This paper examines the current state of the literature on Integrated Planning and Advising for Student Success (iPASS), an increasingly popular approach to technology-mediated advising reform.
Building on Karp's 2011 framework of nonacademic support, this article explores the evidence that holistic support can encourage community college students’ success.
This paper utilizes two complementary quasi-experimental strategies to identify causal effects of the WV PROMISE scholarship, a broad-based state merit aid program, up to 10 years post–college entry and examine important outcomes that have not previously been examined, including homeownership, neighborhood characteristics, and financial management.
Melinda Mechur KarpHoori Santikian KalamkarianSerena C. KlempinJeffrey Fletcher
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.
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.
Based on a qualitative and quantitative study at Bronx Community College, this paper provides findings on students who take First Year Seminar, a recently redesigned student success course.
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.
Using two waves of the Beginning Postsecondary Student survey, this paper provides the first national estimates of the effect of the Federal Work-Study program on students' academic and labor market outcomes.
Based on research at six colleges, this guide provides lessons for colleges that want to use increasingly common technology tools to reform advising practices.
