Advising Redesign at The University of North Carolina at Charlotte: A Conversation With Fred Bowen

In a video interview, CCRC's Lauren Pellegrino and UNCC's LeeFredrick Bowen discuss effective advising and how advisors have responded to the COVID-19 pandemic.

Fixing FAFSA Matters Because College Access Matters

This essay is adapted from CCRC Senior Research Scholar Judith Scott-Clayton's testimony before the Senate HELP Committee on the need to simplify the FAFSA form as a matter of equity and college access.

How Colleges Adapted Advising and Other Supports During COVID-19 Shutdowns

Though remote experiences cannot replace the relationships students and advisors build when they're together on campus, colleges across the country adapted to provide support to their most vulnerable learners when the COVID-19 pandemic hit. Here, researchers describe some of the strategies they implemented.

Community Colleges and the Future of Work: Exploring Skill Demands Amid the Pandemic

Technology and the COVID-19 pandemic have disrupted employment and accelerated changes to the workplace. Here, CCRC's Sarah Griffin and Maria Scott Cormier describe three key skills employers expect community college graduates to possess amid the evolving economic environment. 

Letter From the Director: COVID Funding for Community Colleges

The next COVID-19 federal relief bill should more fairly distribute aid to community colleges, which educate a significant number of students belonging to communities disproportionately affected by the coronavirus pandemic.

CCRC Awarded Major Federal Grants to Train Researchers and Evaluate the Federal Work-Study Program

The Institute of Education Sciences at the U.S. Department of Education awarded CCRC two major grants to train doctoral students in applied postsecondary research and to evaluate the impact of the Federal Work-Study program on student outcomes. 

Does It Hurt or Help Four-Year College Students to Take Community College Courses?

A new CCRC study finds that students who are primarily enrolled in four-year colleges but take some courses at two-year institutions benefit from doing so. Here, Maggie Fay and Vivian Yuen Ting Liu explain and contextualize the results of the study.

What Does It Mean to Be a Caring Campus During the COVID-19 Pandemic?

It's important to connect with students and staff in ordinary times, but during the pandemic, fostering a sense of campus community is all the more crucial. In this blog post, experts offer ideas for keeping staff and students engaged and feeling supported while everyone is remote.

What CUNY Start Can Teach Us About Improving Teaching in Higher Ed

In the latest installment of our teaching and learning blog series, Susan Bickerstaff and Maria Cormier describe how three design principles from CUNY Start, a pre-college developmental education program, could be adapted to support broader improvements to instruction.

Want Anti-Racist Policy to Work on Today? Adequately and Equitably Fund Community Colleges

Budgets signal who and what a society values. To that end, anti-racist higher education policies should begin with allocating greater financial resources to community colleges.

CCRC Stands in Solidarity With the Black Lives Matter Movement

To Black communities everywhere: We see your suffering. We stand with you.

Congratulations to Four Graduating CCRC Staff Members

We are so proud of Heidi Booth, Maggie Fay, Lindsay Leasor, and Selene Sandoval for earning graduate degrees this year. Booth, Leasor, and Sandoval completed master's degrees at Teachers College, and Fay finished her PhD at the City University of New York Graduate Center.

More Clues From the Great Recession: How Will COVID-19 Affect Community College Funding?

In the latest installment of our COVID-19 blog series, Davis Jenkins, John Fink, and Thomas Brock use Great Recession-era data as a potential blueprint for how community college funding may shift moving forward.

How Will COVID-19 Affect Community College Enrollment? Looking to the Great Recession for Clues

Based on observations following the last major disruption to community colleges, Davis Jenkins and John Fink explore how the COVID-19 pandemic could affect enrollment trends across three groups of students: students aged 25 and over, students aged 18–24, and dual enrollment students.

Shifting Sectors: How a Commonly Used Federal Datapoint Undercounts Over a Million Community College Students

The IPEDS definition of public-two year colleges no longer fits the community college sector and its students, making it more challenging for policy research to provide an accurate statistical picture of these institutions. In this blog post, John Fink and Davis Jenkins describe CCRC's alternative definition.

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