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Displaying 1 - 12 of 202
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(pdf 201.72 Kb)
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Jul 2021
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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 NAN Bytes)
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Dec 2012
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This report describes how urban universities are transforming the health care system through a more diverse, culturally sensitive, and prepared health workforce that will improve health and health equity in our nation’s cities. The report contains recommendations for university leaders seeking to increase their institutions’ impact in this area.
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(pdf 2.13 Mb)
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Sep 2013
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This action plan is intended to inform USU’s health agenda for 2014-2015. The plan’s publication caps six months of effort by USU/APLU Health Action Group members, who were nominated by their presidents and who are representative of all geographic regions and health disciplines.
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(pdf 970.57 Kb)
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Nov 2017
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The Coalition of Urban Serving Universities selected seven of its members’ effective off-campus public safety partnerships for closer study in the new publication, University Public Safety Partnerships that Advance Urban Development.
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(pdf 663.85 Kb)
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Apr 2022
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Over a decade of social psychology research has demonstrated how students’ sense of belonging impacts their success in the classroom. The findings are clear: learning environments where students feel like they belong and are supported to succeed lead to better academic outcomes.
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(pdf 1.8 Mb)
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Feb 2012
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This report outlines exemplary practices for recruiting, retaining, and graduating African
American, Hispanic/Latino, Native American, Alaska Native, and Southeast Asian/Pacific
Islander males in postsecondary science, technology, engineering, and mathematics (STEM)
disciplines.
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(pdf 173.62 Kb)
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Dec 2020
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APLU and the TIAA Institute examine the COVID-19 pandemic's impact on college affordability and college debt.
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(pdf 423.35 Kb)
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Jun 2016
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APLU believes public and land-grant universities should dramatically expand efforts of engagement with partners in the communities they serve—members of the public, community organizations, business and industry, state and local government, and others.
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(pdf 943.41 Kb)
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Jul 2012
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A land-grant college or university is an institution that has been designated by its state legislature or Congress to receive the benefits of the Morrill Acts of 1862, 1890, or 1994. The Land-Grant Tradition details the development of the land-grant universities.
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(pdf 2.54 Mb)
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Mar 2023
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Why are certain universities more successful in granting degrees to students in Underrepresented Groups (URG) than other institutions? Are there practices or approaches used by certain institutions that might work for other institutions? The Change Makers: How Three Universities Are Helping Underrepresented Engineering Students Succeed at Higher Rates is a small pilot analysis around a key question: Can we identify specific equity-focused policies and practices to explain variation among institutions in undergraduate engineering degrees awarded to URG students?
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(pdf 2.96 Mb)
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May 2017
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Facing a vast array of food and nutrition security challenges in the U.S. and abroad that pose significant humanitarian, environmental, and national security risks, APLU's Challenge of Change Commission released a comprehensive report to address the vast array of problems that comprise food and nutrition security.
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(pdf 1.03 Mb)
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Aug 2015
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The centrality of engagement is critical to the success of higher education in the future. Engagement is essential to most effectively achieving the overall purpose of the university, which is focused on the knowledge enterprise. Today’s engagement is scholarly, is an aspect of learning and discovery, and enhances society and higher education. Undergirding today’s approach to community engagement is the understanding that not all knowledge and expertise resides in the academy, and that both expertise and great learning opportunities in teaching and scholarship also reside in non-academic settings.
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