January 2025 - Final LEARN Commission Survey and Green Paper, A Recovery in College Admission Rates, and Study Focuses on Workplace Etiquette Training

January 2025 Eye on Research

Commentary

In higher education, we often believe we understand why things happen. Consider excess credits. For years, many educators have pointed to credit lost in transfer as the primary culprit when learners accumulate more credits than they need to graduate. What if our assumptions haven't captured the full story?

I've been reflecting on new research from the University of New Mexico that challenges this conventional wisdom. Using a novel custom-built audit tool, which is something we've needed in the field for years, researchers are finally able to track individual credit usability at scale.

Consider the following: About 98% of postsecondary learners graduate with extra credits, half of which accumulate at least 29 extra credits. This is essentially a full academic year of additional coursework. But here's what caught my attention: Patterns of excess-credit accumulation are similar between transfer and non-transfer learners. This aligns with what we've seen in AACRAO's research (here and here) about the complex interplay between learner decision-making, advising models, and academic flexibility.

What I find particularly thought-provoking is how program changes affect credit accumulation. While switching majors often adds about seven extra credits after a learner's final program change, the continued accumulation of substantial credits after settling into a final program suggests something more complex. It makes me wonder about the role of learner choice and exploration in shaping academic pathways.

The prerequisite picture adds another layer of complexity. Nearly 13% of excess credits for transfer learners come from prerequisites. Non-transfer learners have a slightly higher rate at nearly 17%. First-year math and science courses frequently appear as extra credits. This pattern deserves careful consideration as we contemplate curriculum design and academic pathways.

As I ponder these findings in the context of AACRAO's ongoing work on learning mobility, I'm struck by how they underscore the need for more nuanced approaches to understanding learner journeys. Perhaps instead of focusing on policy and/or technology solutions, we should also consider ways to support learner choice while providing clear pathways to completion.

AACRAO Research Update

We're excited to announce the February 2025 release of our latest green paper that focuses on high school dual enrollment. This paper represents the third installment in our four-part series supporting the LEARN Commission's work on credit mobility. Building on our previous research, including our comprehensive 2024 survey with NACEP, this green paper will provide insights into current practices and emerging trends in dual enrollment.

AI and Credit Mobility: Final LEARN Commission Survey and Green Paper
AACRAO’s fourth and final green paper for the LEARN Commission will examine how artificial intelligence impacts credit mobility in higher education. To guide this work, we'll be deploying a focused survey to U.S. institutions in early February. This timely research comes as institutions increasingly explore AI applications in academic operations while navigating important considerations around its implementation.

Texas Credit Mobility Technology Study
In partnership with Educate Texas, the Texas Transfer Alliance (TTA), and the Texas Association of Collegiate Registrars and Admissions Officers (TACRAO), ACCRAO is conducting an in-depth study of credit mobility technology infrastructure across Texas institutions. This comprehensive analysis will help the TTA and Educate Texas make informed decisions about resource allocation to improve credit mobility. Findings will be published in a white paper later this year; they will offer valuable insights that could inform similar initiatives in other states.

Supporting Military-Connected Learners
AACRAO partnered with the American Council of Educators (ACE), with funding from the Lilly Endowment, on a study examining how institutions support military-connected learners through credit for prior learning (CPL). Research builds on our previous CPL work while focusing specifically on the unique needs of military-connected learners. The study will provide institutions with practical insights for enhancing CPL processes for this important learner population.

Current Higher Education Research and Related Topics

Study Finds Short-Term Pell Recipients Experienced Little or No Improvement in Earnings
A new federal study evaluating the expansion between 2012 and 2017 of Pell Grant eligibility to short-term credential programs revealed mixed results. Increased enrollment and completion rates were noted, but there was a lower significant improvement in employment outcomes or earnings. The study tracked participants through 2021 and has important implications for ongoing legislative efforts to expand Pell Grant access to short-term credential programs. Key findings from the report include the following:

• The pilot program targeting learners with bachelor's degrees showed a 26% increase in enrollment and a 17% increase in completion rates.
• Learners without bachelor's degrees in short-term programs experienced a 15% rise in enrollment and a 9% increase in completion.
• Employment rates and average income for Pell recipients were lower when compared with nonrecipients, even after the job market recovered from pandemic-related disruptions.

