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Students now have more opportunities to earn college credit at more points in their educational journey than ever before. But moving that earned credit into and between institutions of higher education so that the earned credit applies to a program of study has proven a persistent and stubborn challenge for many students. Studies have concluded that students who lose significant amounts of earned college credit when moving to a new institution have lower chances of graduation and that students report…

CUNY Transfer Explorer (CUNY T-Rex) was developed to simplify the transfer of credits and represents an at-scale technology tool solution that provides transparent and up-to-date information about transfer credit equivalencies to students, faculty, and advisors. We undertook a mixed-methods evaluation to understand the process, conditions, and business requirements that were involved in the launch and proliferation of CUNY T-Rex, as well as to understand the behaviors, uses, and implementation of CUNY T-Rex at individual institutions and system wide.

Ithaka S+R has served as the external evaluation partner for the Kessler Scholars Collaborative since 2022 when the network expanded to 16 institutions. The evaluation is a five-year, mixed-methods, formative assessment, which aims to support implementation and maximize impact across the entire network and at each of the 16 participating institutions. This Ithaka S+R evaluation builds on an evaluation of the program's initial years gathered by the Center for Education Design, Evaluation, and Research (CEDER) at the University of Michigan.

Many selective colleges and universities are considering alternate strategies to enroll diverse student bodies following the 2023 US Supreme Court ruling against race-conscious admissions. Developing high-quality online courses for college credit, and offering them to students at lower-income high schools in a hybrid format, has the potential to both increase the pool of well-prepared, diverse high school graduates and create a direct recruitment pipeline for these institutions, and others.

Introduction The past several years have seen major shifts in both policy and perception regarding criminal justice in the United States. The distinctly American phenomenon of mass incarceration and its racial and economic underpinnings have made criminal justice reform a major focus of advocacy efforts and a rare example of bipartisan agreement. As a growing quantity of research has begun to illuminate the negative societal impacts of the carceral system, especially on communities of color, focus has slowly shifted to…

Generative AI has quickly gained a significant foothold in academia, and is now used widely for teaching, learning, and research purposes. New products are appearing so rapidly that just keeping up with them is difficult, and understanding the value of individual products in a now-crowded marketplace is a major challenge for end users and for university CIOs, IT departments, and others involved in decision making about which products will be supported and/or licensed for campus users.

An essential step to refining an institution's underlying strategy for advancing teaching and learning excellence is to understand the models for instructor support at universities and how evidence about teacher practices and needs is used to inform those services. This paper outlines which units on campus have instructional support mandates and how those units typically engage with teachers both at their own institution and nationally.

This publication provides four focused examples about specific institutions that have worked to address the imperative to redress their relationships with historically marginalized communities/ Cette publication fournit quatre exemples ciblés d’établissements qui ont spécifiquement travaillé pour répondre à l’impératif de redresser leurs relations avec les communautés historiquement marginalisées.

Movements for pay equity, including raising minimum wages and increasing pay transparency, have been building momentum in grassroots and policy arenas across the United States. As a result, museums, like many employers, face mounting pressure to better align their compensation practices with their diversity, equity, and inclusion commitments. Ithaka S+R’s research has found that the majority of art museum directors view pay equity as a high priority at their organization and are finding attracting and retaining diverse and talented staff…

Librarianship has a racial diversity representation problem. Black, Indigenous, and people of color have been underrepresented in the field for decades, and despite the momentum and initiatives in support of diversifying the profession, the numbers appear to not have changed meaningfully. The data tell a consistent and compelling story: the library profession remains overwhelmingly white. Part of the problem stems from the fact that demographic information about the profession is not measured and reported in a consistent manner.

The things that get measured by an organization are a tell for what matters to the organization. Librarianship has been grappling with an underrepresentation of Black, Indigenous, and People of Color (BIPOC) librarians for decades, and while libraries have developed a plethora of recruitment initiatives, the numbers appear to have not changed meaningfully, remaining static over the decades. A contributing factor may be that demographic information about the profession is not routinely measured and reported.

With climate change increasingly destabilizing environments, art museums find themselves in a highly precarious position, as they serve as a physical site for visitors, maintain their collections in perpetuity for future generations, and adapt their own practices to environmental sustainability standards. Ithaka S+R’s 2022 Art Museum Director Survey report, funded by the Kress Foundation and the Mellon Foundation, documents art museum leaders’ perspectives and strategies across a range of issues, including how museums are impacted by and planning for climate…

This issue brief suggests that one key perspective that humanists can bring to larger debates about data sharing and open access research outputs is their uniquely well-developed infrastructure for the public sharing of knowledge creation, exemplified in the many public humanities initiatives that are a highly visible and vibrant part of humanities scholarship. Many recent public humanities projects emphasize community-driven, collaborative data generation efforts, in which knowledge is co-created with community participants not for the community.

With a decision pending in two lawsuits challenging race-conscious admissions practices at Harvard and the University of North Carolina at Chapel Hill (UNC), many observers are predicting that the US Supreme Court will significantly limit, if not completely prohibit, the use of race in college and university admissions. Such a decision would stand sharply crosswise to current needs. Selective colleges and universities, both public and private, are still far from embodying racial equity.

Copyright law includes special rights for research and teaching, including the fair use right, which can help address gaps between the educational activities that technology facilitates and the exclusive rights copyright grants to authors. In this brief, we review how US copyright law currently applies to streaming content for educational and research purposes and explore the opportunities for academic libraries.

In this issue brief, we introduce holistic credit mobility as a framework for making sense of contemporary student mobility and devising solutions that center the success of mobile students with multiple forms and sources of validated learning. In the sections that follow, we define holistic credit mobility and highlight strategies to support its effective deployment throughout postsecondary institutions and systems.

Over the last 50 years, the US has experienced significant shifts in its racial and ethnic makeup, making it a much more racially diverse country than it was a half century ago. The racial and ethnic composition of the higher education system has shifted too. In spite of this progress, various forms of racial bias, socioeconomic inequality, and academic gatekeeping continue to limit access of students from underrepresented minority (URM) and low-income backgrounds to higher education’s resources and potential benefits.

This brief provides a roadmap for stakeholders interested in the underlying practices that create stranded credits and what can be done to improve them. To begin, we provide specific definitions of the terms and practices implicated in the creation of stranded credits. While researchers and policy leaders have increased their attention on the problem of stranded credits, this brief lays out in detail how they are created, why they matter, and what can be done to better balance the interests.

Evidence-based teaching strategies (EBTs) have become increasingly popular, as the practices have been linked to positive academic outcomes and should, theoretically, benefit all students regardless of their background. In this brief we identify the areas where research on EBTs lacks a critical, equity-minded orientation and offer suggestions on how future research can utilize an equity-first mindset. We present strategies that can be used by practitioners who hope to orient EBTs towards creating equitable learning environments for their students.

States and institutions of higher education have, until recently, been approaching the problem of student food insecurity in separate, sometimes contradictory ways. While some institutions have developed wrap-around assistance programs for low-income students that have improved retention and completion rates, the students with the most needs often attend institutions with the fewest resources to support them. Developing state policies that support low-income students will not only increase the number of successful graduates but also improve students’ work-readiness and earning potential.