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-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

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?

USG Institutions USG Institutions Research Universities State Universities Regional Universities State Colleges Two-Year Colleges 1,850 5,976 2,041 5,037 6,805 11,833 48 2 17 8 6,263 2,061 1,083 1,731 In-State non-USG/OOS 4,412 4,552 224 127 532 613 3,122 3,733 What I found - Transfers 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, 2012Regents Approve 17 General Education Courses for Transfer to Support Complete College Goals

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

Institutional agents 2-year Institution4-year InstitutionIssues Faculty member Academic Counselor Admissions Counselor Special program director from a 4-year institution Tutoring center director College dean from a 4- year institution Special program director Academic dean from a 4- year 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? Non- profits/foundations? Community/advocacy groups? Faith-based?

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_As sessment_Inventory_2Year.pdf Assessing Pathways

WHAT CAITE DID

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

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

~230Miles ~325Miles ~150Miles ~52Miles 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 How can this work in GA? Some comparisons

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 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

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 BC C UM D BSU CCCC How might this work in GA?

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 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 "Go to the Front of the Line" ABLE4STEM @ UMASS

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

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 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) 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

Some examples; Source: Complete College America 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

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 h ttp://www.mass.edu/masstransfer/ h ttp://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/ 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

CAITEs Peer Mentoring (PM) Program CAITEs 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 Fall 2010Spring 2011Fall 2011Total Unique Campuses7788 Courses supported1091231 Course enrollments 6004104441454 Student attendees14784186417 Participation in CAITE Peer Mentoring, Fall 2010-Fall 2011

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

ECEP CC Pathway Evaluation Indicator Two: Organizational Capacity OrganizationCapacityEvaluation Method Two-year colleges Increased transfer of CS/IT students into 4-year schools Institutional enrollment and transfer data Institutional course performance data Count of new pathways Increased student retention in CS/IT Four-year colleges Increased student retention in CS/ITInstitutional enrollment and transfer data Institutional course performance data Count of new pathways Train-the-trainer follow-up surveys Increased curricular alignment with 2- year schools 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.

Documents

A conversation about transfer students Rick Adrion PI CAITE PI ECEP