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Transcript of NISTS TX Transfer Policywebinar6 28 2012
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Amy FannJanet Marling
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National Institute for the Study of
Transfer Students (NISTS) Conducts, promotes, and disseminates disciplined inquiries to inform and improve
transfer policy and practice.
Strives to increase access to and attainment of certificate, associate, andbaccalaureate credentials by promoting successful transfer and articulation for
community college and university students.
Attempts to bridge knowledge, policies, and practice by bringing togetherindividuals, two-and four-year institutions, state agencies, higher educationassociations and foundations, and other interested entities to thoroughly study theissues related to the transfer process so as to facilitate student success and degree
completion.
These goals and objectives are achieved through a combination of research,
education, and service.
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Beverly Bower, Marc Cutright, Amy Fann,
Bonita Jacobs, Janet Marling
Funded by TG Public Benefit Grant Program
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Sample and Research Questions
Large scale qualitative TX State study 14 institutions selected, 13 included
7 universities, 6 feeder-community colleges participated
institutions with high percentages of receiving/sending
transfer students Regional diversity
Interviews with administrators and student focus groups
Primary Research Questions: How do administrators perceive and enact transfer policies?
What can student experiences in the transfer process tell ushow policy translates into practice?
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Administrator Interviews Interviews senior and mid-level administrators at 13
campuses
4-7 individuals per campus
67 individual interviews
5 small focus group interviews
Interviews tape-recorded and transcribed Basic protocol with administrators: Which state
policies help you with transfer student success,which do not?
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Findings Policy Themes: The Texas Common Course Numbering System
The 6 Drop Rule
The 3-Peat Rule
The 30 Excess Hour Rule
Transfer course applicability to degree programs
Getting state recognition for successful transferstudents
Administrator perceptions of academic advising
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Texas Common Course Numbering
System (TCCNS) Highly useful for articulating credit between institutions Has helped streamline transcript evaluation
Helps students maximize the number of communitycollege credits transferred
Greater potential for recruiting transfer students outsideof the local region
Students who have knowledge of TCCNS (and knowwhere they intend to transfer)
can use electronic system to self advise and plan aheadand check if their intended courses will transfer
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Texas Common Course
Numbering System (TCCNS)About 2/3 of participants described limitations of the
TCCNS
Voluntary system, not all universities have chosen toparticipate
Universities have final discretion in assigning courseequivalencies
Keeping the system up to date is a challenge, especiallywith myriad, often changing departmental curricularofferings
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Texas Common Course Numbering
System (TCCNS) Make the TCCNS mandatory for all public institutions
[TCCNS] that would be great if we used it. We dont use acommon course numbering system. We use our ownnumbering systemIfyou want to influence policy.
-University Associate Dean, Advising
Allowing 4-year institutions to decide on their own whetherthey are going to participate is not a good thing. It does nothelp the student transfer easily. I wish it was mandated.
-Community College, Academic Coordinator
If institutions are not using common course numbering itbecomes a problem, it becomes hard to understand.
-Community College, Director of Admissions
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The 6-Drop Rule Intended to limit the number of times during an
undergraduate career a student can withdrawal from classesafter the semesters census date.
Onus of tracking upon institutions, including procedures
for determining the reasonableness of the withdraw As result, the rule has no teeth behind it because institutions
can take maximum advantage of mitigating circumstances
Implications for students
Some students may have t0 take an F
Community college students tend to drop courses at a higherrate
Transfer students more likely to come up against the 6-drop rule
after having transferred to the university
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The 6-Drop Rule
Rescind the policy
Tell the legislature how crazy it is. There are as manyexceptions as there are rules. Its just a nightmare.
-Community College, Vice President of Student Support
Student centered institutional practices
Each semester after grades posted, students sent emailregarding their 6 drop status ---students can also self-check
When a student drops their sixth class, a screen comes upallowing them to select one of several justifiable reasons fordropping the course
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The 3-Peat Rule
Places limit on the number of times a student may take acourse and the college/university will receivereimbursement from the state
Administrators shared that they understood the intent ofthis rule, but noted it was most likely to affect studentsafter they had transferred to the university
Implications for students Paying out of state tuition
Difficulty making students aware of the policy
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The 30 Excess Hour Rule The amount of hours a student can take beyond the 120
credit hours typically required for the baccalaureate
Administrators supportive of the sprit of the policy, butnoted unintended consequences for transfer students Previously it was permissible, even advisable, for students to
explore interests by taking different courses
Places undue burden on students who have stopped out of school,changed their career plans or majors, started without declaring a
major, or attended multiple institutions
Some institutions have reduced credit requirements for certainprograms so that students can take advantage of special programs
without going over the 120 hour degree plan
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Additional Insights Transfer Course Applicability to Degree Programs
Biggest issue is not the transferability of courses per say, butthe applicability of those courses to students majors
Especially within certain fields such as engineering, business ormusic
Perceptions at the university level that community college coursesare not as rigorous
Some universities awarded elective credits for community college
technical courses and/or created articulation agreements forstudents who complete an AAS (Associate of Applied Science)degree.
