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Complex registration processes create barriers and confuse ¾Ã¾ÃÈÈÊÓƵs, often discouraging them from re-enrolling. By conducting an audit of all registration holds and eliminating or revising those that are unnecessary, obsolete, or burdensome, we will enable ¾Ã¾ÃÈÈÊÓƵs to continue to progress toward a degree.

Team Leads: Craig Bennett & Peter Haverkos

Many institutions lose ¾Ã¾ÃÈÈÊÓƵs every year due to ¾Ã¾ÃÈÈÊÓƵs' unexpected financial circumstances, often for shortfalls of no more than a few hundred dollars. As a result, it is in a school's best interest to offer retention grants to help ¾Ã¾ÃÈÈÊÓƵs stay in school and on the path to graduation. Developing plans and processes to award financial assistance to address small account balances for qualified ¾Ã¾ÃÈÈÊÓƵs is essential.

Team Lead: Beth Johnson

For many ¾Ã¾ÃÈÈÊÓƵs, developmental education can be a barrier that slows down ¾Ã¾ÃÈÈÊÓƵ progress and hinders persistence. Existing developmental education courses should be redesigned so that ¾Ã¾ÃÈÈÊÓƵs deemed underprepared for college-level writing and/or math can enroll in college-level, gateway English and mathematics courses with mandatory corequisite academic support.

Students who pass all their classes can still pay preventable "hidden costs" if they take more courses than expected. Academic maps establish clear pathways to timely completion of courses that count, reducing the time (and money) to graduate. Schools should develop maps for all undergraduate academic degrees with recommended course sequences for on-time completion.

Students who transfer often cannot articulate all of their previously earned credits at their new institution. Transferring credits earned at these institutions is more complicated than it needs to be. Streamlining transfer pathways will make it easier for ¾Ã¾ÃÈÈÊÓƵs and the credits they have earned to transfer successfully between two-year and four-year institutions.

Team Leads: Carolyn Haynes and Cathy Moore

Thirty-five million adults over 25 have completed some college credits without having earned a degree. Institutions have an opportunity to develop marketing and financial support plans to invite adult ¾Ã¾ÃÈÈÊÓƵs back to campus. By removing barriers to re-enrollment and creating flexible learning environments, we help adult ¾Ã¾ÃÈÈÊÓƵs complete their degrees.

Team Leads: Stephanie Beck and Eric Secor

Ensures high school ¾Ã¾ÃÈÈÊÓƵs participating in dual enrollment programs smoothly transition to higher education or the workforce by maximizing earned credits for accelerated degree completion or career readiness.

Community-based organizations (CBOs) nationwide have successfully supported the higher education aspirations of underrepresented ¾Ã¾ÃÈÈÊÓƵs. Institutions will strengthen collaborations with local and regional CBOs to expand recruitment and enrollment efforts. These efforts will include developing or expanding partnerships with local high schools to provide information to ¾Ã¾ÃÈÈÊÓƵs on identifying best-fit universities, securing financial assistance, and connecting with counselors.

Builds inclusive support systems and fosters a sense of belonging to help ¾Ã¾ÃÈÈÊÓƵs overcome obstacles and persist in their education, ultimately contributing to upward social mobility.

Support offices such as financial aid, career advising, academic support, and ¾Ã¾ÃÈÈÊÓƵ health and counseling centers positively impact ¾Ã¾ÃÈÈÊÓƵ success but are often underutilized. Institutions should create a Coordinated Care Network across offices to easily coordinate and collaborate on appropriate next steps for ¾Ã¾ÃÈÈÊÓƵ support.

Aligns ¾Ã¾ÃÈÈÊÓƵs' extracurricular activities and experiences with their career goals, helping them develop relevant skills and pathways for professional success.

Provide ¾Ã¾ÃÈÈÊÓƵs with practical, real-world opportunities—such as internships, co-ops, or project-based learning—to apply academic knowledge, build skills, and prepare for future careers.