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This mixed methods study furthers understanding of how postsecondary institutions have responded to increased requirements to assess student learning adopted in 2005 by the Commission on Institutions of Higher Education (CIHE), an accrediting body within the regional accreditor the New England Association of Schools and Colleges (NEASC). The quantitative phase of the study included a 37-question survey completed by 77 institutions who hold CIHE accreditation. The survey explored institutional characteristics, the practices institutions have in place to support assessment of student learning, and if these practices had changed since the adoption of assessment focused accreditation standards in 2005. Following a review of descriptive statistics, a Chi-Square analysis tested the association of five institutional characteristics (setting, non-profit status, institutional category, highest degree awarded, and enrollment size) against sets of survey questions related to assessment policy, structures, or support. Three distinct moderately strong relationships were found between institutional enrollment size and the existence of 1) a central assessment office, 2) an institutional policy for assessment, and 3) centralized assessment budgeting. The qualitative phase of the study included 10 in-depth interviews to explore institutional responses in detail and to understand the motivations behind the institutional responses. Analysis of the interview coding revealed four themes: perceived benefits (broader institutional benefit as motivating factor), legitimacy (approaches sought to reinforce legitimacy); institutional need (alignment with existing practices/structures); and stakeholder buy-in (ensuring continued relevance). The quantitative and qualitative phases of this study together raised four key findings. First, that institutions have responded to more formally assess student learning, particularly following a 2005 change in CIHE accreditation standards. Second, that institutional characteristics (such as public vs. private) are not the primary drivers of how institutions respond. Third, assessment support is strongly driven by unique institutional needs. Fourth, that assessment is becoming less about “assessment” and meeting external requirements, but is now frequently being positioned as a way to create broader value for an organization and inform strategy development. Considering these overall findings the study then presents potential implications for practice and discussion of future research possibilities.

<p> This study explored the factors that promoted and the factors that impeded persistence to the fourth year for students who were considered academically at-risk when they entered college. Eighteen participants took part in this basic qualitative study, which utilized three forms of data collection: (a) interview, (b) open-ended survey, and (c) reflective writing. The researcher piloted the data collection tools, along with analyzing data as it was gathered, to ensure the research questions were being answered. Upon the completion of data collection, the researcher utilized inductive, constant comparative analysis, which resulted in the identification of emerging themes. The study&rsquo;s findings indicated persistence is fostered by care and support from within and outside the institution and through participants making connections to the campus and adjusting in ways that demonstrates a refusal to quit. The primary barriers participants had to overcome were academic struggles, institutional impediments outside of academics, and personal obstacles. The findings highlight the need for policies and practices that foster a supportive and caring campus culture, including capitalizing on the importance of family support for this population of students.</p><p>

<p> Violent crimes and sexual assaults on higher education campuses in the United States has been an ongoing for decades. In 1990, Congress enacted the Jeanne Clery Act in to enhance the safety of students by requiring higher education institutions to publish their crime statistics and security policies in the form on an Annual Security Report (Fox, Khey, Lizotte, &amp; Nobles, 2012; Richards &amp; Kafonek 2013). Previous research revealed the Clery Act&rsquo;s many requirements are confusing and open to interpretation, which has prevented higher education institutions from maintaining compliance (Wood &amp; Janosik, 2012). </p><p> This study investigates the complexities of Clery Act requirements as they relate to institutional non-compliance from the perspective of Clery Act compliance officials. The researcher conducted interviews with 20 Clery compliance officials and triangulated their responses with previous research and secondary data obtained in the literature review. The results identified specific information related to the complexities of Clery Act requirements and recommendations to enhance compliance. At the conclusion of the study several areas of future research were identified that could help generate additional information as to the factors that impede and enhance Clery Act compliance.</p><p>