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Learning Resources

T​he power of SCUP is its community. We learn from one another, sharing how we’ve achieved success…and, maybe more importantly, what we’ve learned from failure. SCUP authors, produces, and curates thousands of resources to help you prepare for the future, overcome challenges, and bring planning together at your college or university.
REFINED BY:    Student Success, Retention, and Graduation Clear All
Planning for Higher Education Journal

If Tuition Rises . . .Locked

. . . Does Racial and Ethnic Minority Student Enrollment Plummet?
From Volume 48 Number 1 | October–December 2019
When the cost of American higher education goes up, access to economic opportunity, social mobility, and positive academic outcomes are, subsequently, restricted for students of color. Campus admissions and retention planning professionals are first witnesses to the inequality.
Planning for Higher Education Journal

Adjunct Faculty Can Increase Student Success

Create Opportunities for Them to Lift Graduation and Retention Rates
From Volume 48 Number 1 | October–December 2019
Although the numbers of adjunct faculty members at most institutions of higher education have increased, those instructors rarely are included in programs to improve student achievement. But Cal Poly Pomona, by providing modest resources and mentoring, generates opportunities for adjuncts to positively affect student success.
Webinar

What If?

5 Questions About the Future of Higher Education
Published 2019
Two SCUP leaders use SCUP’s Trends for Higher Education report to explore five “What If?” questions, breaking down big trends and exploring how these trends might impact higher education.
Planning for Higher Education Journal

Institutional Expenditures and State Economic Factors Influencing 2012–2014 Public University Graduation RatesLocked

From Volume 46 Number 4 | July–September 2018
A better understanding of how to allocate different types of institutional expenditures for maximum return on investment may positively influence six-year graduation rates.
Planning for Higher Education Journal

From Innovation to ImpactLocked

How Higher Education Can Evaluate Innovation’s Impact and More Precisely Scale Student Support
From Volume 45 Number 4 | July–September 2017
Rigorously evaluating the impact of innovative student success initiatives is key in meeting institutional goals for student outcomes, resource allocation, and return on investment.
Planning for Higher Education Journal

Innovation in ActionLocked

iPASS, Student Success, and Transformative Institutional Change
From Volume 45 Number 2 | January–March 2017
Integrated Planning and Advising for Student Success (iPASS) is an emerging, innovative practice with the potential to create transformative institutional change.
Conference Slides

Benchmark Your Digital Capabilities to Improve Student Success

Published 2017
You will learn how to assess your institution’s digital capacity for student success technologies so you can affect costs and improve outcomes with new analytics tools and services.
Example Plans

Strategic Enrollment Management Plan Locked

(FL, United States)

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Planning for Higher Education Journal

Improving Credit Mobility for Community College Transfer StudentsLocked

Findings and Recommendations From a 10-State Study
From Volume 45 Number 1 | October–December 2016
A report reprint from Education Northwest
Planning for Higher Education Journal

Tennessee PromiseLocked

Implementation and Outcomes at Two Diverse Colleges
From Volume 45 Number 1 | October–December 2016
The Tennessee Promise will change the face of educational attainment for Tennesseans.
Planning for Higher Education Journal

A Call to Action for Student Success AnalyticsLocked

From Volume 44 Number 4 | July–September 2016
Optimizing student success should be Institutional Strategy #1.
Planning for Higher Education Journal

Planning for Science, Technology, Engineering, and Math (STEM) RetentionLocked

Understanding the Implications of the Theory of Planned Behavior
From Volume 43 Number 4 | July–September 2015
Subjective norms are significantly correlated with the intention to graduate.
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