Background

The Maricopa Community Colleges Center for Curriculum and Transfer Articulation (CCTA) and Transfer Advisory Group (TAG) implemented two strategies in spring 2011 to assess perceptions of transfer services in the district. In alignment with departmental and division goals, the projects addressed 21st Century Maricopa’s Recommendation to Enhance Transfer Services. Providing support to transfer students who plan to apply Maricopa credits toward a bachelor’s degree at a four-year college or university is a vital aspect of comprehensive student services and affects a large portion of the district’s student population.

A transfer inventory survey, modeled after a national inventory of best practices in transfer, was distributed to the ten Maricopa Community Colleges; nine colleges responded to the survey. The individual respondents were selected by the Vice Presidents of Academic Affairs at each college, who were asked to include representation of various employee groups in their responses.

In addition, four student focus groups were conducted by Behavior Research Center, Inc. Two of the groups were comprised of students planning to transfer from Maricopa Community Colleges to four-year colleges or universities, and the other two were comprised of students who are undecided about transferring. The focus groups were held at GateWay Community College and Phoenix College, and included 27 students from across the district.

The purposes of the survey and focus groups were: to compile and document transfer services and practices at the Maricopa Community Colleges, to examine best practices, and to identify gaps that may need to be addressed.

Key Findings—Transfer Inventory Survey The majority of the Maricopa colleges that responded provide the following:

• At least one transfer fair/event per year • College-developed brochures or other forms of university literature (including view books, university catalogs, transfer applications, etc.) • Dedicated web-based information related to transferring • Invitation(s) to high school students to meet with faculty/staff and learn about transfer options

• Information on transfer opportunities from transfer personnel and/or faculty during new student orientation for incoming students • Daytime, evening, and drop-in transfer advising at all campus locations • University transfer admissions preparation and support for students provided by the honors program • Regularly-scheduled workshops for personnel to enable them to assist students in following transfer requirements • Data collection on transfer and transfer performance to help in planning and facilitating transfer • Professional development opportunities for faculty/ staff to help them assist students who seek transfer

The majority of the Maricopa colleges that responded do not provide the following:

• Student workshops that are scheduled at various times of day/evening to inform students about transfer possibilities and how to handle academic and adjustment concerns • A faculty or staff member who accompanies potential transfer students on visits to transfer institutions • Calls from transfer advisors/counselors to transfer college admissions and financial aid offices to help students make and interpret inquiries • Free transportation for university visits • Alumni who promote or assist in student transfer

The following needs/ideas for enhancing transfer services were identified:

• More training provided by the District’s Center for Curriculum and Transfer Articulation • Improved web presence for transfer information • Funding for a transfer coordinator at each college; strengthen jointly sponsored events and programs • Student Information System (SIS) programming that allows students to investigate “what if” scenarios • Dedicated transfer center/suite

maricopa.edu/transfer

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Assessing Transfer Services in MCCCD

September 2011 Briefing Paper #4Division of Academic & Student Affairs

• Several participants made comments that the Maricopa-ASU Pathways Program (MAPP) is effective and easy to follow.

• About half of the students planning to transfer said they entered community college already knowing they wanted to transfer; the others later decided either because they were initially unaware of transfer programs, or started in an occupational program and their goals changed.

• In addition to Advisement, these sources helped them prepare for transfer: Faculty, Career Center, Counseling, Student Life, Recruitment, Veterans Services, TRIO, PROSPER.

• Participants said the following benefits of participating in a transfer program reduce stress and “make things smoother”: guaranteed admissions, “locked-in” tuition rates, and having a clear plan.

• Participants obtained information about their transfer universities via personal exploration, tours, online information, and other students. They said they have a high level of knowledge of the academic expectations at the university and feel they are well-prepared.

Transfer awareness among undecided students—

• Most have heard or seen some messages about transfer opportunities from MCCCD advisors, university advisors on campus, faculty/academic departments, printed materials (MAPP in particular), word of mouth from other students, international /multicultural/ honors offices, and/or orientation programs; only one participant said she has heard nothing at all about university transfer.

• They generally agreed that the experiences of other students are a powerful motivator and influence their transfer decisions.

Awareness of marketing materials—

• Many of the examples were familiar (students had “seen them around”). Students liked the MAPP material and a small transfer brochure.

• Only one participant said she didn’t understand the term, “university transfer,” which was used on many of the materials. The University transfer logo was praised by several participants, indicating brand equity.

• Students made suggestions for improvement: central display area/ kiosk for transfer materials with orderly displays, central transfer center on campus to eliminate confusion, include name/title of contact on printed material, weekend advisement especially for non-traditional students.

Participants obtained information about their transfer universities via personal exploration, tours, online information, and other students. They said they have a high level of knowledge of the academic expectations at the university and feel they are well-prepared.

Key Findings—Student Focus Groups

Why participants chose to start their higher education at a community college—

• Costs less than universities

• Smaller class sizes/more individual attention from faculty

• Personal reasons mostly related to campus size (smaller than university/less intimidating)

Perception of attending a community college —

• All participants expressed a positive view of attending a community college.

