The College Transition Collaborative
The College Transition Collaborative (CTC) brings together pioneering social psychologists, education researchers and higher education practitioners to create learning environments that produce more equitable higher education outcomes. We believe that all post-secondary students are capable of thriving in college and graduating with the right institutional supports.
Everyone struggles sometimes in college. Our work strives to ensure that, in these moments, all students feel like they can persevere and that their school supports their success.
Even with identical high school credentials, students from under-represented backgrounds drop out of college at higher rates and earn worse grades than their peers. Research suggests that this disparity is partly attributable to students' concerns about fitting in at college. Importantly, research also suggests that brief, targeted efforts can mitigate these concerns. The CTC is conducting ongoing research to understand how effective such efforts can be for different student groups in varied academic settings. In our current multi-site field trial, we are working with administrators and students at 23 institutions to customize an intervention designed to cultivate a sense of social belonging and to deliver it to over 25,000 first-year students.
Select Results from Recent Trials for Students from Disadvantaged Backgrounds
- +11% in full-time first year enrollment for college-bound students of an urban charter network
- +9% in continuous two-year enrollment for students at a large, public broad access university
Urban Charter Network
Broad Access University
Almost all colleges have an academic probation process to notify students who are not making satisfactory progress. While probation is meant to help students return to good standing and keep them on track to graduate, little research exists on how students experience probation and how effective different approaches are. Early findings suggest that many students on probation do not return to good standing or go on to receive their degree. In addition to conducting a descriptive study of probation practices across the country, the CTC is currently working with six school partners and over 10,000 students to learn more about student perspectives and evaluate how targeted revisions to the probation process can improve student outcomes.
Current Project Scope
- 6 school partners across the U.S.
- 10K+ participating students over the course of the project
Across the U.S.
Across 3 Years
In the News
Insights by Stanford Business
David L. Kirp
The New York Times
The Wall Street Journal
Tara Garcia Mathewson
Stanford Graduate School of Education
Yeager et al.
CTC Press Release
Office of the Press Secretary
The White House
New York Times
Greg Walton, Associate Professor, Stanford University
Mary Murphy, Associate Professor, Indiana University
David Yeager, Assistant Professor, UT Austin
Christine Logel, Associate Professor, Renison College
Rob Urstein, Managing Director, Stanford Graduate School of Business
Natasha Krol, CTC Executive Director
Ali Blodorn, CTC Senior Research Manager
Alice Li, CTC Senior Program Manager
Amy Petermann, CTC Research Coordinator
Peter Fisher, CTC Research Coordinator
Tsotso Ablorh, CTC Research Coordinator
Chris Hulleman, Research Associate Professor, University of Virginia
Christopher Lok, Graduate Student, University of Waterloo
Dustin Thoman, Assistant Professor, San Diego State University
Elise Ozier, Graduate Student, Indiana University
Eric Smith, Graduate Student, Stanford University
Evelyn Carter, Research Scientist, BruinX at UCLA
Gregg Muragishi, Graduate Student, Stanford University
Heidi Williams, Research Assistant, Indiana University
Katie Boucher, Assistant Professor, University of Indianapolis
Katie Kroeper, Graduate Student, Indiana University
Kaitlin Emery Matthias, Lab Manager, University of Waterloo
Lisel Murdock-Perriera, Graduate Student, Stanford University
Madison Gilbertson, Research Assistant, Stanford University
Maithreyi Gopalan, Graduate Student, Indiana University
Melanie Netter, Graduate Student, University of Texas at Austin
Omid Fotuhi, Postdoctoral Scholar, Stanford University
Shahana Ansari, Lab Manager, Indiana University
Shannon Brady, Graduate Student, Stanford University
Stephanie Reeves, Graduate Student, Ohio State University
Susie Chen, Graduate Student, University of Pittsburgh
Carol Dweck, Professor, Stanford University
Geoff Cohen, Professor, Stanford University
Hazel Markus, Professor, Stanford University
Judy Harackiewicz, Professor, University of Wisconsin-Madison
Steven Spencer, Professor, University of Waterloo
Dave Paunesku, Executive Director, Stanford University PERTS
Current and Former School Partners
Partner Organizations and Foundation Support
Contribute to Our Research
We are seeking input from higher ed administrators for our research on academic standing. If you are an administrator involved with your school's academic standing process and are willing to share your perspectives on your school's policies and practices in a brief survey, please click here. Your insight is greatly appreciated.
Please expect a response within one week.
Please join our mailing list to receive future updates.