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On a Mission: Damon L. Williams Jr., Takes on the World

Diverse: Issues in Higher Education

It’s why, in his late twenties, he chose to volunteer at Georgia State University (GSU), speaking to young college students about his successes. His dedication to the work would eventually increase student placement rate for Xavier by 50%, building a pipeline to both Ivy League institutions and regional or local graduate schools.

Placement 263
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Innovating to Close Equity Gaps: The National Institute for Student Success

The University Innovation Alliance

Innovating to Close Equity Gaps: The National Institute for Student Success. Student Success. These respected campus leaders are skilled in change management, and we look to them for spearheading and scaling student success initiatives at our member institutions. Closing the Equity Gaps. Thu, 08/11/2022 - 06:00.

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From College to Careers: The Pell Institute Receives $748,000 Ascendium Grant to Explore Career Development within TRIO Programs

COE

Within the context of TRIO programs, this research will focus on identifying institutional assets and barriers affecting first-generation and low-income learners’ career growth and developing an evidence-based theoretical model toward increasing awareness about institutional capacity.

Grant 98
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A Continued Commitment to Community

Diverse: Issues in Higher Education

California State University offers programs such as Chico’s Gradu- ate Equity Fellowship Program to help students explore whether to pursue a doctorate degree. Knowing that thanks to service-learning my students are gaining professional experience before graduating and impacting their surrounding community is very rewarding.”

Mentoring 299
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Research Underway by Gates Foundation Partners to Better Understand Test-Optional Admission

NACAC's Admitted

The 2021 task force also noted that simply going test-optional or test-free will not in and of itself universally improve equity. EqRC is studying the implications of equity in admission for historically excluded populations. How and why did institutions decide whether to go test-optional (and, if so, in what form)?

Equity 52