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Additional InsightsWho Gets Credit for Successful Transfer Students?
Part of the problem is that they [community colleges] dontget credit for thosewho transfer in and if they did, I think the whole situation would change dramatically,because they would see us as a very valuable source. Why wouldnt they want acommunity college graduate when those folks tend to do better than the native
student? And weve done all their DE [developmental education] work for them. Imean, weve done all the hard work. Weve gotten them ready for you, the fouryear[institution].
-Community College, Vice President Academic Affairs
..the otherthing I would do that would make a big difference is give the transfer
institution credit for the [baccalaureate] graduation for a transfer student. Numberone, thats huge.
-Community College, Vice President, Instruction
This issues is being addressed in part through reverse awarding
of the associate degree.
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Additional InsightsAdministrator perceptions of Academic Advising
Starting early , helping students design a 4 year plan/lifeplan
When I do degree plans, I show them a timeline of a year out and what theyre supposed
to be doing over thatyears time in terms of visiting that institution, meeting with thosepeople, making the application, seeing the financial aid people and making sure thattheyre in well in advance for that transfer scholarship or any other scholarships withtypically the March 1 deadline. - Community College, Academic Coordinator
Ithink the Transfer Advising Program helps smooth the way because advisors are therefor a more extended period of time working with the students, letting them know whats
right, what program the student can go into. We have an advisor for particular collegesso the students can get that help, its the matter of knowing as a freshmen what theywant to be doing so they can make that transition and know everything counted, weboth win. University, Director of Student Recruitment
Requiring academic advising
Devoting resources to academic advising
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Implications
Ultimately, state policies are interpreted and enacted byindividual institutional agents
Make the TCCNS mandatory for all public institutions
Unintended consequences of 6-drop rule, 3-peat rule andthe excess 30 hour rule for transfer students
Legislation written for full-time, traditional students
Legislation not written with community colleges in mind
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Student Focus Groups
Two student focus groups at each of 13 sites
14 focus groups at the university level
4-15 students per group (125 students) 12 focus groups at the community college level
6-15 student per group (128 students)
Criteria: Transfer intent students/students whohad transferred from CC
90 minute focus-group interviews, including
brief questionnaire
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Transfer of Credits
Overall, biggest complaint, transfer of credits,especially applicability of credits to students major
Having to repeat courses
Financial and time issue Increase students chances of hitting 30/40 rule
Not knowing, or not knowing in time, about petitionprocess for challenging transcript evaluation
Some advisors pro-active in informing students aboutoptions while other students found out on their own andhad to push advisors to provide paperwork and or helpthem petition
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Student Perceptions of Transfer Advising Luck of the DrawIt seems like the advisors really dont tell youin the college of business, you justkind of get the luck of the draw. They dont tell you exactly what you need.
University Transfer Student
You wait in line for two and a half hours and then someone calls you. A lot of theadvisors here are part-time. There are times I go in and ask to see the same personand that person is not working that dayWhen you havepeople trying to advisestudents when this isnt their full-time job, I dont think they take it as seriously as thestudents are expecting, because they really need the help.-Community College Student
Receiving Conflicting Information about TransferEach [advisor] has said different [things]. And its just mind boggling to where I getannoyed.