• Most participants, however, think the general public’s perception is negative, and gave examples: “(They say) you go to a community college only because you can’t get into a university.”

“Some still call them ‘junior colleges’, like they’re inferior.”

• A nursing student indicated the medical community has a positive image of community college programs.

Transfer awareness among students planning to transfer —

• Strongly attributed their awareness of transfer programs, primarily, to their academic advisors, but also to enrollment services staff, high school teacher(s), Veterans Services, email from the NAU nursing program, TRIO (federal programs that provide student outreach and support), and friends or other students.

• SMCC students spoke enthusiastically about their TRIO program, citing mentoring and field trips to universities as positive experiences.

Online transfer tools—

• aztransfer.com—Only a few participants said they had heard of it, and one said she used a “checklist feature” on it. They suggested advisors should refer to it, and it should be linked to college web sites. (In one session, a student checked his college web site and verified that it is listed on it.) The equivalency tool was cited as the most useful part of the site. Participants agreed it should be more actively promoted.

• maricopa.edu/transfer—Several participants weren’t sure if they had used it; others remembered transfer steps on the site and liked it.

• An online chat option was suggested; others in that focus group agreed it is a good idea.

Education plan—

• Most participants said they had an educational plan (definitions varied) when they started college, which they developed with an advisor, a parent, or on their own. Most said their educational plans have been modified.

• All participants said they have an accurate awareness of their program requirements.

• Nearly all of the participants plan to earn an associate’s degree, which they said represents an accomplishment and has meaning in the job market.

Obstacles in transferring—

• Financial issues—Participants mentioned more/ improved financial aid counseling would be helpful.

• Indecision

• Leaving family

• Broader “life problems”—One said, “We’re not 18- and 19-year-olds anymore.”

• One student was concerned that the time it takes to get a transcript after course completion would interfere with her ability to get into popular university courses that fill up quickly.

Making decisions about transferring—

• Financial issues

• Family considerations (sometimes overlapping financial issues)

• Unsure if need to transfer for career success

Academic quality—

• Some qualified that it depends on the instructor, but most were adamant that community college education is on par with university education.

• Participants said many of their instructors also have university teaching experience and give them insight on what to expect post-transfer.

• A few said some faculty grade too easily.

• Participants expect less personal attention at the university than they say they are getting at the community college.

Recommendations from participants—

• Push people (students), create a culture of transfer

• More university visits to community college campuses and from a variety of disciplines

• Pre-advisement workshops

• Workshops/meetings for MCCCD advisors and university advisors to keep up to date

• Clarify pathways for NAU transfer (more like MAPP)

• Make NAU offices on community college campuses welcoming (said some offices look unoccupied)

Nearly all of the participants plan to earn an associate’s degree, which they said represents an accomplishment and has meaning in the job market.

Summary

Results from the Transfer Inventory Survey provide evidence that can be used to strengthen Maricopa’s established transfer services and practices. Respondents offered several recommendations for the district and/or individual colleges to maintain successful practices and boost other, underdeveloped areas. The focus group results indicate that, overall, MCCCD transfer programs are meeting or exceeding students’ needs. Of the negative comments, the harshest were directed at the advisement process, but, still, most participants were quite positive about their advisors. Suggestions and complaints were offered mainly in the context of improving an already-good product.

Next Steps Overall, the results from the transfer inventory survey offered a snapshot of internal perception of transfer services, including areas in need, while the focus groups delivered direct student feedback on transfer services in the district. Reconciling these two viewpoints is critical in prioritizing the best use of resources and yields several recommendations:

• Establish a central transfer services office on each campus.

• Identify a transfer information location on each campus, using consistent branding across colleges (because of swirling)—examples: kiosk, transfer wall, transfer office.

• Improve and standardize advisement—most spoke highly about the advisement they received, but some expressed frustration about inconsistency of information from advisors. Suggested increasing collaboration between MCCCD and university advisors, and increasing advising awareness in academic departments.

• Establish a student mentoring program on each campus (already exists on some).

• Continue to provide university table visits, transfer events, and fairs throughout the year.

• Continue to develop and maintain in-person and online, user-friendly transfer resources.

• Offer regularly scheduled workshops to inform students about transfer possibilities.

• Provide dedicated sessions to help address transfer student concerns related to the academic, social, and financial aspects and complexity of the university experience.

• Involve alumni who have transferred to four-year colleges and universities to serve as peer mentors.

• Involve faculty in training, workshops, and information sessions related to transfer.

• Collect student/user feedback on the effectiveness of transfer services and resources at the college for continuous improvement.

• Continue to offer college training to faculty and staff on university transfer related topics.

Administrators, faculty, and staff from all Maricopa colleges are urged to review these recommendations and determine which ideas best meet the needs of their students. Although many services and practices are currently in place, further student feedback at the college sites could help identify the strongest needs. It would be wise to focus on underdeveloped areas in order to address discrepancies between what employees believe is in place for Maricopa’s students, and what students say they want and need to support them as they prepare to transfer.

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maricopa.edu/transfer