Category: Short Takes

  • ACE’s Ted Mitchell to Join ACUE-Led Fireside Chat

    ACE’s Ted Mitchell to Join ACUE-Led Fireside Chat

    ACE President Ted Mitchell will join Andrew Hermalyn, Association of College and University Educators (ACUE) CEO, for a fireside chat on evidence-based strategies that help higher education leaders navigate disruption and safeguard student success.

    , to be held Oct. 29 at 3pm ET, will highlight approaches that build institutional resilience, advance student outcomes, and reinforce the value of higher education.

    Earlier this month, ACE and ACUE reaffirmed their to drive transformative change in faculty development and elevate teaching excellence across higher education.

    Register for the event , and learn more about ACE and ACUE’s collaboration .

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  • ACUE and ACE Deepen Alliance, Marking Nearly a Decade of Transforming Faculty Development and Advancing Excellence in Higher Education

    ACUE and ACE Deepen Alliance, Marking Nearly a Decade of Transforming Faculty Development and Advancing Excellence in Higher Education

    ACE and the Association of College and University Educators (ACUE) have reaffirmed our long-standing collaboration to continue driving transformative change in faculty development and elevate teaching excellence across higher education. For more information about the updates to this nearly decade-long alliance, click here.

    To learn more and register for an Oct. 29 webinar that will feature ACE President Ted Mitchell and ACUE Chairman and CEO Andrew Hermalyn, click here.

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  • ACE, Other Higher Ed Groups Endorse Strada Framework for Connecting College and Career

    ACE, Other Higher Ed Groups Endorse Strada Framework for Connecting College and Career

    The American Council on Education (ACE) has joined a coalition of higher education organizations—including the American Association of Community Colleges, the American Association of State Colleges and Universities, the Association of American Colleges and Universities, and NASPA—in endorsing Strada Education Foundation’s Principles for Quality Education-to-Career Guidance.

    The framework lays out a clear vision for how colleges and universities can help students connect their education to meaningful careers. It calls for guidance that is equity-centered, driven by student agency, and informed by evidence and labor market data.

    “By centering education-to-career guidance on equity, student agency, and evidence, these principles strengthen ACE’s work in shaping responsive policy, supporting nontraditional learners, and advancing flexible, career-aligned pathways,” said ACE President Ted Mitchell.

    Strada’s five guiding principles are:

    1. Centered on education-to-career outcomes
    2. Driven by student agency
    3. Foundational and universal
    4. Rooted in relationships
    5. Informed by data and evidence

    The framework builds on Strada’s 2024 report Quality Coaching: Helping Students Navigate the Journey from Education to Career, which outlined the essential components of effective coaching to help students persist, complete, and secure college-level jobs after graduation.

    —Hollie Chessman

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  • Student AI Use on the Rise: Why Universities Must Lead with Ethical Support

    Student AI Use on the Rise: Why Universities Must Lead with Ethical Support

    Title: 2025 U.S. Student Wellbeing Survey

    Source: Studiosity in partnership with YouGov

    The higher education landscape is undergoing a profound transformation shaped by rapid technological advancements and shifting student expectations. The 2025 U.S. Student Wellbeing Survey, conducted by Studiosity in partnership with YouGov, offers in-depth insights into student behavior, particularly their growing reliance on AI tools for academic support.

    The report states that 82 percent of U.S. students have used AI for assignments or study tasks. This trend is even more pronounced among international students, with 40 percent reporting regular AI use compared with 24 percent of domestic students. The findings make clear: AI is no longer emerging—it’s central to the student academic experience.

    While student use of AI is high, only 58 percent of respondents feel their universities are adapting quickly enough to provide institution-approved AI tools, a figure that shows minimal improvement from 2024 (57 percent). Furthermore, 55 percent of students now expect their institution to provide AI support, reflecting shifting priorities among students. This year, “confidence” overtook “speed” as the main reason students prefer institution-provided AI tools, underscoring the demand for reliable and ethical solutions.

    The data also highlight heightened stress levels linked to AI use, with 66 percent of students reporting some level of anxiety about incorporating AI into their studies. Students voiced concerns about academic integrity, accidental plagiarism, and cognitive offloading. One student said, “AI tools usually need a well-detailed prompt. Most times AI gets outdated data. Most importantly, the more reliable AI tools require payment, which makes things unnecessarily hard.” This highlights an equity issue in AI use, as some students reported paying for a premium AI tool to get better results. Those experiencing constant academic stress were more likely to report regular AI use, suggesting a need for support systems that integrate human connection with technological assistance.

