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Welcome!. The students of EGL 102 section 012 would like to present the results of their research papers. Let’s start with Defining the Problem. Defining the Problem. In our society, a high school graduate planning to go to college is confronted

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Welcome!

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  1. Welcome! • The students of EGL 102 section 012 would like to present the results of their research papers. • Let’s start with Defining the Problem Speaker: Stephen Hasson

  2. Defining the Problem • In our society, a high school graduate planning to go to college is confronted with an issue: go to a community college or a four-year university. If the student decides to choose a community college as the best choice for them and their family, they might be confronted with issues such as transferring to universities after receiving their general credit requirements. • Students here at Oakton Community College (OCC) face issues such as these in order to further their education. • OCC needs a much more structured transfer program for someone to transfer or get help and information on transferring. The community colleges around the U.S. need to prepare students in avoiding transfer shock. • When these steps are taken, maybe then we will view community colleges in a different light and it will be much more popular than four year universities. Speaker: Valerie Shilaimon

  3. Explaining the Goals • Our main goal is to design a Transfer Preparation Program for Oakton • We wanted to design the program based on research, so we divided ourselves into 8 research teams and investigated the following questions: Speaker: Erika Lukas

  4. Do community colleges effectively prepare students for transferring? Do special relationships between community colleges and universities ensure success? What is the National Articulation & Transfer network? Are there inconsistencies in college transfer policies? What are the social & academic adjustment experiences of various groups (at risk, minorities, ESL, etc)? How does university tuition affect transfer students? What kind of “transfer programs” do universities have? What are some common transfer barriers? What are the graduation and drop-out rates for transfer students? Who tends to graduate? Who tends to drop-out? 8 Research Questions Speaker: Erika Lukas

  5. Literature ReviewDo community colleges effectively preparestudents for transferring? • Laanan, Frankie Santos. Studying Transfer Students: Part I: Instrument Design and Implications.” 2004 (Speaker: Elizabeth Golden) • Nelson, Lynn R. Milligan Dawna M. Rhine, Tammy J. “Alleviating Transfer Shock: Creating an Environment for More Successful Transfer Students.” 2000 (Speaker: Bianco Lopez) • “NCCU Seeking To Triple Community College Transfers.” 2004 (Speaker: Glenn Eck) • Boswell, Katherine. “Bridges or Barriers?” 2004 (Speaker: Elizabeth Golden)

  6. Literature ReviewDo special relationships between community colleges and universities ensure success? • Poisel, Mark Allen and Charlene A. Stinard. “Networks for Transfer Success.” 2005 (Speaker: Nadia Margulis) • Andero, Abraham. “The Academic Performance of Mississippi Community/Junior College Transfer Students at the University of Southern Mississippi.” 1992 (Speaker: Alan Kroeger) • Wolf Wendel et.al. , “From the Barrio to the Bucolic: the student transfer experience from HSIs to Smith College.” 2004 (Speaker: Saliou Dioum)

  7. Literature ReviewWhat is the Natl Articulation & Transfer Network? Are there inconsistencies in college transfer policies? • Turner, Caroline Sotell. “It takes Two To Transfer: Relational Networks and Educational Outcomes.” 1992 (Speaker: Grace Viloria) • Barkley, Sue Murphey. “A synthesis of recent literature on articulation and transfer” 1993 (Speaker: Grace Viloria) • Boswell, Katherine. “Bridges or Barriers? Public Policy and the Community College Transfer Function” 2004 (Speaker: Stephen Hasson) • More on Next Page

  8. Literature ReviewWhat is the Natl Articulation & Transfer Network? Are there inconsistencies in college transfer policies? • Welsh, John F. “Assessing the Transfer Function: benchmarking best practices from state higher education agencies” 2002 (Speaker: Stephen Hasson) • Pekow, Charles. “GAO Looks at State Transfer Policy Inconsistencies.” 2005 (Speaker: Matt Sabota) • Fisher, Mary Jo. “California Must Ease Transfer Barriers to Universities, Report Says.” 2006. (Matt Sabota)

  9. Literature ReviewWhat are the social/academic adjustmentexperiences of various groups? • Lew, Jonathan W., Chang, June C., Wang, Winnie W.”UCLA Community College Review: The Overlooked Minority: Asian Pacific American Students at Community Colleges. 2005 (Speaker: Yanka Ivanova) • Laanan, Frankie Santos. “Studying transfer students: Part I: Instrument Design and Implications. 2004 (Speaker: Omar Natour) • Horn, Robert A., Ethington, Corinna A. “Self-Reported Beliefs of Community College Students Regarding their Growth and Development: Ethnic and Enrollment Status Differences.” 2002 (Speaker: Erika Lukas) • Rhine J. Tammy, Dawna Milligan, and Lyne R.Nelson. “Alleviating Transfer shock: creating an environment for more successful Transfer Students” (Speaker: Omar Natour)

  10. Literature ReviewHow does university tuition affect transfer students? • Boswell, Katherine “ Bridges or Barriers?” 2004 (Speaker: Alex Wang) • Dyer, Scott “Louisiana scholarship isn’t tops with 2 year students” 2001 (Speaker: Ho min Lee)