Im not undermining our advisors. Some are good, some are subpar, and sometimes Iget misinformed whichIm investing my time and when Im [guided] in the wrong
direction there goes lost time. -Community College Student
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Student Perceptions of Transfer Advising
University transfer advisors and recruiters
Held regular advising hours at the community college orat university counseling center
Provided informal transcript review and admissionsadvising specific to intended transfer institution
The role of faculty
Increase faculty involvement Alert faculty to transfer related policies and resources
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Comprehensive Advising Model:
Starting from Scratch Students may not know what to ask, who to ask, or
where to start
Im a first-generation college student. I didnt reallyknow where to go or what the process was. Since [thecollege] was close to my home, I thought, Its a placefor me to start. -Community College Student
I had more than 30 hours and I got lost...I wasin the dorms and the freshman knew more than Idid. -University Transfer Student
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Comprehensive Advising Model:
Starting from scratch
I told [the counselor] I wanted to do businessmanagement and they didnt ask me if I planned ontransferring, they didnt ask me if I wanted a 2 year or 4
year degree, they didnt ask me anything, they just grabbedthe [degree plan], and it was an Associate of AppliedScience, its not an Associate of Arts... I got half waythrough and I went to talk to a [university] recruiter and
he said, were not going to take half these classes becausethey are technical vocational classes. What was the pointof getting a degree plan and following it if half of theseclasses arent even going to transfer? Essentially I startedover
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Comprehensive Advising Model: Teaching
Students How to Use Information
They [advisors] dont tell you exactly what you need but
they say, this counts. That doesnt really show you how itfits into the structure.
[Getting] loans and financial aid was a complicated
process and confusing, and [the counselors] didnt helpmuch, they just tell you go to this website and fill it out.They dont tell you what to fill out or what you needed oranything.
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Student Success Courses
Can be used to teach students about preparing to transfer
The student development course that I tookwas the mosthelpful thing because other than that, everything else I did on
my own, searching for myself.-Community College Student
My instructor was really helpful, she walked us around thetransfer center, told us where all the offices were, told us whereto look for stuff on our own without having to wait in line. It
was really helpful. She helped us find a lot of resources on the[college] website because its kind of wild sometimes. Shehelped us figure it out and thats what Ive been basing mycurriculum on, what I learned in that class.
-Community College Student
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Transfer Student Orientation
[students] need to sign up for a transfer session to see youradvisor and to [select] your schedule, everything about it was
good. It wasnt that long. -University Transfer Student
I wish I had gone to orientation. I was a transfer studentwith more than 30 hours and I didnt have to make itI felt
frustrated that I didnt know where things were.-University Transfer Student
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Special Programs
Special programs such as TRIO, honors, and athletics
Provided one-on-one student advising and encouragementfor transfer
I got into the SSSP [Student Support Services Project]they offer text book lending, laptop lending, personalcounselors to help you transfer [and]to help you sortthrough personal issues... Theyre really helpful, but thereis usually a waiting list for that one, it fills up really fast.
-Community College student
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Online
Transfer Information Knowing it exists andbeing able to find it
Determining whether information is current
Understanding what it means I got all of my information from the Internetthat was
helpful to an extent because some of the classes werenton there.
The website is not easy to navigate. Its easier for me toGoogle something and then get the results than searchfor it.
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Recommendations Up-to-date, user friendly Online information
Advisor/counselor training
Need for comprehensive academic advising
Teach students how to transfer
Begin early (part of high school advising) 4-year degree plan or life plan
Transfer advisors at the community college and/or advising forpre-transfer students
Mandatory transfer-specific orientation Student success programs/courses for transfer students
Tracking systems for transfer students
Better articulation between academic departments
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Organizations/Associations that Provide Resources and Research on Community Colleges,
Effective Transfer Practices, and College Student Access and Success
American Association for Community Colleges (AACC)www.aacc.nche.edu/
Center for Community College Student Engagement (CCCSE) University of Texas at Austin http://www.ccsse.org/
Center for the Study of Community Colleges http://centerforcommunitycolleges.org/
College Board http://www.collegeboard.org/
Council for the Study of Community Colleges (CSCC) http://www.cscconline.org/
Lumina Foundation http://www.luminafoundation.org/
National Association for College Admission Counseling (NACAC)www.nacacnet.org/
