nists tx transfer policywebinar6 28 2012

7/31/2019 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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Amy Fann

[email protected]

Janet L. Marling

[email protected]

http://transferinstitute.unt.edu
mailto:[email protected]:[email protected]:[email protected]:[email protected]

nists tx transfer policywebinar6 28 2012

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