Transcript Slide 1

A conversation about transfer students
Rick Adrion
PI CAITE
PI ECEP
ECEP History & Context
• 2 successful regional alliances (CAITE & Georgia
Computes!)
– NSF asked us to think about how to become a national
resource
• High-Level Plan
• Refine and integrate CAITE & Georgia Computes!
interventions and practices
• Take to other states & regions (partners, associates,
others through CSTA & STARS)
•
•
Our experiences, practices and out comes
Those of our “experts bureau”
Background
•
Georgia Computes!
– Summer camps (Girl Scouts , YWCA, Cool Girls. general) & after-school
programs
– Teach HS teachers how to teach computing
– Workshops on new approaches to motivate computing education and Train-theTrainers for USG to replicate
•
CAITE
– Pathways (recruiting, retention, advising, alignment, institutional change) within
15 public institutions (9 CCs) focused on community colleges in underserved
regions
– Regional outreach (community colleges, school districts, Boys & Girls clubs, Girls
Inc., Citizen Schools, FIRST Robotics, BATEC, TechHub, NE-LSAMP, UMLSAMP, NEAGEP, ...)
– Teacher Professional Development
•
Both tightly integrated with evaluation
Questions
• how is HE in GA organized?
–
–
–
–
–
2-year TCSG -> workforce oriented? CTE?
2-year USG -> workforce oriented? CTE? transfer?
Access schools?
Do 4-year schools offer AS/AA degrees?
How do 2-year certificates differ from degrees
Articulation
•
•
•
•
•
common course numbering?
course equivalencies?
guaranteed admission?
transfer offfices?
transfer pathways?
– What are the patterns of transfer?
What are your goals?
What I found
Does this suggest that
increasing diversity is
not a primary goal?
What I found
A different view
What I found
Does this suggest that
TCSG is a target rather
than USG 2-year grads?
What I found
Again is TCSG a target?
But what about women?
Associate degree programs in USG & TCSG
Does this indicate the
difficulty of supporting
transfer?
What I found
- Transfers
1,083 1,731
In-State non-USG/OOS
Research
Universities
1,850
5,976
5,037
Regional
Universities
State
Universities
USG
Institutions
11,833
48
2
6,805
2,041
6,263
State
Colleges
4,412 4,552
3,122 3,733
532 613
2,061
17
8
Two-Year
Colleges
224 127
Does this suggest that
increasing articulation
within USG is a target?
NCWIT job GA projections
These data suggest that
production falls short of
demand?
GA Pathways
•
•
•
GAcollege411 – students, parents, advisors site for college prep. Info
General education transfer between USG institutions
University System of Georgia (USG) and Technical College System of
Georgia (TCSG)
– Complete College Georgia, 2012
• Articulation Agreement between systems (January, 2012)
• AS degree articulation (new degrees)
• General education course transfer
•
•
Georgia Transfer Articulation Cooperative Services (GAtracs) – Transfer
student portal
Regents Approve 17 General Education Courses for Transfer to
Support Complete College Goals - March 14, 2012
Complete College Georgia
• Goal:To increase
the percentage of
Georgians who
hold high quality
college credentials
to 60 per cent by
2020.
• Why?
Equity and broader workforce
The National Picture
SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary
Education Data System (IPEDS), Spring 2011, Enrollment component.
Jobs Held by level of degree
Community College roles
• Career Technical Education CTE
– connected to Perkins Act HS CTE programs
• Life Long Learning
– Skill Enhancement
– Individual Interests
– Dual Enrollment
• "Junior College" (Transfer)
• Developmental Courses
– GED
– Poor K12 preparation
– 2nd Chances
Survey of CC student intentions
Source NCES
Diversity in enrollment
Source: NCES 2010 Digest of Educational Statistics Table 236
Issues
•
•
•
•
•
•
•
•
Gatekeeper vs. Gateway
Awareness of opportunities
CTE vs. transfer
Financial Incentives
Academic Incentives
Institutional agents
Mentoring and retention
Curricular Alignment
Findings:
State
CA
FL
MA
MN
TX
WA
WI
CA
FL
TX
MA
MN
WA
WI
Financial Incentives
Financial Incentives to Transfer
Calif. Community College Transfer Entitlement Grants
N/A
MassTransfer (tuition waver), Community College Connection (CCC)
N/A
Towards EXcellence, Access and Success (TEXAS) Grant
N/A
N/A
Academic Incentives
Guaranteed waiver of GE
Priority admission for transfer
requirements
applicants
N/A
Yes – AA to UC only
N/A
N/A
Yes
N/A
MassTrasfer
CCC
Yes
N/A
Yes*
Yes – AA in certain majors only
N/A
N/A
Requirements
depends on family size and income
GPA, AA/S completion
EFC < $4,000
Guaranteed admission for transfer
applicants
Yes – AA to CSU only
Yes – AA only
N/A
Yes
N/A
N/A
GTP only
Source: Loni Bordoloi Pazich & Megan Chase (USC/CUE) American Educational Research Association April 2011
Institutional agents
2-year Institution
4-year Institution
Issues
• Faculty member
• Academic Counselor
• Admissions Counselor
• Special program director
from a 4-year institution
• Tutoring center director
• College dean from a 4year institution
• Special program director
• Academic dean from a 4year institution
• Academic dean
• Peers advisors (academic
advisors)
• Peer advisor (orientation
program)
• Special program director
• University advisor
• Peer mentor (residence
hall advisor)
• Faculty advisor
• Special program dean
• Faculty member
• Provost
• through the first semester or year at
the community college wondering
what they were doing there
• felt overpowered by the sheer
physicality of the 4-year campus
• plagued by feelings of doubt as to
whether they belonged at college,
particularly at a selective institution
• many had been told explicitly or
implicitly in HS that they were not
“college material.”
