Transcript The Interstate Passport Initiative

Outcome-based General Education and Transfer
Arizona Transfer Summit
April 17, 2015
Bob Turner
Passport State Coordinator
Purpose of the Passport
Reduce unnecessary repetition of
academic work after students transfer.
…focusing on ensuring quality
and streamlining pathways to graduation….
Impact of transfer on students…
On average …
 14% of completers transfer across state lines.
(over 150,000 in WICHE region in ‘11 & ‘14).
(National Student Clearinghouse Signature Report, 2014)
 Transfer students who earn a B.A. take 1.2 years
longer to do it. (U.S. Dept. of Education, 2010)
 The extra time costs a student over $9,000 for
tuition and fees alone. (WICHE, 2010)
 Unnecessary repetition of academic work costs
time and money for students, institutions, states,
the federal government, and taxpayers.
Jumping the Chasm: Some Students Do…
Attewell and Monaghan*:
 Only 58% of transfers bring 90% or more of their
credits.
 About 14% of transfers lose over 90% of their
credits.
 Remaining 28% of transfers lose 10% to 89% of
their credits.
*The Community College Route to the Bachelor's Degree by Paul Attewell and David Monaghan of the Graduate Center of the
City University of New York, published by Educational Evaluation and Policy Analysis.
See “Community college transfers as likely to earn a BA as four-year students, despite credit transfer roadblocks,”
Phys.org, March 19, 2014, http://www.aera.net/Newsroom/RecentAERAResearch/TheCommunityCollegeRoutetothe
Bachelor’sDegree/tabid/15414/Default.aspx
Jumping the Chasm: Some Students Don’t….
Driving the Direction of Transfer Pathways Reform, Jobs
for the Future, April 2014
http://www.jff.org/publications/driving-directiontransfer-pathways-reform
Jumping the Chasm: Academic Completion
“Inefficiencies around the transfer of credits have a
substantial effect on whether you graduate.”
Paul Attewell and David Monaghan, Graduate Center of the City University of New York
CHOKE POINTS
1. LACK OF TRANSFER
Community College students with 60 credits & desire a BS or BA
Only 60% successfully transfer to a 4 year institution
“Jumping that Chasm is probably a big part of
the fall-off of completion rates”
2. LOSS OF CREDITS
of Community College students who successfully transfer
Only 60% are able to bring most of their credits
“Students who transfer most of their credits
are more likely to complete a BA”
The Community College Route to the Bachelors Degree
David B. Monaghan and Paul Attewell
http://epa.sagepug.com/content/early/2014/02/28/0162373714521865.full
Passport Characteristics
 A grass-roots effort originating from academic
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leaders in the WICHE region
to advance friction-free student transfer in the
region.
Designed by faculty, registrars, institutional
researchers, and advisors.
To be rolled out in phases over an approximate
five-year span.
Participation is voluntary in all phases.
What is the Interstate Passport?
 A new framework for transfer
 Lower division general education
 Based on multi-state faculty agreement on
 Nine lower division gen ed knowledge/skills areas
 learning outcomes in each area
 transfer level proficiency criteria for each learning outcome
 Tracking student academic progress after transferring
Funded by: Carnegie Foundation – 2012-2014
Gates Foundation and Lumina Foundation -2014-2016
The Passport: Major Components
1. Passport Learning Outcomes
2. Transfer-Level Proficiency Criteria
3. Passport Blocks
4. Tracking System: Student Academic Progress
5. Application and MOU
Funded by: Carnegie Foundation – 2012-2014
Gates Foundation and Lumina Foundation -2014-2016
LEAP Essential Learning Outcomes => Passport
Lower Division General Education Areas
Process Model
Phase II
Passport Learning Outcomes
& Transfer-Level Proficiency Criteria
Acceptable to Every Passport Institution
One example: Oral Communication (excerpt)
Also developed
in Phase I
for
written
communication
and
quantitative
literacy
Passport Course Block
Uniquely Defined by Faculty at Each Passport Institution
EXAMPLE: North Dakota State University

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
ORAL COMMUNICATION
 COMM 110 Fundamentals of Public Speaking
WRITTEN COMMUNICATION
Two courses from the following:
 ENGL 110 College Composition I OR
 ENGL 111 Honors Composition I OR
 ENGL 112 ESL College Composition AND ENGL 120 College Comp II OR
 ENGL 121 Honors Composition II OR
