The Yearly Success and Progress Rates report goes beyond traditional student outcome measures by showing year-by-year rates of retention, persistence, transfer, completion and stop-out. It is designed to help institutions and states better identify and inform effective intervention points to increase student success. This report examines yearly…

The importance of leadership is discussed widely in the social work literature. However, little is known about the leadership skills of social work students and factors affecting their development in the environment specific to higher educational institutions (HEIs). This research aimed to find out what skills pre-service social work students had…

Interviews were conducted with 29 part-time taught postgraduate (TPg) students to determine forms of teaching and curriculum which motivated their learning. The study was conducted in an open exploratory manner to investigate the aspects of pedagogy or curriculum design which particularly motivated the TPg students which were in any way distinct…

The North Dakota University System "2021-2022 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, non-degree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through…

The Fall 2020 Enrollment Fact Book details current fall enrollment data including on- and off-campus enrollment by ethnicity, gender, residency, degree program level, and program category. [For the Fall 2019 Enrollment Fact Book, see ED611659.]

The transition into higher education is a critical time for all students. A positive early experience provides a strong foundation for future academic success whilst a negative experience can be destabilising for a new learner. To date, research has primarily focused on full-time undergraduates in order to explain the reasons for high attrition…

This article explored the academic experiences of nontraditional students enrolled in an undergraduate degree program. For the purposes of this study students were deemed to be nontraditional if they met one of the following characteristics: had delayed enrollment into postsecondary education; attended college part-time; worked full time; were…

The "Current Term Enrollment Estimates Report Series" is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. The average age for different…

The North Dakota University System (NDUS) "2020-2021 Annual Enrollment Report" is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit, nondegree credit, and non-credit enrollments across the eleven NDUS institutions for an entire academic year. Non-credit enrollments provided through…

The first round of data from the Integrated Postsecondary Education Data System's (IPEDS) newest survey component, Outcome Measures (OM), was released to the public in Fall 2017. Importantly, the IPEDS OM survey begins to address some of the limitations of the prevailing Graduation Rate (GR) component data. These rates have only included…

Enrollment trends highlighted in this 2018 Enrollment Report include a one-year comparison for two-year institutions, four-year institutions, and system wide. Trends over the last five years and the last ten years are also described. Over the past five years, Headcount and Full Time Equivalencies (FTE) in NDUS has decreased slightly, with change…

Among all students who enrolled in college for the first time in fall 2017, 73.8 percent persisted at any U.S. institution in fall 2018, while 61.7 percent were retained at their starting institution. This brief report presents the following statistics on first-year persistence and retention for the Fall 2017 Cohort: (1) First-Year Persistence and…

Financial literacy rates across the United States are in general considered low. The research question being addressed is whether or not the typical educational experience at OSU adequately addresses the financial literacy needs of OSU students. Low financial literacy is a serious problem that leads to poor choices regarding significant financial…

Internships for college students are widely promoted as a "high-impact" practice, yet the academic literature is limited by terminological imprecision, lack of data on intern demographics, and insufficient attention to the impacts of program format on student academic and developmental outcomes. In this mixed-methods study we analyze…

The "2022 Fall Enrollment Report" contains the following tables, charts, and figures: (1) System Duplicated and Institutional Headcount Enrollments; (2) Full Time and Part Time Headcount; (3) High School Students Enrolled in College Courses, Beginning Freshmen and Transfer Students, Developmental and Collaborative Course Enrollments; (4)…