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This report presents findings from an online survey conducted in May 2023. The survey was developed by the American Association of Colleges and Universities (AAC&U), in collaboration with Morning Consult. The survey was administered online by Morning Consult to a sample of 1,010 employers. The findings reflect employer perspectives on the outcomes and experiences that matter for career success and the degree to which recent college graduates are prepared to succeed. Employers were also queried on their thoughts regarding recent trends affecting higher education, specifically the emergence of microcredentials and legislative efforts to limit what can be taught and discussed in college courses. [Foreword written by Lynn Pasquerellaf.]

Based on a national survey of higher education professionals across campus roles and institutional types, this report examines how undergraduate learning and student success are shaped by an institution's common learning outcomes and commitment to equity, as well as by specific educational experiences and assessment practices. The findings indicate divergences in views among stakeholder groups and striking levels of uncertainty among faculty members, in particular, with regard to a range of campus practices and areas of emphasis. The report also demonstrates a consensus across all stakeholder groups on the importance of certain mindsets, aptitudes, and dispositions as essential outcomes of college, in addition to a dearth of goal-setting to close equity gaps.

This research synthesis aims to assess the state of research on the efficacy of high-impact practices (HIPs) in higher education broadly and with regard to the efficacy of community-based and civic engagement specifically. The focus of this synthesis has been intentionally narrowed to highlight common themes across empirical studies that meet a defined set of criteria for methodological scope and scale to better aggregate available evidence and clarify new empirical gaps. The parameters for the synthesis are intended to address the lack of generalizability resulting from much of the existing research on community-based and civic engagement that is focused on a single locale (e.g., campus or program) and/or based on small sample sizes (i.e., fewer than one hundred students). As such, this research synthesis includes only studies with a degree of scale that enables greater generalizability of findings, such as those that span multiple years and/or involve multiple institutions or multiple cohorts at a single institution. In Part I of this research synthesis, the authors review recent literature on the efficacy of HIPs on a range of student success measures. Part II presents an empirical analysis of the existing evidence on community-based and civic engagement specifically.

As students face rising tuition costs, increasing debt burdens, and uncertain employment prospects, a central question arises: Is college worth it? Although empirical research consistently finds that a college education is a profitable investment, media stories continue to cast doubt on the value of the degree. Findings from two recent studies provide compelling insights into not just how different groups of Americans view college education as a whole, but also the degree to which there is agreement on the aspects of a college education that matter for future success--namely, career success. Is college worth the time and money? Are students learning what matters most for workforce preparation? Is there consensus on the virtues of being "well-rounded," or is it time to emphasize specific job skills? And at a time of renewed focus on civic engagement, what role should higher education play in supporting communities and democracy? To address these questions, the Association of American Colleges and Universities (AAC&U) and the Bipartisan Policy Center partnered with Morning Consult to conduct a survey of 2,200 American adults. The survey was administered March 3-5, 2021. The findings are presented in this report, alongside results from AAC&U's recent survey of employers. Together these surveys highlight the nuances of public opinion on higher education--what is most highly valued about it and by whom, as well as its relevance to workforce success. [This report was prepared with the Bipartisan Policy Center (BPC).]

In the eighteen months between the COVID-19 pandemic's initial impact on higher education and the start of the 2021-22 academic year, many events shaping and crystalizing ideological perspectives transpired across the nation and around the world. For the millions of college students returning to campus, as well as for faculty and staff, the environment of the academic year will be like no other they have ever encountered. The emotional upheaval of 2020-21 is sure to affect the views and experiences of those returning to campus. This report explores how well prepared colleges and universities are to support students as they readjust to in-person learning and rising national polarization in the wake of several grave challenges encountered since the onset of the pandemic. The report is based on a national survey of 140 senior college and university administrators that was conducted in late spring 2021. In general, the survey findings point to campus prioritization of issues that were salient before the pandemic: engaging in more meaningful diversity, equity, and inclusion (DEI) efforts; supporting student well-being (including mental health); fostering students' sense of belonging; providing more financial aid and improving retention efforts for underserved students; improving coordination across existing student services; and expanding the use of data analytics. However, findings also flag the potential for campuses to be caught off guard in dealing with issues exacerbated during the pandemic and now reflected in the nation's increasing polarization. [This report was co-produced by American University (AU).]

The Association of American Colleges and Universities (AAC&U) periodically surveys its members to better understand how colleges and universities are defining and articulating learning outcomes, providing access to engaging learning experiences (i.e., "high-impact practices"), and assessing student success. Though equity has been a focal point for campuses in recent years, the tidal wave of change in higher education spurred by the converging crises of COVID-19 and renewed emphasis on systemic racism in the United States and globally have required nearly every campus to rethink its game plan. Adaptation has been essential, but lasting change is still an unknown. Based on a survey administered in the fall of 2020, this report presents findings during a historic period as campuses managed the uncertainties of a global health pandemic and reacted to calls for social justice spurred by the murder of George Floyd and police violence against African Americans. This report paints a picture of how campus challenges and strategic priorities persist in ways we have come to expect as "business as usual," but also how bubbles of normalcy can burst under the force of external pressure. The following two sections are presented: (1) Top campus challenges; and (2) Top campus strategic priorities.

"How College Contributes to Workforce Success: Employer Views on What Matters Most" presents findings from a wide-ranging survey of executives and hiring managers that was conducted in partnership with Hanover Research. The survey explored employers' views of what constitutes workforce preparedness, the educational outcomes and experiences they value most when making hiring decisions, and their perceptions of recent graduates' levels of preparedness for entry-level positions as well as for promotion and career advancement. The report also explores variations in employer views based on age and level of educational attainment. [Foreword written by Lynn Pasquerella.]

High-impact practices, such as learning communities, capstones, undergraduate research, and community-based experiences, are effective pedagogies. Most of these practices have been around for decades. By clustering the effective elements of these activities through the term "high-impact practices," we bring together elements which we know are effective pedagogies, without weight to any one practice over another. The vast majority of campuses can proudly point to multiple high-impact practices happening somewhere within their institutions, not just one or two. Thus, to talk singularly about high-impact practices--and the assessment of them--would be like evaluating just one tire on a car. To ultimately understand what makes an institution move requires looking at all of the moving parts. And given the intense focus across institutions of higher education on identifying, tagging, and touting their high-impact practices, assessment is what will separate the committed practitioners from the casual adopters. A good assessment plan for high-impact practices starts with acknowledging three things. One, the name alone does not make them high-impact. Two, evidence of effect requires assessing more than outcomes, alone. And three, assessment must be, at every stage, attentive to equity. Building upon these three ideas, this Occasional Paper outlines a process of effectively assessing high-impact practices at your institution.

This publication presents findings from a national study conducted by AAC&U researchers to investigate the impact of engagement in high-impact practices on traditionally underserved populations (defined here as first-generation, minority, transfer, and low-income students).The mixed-method analysis includes student-level data on engaged learning at thirty-eight participating institutions-from the state higher education systems in California, Oregon, and Wisconsin-drawn from the National Survey of Student Engagement (NSSE), as well as qualitative data obtained through student focus groups held at nine selected campuses. This report serves as a guide for campus-based inquiry to further our understanding of underserved student engagement with high-impact practices. The publication also includes a toolkit on assessing equity in high-impact practices developed by the Center for Urban Education at the University of Southern California. This project is funded by TG Philanthropy. [The "Assessing Equity in High-Impact Practices Toolkit" was developed by Estela Mara Bensimon, Alicia C. Dowd, and Debbie Hanson, Center for Urban Education.]