- How Colleges and Universities Organize Themselves to Promote Student Persistence: The Emerging National Picture
- Study of Community College Structures for Student Success (SCCSSS)
- Who We Are: An In-Depth Look at Enrollment Professionals, the Movement to Centralize Enrollment Systems, and External Influences on Our Practice
- Certificate Program for Leadership in Enrollment Management
How Colleges and Universities Organize Themselves to Promote Student Persistence: The Emerging National Picture
In collaboration with the College Board and the Project on Academic Success at Indiana University, the USC Center for Enrollment Research, Policy, and Practice conducted research that examines how, and to what depth, colleges and universities organize themselves to promote student persistence and graduation rates. In 2009, the research team administered the College Board Survey of Institutional Retention Practices to over 1,400 four-year institutions nationwide. Data and findings from this study focus on the structures institutions have in place to enhance student persistence, as well as early alert practices and other approaches institutions use in planning and assessing retention efforts.
Study of Community College Structures for Student Success (SCCSSS)
Informed by existing theory and research on student success, the four-year project was used as a model and a springboard for a systematic approach to understanding institutional policies and practices that affect student persistence at two-year schools in 2011. In collaboration with the College Board and the Project on Academic Success at Indiana University, the USC Center for Enrollment Research, Policy, and Practice conducted a national survey of community college administrators on community college structures and policies that enhance student persistence, transfer and completion that was completed in 2011. The report includes the results of the survey and a guide of promising practices for community college leaders and practitioners.
Who We Are: An In-Depth Look at Enrollment Professionals, the Movement to Centralize Enrollment Systems, and External Influences on Our Practice
This qualitative study with over fifty chief enrollment and chief admissions officers within a diverse national group of colleges and universities explores the educational and professional backgrounds of enrollment professionals, as well as the groups that inform their practice. It also assesses, from a structural standpoint, motivations for and against the centralization of enrollment systems, and the pros and cons of various enrollment models in place. By analyzing findings from interviews with a variety of enrollment and admission officers located throughout the United States, this study enhances our collective knowledge of enrollment professionals, their external influences, and organizational models that can profoundly influence how institutions of higher education serve students and society. Numerous presentations are available on the center’s website and as are a series of published articles.
“Who We Are: An In-Depth Look at the Educational Backgrounds, Career Paths, and Development Needs of Chief Admission Officers and Enrollment Managers” is available in the Spring 2011 issue of the Journal of College Admission
“What Enrollment Management Structures Reveal about Institutional Priorities” is available in the Enrollment Management Journal Winter 2011 issue
Following the center’s in-depth study of enrollment professionals in 2009-2010, the center is nearing completion of developing a certificate program that will cultivate the next generation of leaders and managers in admissions and enrollment managers. Current and aspiring deans, directors, vice provosts and vice presidents will enhance their knowledge, hone their skills, develop a professional network, and form a deeper understanding of the philosophy and methodology of enrollment management within the institutional and national contexts.
Past Sponsored Projects
Due to a shift in priorities, CERPP no longer sponsors research or provides grants. For more information on past grantees in 2008-2009, please visit the links below.