The Technology Summit focuses on the technology of transfer and meaningful data exchange. Now is the time to accelerate change. AACRAO is determined to remove transfer barriers and speed processes that support student decision-making and advising by supporting institutions in migrating to digital document pathways. The pandemic forced the majority of the education sector into a remote workforce model, disrupting the largely analog set of processes that surround student transfer. Digital record portability and interoperability has always been a priority in the name of student success, but we find now that it is also a key point of business continuity and institutional success.Institutions who engage with the digital record ecosphere will find themselves a part of the global movement, led by our close partners in the Groningen Declaration Network (GDN), which envisions that citizens worldwide should be able to electronically consult and share their authentic educational data with whomever they want, whenever they want, wherever they are.As a founding GDN member and as a leader of the U.S. digital transfer conversation with the inception of SPEEDE in the 1970s, AACRAO is eager to help pave the digital highway for US higher education to engage.
REGISTRATION COMING SOON
Professionals from admissions, retention, enrollment management, transfer center, financial aid, and registrar offices interested in digital documentation and educational data.
*$25 Discount for members who attended the Transfer Practice Summit
Registration Window: TBD
Summit: September 29 - 30
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The National Task Force on the Transfer and Award of Credit offers recommendations and best practices on how to modify existing transfer and award of credit practices to best support student success.
AACRAO has a longstanding practice of providing guidance and research in support of the transfer student experience.
In this paper, the authors highlight a study by AACRAO and The American Council on Education (ACE) on students’ perceptions about how transfer credit was applied towards academic programs of study.
For this research, “stranded credits” refers to the accumulated credits for which a student is unable to obtain an official transcript due to an administrative hold.
AACRAO has defined the ability to manage change as a professional competency for all higher education professionals.
Snapshot Impact Survey #4: This report reveals the results of the fourth survey deployed to capture a snapshot of the impacts of COVID-19 on higher education.
Snapshot Impact Survey #3: This is the third in a series of snapshot reports on COVID-19’s impact on practice.
Snapshot Impact Survey #2: AACRAO is developing guidance on a range of topics in support of institutions of higher education.
Snapshot Impact Survey #1: AACRAO is developing guidance on a range of topics in support of institutions of higher education.
For the March 2020 survey, AACRAO partnered with The Hope Center for College, Community, and Justice at Temple University on the March 2020 survey.
The January 2020 60-Second Survey was designed to serve two purposes.
This recurring survey serves two functions.
The November 2019 60-Second Survey inquired about the use of territory management for undergraduate and graduate students.
AACRAO and the AACRAO SPEEDE Committee are updating electronic transcript data use from research completed in 2011, 2014, and 2017.
The AACRAO career profile series consists of reports on chief admissions officers (CAO), chief enrollment management officers (CEMO), and registrars.
AACRAO is pleased to partner with NACAC in conducting our first admissions practice survey.
This brief is one part of a broad landscape analysis focused on policy and practice issues related to the recognition of prior learning.
AACRAO, in conjunction with other higher education associations, is writing a new version of the Joint Statement on the Transfer and Award of Credit.
The student success work group was charged by the AACRAO board to investigate, research, and explore student success from the perspective of enrollment management professionals.
The April 2015 AACRAO 60 Second Survey asked respondents to identify the size, composition, name and level of decentralization for the Office of the Registrar.
This is the second time we have surveyed our members about their admissions practices, the first was in July 2015.
Program completion time limits was the topic of this month’s AACRAO 60-Second Survey (Appendix A).
AACRAO members were asked about the existence of, or institutional interest in, alternative credentials.
This is the second AACRAO registrar career profile report. The first was completed in 2015 and was limited to U.S. institutions; this iteration was not.
The primary goal of this survey was to better understand the processes related to undocumented students that are used by U.S. postsecondary education institutions.
AACRAO members were asked about the type, volume and cost of official transcripts at their institution in this month’s 60-Second survey.
AACRAO members were asked about the existence and purpose of pre-college programs in this month’s 60-Second Survey.
Institutional accreditation is an important factor for U.S. institutions in determining if credit or degrees from another institution will be accepted.
This month's 60-Second survey was a partnership between the American Council on Education (ACE) and AACRAO.
In 2014, we completed a comprehensive survey with our members asking about electronic transcript use and return on investment.
Harvard University made national news recently when offers of admission were rescinded for “at least ten students” based on obscene social media content posted to a Facebook page.
This is the fifth iteration of a grades and grading practices publication by AACRAO. The previous versions in 1971, 1982, 1992, and 2004 were produced in a book for purchase format.
This is the second AACRAO chief enrollment management officer report. The first was completed in 2014 and was limited to U.S. institutions; this iteration was not.
The March 2017 AACRAO 60-Second Survey focused on the concepts of managerial coaching and mentoring.
While dual enrollment fills a similar student success niche in both higher and K–12 education, the administrative perspectives of these two entities do not always align.
