Advancing Transfer Practices

In recent years, the Belk Center has worked with the University of North Carolina System Office to explore trends, outcomes and opportunities for two- and four-year institutions to better promote transfer practices that facilitate student success, including Pell Grant recipients, and students who transfer from a community college to Historically Black Colleges and Universities (HBCUs). Our team has also closely examined the existing Comprehensive Articulation Agreement and how it could be improved in the future to achieve better and more efficient graduation rate.

View our Recent Work

The Belk Center constantly strives to identify and address the most pressing transfer questions with a primary aim of informing transfer policy decision-making in North Carolina. 

• Enrollment and bachelor’s completion rates of NC community college students
• Are transfer and degree attainment rates equitable by race, gender, and socioeconomic status?
• Promising practices for transfer students transitioning to HBCUs 
• How have the revisions to the Comprehensive Articulation agreement changed how long it takes for transfers to earn their bachelor’s? Is it reducing the number of “wasted” credits that don’t transfer to the four-year institution? And does that differ for different kinds of students?
• What differences exist in transfer outcomes for students in different majors, of who have completed different programs at the community college level? (Forthcoming.)

Dissertations

• Identifying effective partnerships between community college and universities.
• Characteristics of effective community college and university partnerships 
• Is it time for further revisions to the Comprehensive Articulation Agreement? 
• Experiences of low-income transfer students