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Beyond Graduation Rates: Why the Data Matter—and Why They Don’t
Carol Anderson and Patricia O’Brien of the Commission on Institutions of Higher Education in New England discuss the Graduation Rate Information Project, an initiative to address low graduation rates at the institutions their organization accredits.
Food Is a Basic Need: Dealing With Hunger on College Campuses
Wick Sloane writes that more data is needed on the issue of campus hunger before a comprehensive solution can be advanced—and on that score, an upcoming study from Government Accountability Office is a welcome development. This is the second post in a new series, Beyond the Margins: Meeting the Needs of Underserved Students.
ACE at 100: Lifting Nontraditional Learners to Postsecondary Success
Helping more Americans gain access to and graduate from college has been a large part of ACE’s mission ever since the Council was formed in 1918 to help soldiers returning from World War I gain a college degree. And it continues to play a central role today, as we prepare to celebrate our centennial.
From Goucher College President José Bowen: Using Feedback From Students to Improve Your Teaching
José Bowen, president of Goucher College (MD), says encouraging his college instructors to take risks is crucial to promote a culture of teaching on campus. Dr. Bowen recently spoke with the Association of College and University Educator about how instructors can use student feedback to improve their teaching, a topic he discusses in depth as a subject matter expert for ACUE’s Course in Effective Teaching Practices.
A New Accountability for Broadening Participation in STEM
Developing an appropriate accountability system for broadening participation is crucial to achieving a STEM workforce that reflects the diversity of the American population. Colleges and universities, on the front line of STEM research and education, must lead the way.
On Being Provincial and Global: International Education at American Comprehensive Regional Universities
If we want to teach more future leaders, members of the workforce, and citizens to engage constructively with the world, they must learn at public regional universities that define themselves by their global engagement, writes Brian Stiegler of Salisbury University.