The January 2017 AACRAO 60-Second Survey focused on student records management practices.
This report on the career profile of chief admissions officers rounds out the American Association of Collegiate Registrars and Admissions Officers (AACRAO) career profile series
The goals of this survey were to capture a current snapshot of dual enrollment (DE) course and program practices at institutions in the United States.
The November 2016 AACRAO 60-Second Survey consisted of a collection of mostly unrelated but important practice and/or policy questions.
The September 2016 AACRAO 60-Second Survey focused on undergraduate (n=701) and graduate (n=386) class scheduling practices.
Beginning on Oct. 1, 2016, students will be able to fill out the Free Application for Federal Aid (FAFSA) for the 2017–2018 school year.
The intent of the 60 Second survey is to capture on a monthly basis quick practice snapshots which address questions AACRAO receives from members or hot topics in the higher education news.
This survey focused on two different practices.
The American Association of Collegiate Registrars and Admissions Officers undertakes research projects to keep ourselves, and the higher education community informed about emerging practices.
In response to the recent Inside Higher Education article about one institution's decision not to offer 8:00 a.m. courses, we developed this survey.
The January 2016 AACRAO 60 Second Survey focused on institutional FERPA training practices and measuring the level of interest in an AACRAO-developed online FERPA training module.
AACRAO survey the size of admissions staff and their collective responsibilities, such as recruiting, application processing and transfer equivalency.
The purpose of the August 2015 60 Second Survey was to survey our members on their level of interest in several proposed and under development online professional development (PD) topics.
The purpose of the July 2015 60 Second Survey was to gain a snapshot understanding of a handful of admission practices that were suggested as topics of interest by the membership.
The purpose of the June 2015 60 Second Survey was to gain a snapshot understanding of if and how institutions attempt to manage data quality.
The survey includes two parts. In part A, respondents were queried about their institution’s official transcript and related database records practices.
Similar to the 2014 AACRAO chief enrollment management officer report, this report details the results of a first-of-its-kind survey conducted by AACRAO.
The March 2015 AACRAO 60 Second Survey asked respondents to identify how, if at all, their institution enables students to indicate their identity preferences.
The February 2015 AACRAO 60 Second Survey asked respondents to identify whether or not their institution offers distance education.
The purpose of the September 2015 60 Second Survey was to capture a snapshot of if and how institutions apply course repeat practices at the undergraduate and graduate level.
The January 2015 AACRAO 60 Second Survey asked respondents to indicate their institutions’ international student recruiting practices.
AACRAO recently initiated a series of surveys designed to capture member institutional practice snapshots in 60 seconds or less.
The November AACRAO 60 Second Survey asked respondents to indicate the format of key documents used to support the admissions processes.
The aim of this survey was to measure SEM plan use and how current it was across several countries.
This survey collected transfer articulation practices from a variety of academic departments to see which "units/departments are responsible for processing transfer credit articulation."
This survey highlights the results of the AACRAO June 2014 60-Second Survey on the use of plus and minus grades.
This survey was intended to update and expand on the 1997 SPEEDE/ExPRESS study titled, A Business Case for the Electronic Exchange of Student Records.
This survey is the first of its kind conducted by AACRAO and attempts to build a foundation of understanding of the career profile and position responsibilities for the CEMO in the United States.
AACRAO asked respondents to indicate the format of key documents used to support the admissions process. This included hard copy, email, student portal, etc.
In April 2008, the Vice President for Records and Academic Services appointed an ad-hoc task force to evaluate the current state of technology.
AACRAO conducted a survey of its members in winter 2009/10 to determine their practices.
AACRAO explores the use of criminal history screening in college admissions procedures. In all, 273 institutions responded to the survey.
This report reviews findings from a first-of-its-kind survey conducted by the Center for Community Alternatives in collaboration with AACRAO.
One of two reports from the survey, this report summarizes results for all 509 institutions for which we received responses.
In September 2007, AACRAO conducted a survey of the Registrar’s Offices at its member institutions on several topics.
This is the second of a two-part report on the results of a September 2007 survey that AACRAO conducted of Registrar’s Offices at its member institutions.
This article summarizes the results of questions asked of NCAA institutions in a survey that was conducted in July 2007.
AACRAO has conducted a survey of its membership to gauge the satisfaction level of institutions of higher education that participate in the federal Student and Exchange Visitor Information System.
AACRAO conducted a survey of its membership to learn more about how institutions comply with the federal Family Educational Rights and Privacy Act (FERPA).
AACRAO conducted a survey to determine how technological changes have affected institutions' use of different types of recruitment media.
AACRAO recently conducted a survey of its membership to gather information about online registration services.
The states are doing a good job of addressing transfer problems in the most traditional form of transfer: 2-year to 4-year institutions.
This survey of AACRAO's membership asked members to provide current salary information and to evaluate the importance of AACRAO member products and services.
Some institutions responded that they had different minimum GPA requirements depending on the number of credits completed.