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Building the Yellow Brick Road to Transfer Success: Pathways for Predictable Outcomes

This comprehensive guide by Dr. Ron Harlan explores the pivotal role of community colleges in creating effective transfer pathways for students. With a focus on the importance of four-year degrees for entering the professional job market, it outlines strategies for increasing transfer success rates. The metaphor of the Yellow Brick Road from “The Wizard of Oz” exemplifies the journey students undergo. The guide provides actionable steps for conducting SWOT analyses, developing strong partnerships, and implementing successful transfer programs that align with students' aspirations and career goals.

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Building the Yellow Brick Road to Transfer Success: Pathways for Predictable Outcomes

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  1. By Ron Harlan, Ph.D. BUILDING THE YELLOW BRICK ROAD TO TRANSFER SUCCESS: FOLLOW THE YELLOW BRICK ROAD CREATING SUCCESSFUL PATHWAYS TO PREDICTABLE TRANSFER

  2. DEFINING THE TRANSFER PROCESS • Four-year degree = entry into professional job market B. Four-year degree granting institutions need more juniors C. Why Community Colleges (CCs) are “in the catbird seat” D. Many CCs could dramatically increase their transfer success

  3. THE YELLOW BRICK ROAD METAPHOR FROM THE WIZARD OF OZ The Tin Woodman The Cowardly Lion The Scarecrow Our students “If I only had courage” “If I only had a brain” “If I only had a heart” “If I only had a clue……how to get to transfer”

  4. BUILD THE YELLOW BRICK ROAD TO TRANSFER AND BECOME WHOLE DURING THE JOURNEY THE SOLUTION

  5. BUILDING THE ROAD TO TRANSFER – GETTING STARTED A. Do a SWOT analysis B. What four-year colleges are in the area C. Where do students want to go to and why? ( proximity, prestige, programs, cost) D. Commuter versus move out options E. What historical relationships exist?

  6. Biology is a great place to start Programs that lead to professional schools Programs that lead to B.S. degrees with strong employment (nursing, engineering, teaching credential, architecture, etc.) IDENTIFY PROGRAM WITH “TRANSFER POTENTIAL”

  7. A B C IDENTIFY FOUR – YEAR PARTNERS Find four year schools that “reach out” and adapt Make contact with those charged with CC articulation Connect your discipline faculty to their discipline faculty

  8. Create the “transfer core curriculum” Utilize mandatory prerequisites Utilize mandatory sequential courses Get a “buy in” with counseling – sell them on your rationale Find your program lead professor BUILD A SUCCESSFUL TRANSFER PROGRAM

  9. WHAT MAKES THE PROGRAM WORK Strong Transfer Agreements Program Effect Transfer Momentum Faculty Sponsorship Selling Past Success – student ambassadors Exit and follow-up questionnaires Publicize your success

  10. SPRING 2005 Bolded X = Chosen University “A” = Applied “X” = Accepted

  11. SPRING 2000 Bolded X = Chosen University “A” = Applied “X” = Accepted

  12. SPRING 1998 Bolded X = Chosen University “A” = Applied “X” = Accepted

  13. Mixing G.E. and majors students Open access (no prerequisites) and non-sequential classes Lacking a single faculty program leader Dictating terms to the four-year schools Having very few articulated classes Trying to please all four-year schools WHAT TENDS NOT TO WORK

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