Lauren Pellegrino

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 summarizes enhancements to technology-based advising at three institutions and their effects on students' academic outcomes for four semesters after study entry.

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 practitioner packet provides guidance to colleges seeking to redesign their new student onboarding practices to better help students explore, choose, and plan a program of study best suited to their interests and aspirations.

This paper explores the dynamics in and around an institution that influence how advisors and students experience technology-mediated advising reforms, along with the opportunities and challenges these dynamics create for colleges.

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 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.

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.