Publications by Hoori Santikian Kalamkarian

This report shares results of research undertaken to understand what five iPASS institutions were doing before and during the iPASS grant period to advise and support Black, Latinx, and low-income students both in and outside the classroom.

This brief discusses the experiences, achievements, and challenges of 26 broad-access two- and four-year colleges that, in 2015, began steps to adopt or enhance technology-mediated advising practices to improve the way they support students.

This report presents findings on the implementation of technology-mediated advising reforms at California State University at Fresno, Montgomery County Community College, and the University of North Carolina at Charlotte.

This book chapter describes key principles of CCRC's evidence-based framework for advising redesign, which emphasizes a sustained, strategic, integrated, proactive, and personalized (SSIPP) approach to advising.

This study, conducted in partnership with MDRC, examines the effects of three institutions’ efforts to expand the use of advising technologies and to use administrative and communication strategies to increase student contact with advisors.

This paper examines factors within the community college context that affect the experiences and academic outcomes of the English learner population broadly and students who enroll in ESL courses in particular.

This report describes how three institutions—the University of North Carolina, Charlotte; California State University, Fresno; and Montgomery County Community College in Pennsylvania—are approaching comprehensive, technology-based advising reforms.

This practitioner packet summarizes CCRC’s research on technology-mediated advising reform and discusses how institutions are attempting to transform advising systems so that they can support a more intensive and personalized case-management model.

This paper examines technology-mediated advising reform in order to contribute to the understanding of how colleges engage in transformative change to improve student outcomes.

This paper reports findings from a researcher-practitioner partnership that assessed the readiness for postsecondary reading and writing demands of 211 students in developmental reading and English courses in two community colleges.

Using focus group data from students at six colleges, this paper examines student preferences concerning technology-based advising tools and in-person advising sessions for different kinds of advising tasks.

This report provides an overview of the developmental education redesigns in Virginia and North Carolina, presents preliminary findings, and discusses lessons for states, districts, and colleges pursuing developmental education reforms.