In this session at the ONCAT Annual Conference, findings from The Transfer Playbook, published in May 2016, which uses NSC data to document the practices of pairs of sending and receiving institutions identified as very successful in helping students to transfer and earn bachelor's degrees, will be discussed.
Now in its 6th year, ONCAT will once again host many of Ontario’s postsecondary education professionals who are involved in credit transfer. Participants will discuss emerging directions on transfer and mobility, both provincially and nationally, explore new partnerships, and share credit transfer and student support with likeminded peers.
In this session at the AACC Annual Convention, CCRC researchers discussed findings from research being conducted on guided pathways reforms implemented around the country.
This forum will describe a new, systematic strategy to integrate advising, emerging technologies, and data to better serve students.
This session at the AACC Annual Convention looked at factors that make full-time students persist and succeed at higher rates than part-time students, and what state systems and colleges are doing to foster full-time enrollment.
The spotlight session at the AACC Annual Convention focused on the results of developmental education in America's community and technical colleges.
In this session at the AACC Annual Convention, the Aspen Institute and CCRC shared how institutions can improve transfer student outcomes by prioritizing transfer, creating clear transfer program maps, establishing dedicated transfer advising, and building strong transfer partnerships.
This session will bring together CUNY, the creators of ASAP, and research organizations MDRC and CCRC to discuss the Accelerated Study in Associate Programs (ASAP) and Guided Pathways (GP) approaches to improving student outcomes.
This session at the AACC Annual Convention focused on preliminary results of the American Honors program’s operations and effectiveness at six community colleges.
This paper addresses empirical challenges in identifying stackable credentials, distinguishes three types of stackable awards, and estimates the numbers of persons who earn such awards. It then discusses the utility of these awards in meeting labor market demands and needs of students.