Source: Dowd, A. C., Pak, J. H., & Bensimon, E. M. (2013). The role of institutional agents in
promoting transfer access.Education Policy Analysis Archives, 21(15).
CCG: Create a Cadre of Champions
• On Campus
–
–
–
–
Administration?
Faculty?
Students?
Student Affairs?
• State and Regional
– Political leadership?
– Employers?
– Nonprofits/foundations?
– Community/advocacy
groups?
– Faith-based?
Assessing Pathways
Transfer SAI-Four-Year College Version
Transfer SAI-Two-Year College Version
(1) Recruitment, admission, and
orientation services;
(2) Financial aid;
(3) Personnel;
(4) Publicity and public statements;
(5) Institutional transfer policies and
practices;
(6) Partnerships and collaboration with
community colleges;
(7) Barriers to transfer access;
(8) Institutional mission
(1) Transfer counseling services for
students;
(2) Financial support for students seeking
to transfer to selective four-year
institutions;
(3) Personnel;
(4) Publicity and public statements;
(5) Institutional transfer policies and
practices;
(6) Partnerships and collaboration with
selective four-year institutions;
(7) Barriers to transfer access;
(8) Institutional mission
http://cue.usc.edu/assests/CUE_Transfer_AccessSelf_Assessment_Inventory_4Year.pdf
http://cue.usc.edu/assests/CUE_Transfer_Access_Self_As
sessment_Inventory_2Year.pdf
WHAT CAITE DID
Supporting College Transitions: HSCC/4YR and CC-4YR
• Goals:
–Increase the interest,
enrollment and retention
in computing programs
–Promote CC pathways,
both transfer & CTE
–Increase the transfers to
and retention in 4YR
colleges
Supporting College Transitions: HS-CC/4YR
and CC-4YR
• Strategies
– Outreach to underserved communities (via CC
regions), using the CAITE network (career fairs, open
houses)
– Develop pathway support infrastructure (advising,
information, mentoring, targeted programs)
– Address articulation, alignment, program/course
equivalency
How can this
work in GA? Some
comparisons
USG = 33 Institutions
TCSG = 26 institutions
Serve 79% of total students
UMass = 5 campuses
State Universites = 7 + 2
CC = 15 + 1
Serve 43% of total
Students
~325Miles
~52Miles
~230Miles
~150Miles
College Enrollments
More comparisons
•
86% of ~81K GA recent HS grads going to •
college enrolled in GA HE; 85% of all GA
residents who were freshmen attended
college in their home state.
•
GA has 132 incolleges and universities
•
59% of ~64K recent MA HS grads going to
college enrolled in MA HE; 67% of all MA
residents who were freshmen attended
college in their home state.
MA has 124 colleges and universities:
–27 Public 4-year institutions
–14 Public 4-year institutions
–40 Public 2-year institutions
–16 Public 2-year institution
–32 Private 4-year institutions, nonprofit
–80 Private 4-year institutions, nonprofit
–2 Private 2-year institutions, nonprofit
–3 Private 2-year institutions, nonprofit
–18 Private 4-year institutions, for-profit
–7 Private 4-year institutions, for-profit
–13 Private 2-year institutions, for-profit
–4 Private 2-year institutions, for-profit
CAITE Pathways:
Increasing Interest
• Introducing the opportunities
–Career fairs, transfer fairs, open houses,
CC days
–Information resources
–Working in CC “draw” areas
–Reaching college counselors, teachers
–In many underserved regions, a
community college is the expected
pathway, but
• Perhaps only to a job
• And CC pathways are not promoted by HS
counselors
How might this work in GA?
