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This set of tools aims to help community colleges and broad-access four-year colleges assess their work on technology-mediated advising and student support, sometimes referred to as Integrated Planning and Advising for Student Success (iPASS).

This CAPR working paper provides an overview of the history of college placement testing, with a focus on nonselective colleges. The authors discuss the limitations of placement tests, the consequences of placement errors, and the movement toward changing systems of placement; a typology of approaches to assessment and placement is also described.

Using interview, focus group, and case study data, this paper documents the perceptions and experiences of faculty members in the midst of statewide reform efforts in Virginia and North Carolina to integrate developmental reading and writing courses.

This paper explores similarities and dissimilarities of higher education policies in England and the United States with an eye to what each country can learn from the other regarding the reduction of social class and racial/ethnic differences in higher education access and success.

Based on a mixed-methods study at six colleges, this brief examines the domestic population served by American Honors; its key programmatic features; and community college student, faculty, and staff perspectives on the program.

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.

Using interview data from students at three community colleges, this paper examines shifts in confidence that students experience early in their college careers.

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 Brookings report discusses what role the Federal Work-Study program might have in a modern “college completion and career readiness” agenda.

Using interview data from first-year students at City Colleges of Chicago (CCC), this brief describes students’ reactions to important components of CCC’s recent guided pathways reform efforts.