Article Shows Recovery in College Admission Rates
A report from the American Enterprise Institute (AEI) analyzes the shifting landscape of college admissions rates over the past two decades using IPEDS data. Data demonstrate a reversal from historically declining acceptance rates to a more accessible environment for prospective learners. Figure 1. It is believed the COVID-19 pandemic and demographic changes accelerated this trend. It has created a more competitive market among institutions, increasing acceptance rates and reducing tuition costs. Key findings include the following:

• Elite institutions continue to be more selective. However, many institutions have significantly increased their acceptance rates.
• As of 2022, only 13% of nonprofit four-year colleges rejected more than 50% of applicants. An equal percentage maintains open enrollment policies.
• The shift in admissions is primarily attributed to declining demand for higher education due to demographic changes and pandemic-related disruptions.
• Competitive pressure has actually led to declining tuition rates because institutions are vying for a shrinking pool of potential learners.

Figure 1: College admissions change in median institution's admissions rate since fall 2002

Source:  Cooper, Preston. 2024. “After Decades of Competitive Admissions, Getting into College Has Finally Become Easier.” American Enterprise Institute. September 11, 2024.

Study Examines Learner Perceptions of Instructors
A study released in Fall 2024 by the Association of College and University Educators (ACUE) investigated factors influencing whether learners would recommend instructors to peers. The study analyzed quantitative ratings and qualitative responses from the ACUE Student Survey across 22 higher education institutions. Through a mixed-methods approach, the research revealed several key findings:

• Primary themes influencing learner recommendations were instructional clarity, learner support, instructor attributes, and active learning.
• Learner demographics, particularly race/ethnicity and class standing, were the most significant factors affecting learner comments about instructors.
• The course format, institution type, and instructor discipline/experience impacted learner feedback, while instructor gender and race/ethnicity had no significant influence.
• Findings emphasize the importance of clear communication, supportive interactions, and engaging teaching methods in creating positive learning environments.
• The study highlights how learners' priorities in instruction vary based on demographic differences and academic context. This suggests the need for a multidimensional approach to evaluating instructor effectiveness.

Federal Reserve Bank Survey Aims to Improve Community College Evaluation Metrics
The Richmond Fed Success Rate was developed as an alternative to traditional graduation rates to capture various pathways to success in community colleges. By providing participating schools access to peer-institution data, the initiative aims to facilitate collaboration between institutions and inform policy decisions. The 2024 Survey of Community College Outcomes (SCCO) from the Federal Reserve Bank of Richmond's Community College Initiative was recently released.

The study specifically aims to develop more appropriate metrics for evaluating community college success compared to traditional four-year institution measurements. The 2024 SCCO expanded from its initial 10-school pilot program in 2021 to over 120 community colleges across five states, with plans for further expansion in 2025. An infographic is available here. Key points include the following:

• The initiative is to develop specific success metrics for community colleges that better reflect these institutions' unique missions and learner populations.
• Comprehensive data, including noncredit learners and dually enrolled high school learners, better represent community colleges' diverse learner body.
• Data from the first COVID-19 cohort (2019-2020 academic year) provides insights into pandemic-related impacts on learner outcomes.

Workplace Etiquette Training Is the Focus of a New Study
A recent study conducted by Intelligent.com in October 2024 examines business managers' perceptions of the workplace readiness of recent college graduates. The implementation of workplace etiquette training programs across various organizational settings was also explored. Research reveals that 81% of managers believe recent college graduates require etiquette training. Figure 2. In-person workplaces show a slightly higher perceived need than hybrid or remote environments. Key highlights include the following:

• Areas in which recent graduates struggle were identified. Taking constructive criticism (56%) and understanding cell phone etiquette (51%) were the two most prominent concerns among managers.
• The pandemic's impact on virtual education limited recent graduates’ exposure to in-person professional environments.
• Approximately 33% of companies currently offer workplace etiquette training; an additional 20% are planning to implement such programs in 2025.
• The goals of workplace etiquette training programs include improving workplace professionalism, enhancing team collaboration, and aligning with company culture.
• Among companies currently offering etiquette training, 91% report it has had some success in achieving their objectives.

