Research to Action

Our Research

Research Brief by Belk Center's Dr. Monique N. Colclough on Faculty Professional Development

Dr. Monique N. Colclough, Senior Research Associate with the Belk Center, has created a research brief about the teaching and learning case studies for faculty professional development in North Carolina’s community colleges.

Research Brief by Belk Center's Dr. Laura G. Maldonado on Postsecondary Participation in SkillsUSA

Dr. Laura G. Maldonado, Lead Research Associate with the Belk Center, has developed a research brief about her qualitative case study which explored how participation in SkillsUSA, a career and technical student organization (CTSO), influenced community college students’ preparedness for the workforce and connection to campus.

Belk Center Postdoctoral Scholar Melissa Whatley Co-authors White Paper: “International Higher Education Research: The State of the Field”

Melissa Whatley, Ph.D., a postdoctoral research scholar at the Belk Center, co-authored a recently released white paper entitled “International Higher Education Research: The State of the Field.” The paper examines major publications in international higher education research over the past six years, and focuses on three core research areas: international education mobility and exchange, internationalization and global learning, and comparative higher education.

2019 Dallas Herring Lecture

Inspired by Dr. Sandy Shugart's 2019 Dallas Herring Lecture, the Belk Center will take a deep dive into the practices and policies governing transfer between 2-year colleges and 4-year colleges and universities in North Carolina and the experiences of students transferring within the state.

Understanding Who Studies Abroad at Community Colleges

The purpose of this study was to examine student demographic and academic characteristics to predict study abroad participation among students enrolled at a single community college in the U.S. Southeast.

Our research efforts to institute systemic change centers on a transition from the more traditional approaches – which are often jargon-laden and slow to reach decision-makers — to modes of scholarship that are timely, accessible and digestible. The research we conduct addresses community college practitioner needs and provides actionable data that leaders can use to make informed improvements at their institutions. Further, the broader practice-focused research agenda we develop dovetails with continuous institutional improvement efforts at North Carolina community colleges. Our current body of research focuses on key areas:

Career and Technical Education

Thanks to the generous support of the ECMC Foundation, we are helping to lead in the area of Career and Technical Education (CTE). Through grant funding, we will both conduct research related to CTE, and fund and train future scholars in the area of CTE.

Climate Survey Administration

Through its National Initiative for Leadership and Institutional Effectiveness (NILIE), the Belk Center works with institutions, primarily community colleges, to administer campus climate assessments for the purpose of enhancing institutional effectiveness and student success. NILIE utilizes the PACE: Community College Climate Survey instrument to gather employee perspectives on campus climate and provides institutional leaders with critical information for strategic decision making. In addition, the Home State Initiative (HSIn) is an innovative, collaborative program that bridges NILIE’s mission to support community colleges with NC State’s land grant mission to serve the state of North Carolina. Through HSIn, NILIE provides free data collection, analysis and reporting services to a select set of community colleges in rural areas of North Carolina facing declining enrollment, unsatisfactory student outcomes, and/or challenges with employee recruitment and retention, among other issues.

Developmental Education

Reinforced Instruction for Student Excellence (RISE)
We are currently working on an evaluation of the RISE, the co-requisite developmental remediation model in North Carolina. During the Spring 2019 semester, the first group of community colleges piloted the new model. Our evaluation work will focus both on the implementation and student outcomes. Current Reports:

Emergency Aid Grants

Finish Line Grants
We are currently working the North Carolina Governor’s Office to gather feedback on the initial implementation of the Finish Line Grants program. The program is designed to provide emergency aid to community college students facing financial challenges.

Transfer

Transfer of students from community colleges to four-year institutions, including the UNC System, is a priority for North Carolina. Our research is focused on how policies and practices within the state help to facilitate successful transfer and degree attainment. We have previously worked with the Transfer Advisory Committee to provide an overview of transfer graduation rates by student demographics and credits earned.

Teaching and Learning

In collaboration with Achieving the Dream (ATD), the Belk Center supports institutional teaching and learning initiatives that further develop faculty-led inclusive instructional practices, supporting community college students as engaged learners. With attention on transforming partner institutions the Center’s work with Teaching and Learning initiatives contributes to creating an atmosphere of inquiry, reflective practices, and continuous improvement across the state of North Carolina.

Request Data

We welcome researchers to request our existing data to collaborate with us or use for a dissertation. In order to request data please review and follow the process outlined in the Belk Center Data Use Request.

Email Us With Questions About Our Research

Research Briefs & Reports

International Education
Change & Student Sucess

Understanding Who Studies Abroad at Community Colleges

How do community colleges improve student outcomes? Department chair communication with faculty plays an important role.

This study explored the ways department chairs communicated with faculty during key moments of change in two colleges that have seen improvements in student retention and completion.