Publications by Serena C. Klempin

This ARCC Network report describes pandemic recovery activities community colleges implemented with federal Higher Education Emergency Relief (HEER) funds, colleges’ perceptions of how successful the funds were in addressing student and institutional needs during the pandemic, and colleges’ views of unmet needs.

Drawing on interviews as well as self-assessment and performance data, this report discusses what the AACC Pathways colleges have accomplished in their guided pathways reforms over the past seven years and what they have learned about institutional transformation.

This report and accompanying case studies describe how three small colleges have made large-scale changes in practice based on the guided pathways model and how they funded and are sustaining these changes to improve rates of student progression and completion.

Based on fieldwork at four guided pathways colleges, this report introduces a cross-sector pathways model and highlights emerging practices and strategies that community colleges are using to build stronger connections with employers, universities, and K-12 schools.

This report examines how Ohio community colleges—which have been engaged in guided pathways reform for several years—are innovating within the model to provide scaled, personalized support to help students gain early academic momentum.

Drawing on interview data, this report discusses strategies that three guided pathways colleges use to help adult students enter programs of study, stay on path, and enhance learning.

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 CCRC working paper examines the perspectives of college personnel engaged in the consideration, launch, and use of predictive analytics tools for targeted advising.

This review draws from the experiences of colleges awarded the Kisco Foundation’s Kohlberg Prize to highlight the practical and philosophical challenges involved in creating integrated services for student veterans.

This study explores the influence of different types of leadership approaches on the implementation of a technology-mediated advising reform at six colleges, and assesses which types of leadership are associated with transformative organizational change.

This review describes the early experiences of five colleges that received the Kisco Foundation’s Kohlberg Prize, a grant aimed at making community colleges more welcoming and better able to meet the needs of veteran students.

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.

Using data from a study of the Ford Corridors of College Success initiative, this brief examines how postsecondary institutions have attempted to develop multi-sector partnerships within a collective impact context.

Based largely on an examination of college proposals for the Kisco Foundation’s Kohlberg Prize, this review (summary available) presents key insights and policy recommendations about services for military veterans attending community colleges.

This brief, the second in CCRC’s Corridors of College Success series, describes the challenges that early-stage collective impact communities face as they work to identify potential backbone organizations and establish a backbone structure.

This report reviews research evidence on college policies designed to facilitate on-time degree completion among students by encouraging them to enroll in at least 15 credits per semester.