Jason Elwood

President

Elwoodway Consulting

Jason Elwood

President

Elwoodway Consulting

Jason Elwood has worked in higher education since 1995 at two different higher education institutions and two private companies. After two years at Ball State University implementing a transfer articulation system, Jason joined Miami University’s DARS organization to develop a system for statewide transfer advising. The system was initially implemented by Ohio and Arizona then by seven other states. Additionally, Jason assumed responsibility of leading the Ohio implementation effort and participated in the Ohio Board of Regents’ transfer initiative for over ten years.

Within five years, Jason became the director and looked to expand the organization’s reach into student success. During time at Miami, the organization expanded degree audit efforts to include transfer articulation and student planning. The transfer and degree audit systems were reengineered for modern technologies and refactored for current delivery methods and service models. Additionally, a third major product focusing on student planning and tracking was developed and introduced to the market in 2007. By 2009, the student planning system was in use by over thirty schools. The systems today are still used nationwide.

Throughout his career, Jason has consulted with numerous institutions, state educational agencies, and legislative personnel, both at the state and federal levels. He has presented at local, state, and national meetings on transfer articulation, degree audit, data exchange standards and student success issues and systems. In 2009 Jason led the transition of redLantern from Miami University to a private company. Within two years, the company was transformed into a profitable company. Jason left CollegeSource (successor to Miami DARS and redLantern) as the President at the end of 2010 to pursue consulting opportunities to assist related businesses and institutions pursuing student success efforts including leading the CCA Seal of Approval project.

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15 to Finish

Boost the number of students who are on track for on-time graduation by encouraging enrollment in 15 credits each semester (30 credits per year, including summers). Financial aid dollars, as well as institutional process and practice, should support that standard.

Math Pathways

Ensure all students enroll in and complete gateway math in their first year by designing math courses that are aligned with the skills students need for their chosen program of study.

Corequisite Support

Increase gateway course completion within the first year by enrolling entering students into the college-level math and English courses, providing those who need additional help a concurrent course or lab that offers just-in-time academic support.

Momentum Year

Build momentum so students meet first-year benchmarks: informed choice of meta major or major, enrollment in 30 credits with nine in the program of study and completion of gateway courses. Provide early support and guidance for decision making, using interest assessments and labor-market data.

Academic Maps with Proactive Advising

Default students onto highly-structured academic maps that include 15 credits per semester (or 30 per year), indicate milestone and pre-requisite courses, and empower advisors to effectively monitor progress and provide intervention as needed.

A Better Deal for Returning Adults

Increase degree attainment by inviting adult learners back to complete their education, providing a redesigned system that offers accelerated courses, year-round enrollment and predictable schedules. Give credit for prior learning and experience and additional support to help students navigate the system.

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