[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-583827-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-583827-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","structuring-stem-transfer-partnership-success-data-note-1-august-2022","Structuring STEM Transfer Partnership Success - Data Note 1 - August 2022","","Both policymakers and educators emphasize the urgent need for clear, consistent pathways from two-year to four-year institutions in STEM, yet existing transfer interventions have not delivered durable equity outcomes. This report presents a research-driven model for initiating a community of practice that supports a cultural shift from siloed colleges to an interconnected system centered on student success. 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Transfer Partnership Success  \nLeandra Cate, Lia Wetzstein, and Katie Kovacich  \nDATA NOTE 1 | AUGUST 2022  \nBoth policymakers and educators have identified the pressing need for clear and consistent pathways from two-year to four-year postsecondary institutions in STEM fields. Though numerous interventions for transfer pathways have been designed and implemented, there remains a need for effective and sustainable models of transfer partnership that address the specific needs of STEM transfer students. This report describes the key components of a successful program to initiate a community of practice for STEM transfer that supports a cultural shift from siloed colleges and universities to an interconnected system that centers student success.  \nINTRODUCTION  \nBroadening participation in STEM fields through more inclusive educational pathways has been a priority of policymakers and educational organizations alike for decades, motivated by a drive for innovation, economic growth, and global preeminence. However the diversification of STEM is not just an issue of workforce development and technological innovation but also an equity issue. Careers in STEM fields are among those with the highest median wages and lowest rates of unemployment (NSB, 2020; NSB, 2018) and thus educational pathways to STEM careers can offer low income students an opportunity for social and economic mobility. Unfortunately, that path remains one not equally accessible to all. Low income students are less likely to enter college with the curricular requirements for STEM degrees and less likely to graduate with one when compared to economically privileged students (Zhang, 2019; Pearson et al., 2022; NSC, 2020) . Added to this, students from low income backgrounds are far more likely  \nto enroll in a two-year institution, with as little as 25% of bottom income quintile students enrolling in four-year institutions, compared to 90% enrollment in four-year institutions among students from the top income quintile (Mulhern et al., 2015; Maltese & Tai, 2011). These factors combined highlight the barriers to equity embedded in postsecondary STEM educational pathways. Low income students are excluded from an economically viable career, starkly inequitable economic hierarchies are sustained, and local, state, and national communities lose a vibrant, diverse STEM workforce as a result of structural barriers. Policymakers and educators are well aware of this problem and have funded and implemented a variety of interventions designed to increase STEM participation and persistence among underrepresented groups. However, at the postsecondary level, these programs have not significantly shifted the equity needle in decades of efforts (George et al., 2019) . STEM intervention efforts have taken many forms but the focus has been on student support programs, often targeted toward a specific student population (Pearson  \n[uw. edu/cc ri](uw. edu/cc ri) 1  \nSTEM TRANSFER PARTNERSHIP SERIES | Structuring STEM Transfer Partnership Success  \net al., 2022). While many of these programs have seen remarkable results for individual cohorts (Sto. Domingo et al., 2019), efforts to broaden the impact of these programs have been hamstrung by programmatic silos and shifting funding and participation structures (Rincon & George-Jackson, 2016) . This data note describes the initial stages of a program designed to address these barriers by structuring a community of practice and institutionalizing equity pathways ina specific, critical area of postsecondary educational access: transfer processes from two-year to four-year institutions for low-income students in STEM fields. The STEM Transfer Partnership (STP) established by Community College Research Initiatives (CCRI) was designed to address the barriers that have limited the impact of STEM equity initiatives by building systems level change through","cbCair9q6pw4Uw75","https://ap.wps.com/l/cbCair9q6pw4Uw75","pdf",184362,"English","# Introduction\n## Equity barriers in STEM transfer\n# Program background and data sources\n## Consortium design and convenings\n## Coaching and intervention development\n## Strategies for organizational change","[{\"question\":\"What problem does the report focus on?\",\"answer\":\"The report addresses the lack of effective and sustainable STEM transfer partnership models that produce equitable pathways from two-year to four-year institutions.\"},{\"question\":\"What is the STEM Transfer Partnership (STP) program structure?\",\"answer\":\"STP is a three-year, research-driven initiative that began in January 2022, includes five convenings, and monthly coaching sessions for two-year and four-year institutional pairs.\"},{\"question\":\"What strategies guide the program’s approach to organizational change?\",\"answer\":\"The program centers context-specific knowledge of institutional agents as authors of change, and it scales organizational change through flexibly structured protocols that break broad transformation into actionable incremental steps.\"}]","Structuring STEM Transfer Partnership Success - Data Note 1 - August 2022 | PDF",1792048609,15]