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About This Issue


The variety and innovation of the many contributions to this special issue of EQ on college completion amaze me. The authors describe multiple and multifaceted approaches they areexploring to foster student success, from teaching the teachers of K–12 students to helping college students pass required science classes that are tough for non-majors to spotting a student in trouble and intervening while there's still a chance for success. No matter the project, whether directly targeting student performance or making the instructor's interactions with students easier and more effective, students benefit. When those students graduate and enter the wider community, the rest of us benefit as well.

About half of the projects described in this issue have already received a special sort of approval, having been awarded grants from Next Generation Learning Challenges (NGLC), an initiative led by EDUCAUSE in collaboration with the League for Innovation in the Community College, the International Association for Online Learning, and the Council of Chief State School Officers. NGLC is supported by grants from the Bill & Melinda Gates Foundation and the William and Flora Hewlett Foundation. NGLC has sought out and identified technology-enhanced educational solutions that meet a high standard of quality, sustainability, and scalability, with the goal of accelerating a much-needed redefinition of learning in the United States. This growing community of innovators, educators, experts, and collaborators demonstrate through their work that this goal is attainable. I am deeply grateful that so many of them agreed to share their projects with EQ.

As EDUCAUSE President and CEO Diana Oblinger explains:

"EDUCAUSE has been increasing its focus on how IT can support college completion. Embedded within the simple phrase of "college completion" are compex issues of access, quality, and student success. EDUCAUSE is one of many organizations focusing on college completion — we all hope to have collective impact on this critical challenge. Our focus is predicated on using IT's unique capabilities to shift traditional models, enabling greater quality, flexibility, and affordability. We firmly believe that both information technology and education can be game changers."

So. This is the final issue of EQ as a separate journal. Launching in May 2012, EDUCAUSE Review Online will combine the existing EDUCAUSE Review, EQ, and EDUCAUSE Now!, our podcast series, to create a one-stop location for all of our articles and community news, with timely information released on a continual basis. All the same EQ content will be included: peer-reviewed feature articles, case studies, and practical advice, as well as the thoughtful opinions so many of you have shared with your peer. I encourage you to contact me with your ideas on what we should be doing, proposals for topics we should cover, and submissions on any of the many areas of interest to the higher ed IT community.

Finally, I want to thank the columnists who enlivened each issue of EQ in 2011: Bryan Alexander, Donna Tatro, Hal Abelson, and the "invisible" Career Counselors. Working with the EQ columnists has been intensely rewarding — and a lot of fun. Likewise, getting to know all the authors who have submitted their work to or published articles in EQ has been a pleasure, one I look forward to continuing as EDUCAUSE Review Online begins its new life next year. Many thanks also to the EQ Reviewers, who have so generously shared their advice on how to improve submissions for publication while maintaining a high standard on behalf of you, their peers. They will be coming along for the new adventure ahead as EDUCAUSE debuts EDUCAUSE Review Online, and I hope you will join us.

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