    The research emphasizes actionable strategies for universities:

    • Develop or purchase institution-backed AI tools with clear ethical guidelines.
    • Provide transparent and consistent policies to help students understand how to use AI responsibly.
    • Integrate AI support with existing academic services to preserve human interaction and peer engagement.
    • Ensure equitable, affordable access to AI technologies to avoid exacerbating existing inequalities.

    As students navigate an increasingly AI-driven academic environment, universities must step into a leadership role. Providing ethical, institution-approved AI tools isn’t just about keeping pace with technology; it’s about safeguarding learning, reducing stress, and fostering confidence in academic outcomes. The 2025 survey makes one thing clear: students are ready for universities to meet them where they are in their AI use, but they are asking for guidance and assurance in doing so.

    To download a copy of the USA report, click here. For global reports and surveys, including cross-institutional meta-analyses and educator surveys, click here.

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  • From Non-Traditional Learners to the New Traditional Learners: Investing in America’s Future Workforce

    From Non-Traditional Learners to the New Traditional Learners: Investing in America’s Future Workforce

    Title: Online by Design: Improving Career Connection for Today’s Learners

    Authors: William Carroll and Brenae Smith

    Source: The Center for Higher Education Policy and Practice

    The Center for Higher Education Policy and Practice (CHEPP) recently published a report on building new career services and strengthening work-based learning strategies for the ever-growing share of adult, working, and online learners at institutions of higher education.

    CHEPP found that “new traditional learners”—which represent the one-third of all students who are adult learners, the two-thirds of all students who are working while in school, and the more than half that are enrolled in online courses—face increasing barriers to four-year institution’s traditional in-person career services. Research shows that work-based learning improves career and employment outcomes upon graduation, yet these opportunities are significantly difficult to pursue for online learners and working adults who cannot forgo their online status, working hours or wages to participate.

    The report introduces a taxonomy of career connection strategies which categorize effective programs that can be implemented by colleges and integrated into curriculum to better serve new traditional learners.

    Some of the key strategies outlined in the taxonomy include:

    • Workforce-aligned curriculum: Learning outcomes of a program are mapped to specific career skills and competencies.
    • Career exploration, exposure, and skills assessment: Institutions can create individualized and efficient pathways towards student career goals based on prior learning, work experience, and certifications.
    • Career services and advising: Institutions can utilize community employer partnerships to provide more meaningful resume development, professional development, and career exposure programming.
    • Work-based learning: Institutions are responsible for alleviating barriers to entry in work-based learning that affect new traditional learners, like adequate compensation, connecting students with relevant and authentic work experience, and comprehensive supports through mentorship.

    The report concludes that ultimately better data is needed on this relatively new student group and how these groups interact with career strategies. Further data will inform institutions and policymakers which strategies are most effective. CHEPP also finds that while there are substantial trade-offs when prioritizing new traditional learners, bolstering the integration and accessibility of career connection strategies will only strengthen the nation’s workforce.

    Read the full report here.

    —Harper Davis

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  • New Data Highlights Demographic Shifts in College Admissions Prior to Enrollment

    New Data Highlights Demographic Shifts in College Admissions Prior to Enrollment

    Title: College Enrollment Patterns Are Changing. New Data Show Applicant and Admit Pools Are Too.

    Authors: Jason Cohn, Bryan J. Cook, Victoria Nelson

    Source: Urban Institute

    Since 2020 the world of higher education has changed drastically. Higher education has seen the effects of COVID-19, the end of race-conscious admissions, significant delays in student awards from the new FAFSA, and changing federal and state policy towards DEI.

    The Urban Institute, in collaboration with the Association of Undergraduate Education at Research Universities, University of Southern California’s Center for Enrollment Research, Policy, and Practice, and in partnership with 18 institutions of higher education aimed to fill data gaps seen in potential shifts in racial demographic profiles of students who applied for, were admitted to, and enrolled in four-year IHEs between 2018-2024.

    The data analysis found that trends in applicant, admit, and enrollee profiles varied greatly by race and ethnicity. Despite differences in data trends, all IHEs found an increase in the number of students who chose not to disclose their race or ethnicity in 2024.

    The analysis found substantial changes to Black applicant, admit, and enrollee data. Among Black students at selective institutions (defined by an acceptance rate of below 50 percent) there were differences between 2023 and 2024 of the share of applicants (8.3 percent to 8.7 percent) and admits (6.6 percent to 5.9 percent). This is contrasted further due to the differences between the share of Black applicants and admits between 2021 to 2023, which stayed relatively consistent.

