Increasing Graduation and Transfer Rates of 2-year College STEM Students through 2yr/4yr

Partnerships

Dr. Pamela M. Leggett-RobinsonGeorgia Perimeter College

October 30, 2014

Poll Question

• Are you employed at a 2yr or 4yr institution?• 2y• 4y

The State of STEM Undergraduate Education

Community colleges (2y) play a significant role in undergraduate education in the United States.

Community colleges (2yr) serve a significant proportion of the underrepresented minorities.

Few minority (actual numbers) and low-income students from community colleges transfer to 4-year institutions (Teacher Advisory Council 2012)

Partnerships between 2-year and 4-year institutions are essential mechanisms to facilitate and increase transfer of students in STEM to 4-year institutions to obtain Bachelors degrees (Teacher Advisory Council 2012)

Today, we will focus on the successful partnerships between 2-year and 4-year institutions:

(1) The importance and impact of these partnerships on STEM graduation and transfer rates at both partnering institutions.

(2) Developing/Implementing/Sustaining mutually beneficial partnerships

Importance/Impact of 2-Year/4-Year partnerships…Comments From the STEM community (STEP Central)

• “Enhanced recruitment of women students and students of color” • “Transfer rates after two years to senior institution is over 60% in our

program, whereas they are less than 6% for other "college-ready" students after two years.”• “The partnership has allowed us to learn that there is a direct correlation

with 2-year degree completion and transfer to the partner institution” • “Curricular coordination between STEM programs at the two institutions• “Established relationships between administrators at the two institutions” • “Deeper understanding of the issues that transfer students face”

Georgia Perimeter College

• Non-residential, two-year program with five campuses located around the Metro Atlanta Area and one online division.

• With an enrollment of 21,380 in Fall 2014, the institution is the third largest institution in the system and the largest associate degree-granting institution in the State.

GPC-STEP• Allowed GPC to develop

partnerships (via programs) with 4y institutions• University partners:

• host “A Day in the Life” activities

• provide transfer workshops

• provide undergraduate research experience opportunities

Partnerships at GPC: A Day in the Life

STEP participants are given the opportunity to experience being students for “a day” at sister institutions.

Participants attend a junior level class in the area of their intended major

GPC Students speak candidly with students that have previously transferred from GPC or another institution about transfer shock.

Typical Agenda

9:00a – 10:30a Arrive at Institution

11:00-12:30p Attend Class

12:40-2:00p Lunch; Advising Session; Student Transfer Panel

2:15p-3:00p Admissions Information Session

3:15p Depart Institution

Student Survey Results—Summation of AY 2013 ToursConstructs As a result of this workshop… Mean Assessment % Strongly

Agree

Engagement 1. My interest in studying Science, Technology, Engineering, or Math (STEM) topics has grown. 4.90 Good J 90%

Institutional Commitment

2. I am more committed to completing a degree at GPC. 3.90 Attentionü 50%

STEM Identity and Belonging

3. I am more confident that I belong in Science, Technology, Engineering, or Math (STEM). 4. I am more likely to describe myself as a scientist, mathematician, or engineer.

4.90

4.40

Good J

Good J

90%

60%

Math & Science 5. I am more comfortable with math. 6. I am more comfortable with science

4.90

4.40

Good J

Good J

90%

60%

Awareness of Resources

7. I am more aware of academic resources available to me. 8. I am more aware of career resources available to me.

4.80

4.40

Good J

Good J

80%

40%

Encouragement 9. I felt more encouraged to get a STEM degree 4.80 Good J 80%

Intent to Persist 10. I am more likely to pursue a career in Science, Technology, Engineering, or Math (STEM). 4.90 Good J 90%

11. I am more likely to transfer to a 4 year institution. ‐5.00 Good J 100%

Partnerships at GPC: Plus 8 ProgramThe 3+8 model of undergraduate research is supported by the theory of “cognitive apprenticeship”

• Students participate in an Undergraduate Research experience with 2-year college faculty for three weeks in May

• This experience is followed by an 8-week research experience with research faculty at 4-year institutions.

