Publications

Understanding how instructors are (or are not) using generative AI in their classrooms is vital because most college and university guidelines leave decision making about how, when, and if generative AI use is permitted to the discretion of individual instructors. To gain insight into evolving instructional practices, we included a short four-question section dedicated specifically to generative AI as part of a national survey of instructors.

To further examine and develop effective strategies to foster college fluency, the Borough of Manhattan Community College Library (BMCC) and Ithaka S+R have partnered on the College Fluency Capacity Building initiative with support from the Institute of Museum and Library Services (IMLS). The first case study from this research initiative examines Sinclair Community College in Ohio, a pioneer in developing college fluency with faculty and staff.

The Ithaka S+R US Faculty Survey has tracked the changing research, teaching, and publishing practices of faculty members within higher education triennially since early digital transformation at the turn of the century. This project has aimed to provide actionable findings to help colleges and universities, among other relevant stakeholders such as academic libraries, learned societies, and scholarly publishers, make evidence-based decisions for their planning and strategy.

How can the library be best positioned to continue enabling student and institutional success? The Community College Academic and Student Support Ecosystem research initiative seeks to examine how student-facing service departments—including academic libraries—are organized, funded, and staffed at community and technical colleges across the country. In February 2021, we surveyed 321 community college library directors to provide the community with a snapshot of current service provision, leadership perspectives on the impact of COVID-19, and challenges faced in making decisions and…

For many years, higher education data collection and funding efforts have focused on student success metrics like enrollment, graduation, retention, and course completion rates. At the same time, higher education leaders have become increasingly aware—in part because of the COVID-19 pandemic—of the vast array of challenges that college students face outside of the classroom that prevent them from fully succeeding. To shed light on the challenges and opportunities associated with the collection and prioritization of a broader set of student…

As colleges and universities work to enhance student success, they frequently use traditional outcome-based metrics—such as graduation rates, year-to-year retention, and post-graduation employment—to define that “success.” These measurements, which throughout this report we refer to as traditional metrics, are often prioritized across higher education given their impact on and consequences toward institutional decision-making, benchmarking, and most importantly, funding. While these quantitative metrics can provide a useful—albeit limited—view into student experiences inside and outside of the classroom, they often focus on…

The spring 2020 term was unmistakably shaped by forces outside of the control of higher education leaders. The COVID-19 pandemic caused colleges and universities across the country—and the world—to quickly pivot in an emergency fashion to online teaching, learning, and research while grappling with a host of complex issues in serving students, supporting faculty and staff, and ensuring their financial viability. Thousands of institutions and millions of students were impacted in the United States alone. In response to…

Service Concept Testing As part of a multi-year student service innovation project, co-led by Northern Virginia Community College and Ithaka S+R, we developed and implemented a new mixed-methods assessment approach: service concept testing.[1] With participation from six additional community college partners and support from the Institute of Museum and Library Services, we designed, evaluated, and piloted a variety of service prototypes. In this playbook, we describe the services generated and piloted as a result of these collaborations and…

The Community College Academic and Student Support Ecosystems (CCASSE) project examines how academic and student support services at not-for-profit associate-degree granting colleges are organized, funded, and staffed, and how these services can most effectively advance student success. In spring 2019, we surveyed 249 chief academic and student affairs officers at community colleges across the United States on success measures, services offered, resource challenges and constraints, and vision for future service provision.

The Community College Libraries and Academic Support for Student Success (CCLASSS) project examines student success from the perspective of students themselves, what challenges they face in achieving it, and what services can be developed to effectively support them in their attainment of that success. In fall 2018, we surveyed 10,844 students across seven community colleges to assess the value of and demand for proposed services designed to address students’ expressed goals, challenges, and needs.

The Ithaka S+R US Faculty Survey has tracked the changing research, teaching, and publishing practices of higher education faculty members on a triennial basis since 2000. Our aim in this project is to provide actionable findings and analysis to help colleges and universities as well as relevant support services, such as academic libraries, learned societies, and scholarly publishers, plan for the future.