Conducting applied research that promotes the academic and career success of all students – regardless of race/ethnicity, identity, socio-economic status, or access to social capital – as they transition from college to the workforce.
Summary report from 2021 National Survey of College Internships released
Registration now open for the Fall 2021 National Survey of College Internships
Women's History Month Blog Series
CCWT issues report on online internships during the Covid-19 pandemic
CCWT publishes new literature review on internships at Hispanic-Serving Institutions
College Life During the Pandemic
The mission of the Center for Research on College to Workforce Transitions (CCWT) is to conduct and support research, critical policy analysis, and public dialogue on student experiences with the transition from college to the workforce in order to inform policies, programs, and practices that promote academic and career success for all learners.
CCWT is currently engaged in three distinct yet inter-related areas of inquiry in service of our mission and principles: (1) students’ experiences with college internships and the impact of these programs on their economic, vocational, and psychosocial outcomes; (2) Community Based Participatory Action Research on students’ experiences with institutional, cultural, and structural forces that influence their transitions to the workforce; and, (3) educational and outreach activities that build community and disseminate actionable knowledge to policymakers, practitioners, researchers and students regarding college-workforce topics. CCWT also views college-workforce issues as inextricably linked to three of the defining issues of our time: racial injustice, income inequality, and climate change.
Publications & News
Hora, Wolfgram, Chen and Lee publish new paper on internship obstacles in the Teachers College Record
Hora, Benbow and Lee publish new paper in the Journal of the Learning Sciences
64% of students who did not take an internship had desired to do so but could not due to scheduling conflicts with work, insufficient pay, and lack of placements in their disciplines.