• Students move from a more hands on support in the 3-week period to a less structured approach in the 8-week period

• The “8” component of the program follows a half-day format (20 - 25 hours per week), mimicking the 3-week component.

• Students work independently in the research labs--working with graduate students or other undergraduate students from a 4-year institution.

• The program is designed to allow students at the 2-year college to participate in research while keeping their family and work obligations intact

Partnerships at GPC –Plus 8 Program

• Plus 8 Partners:• 2012 – Georgia State University• 2013 – Georgia State University,

Clayton State University• 2014 – Georgia State University,

Emory University, UGA-Griffin, Georgia Tech

Student Major 3 week project 8 week projectParticipant 1 BIOL MICR - Analysis of Water Samples for the Presence

of BacteriaMICR – Metagenomics/Environmental genomics

Participant 2 CHEMECOL - Snapfinger Creek

Mitigation Bank

BIOCHEM - Enzyme Kinetics of Flavin-Dependent Enzymes

Participant 3 ENGR ENGR - Lego League Robotics - Senior Solutions CHEM (computational) - cis-trans Isomerization of Proline Imide Peptide Bonds Involved in Cell Signaling Pathways

Participant 4 CHEM CHEM (analytical) - Chemical Analysis of Water from Different Locations

BIOCHEM- Enzyme Kinetics of Flavin-Dependent Enzymes

Participant 5 ENGRENGR - Alternate method of submarine exploration with tele-operated underwater vehicles

CHEM (computational) - Convergence of Entropy Calculations Using Molecular Dynamics

Participant 6 CHEM CHEM (organic) - Substituent Effects of trans-Chlorinated Chlacones on Ultra Violet Spectroscopy

CHEM (organic) - Synthesis of Small Molecules as Potential Inhibitors of CXCR4

Participant 7 CHEM CHEM (organic) - Substituent Effects of trans-Chlorinated Chlacones on Ultra Violet Spectroscopy

CHEM (organic) - Synthesis of Small Molecules as Potential Inhibitors of CXCR4

Participant 8 CHEM CHEM (analytical) - Chemical Analysis of water samples from different locations

BIOCHEM - T7RNA Polymerase Expression and Purification

Participant 9 ENGR PHYS - Piezoelectric Crystal Development and Applications

CHEM - Near-Infrared Luminescent Molecular-Like Metal Nanoclusters

Participant 10 ENGR PHYS - Piezoelectric Crystal Development and Applications

ENGR - Exploring the Dynamics of Computational Kinematic Algorithms Versus 3D Special Design

Participant 11 ENGR PHYS - Piezoelectric Crystal Development and Applications

PHYS - Magnetic Ground States of Triangular Nanomagnets

Participant 12 CHEM CHEM (analytical) - Optimizing the Operation Conditions of a Gow Mac Series 400 Isothermal Gas Chromatograph

SCI ED - The BioBus Program: The Optimization of a Thin Layer Chromatography Assay for Middle School Science Students

Student Survey Results

0

1

2

3

4

5

6

7

8

9

8

5

8

7

3

Student Activities following Plus 8 Participation

Projected Goal

Summer 2012

Summer 2013

Summer 2014

Summer Bridge 1 (3 weeks)

30 19/30 (63%)

26/30 (86%)

28/30 (96.7%)

Summer Bridge II (8 Weeks)

15 4/15 (27%)

8/15 (53%)

11/15 (73%)

Student Outcomes – 2012/2013 Plus 8 Program Partnership

Impact of Partnerships on Graduation/Transfer

# of Participants AY 2012

TransferInstitutionsAY 2012

# of ParticipantsAY 2013

Transfer InstitutionsAY 2013

# of ParticipantsAY 2014

Transfer InstitutionsAY 2014

Graduation/Transfer (55%)

5/17 (29%) UGA-Griffin; GA Tech; Agnes Scott College; Georgia State University

14/33 (42%) UGA (Athens); Emory University; Georgia Tech; Georgia State University; Clayton State University

22/33 (66%) UGA (Athens), Texas Tech, Texas A&M University-College Station; Georgia Gwinnett College, Georgia State University; Georgia Tech; Southern Polytechnic State University; Dartmouth College

Participant Graduation/Transfer Outcomes and Transferring Institutions

How did the partnerships get started?

