For decades, higher education professionals and researchers have used the term reverse transfer to describe a specific group of students. A current review of community college literature and higher education policy reflects a contextual change of the term, and today reverse transfer has grown to include students who transfer from a two-year college to a four-year institution and retroactively receive an associate's degree with their newly earned university credits. The purpose of this study was to provide an overview of the new reverse transfer and the current status of reverse transfer participation and implementation procedure within each of the 50 states. This study also provides a review of the best practices for implementing the new reverse transfer. Results were obtained through an extensive literature review and a qualitative study that used document analysis. Findings show that 18 states had no participation, 11 states had emerging participation, and 21 states had strong participation in implementing state-wide reverse transfer programming. Recommendations for implementation were identified through a second document analysis. Recommendations include ensuring that institutions form multiinstitution/department taskforce committees, automating the degree evaluation process and credentialing, and identifying the process for sharing student information across institutions. Future research should include tracking new reverse transfer participants over time to determine if such programs are improving completion rates.For decades, higher education professionals and researchers have used the term reverse transfer to describe a specific group of students. Historically, reverse transfer has referred to students who transferred to a community college from a four-year college before completing a degree at a fouryear college or university. Today, reverse transfer has evolved to include students who transfer from a two-year college to a four-year institution and then retroactively receive an associate's degree with their newly earned university credits. This new pattern has emerged as community colleges seek ways to support the large number of students that leave and enroll at four-year colleges before completing their associate degrees. In order to improve the degree completion rates of such transfer students, community colleges are partnering with universities to create formal reverse transfer programs.With the evolving application of the term and programs to support reverse transfer, questions have emerged regarding its best practice, implications for institutions, and outcome potential for students. This paper will build on current literature regarding what is known about reverse transfer programs. An extensive literature review focuses on relevant terms and concepts of reverse transfer and current college completion initiatives.

This scholarly paper describes and analyzes the role of career and technical education (CTE) in Iowa community colleges. Iowa's community colleges are doing a good job of responding to the changing workforce needs of the state and providing smooth career pathways. However, changes in the population and economy of the state will call for further changes in CTE programs. The distinctive characteristics of CTE in Iowa community colleges, the impact of community college CTE programs on the state's economy, the role of accountability, and the future implications for CTE in the state are discussed. Recommendations based on the results of the study include improving articulation agreements, increasing retention among at-risk students, and increasing collaboration among Iowa's 15 community colleges.

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This chapter describes major factors influencing the shape, content, and direction of the new EdD programs and discusses some unique challenges in establishing a separate cohort program in community college leadership. These insights may be useful as individuals examine graduate programs in leadership development, and as community college search committees seek to hire new leaders.