Resources

Public Comment Letter Regarding the Proposed Addition of the Admissions and Consumer Transparency Supplement (ACTS) to IPEDS

October 14, 2025

Southern New Hampshire University (SNHU) submitted the following public comments to the U.S. Department of Education’s proposed addition of the Admissions and Consumer Transparency Supplement (ACTS) to the Integrated Postsecondary Education Data System (IPEDS) for the 2025–26 academic year and beyond.

SNHU’s October letter focuses on how new data collection should apply to institutions with high acceptance rates, recommends that all institutions report data on applications, acceptance, and enrollment, disaggregated by gender and race, and raises that some newly proposed data such as GPAs and SAT scores are not feasibly reportable.

Increasing Success Through Learner-Centered Design

October 6, 2025

Today’s learners are balancing careers, families, and caregiving with their studies, but many face barriers that traditional higher education models don’t address. Using CHEPP’s learner-centered design framework, this fact sheet shows how institutions can meet learners where they are with programs built around their needs and success.

Public Comment Letter Regarding the Duration of International Student Visas

September 29, 2025

Southern New Hampshire University (SNHU) submitted the following public comment to the U.S. Department of Homeland Security Proposed Rule Establishing a Fixed Time Period of Admission and an Extension of Stay Procedure for Nonimmigrant Academic Students, Exchange Visitors, and Representatives of Foreign Information Media . The letter focused on how changing the duration of status for international students to be a fixed amount of time would negatively impact some students' ability to finish their degree, continue on to a graduate program, and engage with relevant job training.

Online by Design: Improving Career Connection for Today's Learners

July 28, 2025

Today, the value of higher education is increasingly measured by its ability to lead to meaningful career outcomes. Yet for millions of today’s learners – the working adults, parents, and online learners who make up the majority of college students – traditional career services and work-based learning opportunities are out of reach. In this report, CHEPP analyzes research to offer insights for transforming postsecondary education into a more flexible, workforce-aligned system. By redesigning career connection strategies with learners at the center, we can unlock economic opportunity for everyone and build a more skilled workforce for America.