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Join us on April 4th for a webinar in collaboration with the League for Innovation in the Community College. See more details below. 


Stay informed about our conference schedule by regularly checking this page! Follow us on LinkedIn for more details on past and upcoming conference attendance.


To dive deeper into student success topics, subscribe to our Student Success Monthly Newsletter. This month's topic is Learning and Persistence.

League for Innovation in the Community College Webinar: 
We Don't Need Advising: We Need Holistic Student Support 
April 4, 2024, 12:00 PM ET 


Sandra Lujan, Director, First-Year Experience, El Paso Community College

Ross Markle, Founder, Managing Director, DIA Higher Education Collaborators

Cynthia Wilson, Vice President for Learning and Chief Impact Officer, League for Innovation in the Community College



For most of the 20th century, course placement was designed to be a system to assess student needs and identify the appropriate interventions to support success. Yet research into student success showed that placement wasn't meeting those goals, particularly for students who enrolled in community colleges with the biggest hurdles to overcome. A holistic understanding of student potential – built on powerful research on the role of noncognitive skills such as sense of belonging, goal commitment, and growth mindset – can help colleges better understand student strengths and challenges, identify interventions, and improve success. The challenge arises in building a meaningful mechanism for student support beyond traditional models and mechanisms for advising. This session will discuss the importance of holistic student support. Moreover, two institutional examples – from El Paso Community College and Creighton University – will demonstrate various strengths institutions can leverage and challenges they may face when attempting to implement such approaches.



Participants will:

1. Describe two noncognitive factors that play a key role in community college retention.

2. Compare and contrast traditional and holistic advising.

3. Identify two institutional practices and/or policies that facilitate holistic student support.

Exam Studies


Ross Markle, Ph.D., Founder, Managing Director

Andrea Pope, Ph.D., Director of Action

DIA Higher Education Collaborators

Session 1:
An Evidence-Informed Approach: Building Student Success Interventions That Work
March 17, 2024 
 09:15 am to 10:15 am PDT

Salon VIII, N. Tower


Tired of expending resources on ineffective student success initiatives? In this session, we present an evidence-informed approach to building student success interventions that work. To illustrate this four-step approach, facilitators will walk participants through the development of a module for a hypothetical student success course designed to improve noncognitive skills (e.g., sense of belonging, self-efficacy, organization, persistence). This session is intended for those who develop, implement, and/or assess student success interventions—whether you’re a faculty member teaching an FYE course or a dean planning institution-level interventions, this session will help improve the quality and effectiveness of your student success efforts.

Session 2: 
Holistic Advising in Action: Incorporating Noncognitive Data Into Advising Conversations
March 19, 2024
11:30 am - 12:30 pm PD
Salon VIII, N. Tower


Andrea Pope, Ph.D., Director of Action

DIA Higher Education Collaborators



A key element of many modern approaches to advising (e.g., holistic advising, strengths-based advising) is the early identification of student strengths and challenges. Armed with this information, advisors can provide students with individualized support at strategic times to increase their likelihood of success. Additionally, holistic advising approaches focus on building relationships rooted in care for students’ overall well-being. In both cases—early identification of student strengths/challenges and the development of close advising relationships—student-level noncognitive skills data are invaluable. The challenge lies in integrating these data into existing advising structures, processes, and responsibilities – particularly in a community college setting where interaction time is limited. Thus, in this session, we will share practical strategies and tips gleaned from a fall 2023 survey of advisors who used data from the ISSAQ noncognitive skills survey to inform their work with students. This session is intended for advisors and senior administrators.


Learn more about ISSAQ

ISSAQ is our platform for working with community colleges to improve student success. ISSAQ focuses on holistic assessment, innovative interventions, and a collaborative approach to working with institutions. To learn more, visit

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