![]() The study is designed to build a greater understanding of what advising and student support experiences iPASS institutions provide students what policies, guidelines, and processes were implemented to facilitate these advising experiences what change management strategies iPASS institutions utilized and how the institution’s experience selecting, launching, and using advising technologies evolved. In the latest phase, CCRC is documenting the later-stage experiences of iPASS grantee institutions. CCRC, in partnership with MDRC, conducted randomized controlled trials at these institutions to provide rigorous evidence on the effects of iPASS on student success. In addition, three colleges in the cohort received more intensive assistance to build out high-quality iPASS programs and participate in more rigorous research to determine the causal impact of the intervention. CCRC also collected in-depth qualitative data on a subset of colleges to inform the field about implementation practices, challenges, and lessons. The researchers collected and analyzed detailed KPI (key performance indicator) and implementation data for more than two dozen colleges. This study built on our previous research by further examining iPASS-related reforms and investigating iPASS’s efficacy in improving college persistence and completion. CCRC conducted a multifaceted research study examining the impact of iPASS on student outcomes. In a second phase of the project, the Bill & Melinda Gates Foundation invested in a new cohort of colleges and universities engaged in technology-mediated advising reform. The primary goals of the project were to describe and document the implementation process, analyze changes in end-user practice over time, and validate a CCRC framework developed to assess institutions’ readiness to adopt new technology. ![]() The first phase of the project, funded by the Bill & Melinda Gates Foundation, sought to understand the processes through which these tools are implemented and adopted by end users. Initially referred to as Integrated Planning and Advising Services (IPAS), this approach is now referred to as Integrated Planning and Advising for Student Success (iPASS). Because community colleges lack the resources to provide in-depth, one-on-one student advising, some colleges and for-profit companies have begun to use technology tools to assist with program and course selection and to target support services.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |