Content Type: Resource
First-year students face unique academic and social barriers during their transition to campus, which can hinder their retention. This resource profiles first-year experience (FYE) programs,including first-year seminars, living learning communities, and mentor programs. Additionally, it looks at program development and evaluation, staffing, and student and faculty engagement.
Participate in EAB’s Welcome Week Website Audit to learn more about your website’s strengths and opportunities for improvement.
This report profiles the traditional and supplementary components of faculty benefits packages at five private institutions with high-research activity.
EAB researchers identified publicly available information on high school grading policies during COVID-19 from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau). Specifically, this report focuses on how administrators plan to assign Quarter 3, Quarter 4, and final grades for credit-bearing courses at the high school level.
Through this three-part eBook series, we will examine several cohorts of students and how other schools are grabbing their attention.
To support partner efforts in IT maturity development, EAB worked with IT leaders and CBOs across North America to develop a standard set of capabilities and maturity levels and benchmarks for the importance of IT functions on campus.
Learn about four consequences that advancement teams are already seeing and how EAB believes they will affect future fundraising efforts.
Participate in the orientation website audit and get a custom report that details your orientation website’s strengths and opportunities for improvement.
EAB researchers identified publicly available information on distance learning plans from districts in the Washington Area Board of Education (WABE) and from the 10 largest school districts in the U.S. (by enrollment, according to the U.S. Census Bureau) to explore allocations of instructional time within distance learning plans and associated technology (i.e., learning management system […]
As the COVID-19 crisis deepens, senior Facilities officers (SFOs) continue to make critical decisions around open-ended issues, such as how to prioritize Facilities work and which construction projects can proceed. In April, EAB surveyed about 75 SFOs from higher education institutions across the United States, Canada, and the United Kingdom to understand the impact of COVID-19 on Facilities construction, operations, and staff.