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Admissions requirements for popular majors are a challenge many students don’t expect after they’ve successfully gotten into college. Large public universities are far more likely than private ones to limit access to popular majors by GPA. Experts say that hurts students of color and those from disadvantaged socioeconomic backgrounds, robbing them of future income—and their dreams.
As colleges continue to dig out from the impact of the COVID-19 pandemic, many are turning to technology for help. One of these tech practices involves early alert systems to promote student success. Research from New America sheds light on how community college leaders view early alert systems, plus what can be done to implement this technology more equitably.
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.
Presents findings from surveys conducted with nearly 200 College Presidents on the future of competency-based education. Examines perceptions of competency-based education on campus, potential barriers for change, approaches that are making a difference, and student impact.
The Higher Education Center formed the six-member Presidents Leadership Group to create a blueprint for alcohol and other drug prevention on college campuses. For the first time this decade, a national group of college presidents came together to review approaches for curbing student substance use and to develop a comprehensive plan of action. This step was prompted by growing public concern about high-risk drinking by college students and its negative impact on the ability of colleges and universities to fulfill their educational mission. As Center Director William DeJong explained, "Our hope is that the Presidents Leadership Group will convince college presidents across the country to make alcohol and other drug prevention a priority and to approach this problem by working in collaboration with community prevention groups, local elected officials, police, and alcohol retailers." The report, funded by the Robert Wood Johnson Foundation, promotes the Group's 13 recommendations for a broader approach to student alcohol abuse, one that reflects a more complete understanding of how societal conditions drive alcohol use and the magnitude of alcohol-related problems.
Teach to Lead summits provide teams with time to collaborate, skills development, and professional consultation to incubate innovative ideas that can make a positive impact for students in their schools, communities, districts and states. The next Teach to Lead Summit will be held September 19–21, 2019 in Salt Lake City, Utah.
Presents a compilation of articles related to presidential leadership in addressing alcohol, drug use and violence prevention initiatives and challenges on college campuses. The articles discuss lessons learned from program implementation, strategies and recommendations for better collaboration and cooperation, and an overview of governance in prevention.
Guides presidents of community colleges and their administrative staff as they focus on AOD abuse prevention. The first section reviews the challenges facing community colleges in reducing student substance use and the strengths the colleges draw on in addressing it. The second section introduces environmental management, a prevention approach developed by the U.S.