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Programs, Policies & Practices to Recruit, Enroll and Support Community College Transfer Students Case Study Findings

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Programs, Policies & Practices to Recruit, Enroll and Support Community College Transfer Students Case Study Findings

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Programs, Policies & Practices to Recruit, Enroll and Support Community College Transfer StudentsCase Study Findings
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Research Partners:New England Resource Center for Higher EducationUniversity of Massachusetts BostonCenter for Urban EducationUniversity of Southern CaliforniaTomas Rivera Policy InstituteUniversity of Southern California

overview of presentation
Overview of Presentation
  • Case study context, purpose, and methodology
  • Findings across institutions
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Context of Case Study

  • High-achieving, low-income CC transfer students:
    • transfer at very low rates to highly-selective institutions
    • complete degrees at same rates as natives
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Context of Case Study

  • Some highly-selective institutions facilitate transfer, orientation, and support of low-income CC transfer students
  • Low-income CC transfer students cross borders between 2- and 4-year institutions with the help of faculty and administrators
purpose of case study
Purpose of Case Study
  • Identify exemplary transfer access programs/practices at 4-year institutions in the public and private sectors and at community colleges
methodology
Methodology
  • Research question:

What successful models exist at selective 4-year institutions that demonstrate how to recruit, admit, retain, and graduate high-achieving, low-income community college transfer students?

areas of inquiry
Areas of Inquiry
  • Policies and practices that characterize the recruitment, admission, and support of low-income community college transfer students
  • Factors affecting the successful transfer of these students
  • Impediments to expanding the opportunities for low-income community college students to attend 4-year selective institutions
data collection
Data Collection
  • Interviews
  • Self-Assessment Inventory (SAI)
interviewees
Interviewees
  • Administrators:
    • Presidents
    • Chief academic officers
    • Deans of admissions and financial aid
  • Direct service administrators, including directors of transfer counseling
  • Faculty at 2- and 4-year institutions
self assessment inventory sai
Self Assessment Inventory (SAI)
  • Student Services
  • Financial Aid
  • Personnel
  • Publicity and Public Statements
  • Institutional Transfer Policies and Practices
  • Partnerships and Collaboration
  • Barriers to Transfer Access
  • Institutional Mission
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Findings across Institutions:

  • Partnerships
  • Programs/Practices that Support C C Transfer Students
  • Financial Aid
  • Dedicated Resources
  • External Environment
  • Transfer Champions
  • Critical Role of Faculty
partnerships
Partnerships
  • Between 4- and 2-Year Institutions
  • Dept’s, Schools, Divisions
  • With K-12 Systems
  • Among Presidents
  • Faculty Networks
partnerships14
Partnerships
  • Partnerships: Multiple Participants
  • Programmatic Partnerships
  • Articulation Agreements
  • State Policy
  • Inter-organizational Arrangements
  • Intra-organizational Partnerships
financial aid
Financial Aid
  • Broad-based Policies for Aid
    • “Needs-blind” admission policy
    • Provide information about various sources of financial aid: scholarships
    • Provide comprehensive student support programs for 2-year transfer students:
      • assistance w financial aid app’s,
      • counseling on money mgmnt,
      • academic assistance,
      • information
financial aid17
Financial Aid
  • Thoughtful reallocation of institutional resources
    • Create funds specifically for low-income transfer students
  • Auditing financial aid policies & practices to uncover hidden barriers
    • functionally constrain community college students from applying
dedicated resources
Dedicated Resources
  • Recruiting
    • Admissions reps regularly on 2-yr campus
  • Advising
    • Early student ID, information-sharing
  • Inter-institutional Collaboration
  • Ongoing Academic Support
  • Information Technology
    • Information, applications, orientations, curriculum guides, articulation system
external environment
External Environment
  • Curricular regulation
    • Articulation and course sequencing
  • Enrollment management in programs
    • Track to 2-yr prep program
  • Public awareness of transfer options
    • Simplification, streamlining, the Internet
  • Collectivizing Resources
    • Efficient use for multiple parties within system
transfer champions
Transfer “Champions”
  • Individual commitment to their work
  • Commitment to pervasive and deep internal change at their institution
  • Ongoing belief in strong personal relationships
    • within inter-organizational partnerships
the critical role of faculty
The Critical Role of Faculty
  • Campus Leaders
    • Affect extent to which innovations are adopted
  • Teaching and Learning Process
    • Adapt teaching approach for variety of learning styles
    • Changes in faculty perception/knowledge
  • Advisors
    • Guidance, mentoring, counsel
barriers to transfer access
Barriers to Transfer Access
  • Closed Majors
    • High demand; limited enrollment capacity
    • Increased Admissions Requirements
  • Prestige Maximization
  • Inadequate Evaluation
  • Housing Limitations
  • Lack of financial aid info, availability, perceptions, both students & staff
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Practices Supporting Transfer of Low-Income Community College Students to Selective Institutions: Case Study Findings

For a copy of the report, visit:

http://www.jackkentcookefoundation.org

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Practices Supporting Transfer of Low-Income Community College Students to Selective Institutions: Case Study Findings

Glenn Gabbard

New England Resource Center for Higher Education

University of Massachusetts Boston

100 Morrissey Boulevard

Boston MA 02125

[email protected]

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