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A new report examining peer mental health supports on college campuses found that such programs are popular and useful, though they also raise some concerns. The report, Peer Programs in College Student Mental Health, commissioned by the Ruderman Family Foundation and produced by the Mary Christie Institute, was based on interviews with 22 peer counseling and mental health experts and survey responses from 57 college counseling center directors.
A growing number of students are engaging with alternative degrees, credentials and micro-credentials to improve and retain their employability. As a result, the need to measure the effectiveness of these new pathways calls for expanding the data sets required to measure outcomes. These include measurements incorporating socio-economic mobility, equity measures and re-engagement in higher ed and workforce outcomes.
Conducting an assessment involves collecting and analyzing relevant data to get a clear sense of the current state of a campus’s safe and supportive learning environment.
The three types of assessment are outcomes, process, and input.
Outlines a 10- step process for creating a campus security plans in healthcare or educational institutions. The steps include recommendations for designing a plan, establishing goals, ensuring strategic systems of communication, and building infrastructure capacities.
Summarizes the forum,A National Conversation on Police and Community Interactions on HBCU Campuses, held August 30-31, 2016 at Howard University in Washington, D.C. The forum brought together student and police chiefs/campus safety executives (chiefs) representation from mostly HBCU campuses representing a broad geographic distribution of the United States.
Presents a statement on the work of the Department of Justice's Civil Rights Division to address and prevent sexual assault in schools and communities across the country. The statement details the importance of cross-sector collaboration with law enforcement, prosecutors, and schools.
Seeks to substantially expand access and opportunity for talented, lower-income students at the nation’s colleges and universities with the highest graduation rates.
Explores how community colleges could play a more active role in growing the number of apprenticeships nationwide, a role that would contribute to resolving the current mismatch between what postsecondary institutions produce and what employers need.
Presents early findings from a partnership among MDRC; the Community College Research Center at Teachers College, Columbia University; and CUNY to eval-uate the effectiveness of CUNY Start. The program served students who placed into developmental education in one or more areas, and half of the study sample placed into remediation in math, reading, and writing.