on time, collaborating with peers, and utilizing office hours. These behaviors are: Often...]]></description><link>https://www.diahighered.com/post/engagement-isn-t-what-it-used-to-be-and-that-s-not-the-real-problem</link><guid isPermaLink="false">69a5e80d7db715abddf75b91</guid><pubDate>Mon, 02 Mar 2026 20:50:21 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_61895ed3b6054f26b03a63a7de1b5f44~mv2.jpeg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Goal Commitment]]></title><description><![CDATA[Within the ISSAQ framework, Goal Commitment refers to the extent to which students are psychologically invested in achieving their educational goals and willing to persist in pursuit of them. In other words, how much does a student value and prioritize their success in college/getting their degree? It's a reflection - not just of goal clarity, but the strength of students’ attachment to those goals and their intention to follow through over time.]]></description><link>https://www.diahighered.com/post/factor-focus-goal-commitment</link><guid isPermaLink="false">697ba20fccf6db790cb0a005</guid><category><![CDATA[Factor Focus]]></category><pubDate>Tue, 17 Feb 2026 18:59:39 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_048a59b22cc340bd97e6f5470a2b17b1~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Engagement]]></title><description><![CDATA[Importantly, within ISSAQ, Engagement is framed as a behavioral factor, not a personality trait. Students are not inherently “engaged” or “disengaged.” Rather, Engagement reflects how students respond to academic expectations, structures, and opportunities. This distinction matters because behaviors can be shaped, supported, and taught.]]></description><link>https://www.diahighered.com/post/factor-focus-engagement</link><guid isPermaLink="false">695473dd312f3eab68dd1d4b</guid><category><![CDATA[Factor Focus]]></category><pubDate>Thu, 29 Jan 2026 17:46:57 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/66392d9d5a674e37c475dc759f7faff3.jpg/v1/fit/w_800,h_536,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Self-Efficacy (Revisited)]]></title><description><![CDATA[Self-efficacy is one of the most frequently cited—and most frequently misunderstood—factors in conversations about student success. We often default to terms like confidence, motivation, or belief in oneself to explain why students persist or disengage. Yet anyone who has worked closely with students knows that these explanations are often incomplete.]]></description><link>https://www.diahighered.com/post/factor-focus-self-efficacy-revisited</link><guid isPermaLink="false">695409f63005d37b905d9e4b</guid><category><![CDATA[Factor Focus]]></category><pubDate>Mon, 19 Jan 2026 15:09:22 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_be89010422874298a478ffd210604c8a~mv2_d_2220_1878_s_2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Quality Focus]]></title><description><![CDATA[Quality Focus is one of the more nuanced factors in the ISSAQ model. At first glance, it feels intuitive—of course we want students to produce high-quality work. Faculty regularly emphasize careful writing, complete solutions, well-supported arguments, and attention to detail. Yet, when we look more closely, Quality Focus, while behavioral in nature, can represent some of the most important aspects of motivation.]]></description><link>https://www.diahighered.com/post/factor-focus-quality-focus</link><guid isPermaLink="false">6952e0f3386e8faaa2207d98</guid><category><![CDATA[Factor Focus]]></category><pubDate>Mon, 19 Jan 2026 15:09:14 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_d41caa50484a47f7bbca3baa6ed8b430~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Sense of Belonging (Revisited)]]></title><description><![CDATA[Sense of Belonging captures something both beautiful and tragic about higher education. It reflects the deeply human need to feel connected and valued - and the reality that many students leave college not because they lacked ability, but because they felt they did not belong.]]></description><link>https://www.diahighered.com/post/factor-focus-sense-of-belonging-revisited</link><guid isPermaLink="false">695445843005d37b905e24e3</guid><category><![CDATA[Factor Focus]]></category><pubDate>Mon, 19 Jan 2026 15:09:09 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/b085b2cc9cf2459b939263ef1ec19441.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Factor Focus: Organization]]></title><description><![CDATA[In the end, regardless of our perception of it, Organization is important. College requires students to manage competing deadlines, balance coursework with work and family obligations, and independently structure their time in ways that may be entirely new to them. ]]></description><link>https://www.diahighered.com/post/factor-focus-organization</link><guid isPermaLink="false">6950cf97a48525611150c32a</guid><category><![CDATA[Factor Focus]]></category><pubDate>Mon, 05 Jan 2026 18:39:31 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_fcd415d9feb349498272f9462e8234a2~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[101 Ways we support student success]]></title><description><![CDATA[ISSAQ was built to help colleges and universities better understand their students and improve student success. To achieve this goal,...]]></description><link>https://www.diahighered.com/post/101-ways-we-support-student-success</link><guid isPermaLink="false">68bafde54c40c4b0142fbf3a</guid><pubDate>Fri, 05 Sep 2025 16:25:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/be2c632522231bd3c200e58f5dc4b4a4.jpg/v1/fit/w_1000,h_683,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[Holistic Student Success: Now more than ever]]></title><description><![CDATA[A few years ago, I wrote a post confessing some internal turmoil . At the time, it seemed like every conversation about student success...]]></description><link>https://www.diahighered.com/post/holistic-student-success-now-more-than-ever</link><guid isPermaLink="false">67f3ea94fece5ced8d5fd4df</guid><pubDate>Mon, 07 Apr 2025 15:14:41 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/11062b_072261af1e1d44078a83038698078b52~mv2.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[The Faculty Piece of the Student Success Puzzle]]></title><description><![CDATA[One of my first experiences as an assessment professional was working with the University Housing Office. They were so excited to share...]]></description><link>https://www.diahighered.com/post/the-faculty-piece-of-the-student-success-puzzle</link><guid isPermaLink="false">67c613e720aaa3f73f2f92bc</guid><pubDate>Tue, 04 Mar 2025 18:33:34 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/782e0c41650948939f5d72cda7efcf74.jpg/v1/fit/w_1000,h_1000,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item><item><title><![CDATA[2026 is Already Here: Three Tips for Getting Your Student Success Efforts in Gear]]></title><description><![CDATA[The only thing I hate more than listicles – you know, those catchy “Top 5 things doctors say you shouldn’t eat” posts that are the pure...]]></description><link>https://www.diahighered.com/post/2026-is-already-here-three-tips-for-getting-your-student-success-efforts-in-gear</link><guid isPermaLink="false">67a0d438e9a1a4c190aefd33</guid><pubDate>Tue, 04 Feb 2025 13:38:23 GMT</pubDate><enclosure url="https://static.wixstatic.com/media/bbed19_bc539c0d2eb14c3ea843f2b8939cd65f~mv2.png/v1/fit/w_1000,h_936,al_c,q_80/file.png" length="0" type="image/png"/><dc:creator>Ross Markle</dc:creator></item></channel></rss>