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Plenary AddressTrudy Bers
Executive Director, Research, Curriculum & PlanningOakton Community College
Des Plaines, Illinois
Setting the Context of Transfer
• 63% 1992 12th graders who subsequently earned > 10 postsecondary credits attended more than one school
• Multiple transfer patterns – swirling2-year to 4-year4-year to 2-year (reverse transfer)2-year to 2-year4-year to 4-yearConcurrent enrollments of all sorts
• Multiple measures of transfer; no clear answer
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
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
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.
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
‘Doing’ IPKIT Audits
• IPKIT leader• IPKIT team• Multiple sessions – won’t have answers right
away
IPKIT Data
• Existing policies State-level Institution-level
• Institutional attitudes & practices• Collection & use of data
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
The Leader and the Team
• Leader– Champion or task-manager– Level–Role
• Team–Representation– Level
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
More Data Gathering Approaches
• Focus groups (students & staff)• Individual interviews (students & staff)• Document reviews (brochures, agreements)• Web sites• Observations
What Potential Students Want to Learn from Web SiteSurvey of 500 students with intent to transfer
Web site contentProgram I want 82%Can I afford to attend 64%Will enough credits transfer 54%Do I like the location 35%How successful are graduates 24%Faculty 18%Extra-curricular activities 12%Will I fit in 9%
www.noellivitz.com/expectations
Beyond IPKIT: Testing Yourselves
Moving Forward to Improve Transfer:The Six Whos
• Who recommends• Who champions• Who approves• Who manages• Who implements• Who funds
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