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.
Most people have heard of the GED, but many might not know that it was created by ACE in 1942, after the United States Armed Forces Institute approached ACE with a request to develop tests to measure high school-level academic skills.
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.
For most college instructors, regular participation in their teaching development is neither a workplace expectation nor a professional obligation. Yet faculty who regularly participate in professional development improve their students’ chances for success.
California State University is preparing to implement a host of policy changes that will improve student achievement and lead to more Californians earning a high-quality degree in less time—including a revamp of the support structure for underprepared students in need of skill development.
The University of Northern Iowa has decreased student debt upon graduation by an average of $3,300 per borrower since 2010. President Mark Nook discusses the cornerstone of that success—Live Like a Student, the university’s counseling and financial literacy program.
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.
The second CBE wave—more grounded and focused on quality than the first—is underway, and resources to support development of high-quality programs include the University of Wisconsin Flexible Option case study.