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Enhancing Student Transfer Success: Strategies and Best Practices

In a dynamic educational landscape where over 63% of students earn more than ten postsecondary credits from multiple institutions, facilitating effective transfer processes is essential. This plenary session explores the importance of creating a 'Transfer Going Culture' through collaboration between community colleges and universities. Key discussions include the implementation of multiple measures of transfer, institutional audits, and practitioner knowledge enhancement (IPKIT). By focusing on data-driven approaches and actionable strategies, we aim to support practitioners in improving policies and programs for transfer students.

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Enhancing Student Transfer Success: Strategies and Best Practices

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Presentation Transcript

  1. Plenary AddressTrudy BersExecutive Director, Research, Curriculum & PlanningOakton Community CollegeDes Plaines, Illinois

  2. Setting the Context of Transfer • 63% 1992 12th graders who subsequently earned > 10 postsecondary credits attended more than one school • Multiple transfer patterns – swirling 2-year to 4-year 4-year to 2-year (reverse transfer) 2-year to 2-year 4-year to 4-year Concurrent enrollments of all sorts • Multiple measures of transfer; no clear answer

  3. Creating a Transfer Going CultureStephen Handel – The College Board • CC Role: Prepare students academically • University Role: Work with cc to align courses and curricula, give students accurate info, welcome transfers • In addition, for CC: Help students understand transfer options and processes • In addition, for both: Work together and with state re: statewide policies and practices to facilitate transfer

  4. IPKITImproving Practitioner Knowledge to Increase Transfer • Barbara Townsend, U of MO (PI) + advisory group • Lumina-funded • Purposes • Provide practitioners with knowledge & skills to gather & analyze institution-specific data re: transfer • Improve policies & support programs for transfer students • http://education.missouri.edu/orgs/index

  5. IPKIT Modules • Institutional audits of policies, practices and attitudes affecting transfer students; • Guide to conducting focus groups about transfer; • Guide to constructing surveys about transfer; • Information on coding open-ended responses to survey questions; • Annotated list of data sources for information about transfer and degree attainment.

  6. IPKIT Audits: Focus on theInstitution & State Context • Two-year and four-year versions • Three components • Inventory of state’s & college’s policies affecting transfer students • Ascertain college’s practices & attitudes affecting transfer students • Ascertain availability & use of data about student transfer & performance after transfer

  7. ‘Doing’ IPKIT Audits • IPKIT leader • IPKIT team • Multiple sessions – won’t have answers right away

  8. IPKIT Data • Existing policies • State-level • Institution-level • Institutional attitudes & practices • Collection & use of data

  9. Reality Check: Reasonable ExpectationsThink Short-term and Long-term • Data & Information • Collected or need to be collected • Operational definitions • Centralized or decentralized • Ownership & access • Data entry • Quantitative or qualitative

  10. The Leader and the Team • Leader • Champion or task-manager • Level • Role • Team • Representation • Level

  11. Data Gathering Approaches • Institutional data (student information systems) • Home-grown surveys • National surveys – NSSE, CCSSE, SENSE • State & Nat’l data sources – National Student Clearinghouse, IPEDS, state student unit record systems

  12. More Data Gathering Approaches • Focus groups (students & staff) • Individual interviews (students & staff) • Document reviews (brochures, agreements) • Web sites • Observations

  13. What Potential Students Want to Learn from Web SiteSurvey of 500 students with intent to transfer www.noellivitz.com/expectations

  14. Beyond IPKIT: Testing Yourselves

  15. Moving Forward to Improve Transfer:The Six Whos • Who recommends • Who champions • Who approves • Who manages • Who implements • Who funds

  16. Action Planning • Think of two concrete projects to improve transfer at your institution: • Project #1: Doable in one year • Project #2: Two-three year timetable

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