Transfer
April 16, 2019
AERA Annual Meeting 2019
CCRI researchers enjoyed presenting research on high performing transfer partnerships and faculty as change agents at the American Education Research Association (AERA) Annual Meeting in April. It is great to engage and learn from our colleagues at these events – especially those who show up ready to ask questions at 8 a.m. sessions!
March 12, 2019
NISTS Conference 2019
Transfer as part of the path toward bachelor’s degree attainment is increasingly more common and often the route taken by underserved students. The recent National Institute for the Study of Transfer Students (NISTS) conference experienced record attendance this year demonstrating an increased interest in studying and sharing best practices on the transfer process and efforts to impact education equity….
February 14, 2019
HPTP Data Note 10: Transfer Research and Multilevel Models
Structural, financial, and information barriers at both two- and four- 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…
January 21, 2019
Understanding Reverse Credit Transfer
The latest studies in the Credit When It’s Due (CWID) initiative examine student perceptions of associate degrees and how reverse credit transfer influences retention and bachelor’s degree attainment.
December 28, 2018
HPTP Data Note 7: Characteristics of MIAP students in two states
Researchers at the University of Washington 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.
December 14, 2018
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.
December 3, 2018
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’s higher education policy, and how it has generally strengthened collaboration.
June 27, 2018
HPTP Data Note 4: Joint Staff, Shared Resources Important to Transfer Partnership
While Data Note 1 gave a broad overview of the areas of activity involved in transfer partnerships between two and four-year institutions, Data Note 4 takes a deep dive into the most promising practices. By analyzing the practices of institutional partners in one of the High Performing Transfer Partnerships (HPTP) states, CCRI researcher Lia Wetzstein…
March 27, 2018
HPTP Data Note 3: Filling Gaps about Alternate Transfer Paths
Transfer has become increasingly complex as higher education and student demographics change. Even so, most national datasets and existing research on transfer do not unpack this complexity or examine how race/ethnicity may impact the transfer process. In Data Note 3, CCRI researchers begin to fill these research gaps.
February 27, 2018
HPTP Data Note 2: Racial Equity as and Transfer Outcome Measure
Research using large-scale national datasets reveals the pervasiveness of the problem of low transfer rates but offers limited information about the underlying reasons for why transfer processes fail, especially for students of color. The tendency to treat transfer and transfer research as race-neutral endeavors masks the extent of inequity in the transfer process. As a result,…
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