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AACRAO Research Update
July 60-Second Survey Results
AACRAO members were asked about the existence of, or institutional interest in, alternative credentials. For the purpose of this survey, examples of alternative credentials include co-curricular transcripts, badges, e-certificates, comprehensive learner records, diploma supplements, e-diplomas, or any other micro-credential (a credential that is less than a certificate). The survey received responses from 639 institutions, including several combinations of control, size, type, and countries.
- Just under a quarter offer at least one type of alternative credential.
- Of those that do, the co-curricular transcript is the most common.
- The co-curricular transcript is most often issued by student affairs whereas most of the others are issued most often by the registrar’s office.
- Among the institutions without alternative credentials, 38% are considering offering at least one, and the co-curricular transcript is being considered by the majority.
Upcoming Survey on Marketing to High School Seniors
AACRAO members in the United States who can be identified by their position title as the chief enrollment management officer will receive a survey in the next few weeks. If we are unable to identify the chief enrollment management officer, AACRAO’s primary contact will receive the survey and will be able to forward it to someone else to complete if appropriate. The research objective is to identify the approach colleges and universities use in recruiting high school seniors to their institutions.
Grades and Grading Practices Report
It’s been a bit since we collected the grades and grading practices data. However, we decided to release the data as a report instead of a for-purchase book. In case you need a little light reading (214 pages ☺), the full report can be viewed here.
Current Higher Education Research and Related Topics
Investigating the Trade-off between Graduate Research and Teaching
A research article
in PLOS|One reported on an examination of the idea that having graduate students participate in evidence based teaching (EBT) interferes with their ability to conduct research effectively. The authors found “overall, the data trend towards a slight synergy between investing in EBT and research preparation.”
Increasing Community College Transfer to High Graduation Rate Institutions
The American Talent Initiative released a two-part resource called The Talent Blind Spot
. The authors note that each year “more than 50,000 high-achieving, low- and moderate-income community college students do not transfer to a four-year institution.” The research and practice guide based on other institutions’ success are aimed at helping institutions understand the problem and engage in practices that encourage transfer enrollment.
Identifying a Need for Advanced Technical Education
The National Governor’s Association published
a report on the current and anticipated disparities in the United States between workforce needs and the number of people with the advanced technical education skills to fill positions. Thirteen states participated in the Talent Pipeline Academy. This report summarizes the recommendations from this academy.
Labor Market Experiences of Community College Students
A NCES Statistics in Brief found the following about community college students:
- 44% of community college students worked in their first year.
- Students who worked full-time before entering college were more likely to continue to do so than others who worked part-time or not at all.
- Those who worked 20-hours or less earned a degree in two years at a higher rate than those who did not work at all or who worked more than 20 hours.
Low-Income Students at Selective Colleges
Among other conclusions, the American Enterprise Institute found
that the share of students from low-income households who are at selective colleges did not decline in the last 16 years. The net price for low-income students at these colleges increased only $1,358 from 1999-2000.
Technology and Advising
The Community College Research Center announced its latest report Redesigning Advising with the Help of Technology: Early Experiences in Three Institutions. Three institutions provide examples of how they implemented new advising practices. The authors present several themes that emerged from their meetings with the institutions. These themes are aimed at providing guidance for other institutions interested in adopting similar advising:
- “Structural changes are needed to transform how students experience advising.
- Professional development is necessary to support advisors as they adopt holistic advising practices.
- There are open questions about appropriate ways to use risk information and how to discuss risk data with students.
- Engaging multiple stakeholders in transformational advising redesigns is critical yet challenging.”
New Approaches in Judging Quality in Higher Education
A new free publication
from the Council for Higher Education Accreditation (CHEA) introduces new models for evaluating quality in education.