A conversation about transfer students

1. A conversation about transfer students Rick Adrion PI CAITE PI ECEP

2. 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”

3. 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-the-Trainers 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, UM-LSAMP, NEAGEP, ...) • Teacher Professional Development • Both tightly integrated with evaluation

4. 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

5. Articulation • common course numbering? • course equivalencies? • guaranteed admission? • transfer offfices? • transfer pathways? • What are the patterns of transfer?

6. What are your goals?

7. What I found Does this suggest that increasing diversity is not a primary goal?

8. What I found A different view

9. What I found Does this suggest that TCSG is a target rather than USG 2-year grads?

10. What I found Again is TCSG a target? But what about women?

11. Associate degree programs in USG & TCSG Does this indicate the difficulty of supporting transfer?

12. 1,083 1,731 In-State non-USG/OOS Research Universities What I found - Transfers 1,850 5,976 5,037 2,061 USG Institutions State Universities Regional Universities 532 613 3,122 3,733 11,833 482 2,041 6,805 State Colleges Two-Year Colleges 178 6,263 224 127 Does this suggest that increasing articulation within USG is a target? 4,412 4,552

13. NCWIT job GA projections These data suggest that production falls short of demand?

14. 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

15. Complete College Georgia Goal:To increase the percentage of Georgians who hold high quality college credentials to 60 per cent by 2020. Why?

16. Equity and broader workforce

17. The National Picture SOURCE: U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS), Spring 2011, Enrollment component.

18. Jobs Held by level of degree

19. Community College roles • Survey of CC student intentions • Source NCES • 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

20. Diversity in enrollment Source: NCES 2010 Digest of Educational Statistics Table 236

21. Issues Gatekeeper vs. Gateway Awareness of opportunities CTE vs. transfer Financial Incentives Academic Incentives Institutional agents Mentoring and retention Curricular Alignment

23. Institutional agents 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).

24. CCG: Create a Cadre of Champions • On Campus • Administration? • Faculty? • Students? • Student Affairs? • State and Regional • Political leadership? • Employers? • Non-profits/foundations? • Community/advocacy groups? • Faith-based?

25. Transfer SAI-Four-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 http://cue.usc.edu/assests/CUE_Transfer_Access-Self_Assessment_Inventory_4Year.pdf Transfer SAI-Two-Year College Version (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_Access_Self_Assessment_Inventory_2Year.pdf Assessing Pathways

26. What CAITE did

27. Supporting College Transitions: HS-CC/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

28. 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

29. 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 ~150Miles ~230Miles

30. College Enrollments

31. 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 • 27 Public 4-year institutions • 40 Public 2-year institutions • 32 Private 4-year institutions, nonprofit • 2 Private 2-year institutions, nonprofit • 18 Private 4-year institutions, for-profit • 13 Private 2-year institutions, for-profit • 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: • 14 Public 4-year institutions • 16 Public 2-year institution • 80 Private 4-year institutions, nonprofit • 3 Private 2-year institutions, nonprofit • 7 Private 4-year institutions, for-profit • 4 Private 2-year institutions, for-profit

32. CAITE Pathways: Increasing Interest BSU BCC CCCC UM D How might this work in GA? • 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

33. Promoting Community Colleges "Go to the Front of the Line" ABLE4STEM @ UMASS • 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 • priority review of application, transfer credits, financial need; on-campus 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

34. CC Pathways: Enabling Successful Transfer • Transfer Summits, Regional Meetings, Faculty visits & IT4U • Renew articulation agreements and equivalencies • Develop Roadmaps to Transfer • Build on MassTransfer • Increase awareness

35. 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?

36. CC Pathways: Enrollment & Retention TCSGUSG, or USG USG CS/IT alignment: articulation, course equivalencies, roadmaps or alternative pathways? TCSGUSG, or USG USG CS/IT financial/academic incentives • Builds on the Transfer effort • Articulation, alignment, equivalency and pathway support • Alternative pathways • (e.g., CTECS/IT program at UMB) • Enhanced by • Strengthening programs (joint/shared offerings) • Mentoring at both CC and 4YR • Incentives (financial aid, housing, registration)

37. 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

38. 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.

43. Extra Slides

45. Some CC4-Year Programs • MassTransferhttp://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 Connectionhttp://www.umass.edu/umccc/ • Designed for community college graduates who participated in Joint Admissions or MassTransfer programs • Guaranteed admissionwith 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

46. CAITE’s Peer Mentoring (PM) Program Participation in CAITE Peer Mentoring, Fall 2010-Fall 2011 • 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

47. Course Performance differences between peer mentoring participants and non-participants* *Data collected between fall 2010 and fall 2011; 29 courses evaluated

48. ECEP CC Pathway Evaluation ✔ ✔ ✔ ✔ • 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.