Transfer as part of the path toward聽bachelor’s degree attainment聽is increasingly more common and often the route taken by underserved students. The recent National Institute for the Study of Transfer Students (NISTS) 聽experienced record attendance this year demonstrating an increased interest聽in studying and sharing best practices on the transfer process and efforts to impact education equity. CCRI researchers Lia Wetzstein and Theresa Ling Yeh added to this conversation with a presentation on findings from CCRI鈥檚 s (HPTP) study.
News and Updates
HPTP Data Note 10: Transfer Research and Multilevel Models
Structural, financial, and information barriers at both two- and four-聽institutions complicate the process of student transfer. Current research on the topic does not adequately address the shared responsibility between these institutions, or examine possible differences in transfer success rates by race. In Data Note 10 of the High-Performing Partnerships (HPTP) study, CCRI researchers contribute to filling these research gaps by examining the unique contribution of institutional pairs on transfer student outcomes. The researchers also聽argue聽for the use of multi-level models to avoid spurious results in this complex and important area of study.
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Data Note: Evolving Landscape for New Baccalaureates
Post by Debra Bragg, CCRI Director
This first Data Note on the Scaling Community College Baccalaureate Degrees: The Equity Imperative research project provides baseline information on relatively new forms of baccalaureate degrees, reasons colleges adopt these degrees, and concerns identified for expanding these degrees to more states and postsecondary institutions.
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Understanding Reverse Credit Transfer
The latest studies in the (CWID) initiative examine student perceptions of associate degrees and how reverse credit transfer influences retention and bachelor’s degree attainment.
CCRI Director Receives Award for Work on Community College Transfer
Debra Bragg, director of UW鈥檚 Community College Research Initiative (CCRI), is being recognized for contributions to community college research and policy by the National Institute for the Study of Transfer Students (NISTS) on February 13.
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HPTP Data Note 9: Transfer Partnerships and a Culture of Collaboration
In, we described a variety institutional transfer partnership typologies, differentiating those with increasing levels of collaboration and describing aspects of their culture, policy and practices. This Data Note draws upon qualitative findings from the High-Performing Transfer Partnerships (HPTP) study to more fully elucidate a construct described by an interviewee as a 鈥渃ulture of collaboration鈥�, which we found in partnerships that demonstrated the highest level of collaboration.
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HPTP Data Note 8: Catalysts and Barriers to Transfer Collaboration
CCRI’s work to understand quality transfer partnerships between colleges and universities has revealed common characteristics of effective partnerships (Data Note 1), and different types of partnerships (). In Data Note 8, researchers dig deeper into the process of developing successful partnerships.
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HPTP Data Note 7: Characteristics of MIAP students in two states
Researchers at the 乱伦社区 found that non-linear transfer pathways from community colleges to universities differ by race and Pell grant eligibility. The findings indicate that research about college transfer should more closely examine non-traditional pathways to inform policies and programs that serve these students.
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HPTP Data Note 6: A Typology of Transfer Partnerships
While there is increasing interest in how transfer partnerships between colleges and universities impact student outcomes, a clear definition of partnerships remains elusive. Researchers at the Community College Research Initiative (CCRI) developed a framework that institutions can use to evaluate the quality of existing partnerships, or as a guide for starting new partnerships.
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HPTP Data Note 5: How State Policy Impacts College Transfer Partnerships
Collaboration between community colleges and universities can be supported or inhibited by higher education policy at the state level. CCRI researchers present a case study about Minnesota鈥檚 higher education policy, and how it has generally strengthened collaboration.
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