Empirically Grounded Institutional Levers to Foster College Student Success
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| Title: | Empirically Grounded Institutional Levers to Foster College Student Success |
|---|---|
| Language: | English |
| Authors: | Natalee M. Erb, Emily G. R. Waddell, John M. Braxton |
| Source: | College and University. 2026 101(1):4-21. |
| Availability: | American Association of Collegiate Registrars and Admissions Officers (AACRAO). One Dupont Circle NW Suite 520, Washington, DC 20036. Tel: 202-293-9161; Fax: 202-872-8857; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org/ |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Student Experience, Success, Educational Attainment, Skill Development, Thinking Skills, Personality, Employment, Citizenship, Readiness |
| ISSN: | 0010-0889 |
| Abstract: | In today's world, higher education faces an increased call to articulate the value of an undergraduate degree. With fewer students choosing to attend college and increased scrutiny from the public sphere, institutions must demonstrate in tangible and diverse ways how a collegiate experience is beneficial to a student's growth and success. Fortunately, there are many things that colleges and universities can do to amplify student success. Mayhew, et al. (2016) found that student achievement is directly determined by individual students' experiences at a given institution, which offers institutions of higher learning an opportunity to intervene and enhance student success outcomes. This article presents an outline of empirically grounded practices and policies that have proven associations with increasing student success in four key domains -- academic attainment, development of cognitive skills and intellectual dispositions, occupational attainment, and preparation for adulthood and citizenship (Braxton 2008). In addition to exploring each domain and practices proven to improve the student experience, a comprehensive framework for conducting an institutional audit of the presented levers is provided. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Access URL: | https://www.aacrao.org/research-publications/quarterly-journals/college-university-journal/issue/c-u-vol.-100---issue-1--winter-2026 |
| Accession Number: | EJ1500380 |
| Database: | ERIC |
| Abstract: | In today's world, higher education faces an increased call to articulate the value of an undergraduate degree. With fewer students choosing to attend college and increased scrutiny from the public sphere, institutions must demonstrate in tangible and diverse ways how a collegiate experience is beneficial to a student's growth and success. Fortunately, there are many things that colleges and universities can do to amplify student success. Mayhew, et al. (2016) found that student achievement is directly determined by individual students' experiences at a given institution, which offers institutions of higher learning an opportunity to intervene and enhance student success outcomes. This article presents an outline of empirically grounded practices and policies that have proven associations with increasing student success in four key domains -- academic attainment, development of cognitive skills and intellectual dispositions, occupational attainment, and preparation for adulthood and citizenship (Braxton 2008). In addition to exploring each domain and practices proven to improve the student experience, a comprehensive framework for conducting an institutional audit of the presented levers is provided. |
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| ISSN: | 0010-0889 |
