In this article, the author writes from the perspective of a community college research practitioner, an institutional researcher whose daily work is intended primarily to affect policies, procedures and understanding of student learning and institutional effectiveness. The audience for this work is composed of faculty, administrators, staff, board members, state and federal agency personnel, K-12 faculty and staff, community residents, and employers. The author focuses on two Improving Practitioner Knowledge to Increase Transfer (IPKIT) modules. The first module, Coding Open-ended Responses to Survey Questions, is the IPKIT page that receives the most hits from those accessing the Web site. The module walks readers through the process of coding responses by giving verbatim responses to an open-ended question, followed by a display of the three main categories of responses. Finally, the Web site provides the possible subcategories into which each response can be coded. The second IPKIT module that is unique includes the two institutional audits, one for two-year and one for baccalaureate institutions. The Lumina-funded IPKIT project at the University of Missouri is an example of Barbara Townsend's contributions blending scholarship and practice. The IPKIT project was guided by an advisory board comprising university faculty, association representatives, and community college practitioners.