Author: Erin Falk
Based on surveys of more than 300 college and university data leaders and users, we uncovered the obstacles schools encounter as well as the goals they share for their higher ed data strategy.
Our white paper provides context on diversity strategy in higher education and maps out concrete steps to enroll more Black, Latinx, lower-income, and first-generation students by building a strong foundation and increasing conversion rates at each funnel stage.
The Creating Helpful Incentives to Produce Semiconductors for America Act (CHIPS) and Science Act of 2022 is a $280B legislative package to support the U.S. semiconductor industry with new funding for manufacturing and research and development (R&D). Here’s what higher education leaders need to know.
Social media is one of the most important spaces where consumers expect to engage with brands, but it can be difficult to align content with current online trends. To increase your college’s brand awareness for today’s prospective adult students, PCO units should consider adopting these three social media tactics.
This fellowship blog shares how Seton Hall University is approaching DEIJ efforts, particularly in helping students access and engage in campus opportunities.
This fellowship blog shares how the University of Wisconsin-Madison developed a business case and a model for centralized noncredit enrollments to benefit departments and noncredit learners.
This fellowship blog shares how Mississippi State University determined the factors that contribute to a student’s academic performance in first-year courses.
Participants in the 2021 and 2022 cohorts of EAB’s Rising Higher Education Leadership Fellowship tackled institutional challenges ranging from student success, to budget models, to change management, and more.
This fellowship blog explores the program The Ohio State University is creating to support students who are planning to change from a regional campus to the main campus in the future.
This fellowship blog shares how Union University sought to answer the question: How does focused faculty development on student engagement pedagogy affect course completion rates of traditional undergraduate students?