    The analysis took note of a change in trends for White students as well. White students represented the only student group that consistently made up a larger share of admits than applicants (six to nine percentage points larger); despite the fact that White students demonstrated a consistent decrease in applicant, admit, and enrollee groups since 2018.

    The analysis concludes that ultimately more data is needed at every point in the college admissions process. Enrollment data gives limited insight into the very end of the process and if more data is gathered throughout a student’s journey to college, then we can better grasp how all different types of students are interacting with higher education.

    Read the full report here.

    —Harper Davis

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  • Investing in Prison Education Saves Taxpayer Dollars

    Investing in Prison Education Saves Taxpayer Dollars

    Title: Policymakers Role in Expanding Prison Education Access

    Authors: Jennifer Thomsen and Shytance Wren

    Source: Education Commission of the States

    A June 2025 report from the Education Commission of the States outlined ways in which state policy actors can expand access to prison education and therefore reduce likelihood for recidivism and incarceration costs.

    Policymakers’ Role in Expanding Prison Education Access summarized findings from an 18-month long community of practice which included stakeholders representing state education policy leaders, leaders from corrections departments, higher education prison program directors, policy leaders, and researchers. The community of practice highlighted key barriers faced by incarcerated learners and produced policy suggestions to remediate these barriers to education.

    Among the report’s key findings:

    • Prison education is a cost-saving measure. Every one dollar spent on prison education saves four to five dollars in incarceration costs.
    • Inefficient governance in prison education programs creates a lack of access for incarcerated learners and a lack of data for policymakers to improve programs. A key consideration in addressing this issue is to review what level of governance the best policies would come from (i.e.: from the governor by executive order).
    • Access to financial aid is often limited for incarcerated individuals. One way to mitigate this barrier is to review existing state financial aid programs that prohibit incarcerated individuals from receiving aid.
    • Inconsistency in access to student support prevents continued learning. A consideration for state leaders to address this inconsistency is to strengthen partnerships with community colleges and job training programs to ensure adequate reentry guidance for incarcerated learners.

    The report concludes that expanding access to prison education is most efficient when state policymakers address governance, financial aid access, and student supports for incarcerated learners.

    Read the full report here.

    —Harper Davis

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  • The Value of Higher Education: An Unexpected Partisan Agreement

    The Value of Higher Education: An Unexpected Partisan Agreement

    Title: Varying Degrees 2025: Americans Find Common Ground in Higher Education

    Authors: Sophie Nguyen, Olivia Sawyer, Olivia Cheche

    Source: New America

    New America’s ninth annual survey on higher education in America found that despite the politicization and polarization of higher education, Americans are united in their understanding of the importance and value of a college degree.

    Varying Degrees 2025: Americans Find Common Ground in Higher Education report found more agreements than differences between Democrats and Republicans.

    Key report findings include:

    • Nine out of ten Americans believe colleges are responsible for equipping students for career success. Americans widely agree colleges are also responsible for bolstering a student’s writing and communication skills.
    • While about 40 percent of Americans believe the state of education is fine how it is, there are partisan differences across those who report seeing positive effects. Nearly three-fourths (74 percent) of Democrats see positive effects of higher education, in contrast with only 39 percent of Republicans.
    • Seventy-three percent of Americans believe college is worth the investment and needed to be successful in life. However, this belief in return on investment changes greatly depending on the type of college discussed. Many Americans think highly of community colleges, a majority think public colleges and universities are worth the investment, and significantly less believe in the cost of private colleges – especially private for-profit institutions. Regardless of degree type, two in three Americans believe it is easier to find a well-paying job with some college education.
    • Half of Americans surveyed believe college is unaffordable. The report finds that both Democrats and Republicans believe the cost of college is a major issue. Both parties identify the cost of college as one of the main reasons students choose not to enroll in postsecondary education.
    • Over 70 percent of Americans believe the government should invest more tax dollars on postsecondary education. Although there is a larger partisan divide on this belief – most Democrats (91 percent) and Republicans (58 percent) agree in the federal government’s responsibility to make higher education more affordable.

    Varying Degrees 2025 concludes that despite unprecedented legislation effecting higher education, targeted attacks on institutions of higher education from the White House, and media polarization of postsecondary education – Americans largely believe in the value of a college education.

    Read the full report here.

