Short Takes

During ACE2018, the session “Student Success, Attainment, and Equity: International Lessons” sponsored by Lumina Foundation, brought together university leaders from Canada, Colombia, Mexico, and the United States to compare innovative policies and programs shown to improve rates of success and degree attainment, particularly among traditionally underserved student populations.

At a session titled, “The Future of Teaching Across American Higher Education” at ACE2018, higher education leaders discussed efforts to improve student outcomes dependent on effective teaching, including the relationship between the first-year experience, the use of high-impact practices, career readiness, and the quality of classroom instruction.

Ever sit through a lecture on demographic data trends and feel energized? Excited? Inspired? If you haven’t, then you have not sat in on a lecture or session with James H. Johnson Jr.

There are 31 million Americans with some college and no degree. People leave college for a variety of reasons. What ReUp, a company specializing in helping students complete their degrees, has discovered is that it rarely has to do with academics

A new study by the Center for Research and Reform in Education (CRRE) at Johns Hopkins University, in collaboration with the Office of Institutional Effectiveness at Miami Dade College (MDC), finds that students gave faculty credentialed by the Association of College and University Educators (ACUE) statistically higher marks when compared to college-wide averages.

In a recent report released by the Community College Research Center, researchers Thomas Bailey and Clive Belfield examined whether or not there is evidence of the labor market value of stacking credentials.

The Association of College and University Educators (ACUE), an organization working with dozens of colleges and universities to put great teaching at the heart of their student success agenda, has announced a collaboration with Bonni Stachowiak and the Teaching in Higher Ed podcast.

In their third “Community Insights” report, Civitas Learning examines persistence among part-time students and the gap in persistence rates between part-time and full-time students. The brief also provides examples of what institutions successfully working to close these gaps are doing to support their part-time students.

The report found that while Pell eligibility does not necessarily increase or change the likelihood of a student choosing to go to college or not, relatively small additional grant aid at college entry substantially increases college completion and earnings.

Between 2004 and 2009, over 1/3 of all college students transferred at least once, and that in the act of transferring, they lost around 43 percent of their previously accumulated credits on average, according to a new report from the Government Accountability Office.

A recent news article by Matt Krupnick of the Hechinger Report focuses on the need for more tradespeople, occupations that are increasingly in high demand.

ACT’s Center for Equity in Learning recently released a report on working learners, Who Does Work Work For? Understanding Equity in Learner College and Career Success.