Figure 2: Based on your experience, do you feel recent college graduates need workplace etiquette training?

Source:  “8 In 10 Business Leaders Say Recent College Grads Need Workplace Etiquette Training - Intelligent.” 2024. Intelligent. October 22, 2024.

Report Based on Two Decades of Research Examines Learner Access and Completion
This comprehensive report from the Brookings Institution synthesizes over two decades of research on college access and completion interventions. The report evaluates the effectiveness of various approaches and their implementation challenges. While comprehensive support programs have the most substantial impact on college completion, resource constraints and implementation complexity often limit their sustainability. Key findings include:

• Comprehensive learner-support programs demonstrate the most significant positive effects but face scaling challenges due to high costs.
• Traditional advising and coaching interventions yield modest but cost-effective results when properly implemented; outcomes vary across different contexts.
• Information-based interventions alone are insufficient but can be valuable when integrated into broader support strategies.
• Programs directing high school learners to higher-quality institutions show promise for improving long-term outcomes, but institutional capacity must be considered.
• The complexity of financial aid systems is a barrier to learner success and limits the effectiveness of support programs.
• Research identifies critical areas for future study, including optimal service-use strategies and cost-reduction methods for support services.
• Questions remain about the most effective ways to convey financial information and implement structural reforms.
• Findings suggest significant increases in college access and completion rates will require substantial investment, justified by the high returns for individuals and society.

Overview of the 2024 Student Voice Survey Reveals Learner Insights
A new article highlights Inside Higher Ed's 2024 Student Voice survey series, which surveyed over 5,000 learners from two- and four-year institutions. Responses provide comprehensive insights into learner perspectives on academic life, wellness, campus involvement, and post-college preparation. A fully interactive data dashboard is available here.

Research reveals significant findings about learners’ experiences and preferences across various aspects of college life, highlighting challenges and opportunities for institutional improvement. The top 10 learner insights from the survey are as follows:

1. Learners strongly favor reducing high-stakes exams; they desire more practical, career-relevant coursework and stronger faculty relationships.
2. Financial concerns impact academic success across all income levels; 55% of learners identify affordable tuition as crucial for academic achievement.
3. Mental health is a critical concern; 85% of learners report stress significantly impacts their academic performance.
4. Increasing flexibility with course deadlines, introducing mental health days, and providing alternatives to high-stakes exams could improve learner's general well-being.
5. Campus involvement strongly correlates with learner success; however, current learners undervalue its importance to their future outcomes.
6. Learners express a desire for more campus activities to be conveniently timed and located.
7. Career services receive mixed reviews; learners want enhanced internship opportunities and professional mentorship from faculty.
8. Despite high-stress levels regarding postgraduation life, most learners remain confident about their future success.
9. Learners generally view education as valuable but question its affordability; only 7% believe higher education offers good value for its cost.
10. Learners strongly support institutional efforts to promote civil dialogue through designated forums and voluntary initiatives.

Survey Examines Faculty Perspectives on Academic Freedom
The American Association of Colleges and Universities (AAC&U) led a national survey conducted from December 2023 to February 2024. The survey explored faculty perspectives on academic freedom across diverse higher education institutions in the United States. Research reveals a complex landscape in which faculty members express significant concerns about declining academic freedom while maintaining their commitment to fostering open dialogue and diverse perspectives in the classroom. Key points include the following:

• Over 33% of faculty report perceiving a recent decline in academic freedom and express concerns about potential harassment or professional consequences for voicing views.
• Faculty demonstrate strong support for diverse learner perspectives and civil discourse while recognizing the educational value of discussing controversial topics.
• Despite valuing open discourse, faculty increasingly engage in self-censorship regarding controversial or political topics.
• Enacting divisive concepts legislation has impacted academic freedom.
• Institutional administrators generally express public support for academic freedom; faculty primarily look to colleagues and disciplinary societies for support during controversies.
• Faculty oppose censoring course materials while expressing increased caution in addressing controversial subjects.
• Findings suggest a growing tension between faculty educational ideals and perceived professional safety in implementing them.