"Reverse Transfer?".......Huh?

In a June 19th article by Donna Ekal and Paula Krebs in The Chronicle of Higher Education (article), Ekal and Krebs describe efforts at their respective institutions to account for students who successfully transfer from community colleges (without having earned an AA degree) to 4-year institutions. Within current guidelines, those students are not counted as successes and ultimately lower perceived rates of retention and success.

While I had to do a double-take when I read Reverse Transfer, reading it a little too literally, I am intrigued by the idea. The author's institutions track those transfers and award AA degrees once they have completed course requirements (of the AA degree) at the 4-year institution. The authors contend this is the "ultimate win-win solution." The community college's data on successful matriculation is made more accurate and the students get their AA degree to boot. The authors also say it is a win for the 4-year institution in that the self-esteem of the transfer student is increased by getting the post-transfer AA degree. I'm not sure if there's data to back that up or if it is just a reasoned speculation, but it would be interesting to know.

I say that out of more than just curiosity. If receiving an AA degree boosts esteem, then it could be a useful strategy to increase retention at 4-year institutions. They could designate a point within a major curriculum or completion of Gen Ed requirements (or something similar) where they award the student an AA degree or some similar type of recognition of their achievement. This may very well challenge some sentiments related to feelings of "hand-holding," "coddling," etc. and in some cases, this could be true. However, I believe it is clear that the reality of increasingly diverse student populations and range of preparedness, dwindling state funds, and other issues, requires us to adopt more facilitative approaches to higher education, where the onus is on faculty and administration to facilitate success as compared to the more traditional approach where students are expected to sink or swim.