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.
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:
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:
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 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.
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.