Office of Community College Research and Policy (OCCRP), Iowa State Universitywww.cclp.hs.iastate.edu/occrp/
Pathways To College Network http://www.pathwaystocollege.net/
Pell Institute http://www.pellinstitute.org/
Texas Council of Public University Presidents and Chancellorshttp://www.cpupc.org/images/Transfer_Report_Nov_2010.pdf
Texas Guaranteed Public Grant Program http://www.tgslc.org/publicbenefit/
Washington Higher Education Coordinating Board http://www.hecb.wa.gov/program-administration/credit-transfer
http://www.aacc.nche.edu/http://www.ccsse.org/http://centerforcommunitycolleges.org/http://www.collegeboard.org/http://www.cscconline.org/http://www.luminafoundation.org/http://www.nacacnet.org/http://www.cclp.hs.iastate.edu/occrp/http://www.pathwaystocollege.net/http://www.pellinstitute.org/http://www.cpupc.org/images/Transfer_Report_Nov_2010.pdfhttp://www.tgslc.org/publicbenefit/http://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.hecb.wa.gov/program-administration/credit-transferhttp://www.tgslc.org/publicbenefit/http://www.tgslc.org/publicbenefit/http://www.tgslc.org/publicbenefit/http://www.cpupc.org/images/Transfer_Report_Nov_2010.pdfhttp://www.cpupc.org/images/Transfer_Report_Nov_2010.pdfhttp://www.cpupc.org/images/Transfer_Report_Nov_2010.pdfhttp://www.pellinstitute.org/http://www.pellinstitute.org/http://www.pathwaystocollege.net/http://www.pathwaystocollege.net/http://www.cclp.hs.iastate.edu/occrp/http://www.nacacnet.org/http://www.luminafoundation.org/http://www.luminafoundation.org/http://www.cscconline.org/http://www.collegeboard.org/http://centerforcommunitycolleges.org/http://centerforcommunitycolleges.org/http://www.ccsse.org/http://www.aacc.nche.edu/http://www.aacc.nche.edu/ -
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Washington Higher Education Coordinating BoardTransfer Rights and Responsibilities
Student Rights and Responsibilities
1. Students have the right to clear, accurate, and current information about their transfer admission requirements, transfer
admission deadlines, degree requirements, and transfer policies that include course equivalencies.
2. Transfer and freshman-entry students have the right to expect comparable standards for regular admission to programs
and comparable program requirements.
3. Students have the right to seek clarification regarding their transfer evaluation and may request the reconsideration of any
aspect of that evaluation. In response, the college will follow established practices and processes for reviewing its transfer
credit decisions.
4. Students who encounter other transfer difficulties have the right to seek resolution. Each institution will have a definedprocess for resolution that is published and readily available to students.
5. Students have the responsibility to complete all materials required for admission and to submit the application on or
before the published deadlines.
6. Students have the responsibility to plan their courses of study by referring to the specific published degree requirements
of the college or academic program in which they intend to earn a bachelors degree.
7. When a student changes a major or degree program, the student assumes full responsibility for meeting the new
requirements.
College and University Rights and Responsibilities
1. Colleges and universities have the right and authority to determine program requirements and course offerings in
accordance with their institutional missions.
2. Colleges and universities have the responsibility to communicate and publish their requirements and course offerings to
students and the public, including information about student transfer rights and responsibilities.
3. Colleges and universities have the responsibility to communicate their admission and transfer related decisions to
students in writing (electronic or paper).http://www.hecb.wa.gov/sites/default/files/TransferStudentRightsandResponsibilities.pdf
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Exemplary Practices for Transfer Student ServicesThe (Texas) Council of Public University Presidents and Chancellors (CPUPC) released a list of exemplary practices for transfer student
services (2010). While developed by representatives of four-year institutions, many of these practices can be incorporated at community
colleges by adapting them for use with transfer-intending students. This information, gathered from the literature and from leading experts
in transfer student services, include, among others, the following:
Transfer orientation programs at both the two-year and four-year campuses
Transfer learning communities and/or residential interest groups
Transfer year experience programs
Transfer student focus groups, surveys, and assessments
Campus retention/graduation committees with a focus on transfer
Self-assessment of the campus transfer culture
Financial management workshops centered on paying for college Transfer student ambassadors
Faculty/staff mentoring program
Parent/family programs
Veterans programs
Transfer student bill of rights
Transfer fairs for students and their families
Online transfer guides Early alert systems
At-risk and academic support services
Learning centers
Transfer student success seminars on both the two-year and four-year campus
Tutoring labs, on-line tutoring, and peer tutoring
Supplemental instruction Advisors (including faculty and counselors) who are trained to monitor the transferability of courses prior to
registration
Holistic and intrusive individual advising
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7/31/2019 NISTS TX Transfer Policywebinar6 28 2012
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Amy Fann
Janet L. Marling
http://transferinstitute.unt.edu
mailto:[email protected]:[email protected]:[email protected]:[email protected]