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Publication Date Description Project & Initiative(s) Office(s)
(pdf 207kb)
Jul 2021
Faculty engagement in student success is critically linked to improved student outcomes, with outsized gains for low-income, minoritized, and first-generation students. The ability to connect with students and guide learning directly impacts retention, persistence, and ultimate progress toward graduation and post-graduate success. How faculty teach and interact with students can play a huge role in student perceptions that they matter and belong at the university, and that they can succeed academically. One of the aims of the Western Coalition cluster is to provide faculty with actionable strategies and tools for connecting with students, identifying early warning signs, and targeting support to student needs.

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(pdf 2332kb)
Jul 2021
An issue and policy analysis produced by the American Association of Veterinary Medical Colleges and the Association of Public and Land-grant Universities

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(pdf 818kb)
Jun 2021
APLU’s Degree Completion Award seeks to recognize and reward public universities that are increasing degree completion rates, and total numbers of undergraduate degrees awarded, while improving educational access, quality, and equity.

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(pdf 295kb)
Jun 2021
This brief examines innovative approaches institutions are taking to address affordability and student debt. This brief examines innovative approaches institutions are taking to advance equity and college affordability, outlining varying approaches to one-stop advising centers; completion and retention grants; institutional debt forgiveness; affordable learning materials; and industry partnerships.

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(pdf 217kb)
Jun 2021
The Data Integration Cluster's Draft Data Maturity Index

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(pdf 1277kb)
May 2021
APLU's Commission on Information, Measurement and Analysis (CIMA) undertook a study examining the landscape of data analytics at public 4-year institutions to focus on addressing challenges to campus leaders who want to use data effectively to improve student success. From interviews with individuals in varied roles across different campuses, current practices and common challenges were identified

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(pdf 828kb)
Apr 2021
The Guide is intended to serve as a resource to help university administrators develop robust support systems to accelerate sharing of research data. It provides advice to universities concerning actions they can take, as well as the infrastructure and support that may be required to improve access to research data on their respective campuses. It also offers examples of how institutions are approaching specific challenges to providing public access to research data and results.

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(pdf 224kb)
Mar 2021
The Big Ten Academic Alliance (BTAA) Cluster is examining student course data and the practices and policies affecting success rates in entry-level courses, with an emphasis on closing achievement gaps for historically underserved student populations. The following learning memo highlights the cluster’s work to examine how an analysis of DFW rates reveals equity gaps to better understand how these grade markers correlate with student retention and graduation outcomes.

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(pdf 235kb)
Mar 2021
COVID-19 has exacerbated systemic and institutional barriers to equity that higher education institutions are working hard to address by seeking solutions to support students struggling to afford college or facing mounting debt burdens. To support its members in this effort, the Association of Public and Land-grant Universities (APLU) has undertaken a research project funded by the TIAA Institute to identify and strengthen the evidence for innovative financial aid strategies designed to improve affordability and reduce student debt for a significant number of students. Teams from nine institutions were selected as Affordability Fellows (hereafter “Fellows”) to investigate best practices and promising strategies for improving financial aid effectiveness and equity in the longer term.

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(pdf 854kb)
Mar 2021
This report describes the impact of the COVID-19 pandemic on food insecurity, as experienced by students at a small set of urban universities from March through December 2020. Although not meant to be a comprehensive description of the transition from on-campus to remote learning nor of the direct impact of COVID-19 on university operations, this project was designed to provide a snapshot of what food insecurity is, as well as what it looks like on urban campuses and among their stakeholders, using qualitative methods.

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