Programs, Policies & Practices to Recruit, Enroll and Support Community College Transfer Students Case Study Findin

1. Programs, Policies & Practices to Recruit, Enroll and Support Community College Transfer StudentsCase Study Findings

2. Research Partners:New England Resource Center for Higher EducationUniversity of Massachusetts BostonCenter for Urban EducationUniversity of Southern CaliforniaTomas Rivera Policy InstituteUniversity of Southern California

3. Overview of Presentation • Case study context, purpose, and methodology • Findings across institutions

4. Context of Case Study • High-achieving, low-income CC transfer students: • transfer at very low rates to highly-selective institutions • complete degrees at same rates as natives

5. Context of Case Study • Some highly-selective institutions facilitate transfer, orientation, and support of low-income CC transfer students • Low-income CC transfer students cross borders between 2- and 4-year institutions with the help of faculty and administrators

6. Purpose of Case Study • Identify exemplary transfer access programs/practices at 4-year institutions in the public and private sectors and at community colleges

7. Methodology • Research question: What successful models exist at selective 4-year institutions that demonstrate how to recruit, admit, retain, and graduate high-achieving, low-income community college transfer students?

8. Areas of Inquiry • Policies and practices that characterize the recruitment, admission, and support of low-income community college transfer students • Factors affecting the successful transfer of these students • Impediments to expanding the opportunities for low-income community college students to attend 4-year selective institutions

9. Data Collection • Interviews • Self-Assessment Inventory (SAI)

10. Interviewees • Administrators: • Presidents • Chief academic officers • Deans of admissions and financial aid • Direct service administrators, including directors of transfer counseling • Faculty at 2- and 4-year institutions

11. Self Assessment Inventory (SAI) • Student Services • Financial Aid • Personnel • Publicity and Public Statements • Institutional Transfer Policies and Practices • Partnerships and Collaboration • Barriers to Transfer Access • Institutional Mission

12. Findings across Institutions: • Partnerships • Programs/Practices that Support C C Transfer Students • Financial Aid • Dedicated Resources • External Environment • Transfer Champions • Critical Role of Faculty

13. Partnerships • Between 4- and 2-Year Institutions • Dept’s, Schools, Divisions • With K-12 Systems • Among Presidents • Faculty Networks

14. Partnerships • Partnerships: Multiple Participants • Programmatic Partnerships • Articulation Agreements • State Policy • Inter-organizational Arrangements • Intra-organizational Partnerships

15. Supporting CC Transfer Students

16. Financial Aid • Broad-based Policies for Aid • “Needs-blind” admission policy • Provide information about various sources of financial aid: scholarships • Provide comprehensive student support programs for 2-year transfer students: • assistance w financial aid app’s, • counseling on money mgmnt, • academic assistance, • information

17. Financial Aid • Thoughtful reallocation of institutional resources • Create funds specifically for low-income transfer students • Auditing financial aid policies & practices to uncover hidden barriers • functionally constrain community college students from applying

18. Dedicated Resources • Recruiting • Admissions reps regularly on 2-yr campus • Advising • Early student ID, information-sharing • Inter-institutional Collaboration • Ongoing Academic Support • Information Technology • Information, applications, orientations, curriculum guides, articulation system

19. External Environment • Curricular regulation • Articulation and course sequencing • Enrollment management in programs • Track to 2-yr prep program • Public awareness of transfer options • Simplification, streamlining, the Internet • Collectivizing Resources • Efficient use for multiple parties within system

20. Transfer “Champions” • Individual commitment to their work • Commitment to pervasive and deep internal change at their institution • Ongoing belief in strong personal relationships • within inter-organizational partnerships

21. The Critical Role of Faculty • Campus Leaders • Affect extent to which innovations are adopted • Teaching and Learning Process • Adapt teaching approach for variety of learning styles • Changes in faculty perception/knowledge • Advisors • Guidance, mentoring, counsel

22. Barriers to Transfer Access • Closed Majors • High demand; limited enrollment capacity • Increased Admissions Requirements • Prestige Maximization • Inadequate Evaluation • Housing Limitations • Lack of financial aid info, availability, perceptions, both students & staff

23. Practices Supporting Transfer of Low-Income Community College Students to Selective Institutions: Case Study Findings For a copy of the report, visit: http://www.jackkentcookefoundation.org

24. Practices Supporting Transfer of Low-Income Community College Students to Selective Institutions: Case Study Findings Glenn Gabbard New England Resource Center for Higher Education University of Massachusetts Boston 100 Morrissey Boulevard Boston MA 02125 Glenn.gabbard@umb.edu