Early Academic Outcomes for Students of Part-Time Faculty at Community Colleges: How and Why Does Instructors’ Employment Status Influence Student Success?
Drawing on data from six community colleges, this paper estimates the effects of part-time faculty versus full-time faculty on students’ current and subsequent course outcomes in developmental and gateway courses and explores potential explanations for these effects.
A Complex Ecosystem: A Qualitative Investigation Into Dynamics Affecting the Implementation of College Advising Redesigns
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.
A Framework for Advising Reform
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.
Trends in Key Performance Indicators Among Colleges Participating in a Technology-Mediated Advising Reform Initiative
This report describes trends in key performance indicators among the 26 two- and four-year institutions that participated in the Integrated Planning and Advising for Student Success (iPASS) grant initiative from 2011 to 2017.
Expanding Access to College-Level Courses
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.