This report describes and assesses the experiences of five two-year/four-year institutional partnerships (eight community colleges with five independent liberal arts institutions) that were undertaken to encourage community college students, especially minorities and educationally disadvantaged students, to pursue baccalaureate degrees at independent liberal arts institutions. The partnership's methodology is based on an adaptation of the Vassar summer program model to their institutional settings. The report includes candid summaries of each program contributed by representatives of each participating four-year college. The summaries are followed by a synthesis that may be helpful to the indicators of similar experiments. Results from the five projects confirm an earlier Association of American Colleges report assessment that success in enrolling minorities from two- to four-year institutions requires commitment, comprehensiveness, and institutionalism. It is shown that summer residential programs create new constituencies for four-year colleges, and have many spin-off benefits: increased communication within and between the four-year and two-year college communities; creation of innovative courses; improvement of support services to minority students; and clarification of the four-year college curriculum. (GLR)