• A Day in the Life:• Proctor and Gamble Grant with Ga Tech• Comparison of Evaluation data

• Plus 8 Program:• PKAL Summer Institute• GSU Undergraduate Research Poster Day• Utilization of Fundraising Tools, i.e. “Asking”

Why are these partnerships successful at GPC?• Demographics of the students• Coupled with best practices in other

areas• faculty communication and participation• course alignment• Stakeholder buy in - administrative

support (moreso on the 4y side)• understand institutional culture• understand institutional process• support of the activities, staff,

counselors and coordinators

• Great Administrative Assistant• The PI or designee must be a

visionary and be able to ..fundraising skill set, global perspective, understand the culture from both sides of the institution• Addressed the “New Funding”

calculation – we didn’t know we were ahead of the change

Poll Questions

• Does your institution engage in 2y/4y partnerships?• Yes• No

• Are these partnerships mutually beneficial?• Yes• No

Key factors in developing 2y/4y partnerships

Open Communication

Mutually Beneficial

“Redesign” or Innovative

Outcome Driven

Logistically Sound Personnel

A Day in the Life Tour….Redesign of The College Tour

• Based on the standard University/College Tour• What 2y students need to know prior to transferring?• Are these tours important? Why?Addr

ess Concerns from

2Y students

Customize Tours at 4y

to address

concerns

Met with Admissions

, Advisi

ng, STEM Office

s

Logistical Planning

Evaluate

Plus 8 Program….Redesign of the Traditional REU but based on an existing program• Based on the successful GPC 3 week summer bridge program • Previous Data • Need to engage more students

Poll Questions

• Please share information regarding a successful partnership program?

• If you have not engaged in a partnership program, do you have programs on your campus that could possibly serve as a partnership with a bit of “Redesign”?• Yes• No

Challenges/limitations facing 2y/4y partnerships  • Establishing and maintaining data linkages between 2-year and 4-year

institutions. • Extreme budget cuts every year, loss of key support personnel and

faculty and staff are burnt out. • Sustaining the programs at the 2-year campuses following the

completion of the STEP funding.• Lack of WRITTEN articulation agreements between us and the

programs at the senior institution. • Unwelcoming culture.

Overcoming the Barriers of 2y/4y partnerships—Hear, See and Do

• Let other people know about your successful partnerships• Engage in clear, concise communication, “elevator speech” • Hear the unwritten rules and bias: institutional culture and

process of each institution• Begin conversations surrounding advising challenges at 2Y• Listen to student and faculty apprehension regarding 2Y/4Y

transfer

Overcoming the Barriers of 2y/4y partnerships—Hear, See and Do

• Look for ways to improve current partnerships or “ineffective” institutional interventions • Study the data management plan from both institutions and be ready to

share your findings • Exposure the success of your partnership• Look for successful partnerships at similar institutions• Take pictures! • Use your school website to market the good stuff!

Overcoming the Challenges/Limitations of 2y/4y partnerships—Hear, See and Do

• Leverage existing grant funds from both institutions• Encourage bottom up (faculty) and top down

(administration/leadership) at both institutions• Include staff, counselors, and students from both

institutions• Ensure bi-directional, inter-institutional, student and

outcome data flow

Sustaining the Partnership—It’s all about the Student• Students drive the partnership• Tuition dollars• State Funding (recruitment and retention)

• The partnership must outlast YOU• Start small and plan big• Invite more schools into your partnership-each school may have

something different to offer• Forming and sustaining a community network• Building and maintaining relationships

Acknowledgements• GPC STEP Team: • Margaret Major• Naranja Davis

• GPC STEP Scholars• Dabney Dixon• Alfons Baumstark• Keith Oden

• Georgia State University• Georgia Institute of Technology• University of Georgia- Griffin • Emory University• Clayton State University

Funding:National Science Foundation - Award 1067896USG STEM Mini-grant 2012 Proctor & Gamble Grant