    —Harper Davis

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  • Education at Risk: The Fallout from the Trump Administration’s Education Cuts

    Education at Risk: The Fallout from the Trump Administration’s Education Cuts

    A new report from Sen. Elizabeth Warren’s (D-MA) office outlines the far-reaching consequences of the Trump administration’s efforts to defund and dismantle the U.S. Department of Education.

    Education at Risk: Frontline Impacts of Trump’s War on Students draws on responses from 12 national education organizations—including the American Council on Education—to paint an unsettling picture of disrupted services, rising costs for students, and weakened civil rights enforcement.

    Among the report’s key findings:

    • Federal student aid operations are faltering. Layoffs at the Education Department’s (ED) office of Federal Student Aid have caused website outages, delayed financial aid, and left thousands of borrower complaints unanswered. ACE warned that such disruptions can prevent students from enrolling or staying in college, increasing the likelihood they’ll take on more debt to finish their degrees.
    • Graduate and low-income students are being squeezed. The administration’s “Big Beautiful Bill” eliminates Grad PLUS loans, caps borrowing for parents, and replaces income-driven repayment plans with costlier alternatives, which is expected to reduce access and increase hardship for first-generation and financially vulnerable students.
    • Civil rights enforcement is eroding. ED’s Office for Civil Rights has lost nearly half its staff and closed seven regional offices. With over 22,000 complaints filed in 2024 alone, remaining staff are overwhelmed, and students facing discrimination are left without a path to resolution. ACE and others note the long-term danger of weakened oversight, especially for students with disabilities.
    • Essential education data are disappearing. The National Center for Education Statistics now has just three employees. Longstanding surveys like the Integrated Postsecondary Education Data System (IPEDS) and College Scorecard are at risk, threatening everything from institutional benchmarking to accreditation.
    • Programs for students with disabilities are being dismantled. Key oversight and transition programs have been cut or reassigned to agencies like the departments of Health and Human Services and Labor, which lack educational expertise. Advocates warn this could roll back decades of progress toward inclusive education.
    • Education functions are being scattered across agencies. Proposals to move federal student loans to the Small Business Administration or Department of the Treasury and civil rights enforcement to the Department of Justice raise serious concerns about cost, efficiency, and legal access. As ACE noted, scattering the department’s core responsibilities could reintroduce the very fragmentation ED was created to fix.

    The report concludes that the cumulative effect of these actions threatens to leave millions of students without access to basic services, data, and legal protections at a time when they need them most.

    Read the full report here.

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  • What First-Generation Students Need for Career Development

    What First-Generation Students Need for Career Development

    Title: First-generation College Students’ Career Entry: College Perspectives

    Authors: Melinda Mechur Karp, Suzanne Lyons, Nancy Stalowski, and Mary Fugate

    Source: FirstGen Forward and Phase Two Advisory

    First-generation college students experience the transition from high school to college and enrollment in higher education in a unique way. While there is significant research on first-generation students’ postsecondary pursuits and how they cross the boundary from the K-12 system into colleges and universities, less attention has been dedicated to exploring first-generation students’ career development and movement into the workplace.

    A new brief by FirstGen Forward helps to close this knowledge gap, drawing on a national survey from 411 colleges and universities across 47 states and Washington, DC, and six focus groups with higher education professionals. Eighty-nine percent of those interviewed work directly with first-generation initiatives and programs, and 72 percent of respondents identify as first-generation graduates themselves.

    Additional highlights and insights include:

    First-generation college student career development is highly unique. First-generation students rely heavily on institutional resources and mentors to help them progress through unfamiliar environments, which include institutions. Focus group participants indicated that students often need additional mentorship and support in understanding how their experiences as first-generation students can be career assets and how they can be reframed in job applications.

    First-generation respondents frequently indicated they need exposure to individuals who share their identities who can help them explore their future career pathways. When asked what students need for future career support, 20 percent of survey respondents said opportunities to build social capital, including networking, mentoring, and internship opportunities.

    Institutional approaches to promoting first-generation career development differ. First-generation students indicated they rely on both general university career services and programs tailored to them. Thirty-six percent of respondents reported their postsecondary institution offers career services tailored to first-generation students, 43 percent stated their institution does not, and the rest were unsure. Of 201 written survey responses about specific knowledge first-generation students need, the most commonly mentioned skill was interview preparation. However, the survey responses indicate that only 66 percent of respondents’ institutions offer this.

    First-generation College Students’ Career Entry: College Perspectives is the first of six research and policy briefs that will make up a national landscape analysis. Additional briefs will be released over the coming months.

    To read the full report from FirstGen Forward, click here.

    —Austin Freeman

     

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