Tag: Hana Lahr

How Do New Community College Students Choose a Program of Study?

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Researchers explore new students’ decision-making process around programs and careers through a study conducted in partnership with four community colleges in California, Maryland, Ohio, and Texas.

Strengthening Community College Pathways to Post-Completion Success: Lessons From a Decade of CCRC Research

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A forthcoming book to be published in August 2025 takes stock of what we have learned over nearly a decade of research on the guided pathways model for whole-college transformation. This blog post, the first in a series, features insights from the book, including practical guidance for community colleges on meeting the challenges they face today.

Teaching Community College Students to Be Versatile Learners: An Imperative for Ensuring Post-Completion Success

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CCRC's forthcoming book features a chapter on the critical role of teaching and learning in community college efforts to strengthen pathways to post-completion success. This blog post, the third in a series, offers takeaways from the chapter on how community colleges can ensure students gain the practical skills needed for success in employment and future education.

Reimagining Program Recruitment and Onboarding Using the Ask-Connect-Inspire-Plan Framework

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To reimagine program onboarding, colleges must shift its purpose from a process focused on acquainting students with campus policies and procedures to one that helps students choose an initial direction and develop an academic plan to meet their goals.

On Path and On Schedule: Strategies for Prioritizing Time to Completion for Community College Students

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The authors of CCRC's forthcoming book offer strategies to increase community college completion rates by ensuring students are on paths to fulfill academic requirements in as little time and at as little cost as possible.
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Addressing Postsecondary Math Obstacles Faced by Underserved Students

In order to close equity gaps in developmental math, colleges must address the specific challenges that less privileged students face, including stereotype threat and instructor bias.

Why Are Community Colleges Investing in Guided Pathways Reforms in the Face of Frightening Fiscal Uncertainty?

Based on research presented in CCRC's new guide, this blog breaks down how much guided pathways reforms cost to implement, why colleges are choosing to undertake the reforms despite those costs, and what these efforts mean for funding amid the pandemic.

Social Disruption as an Opportunity to Address Our Carbon Footprint: CCRC’s Commitment to Reducing Climate Change

CCRC is concerned about the future of the planet, we know our practices have negatively affected the environment, and we will do better moving forward.

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.

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