BSU
BC
C
CCCC
UM D
Promoting Community Colleges
• Our partner BATEC
– Close connection with industry and industry needs
– 4YR pathways for CTE and transfer students
• MassTransfer
– programs with the full transfer of credit, guaranteed admission, and a tuition
discount
– Potential for a STEM block
• Community College Connection
"Go to the Front of the Line"
– priority review of application, transfer credits, financial
need; oncampus housing; priority advising and course registration
• ABLE4STEM
– 2 components: 1) establishing course-specific "2+2" articulation agreements
for the entry of associate of science graduates of CCs into STEM majors at
UMass and 2) "reverse transfer" of credits to community colleges for AS
degree completion by CC students who enter UMass
ABLE4STEM @ UMASS
CC Pathways: Enabling Successful Transfer
Cumulative Transfer Agreements and Articulation Summits
• Transfer Summits,
Regional Meetings,
Faculty visits & IT4U
–Renew articulation
agreements and
equivalencies
–Develop Roadmaps to
Transfer
–Build on MassTransfer
–Increase awareness
14
12
10
8
6
CAITE begins
4
2
0
2003
2004
2005
2006
2007
Agreements
2008
Summits
2009
2010
2011
Transfer & Regional Summits, Portals
CCG Summit in Feb 2013
organized regional WG;
can AACCD do this too?
Can AACCD create a
portal or leverage
GACollege411?
CC Pathways: Enrollment & Retention
• Builds on the Transfer effort
– Articulation, alignment, equivalency and pathway support
TCSGUSG, or USG USG
– Alternative pathways
• (e.g., CTECS/IT program at UMB) CS/IT alignment: articulation,
• Enhanced by
course equivalencies, roadmaps or
alternative pathways?
– Strengthening programs (joint/shared offerings)
– Mentoring at both CC and 4YR
– Incentives (financial aid, housing, registration)
TCSGUSG, or USG USG
CS/IT financial/academic
Guided Pathways to Success
• Whole Programs of Study
• Students choose coherent
programs, not random,
individual courses.
• Informed Choice
• Choice becomes more informed,
deliberate, and simpler.
• No wasted credits
• All courses count toward
degrees.
• Default pathways
• Students remain on their chosen
path unless given approval to
change.
• Intrusive, on-time advising
• Academic advising is intrusive,
just in time, efficient, and cost
effective.
GPS is something that
CCG is promoting
Some examples; Source:
Complete College America
CAITE's CC Pathway Successes
• CAITE is contributing to both growing and increasing
diversity in enrollments.
– The four UMass campuses are seeing a significant increase in
CS enrollments, due in part to an increase in transfer students
– Computing-related associate degrees awarded to female
and underrepresented minority students at CAITE partner
institutions have increased 29% in CC from 2007 to 2010
– UMass enrollments are increasing at a greater rate than those at
comparable institutions nationally. Community college enrollment
is up dramatically.
Extra Slides
Some CC4-Year Programs
• MassTransfer
http://www.mass.edu/masstransfer/
Community college students who complete associate degrees or any student in the
Massachusetts public higher education system who completes the MassTransfer Block
(General Education)
– Full transfer of credit (up to 60 credits)
– Guaranteed admission with GPA 2.5+
– Tuition waiver 33% with GPA 3.0+
• UMass Amherst Community College Connection
http://www.umass.edu/umccc/
•
•
•
•
Designed for community college graduates who participated in Joint Admissions or
MassTransfer programs
Guaranteed admission with a 2.5 or higher cumulative GPA, and you are in good academic,
financial, and disciplinary status at all previously attended colleges
Waiver of in-state tuition with graduation GPA of 3.0 or higher (67%)
Benefits include: priority processing for admission, transfer credit, financial aid, housing,
and course registration
CAITE’s Peer Mentoring (PM) Program
• CAITE’s “peer mentor” program utilizes supplemental peer
instruction (SPI), facilitated study groups (FSG), and peer-led team
learning (PLTL) models, adapted to each campus.
– Weekly sessions supplement regular class meetings and are led by trained
“peer” (student) mentors
– Sessions focus on supplementing and enriching course material. They are free
and open to all students in class
Participation in CAITE Peer Mentoring, Fall 2010-Fall 2011
Unique Campuses
Courses supported
Course
enrollments
Student attendees
Fall 2010
7
10
Spring 2011
7
9
Fall 2011
8
12
Total
8
31
600
410
444
1454
147
84
186
417
Course Performance differences between peer mentoring participants
and non-participants*
Differences in Pass Rates (participants vs. non-participants)
7
6
Number of Classes
5
4
3
2
1
0
from -10% to -1%
from 0% to 9%
from 10% to 19%
from 20% to 29%
from 30% to 39%
from 40% to 49%
PM Pass Rate - Non-PM Pass Rate
University
Community College
*Data collected between fall 2010 and fall 2011; 29 courses evaluated
from 50% to 59%
ECEP CC Pathway Evaluation
Indicator Two: Organizational Capacity
Organization
Two-year
colleges
Four-year
colleges
Capacity
Evaluation Method
Increased transfer of CS/IT students
✔
into 4-year schools
Increased student retention in CS/IT
Institutional enrollment and transfer data
Institutional course performance data
Count of new pathways
Increased curricular alignment with 2year schools
Institutional enrollment and transfer data
Institutional course performance data
Count of new pathways
Train-the-trainer follow-up surveys
✔
Increased student retention in CS/IT
✔
✔
• Increased pass rates in courses with mentoring
• Gathered baseline data on retention in majors and courses, but
difficulties in getting updates due to data collection demands.