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.
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.
Across the University of California (UC) system, 42 percent of undergraduate students are the first in their family to attend college. To better serve this large and growing “first-gen” population and help build their sense of belonging on campus, UC has launched a system-wide First-Generation Faculty effort to connect these students with faculty mentors who have walked in their shoes.
In a recent op-ed in The New York Times, president of LaGuardia Community College and ACE Board Member Gail O. Mellow offered her perspective on today’s college students. Namely, they aren’t who you think they are, and the higher education community could help remove barriers to their success by realizing that.
The community college student is unlike most postsecondary learners, writes Everette J. Freeman, president of the Community College of Denver. Through listening, encouragement, leading by example and giving students a sense of belonging and community, we can help them become part of the next generation of leaders.
Year-round Pell Grants were recently reinstated, having previously been implemented for academic years 2009-2010 and 2010-11. A timely working paper released by the Community College Research Center at Columbia University examines the effect of year-round Pell Grants on the likelihood of completing an associate degree.
The Urban Institute, in partnership with The George Washington University, recently released an impact analysis of the Accelerating Opportunity (AO) initiative across four states. The program, created by Jobs for the Future, helps students and adults enroll in integrated career pathway programs at community and technical colleges.
There are a variety of ways in which faculty learn, and continue to learn, about teaching. But given the increase in contingent faculty—part-time and full-time non-tenure-track faculty—who now comprise about 75 percent of all college and university instructors, the critical question is, “How do we scale faculty development efforts to reach a greater number of faculty?”
Currently, fewer than two out of every 1,000 undergraduate students enrolled in Ivy League colleges have served in the U.S. military. Cornell Provost Michael I. Kotlikoff on how—and why—the university is attempting to quadruple its enrollment of undergraduate veterans by 2020.