 ENGL 122 ESL College Composition II
QUANTITATIVE LITERACY
One course from the following:
 Math 103 College Algebra OR
 Math 104 Finite Mathematics OR
 Math 146 Applied Calculus I OR
 Math 165 Calculus I OR
 STAT 330 Introductory Statistics
Tracking Academic Progress
Developed by Registrars and Institutional Researchers
 Every receiving institution
 Records Passport student grades of first two terms
following transfer
 Reports to Central Data Repository (CDR)
 CDR compiles and sends report to
 Each sending institution
 Passport Review Board
THE PASSPORT INITIATIVE – Phase I
3 Lower Division General Education Areas
Oral Communication, Written Communication, Quantitative Literacy
Faculty
• Passport Learning Outcomes
• Proficiency Criteria
• Passport Blocks
• List of Current Assessments
Passport Tracking System
1st Report March 2015
Registrars
• Passport on student record
• Identify Passport Students
• Monitor academic progress
• Passport & nonPassport
transfer, native Passport &
nonPassport students
Central Data Repository
 Compiled, disaggregated, wrote Passport Tracking Reports
Passport Applications and MOUs
Signed by 14 institutions in 3 states
THE PASSPORT INITIATIVE – Phase II
6 Additional Lower Division General Education Areas
Natural Sciences, Human Culture, Society/Individual
Critical Thinking, Teamwork/Values, Creative Expression
Faculty
• Passport Learning Outcomes
• Proficiency Criteria
• Passport Blocks
• List of Current Assessments
Passport Tracking System
2nd Data Submission November March 2015
Registrars
• Passport on student record
• Identify Passport Students
• Monitor academic progress
Central Data Repository
Will compile, disaggregate, write Passport Tracking Reports
Participating Institutions
24 institutions/senates in 7 states
Passport Partners: Phase II Facilitators
Dr. Debra David, Senior Advisor,
Liberal Learning Partnerships
CSU Office of the Chancellor
Dr. Dick Dubanoski, Former Dean
College of Social Sciences
University of Hawaiʻi at Manoa
Dr. Thomas B. Steen, Director
Office of Essential Studies
University of North Dakota
Dr. Sean Pollock
Academic and Student Affairs Policy Specialist
Oregon Higher Education Coordinating Commission
Dr. Paul Turman, System Vice President
for Academic Affairs
South Dakota Board of Regents
CA, HI, ND, OR, SD, UT & WY
Dr. Phyllis “Teddi” Safman, Assistant
Commissioner for Academic Affairs
Utah Board of Regents
22 two- and four-year institutions
Kari Brown-Herbst
Director, Center for Teaching & Learning
Laramie County Community College
Participants: 24 Institutions in 7 WICHE States
CA: TBD (3 from each sector)
HI: Leeward Community College
University of Hawaiʻi, West Oahu
ND: Lake Region State College
North Dakota College of Science
North Dakota State University
Valley City State University
OR: Blue Mountain Community College
SD: South Dakota State University
UT: Dixie State University
Salt Lake Community College
Snow College
Southern Utah University
University of Utah
Utah State University
Utah Valley University
Weber State University
WY: Laramie County Community College
University of Wyoming
And 12 more institutions
in 6 new states
to join in year two….
http://www.wiche.edu/passport/application
Why Become a Passport Institution?
 Facilitates transfer across state lines and within states
 Eliminates a major obstacle to transfer student success
 Eliminates necessity for review of lower-division GE course
changes in articulation agreements
 Focuses on quality for positive impact on completion
 Based on what students should learn and be able to apply
 Generates data on academic success after transfer
 Provides data for use in continuous self-improvement
 Adapts to higher education’s changing landscape
 Embraces assessments determined by
department/program/institution
 Includes non-course-based educational experiences
Phase I now open in the WICHE States….
 Phase I Signatories agree to…
 A block transfer of Passport Learning Outcomes
(oral communication, written communication,
quantitative literacy)
 Notate student records
 Track and share data on academic progress
 Term of five years
To apply: http://www.wiche.edu/passport/application
Questions
 More information: www.wiche.edu/passport
 Pat Shea, Principal Investigator; Director, Academic
Leadership Initiatives, WICHE, [email protected]
 Bob Turner, Passport State Coordinator,
[email protected]
 Cathy Walker, Passport Project Manager,
[email protected]