[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585812-105":59,"doc-detail-585812-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","understanding-transfer-supports-and-initiatives-in-developmental-education-at-two-year-institutions","Understanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions","","Developmental, or remedial, education can create barriers to two-year student success by slowing progress toward academic and vocational goals, including transfer to four-year institutions. Using interview data from eight transfer professionals across the U.S. and its territories, the study examines how transfer planning and advising are embedded within developmental course instruction and activities. Findings show transfer is often not considered in course planning, and resource limits, staffing constraints, and academic freedom affect how and whether transfer is included.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/understanding-transfer-supports-and-initiatives-in-developmental-education-at-two-year-institutions/585812/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/understanding-transfer-supports-and-initiatives-in-developmental-education-at-two-year-institutions/585812.png","ImageObject",300,407,{"name":92,"@type":93},"Riley West","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the research address regarding developmental education and transfer?","Question",{"text":112,"@type":113},"The research addresses how developmental education can delay two-year students’ progress toward transferring to four-year institutions and achieving academic and vocational goals.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What approach did the study use to explore transfer supports?",{"text":117,"@type":113},"The study analyzed interview data from eight transfer professionals across the U.S. and its territories and used coding to identify themes related to transfer services and developmental coursework.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the findings suggest about integrating transfer supports into developmental courses?",{"text":121,"@type":113},"Many institutions in the sample did not embed transfer supports into developmental education courses, and factors such as academic freedom, state policies, and institutional policies affected incorporation of transfer planning and discussions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585812,1792977629,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":52,"preview_page_count":4},1099523885074,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","April 2023 1  \nUnderstanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions  \nCatherine Hartman, National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina  \nSummary Background  \nDevelopmental, or remedial, education has been found to present multiple barriers to two-year student success. These courses often prolong students’ time toward transfer to four-year institutions by stalling students’ progress toward achieving their academic and vocational goals. Using data from interviews with eight transfer professionals across the U.S. and its territories, this study investigated relationships between transfer support services and developmental education courses at two-year schools. More specifically, it sought to understand how transfer planning and advising are embedded within classroom content and how course activities support students’ transfer. Findings reveal that transfer is often unconsidered in developmental course planning and that several factors, including resource and staff limitations and academic freedom, impact how, and the extent to which, transfer is included in developmental courses.  \nEach year, millions of students enroll in open-access twoyear colleges with the hope of earning skills, training, and most importantly, a degree that will allow them to pursue their goals, including transferring to a four-year institution. Frequently though, many students are deemed by their educational institutions to be academically unprepared for credit-bearing coursework in math and English and are subsequently required to enroll in developmental education, or remedial, courses (Boylan & Bonham, 2007) . In particular, the educational attainment of systematically minoritized students may be most at stake, as Black, Latinx, and low-income students are often disproportionately placed into developmental courses (CAPR, 2022) . Developmental education can present multiple challenges to student pathways and progress, as few students persist through this sequence of coursework and into entrylevel, or gatekeeper, courses often due to the increased time that developmental courses add to their degree plans (Bailey et al., 2010) . Subsequently, prolonged academic pathways can have implications for students’ transfer to four-year  \nCopyright © 2023 | National Resource Center for The First-Year Experience and Students in Transition 1728 College Street, Columbia, South Carolina [29829 |](29829 | www.sc.edu/fye/research)[ ](29829 | www.sc.edu/fye/research)[www.sc.edu/fye/research](29829 | www.sc.edu/fye/research)  \n2 Research Briefs | Understanding Transfer Supports and Initiatives  \ninstitutions. While many students beginning higher education at a two-year college intend to transfer and complete bachelor’s degrees, few students complete this goal (Shapiro et al., 2018) . Nationally representative longitudinal data underscore that this is especially apparent among students enrolled in developmental coursework: Findings from a cohort of students beginning higher education in 2012 revealed that nine percent of community college entrants who enrolled in any remedial courses completed a bachelor’s degree, while 16% of their peers who did not enroll in any developmental courses achieved the same goal (CAPR, 2022) .  \nResearch Questions  \nWhile existing research and data indicate that placement into developmental education can negatively impact transfer to four-year institutions (Crisp & Delgado, 2014), more research is needed to understand how classroom instruction and transfer support are related and work together to promote progress toward transfer. As such, in this study, I used the following question to guide my inquiry:  \n1. How are transfer-related supports and services embedded into developmental courses at two-year schools?  \nMethods  \nTo answer the research question, I drew upon existing research from the National Study of Transfer Student Initiativ","cbCaijO5bsfBcQhV","https://ap.wps.com/l/cbCaijO5bsfBcQhV","pdf",152078,"English","# Summary Background\n# Research Questions\n# Methods\n# Findings\n## Lack of Integration of Transfer Supports in Developmental Courses","[{\"question\":\"What problem does the research address regarding developmental education and transfer?\",\"answer\":\"The research addresses how developmental education can delay two-year students’ progress toward transferring to four-year institutions and achieving academic and vocational goals.\"},{\"question\":\"What approach did the study use to explore transfer supports?\",\"answer\":\"The study analyzed interview data from eight transfer professionals across the U.S. and its territories and used coding to identify themes related to transfer services and developmental coursework.\"},{\"question\":\"What do the findings suggest about integrating transfer supports into developmental courses?\",\"answer\":\"Many institutions in the sample did not embed transfer supports into developmental education courses, and factors such as academic freedom, state policies, and institutional policies affected incorporation of transfer planning and discussions.\"}]","Understanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions | PDF",1792055994]