2026 ASEE Annual Conference & Exposition

In the United States, more than 43.1 million individuals are identified as Some College, No Credential (SCNC)—students who began higher education but left without completing a degree. Much of this group consists of college dropouts, who are twice as likely to be unemployed as degree holders, according to a 2023 report from the Education Data Initiative. Within this population is a subset known as reverse transfer students, those who leave four-year institutions for community colleges prior to earning a degree. In Illinois, reverse transfers account for roughly one-fifth of all four-year students, but nearly half of the state’s dropouts. According to the most recent data from the Illinois Education Research Council, among a sample of approximately 8,000 reverse transfer students, only 51% transferred back to a four-year institution, and just 24% went on to complete a bachelor’s degree. Although the causes of reverse transfer are not well-defined, the literature highlights barriers and resources that can impact student success. Building on these findings, we hypothesize that reverse transfer students who engage in guided academic pathways with structured programs and peer instructional activities will have higher levels of academic self-efficacy and social integration, which will lead to stronger persistence and improved post-transfer outcomes. To investigate this hypothesis, we adopted a mixed-methods approach, combining case study interviews and surveys within the Engineering Pathways Program at ABC College, using the Appreciative Inquiry (AI) framework. AI focuses on strengths, and what is working well to inspire positive change. Our previous case study data emphasizes the importance of belonging in an environment. In all six interviews, students described contrasts between their community college and four-year experiences. Participants highlighted benefits such as lower tuition, smaller and more supportive communities, accessible resources, and guided pathways. This paper highlights the seventh case study, showcasing the full cycle of a reverse transfer student journey. We followed a student from their initial drop-out from college, to their reverse transfer into the engineering program at ABC College, and finally to their journey as they transferred back to a four-year institution, where they received a full-time job even before completing their degree. This new case study highlights the outcome of the programmatic pathway on student success. Collectively, these findings suggest that a sense of belonging and academic support can be influential on persistence, degree attainment, and job placement. While survey data collection is ongoing and will not be complete at the time of submission, we are building on the initial to incorporate a longitudinal component, through which participants can be followed as they transition from community college to a four-year institution. This will provide insight into how students’ reported experiences at ABC College influence post-transfer persistence and career placement. Ultimately, this addition aims to demonstrate how structured supports at the two-year level shape reverse transfer students’ long-term success.