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Messages from Jim Day
Why Does College Have to Cost So Much?
What is Presidential?
The Future of Student Lending (by Nathan Mueller)
Educationomics
Boys: Getting Through, Creating Appeal
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Tour de Finance
Change We Can Believe In
Top Takes on Our Private Client Summit
Power to the Philosophy Majors
Straight Talk on Student Loans
FAQs about Alumni Research
Graduation Rates and Retention
Student-Loan-Backed-Auction Rate Securities Explained
The Matrix of Market Pressures on Student Loans
Like Wallpaper and Firewalls
Comparative Alumni Research
Financing Higher Education Today
Retention Research
Retention for Smarties: Literature Review and Recommendations
Memo: Retention Statistics Deserve Nuanced Analysis
Case Study: It Takes More Than Just Sunshine
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NCAA Division II Values Study
Over the Ivy Hedge: The Harvard Middle Income Initiative
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Hardwick University
Randolph-Macon University
CSB/SJU
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ABOUT THE FIRM
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President James H. Day
Principal Nathan S. Mueller
Principal Carol A. Stack
Principal Ruth A. Vedvik
Associate David Busse
Associate Principal Seth Harris
Associate Janice Jaeger
Associate Herald Johnson
Associate Lee Johnson
Associate Anne Maertz
Associate Kevin Menk
Associate Jim Miller
Analyst Nicole Stanich
Analyst Kristina Nesse
Analyst Nicole Stoddard
Lead Analyst Ben Stommes
Statistician Teresa Klier
Statistician Todd Melander
Statistician Stacie Toal
Associate Principal Kimberly Johnson
Of Counsel Jon McGee
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Discussion: Interim Financial Aid Directors
Managing Prospect Qualification and the Wait List
What Boys Want
What is the New Normal?
Inside the Beltway: Change We Can Really Believe In?
Crafting a Politically and Internationally Diverse Campus Community
Educationonmics
Enrollment Head as Chief Public Affairs Officer
On Predicting the Future for Colleges and Families
We Were Staring Into the Abyss...
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Public Policy Research & Analysis
Comparative Alumni Research
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Hardwick University
Randolph-Macon University
CSB/SJU
Operational Assessment
Enrollment Optimization
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Finance Models
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Executive Search and Interim Leadership
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About CSB and SJU | Academics | Admission | Alumnae/i and Friends | Arts and Culture | News, Events and Sports | Student Life
Prospective Students: What Our Alumni Say About Us According to research conducted with thousands of college alumni, those who attended private schools discussed a wider variety of issues with faculty members. For example, 51 percent of independent college seniors say they had discussed career plans with a faculty member or advisor, compared with 38 percent of public university seniors.
About CSB and SJU Home A Unique Partnership College of Saint Benedict Saint John’s University Campus Map and Directions Catholic Benedictine Tradition Employment Opportunities Contact Information CSB Trustees Portal
Talked about career plans with faculty or advisor Discussed ideas from your readings or classes with faculty members outside class Worked with faculty on activities other than coursework
Bridget Javorski, ’06
Communications Media Manager, Campus Media Group, Inc. “One of the characteristics I liked best about St. Ben’s & St. John’s is that my professors knew my name and they truly cared about my success. If I needed extra help outside of class, I never had a professor that wasn’t willing to spend extra time with me to help me succeed. “The classroom experience at St. Ben’s is focused on classroom discussion. Many of my professors emphasized the importance of participating in classroom discussion and always encouraged it. My professors were interested in hearing their student’s views and encouraged students to share their thoughts with each other. “Classroom discussion is an important part of the curriculum at St. Ben’s. I never had a class that was strictly lecture, all of my professors either had us discuss in small groups, as an entire class, or both.”
Types of Student-Faculty Interactions
Received prompt feedback from faculty on your academic performance (written or oral)
70% 61% 51% 38% 30% 22% 26% 17% 0 20 40 60 80 Percentage of students reporting “often” or “very often” 100
All Public Four-Year All Independent Four-Year
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Research conducted by Hardwick-Day for the Council of Independent Colleges, 2003.
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