  11. Literature ReviewWhat kind of “transfer programs” do universities have? • Dougherty, Kevin J. and Gregory S. Kienzl. “It’s Not Enough to Get Through Open Door: Inequalities in Social Background in Transfer from Community Colleges Four-Year Colleges.” (Speaker: Aima Vincent) • Pluvisoe, David. “Community Colleges and U. of Md. Partner to Guarantee Transfer Admission” 2006 (Speaker: Valerie Shilaimon) • Rhine, Tammy J., Dawna M. Milligan, and Lynne R. Nelson. “Alleviating Transfer Shock: Creating an Environment For More Successful Transfer Students.” 2000 (Speaker: Aima Vincent) • Haggen, Paul S. “Transition Counseling in the Community College.” 2000 (Briana Rowan)

  12. Literature ReviewWhat are some common transfer barriers? • Kwiatkowski, Joktan. “New Plan Eases College Transfers at Ohio University.” 2005 (Speaker: Sarah Engebretson) • Rhine, Tommy Milligan, Dawna M. Nelson, Lynne R. “Alleviating Transfer Shock: Creating an Environment for More Successful Transfer Students.” 2000 (Speaker: Jacob Kopecky) • Remley, Theodore P. Jr. “Perceptions of Transfer Problems Experienced by Community College Graduates.” 1983 (Speaker: Christine Moyer) • Manzo, Kathleen Kennedy. “Transfer Barriers Loom Large for Two-Year Students.” 2004 (Speaker: Aneta Surma)

  13. Literature ReviewWhat are the graduation and drop-out rates of transfer students? • Wyner, Joshua. Educational Equity and the Transfer Student 2006 (Speaker: Jolanta Witkiewicz) • Manzo, Kathleen Kennedy. “Report: Barriers Loom Large for Two-Year Students.” 2004 (Speaker: Jolanta Witkiewicz) • Casey Timothy Gray. “Transfer Student Experiences: Comparing their Academic and Social Lives at the Community College and University.” 1999 (Speaker: Kate Saura) • More on Next Page

  14. Literature ReviewWhat are the graduation and drop-out rates of transfer students? • Weiger, Pamela R. “How Successful Are Transfer Students?” 2006 (Speaker: Kate Saura) • Castaneda, Cindy. “Transfer rates among students from rural, suburban, and urban community colleges: What we know, don’t know, and need to know.” 2002 (Speaker: Effie Koliopoulos) • Chenoweth, Karin. “Transfer and dropout statistics don’t tell the whole story.1998 (Speaker: Effie Koliopoulos)

  15. We know that Oakton has many resources to help with the transfer process. One of the problems is that counselors are overtaxed and other resources are unknown to students. Our thought is that Oakton’s Transfer Program needs revitalization. The Oakton Transfer Program needs to come out of the shadows and into a bright and vital light. Our proposed TransferPreparation Program Stephen Hasson

  16. Again, Oakton has the resources but they are in need of an upgrade. Special note: Student Motivation to utilize these programs will be crucial Here is a compilation of characteristics that we’d like the Transfer Preparation program to have: The Transfer Center Office: Course Applicability System (Software Program) Plenty of Counselors Numerous avenues for communication University literature Networking Activities Bustling Center of Activity Our proposed TransferPreparation Program Speaker: Jacob Kopecky

  17. Counselors Must be visible Must be available Must be knowledgeable One-to-One Long term Relationship May have to employ and train faculty to help Counselors & faculty must be evaluated for effectiveness Resources Workshops (1 hour specialized topics) Seminars (2 hours specialized topics) Guest Speakers (from various colleges) Student Speakers (graduates of Oakton) Field Trips to stay in dorms at various colleges Our proposedTransfer Preparation Program Speaker: Sarah Engebretson

  18. Networking Finding other students who are going to same university Building support groups for students attending same university Parties and Events to forge relationships Newsletter Video Series on Transfer Shock Video Tours of Colleges Guest speaker series: students who went to Oakton, transferred, and earned a bachelor’s degree Our proposedTransfer Preparation Program Speaker: Aima Vincent

  19. Our proposedTransfer Preparation Program • Special Relationships with universities Oakton students have traditionally transferred to • Relationships that ensure total accepting of credits • Relationships that guarantee accessibility before student arrives • Relationships that begin early in an Oakton student’s life Speaker: Sarah Engebretson

  20. Our Assessment Tool(3 phases) • Immediate Assessment • After each workshop or seminar, we ask participants to fill out an evaluation form • We ask participants to rate the workshop • We ask for comments • We ask for advice for future topics Speaker: Sarah Engebretson

  21. Our Assessment Tool • Attendance goals are set each July • They can be set in order to make sure we are not losing money • We track attendance during the year • We determine whether or not to cut certain programs Speaker: Nadia Margulis

  22. Our Assessment Tool • Persistence Study • Track an experimental and control group • Experimental group takes special core of transfer programs • Control group does not take this core • Track and measure which group attains bachelor degree Speaker: Nadia Margulis

  23. Thank you! Your coming has meant a lot to us!

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