Publications by Andrea Lopez Salazar

NOVEMBER 2024

This CAPR report draws on interview data with faculty and staff to examine how seven City University of New York colleges transitioned to fully scaled corequisite courses in English and math and the implications of their choices for early implementation.

MAY 2024

This book chapter explores the personal support networks and help-seeking preferences of immigrant-origin, first-generation-in-college students (FGCS) as part of a three-year longitudinal mixed-methods study with FGCSs at four public Hispanic-serving institutions in California.

MAY 2023

Based on interview data, this report examines a set of seven strategies that presidents of community colleges implementing Caring Campus are using to develop a more positive college culture and to support this culture-focused reform.

JANUARY 2023

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.

APRIL 2021

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.

MARCH 2021

This brief describes the importance of nonacademic staff to the student experience and presents initial findings related to the Caring Campus initiative’s capacity to affect college culture and ground further change efforts.

OCTOBER 2020

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.

DECEMBER 2019

This study uses a randomized controlled trial to evaluate the efficacy of multiple measures assessment programs at five colleges in Minnesota and Wisconsin and also examines the implementation and cost of the programs.

AUGUST 2019

This report shares the stories of four community colleges that participated in the Integrated Planning and Advising for Student Success (iPASS) initiative, which provided support for institutions as they redesigned their advising processes and adopted and implemented new technologies.

JULY 2018

Drawing on lessons from 10 Minnesota and Wisconsin colleges that piloted multiple measures systems for placing students into developmental and college-level courses, this guide provides recommendations for other colleges interested in implementing or testing their own multiple measures systems.

JULY 2018

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.