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November 16, 2005

November 16, 2005. Extreme Makeover. Lynn M. Gangone, Ed.D. The George Washington University. Changing State and Institutional Transfer/Articulation Policy. Take-away. Personal. Policy. Progress. Extreme makeover informs future work between community and four-year colleges.

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November 16, 2005

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  1. November 16, 2005 L.M. Gangone, Ed.D., 11/16/05

  2. Extreme Makeover Lynn M. Gangone, Ed.D.The George Washington University Changing State and Institutional Transfer/Articulation Policy L.M. Gangone, Ed.D., 11/16/05

  3. Take-away Personal Policy Progress Extreme makeover informs future work between community and four-year colleges You can integrate your values and skills with research interests Recognition of the values, levers, and drivers that influence policy is vital L.M. Gangone, Ed.D., 11/16/05

  4. Four Parts Bias Practice Assumptions Result Maryland policymak-ers were innovative; they made over transfer /articulation policies My experience affects how I look at this topic—my extreme makeover 1. Degree completion is a priority 2. Col- laboration is essential You too can practice and experience an extreme makeover L.M. Gangone, Ed.D., 11/16/05

  5. Bias First-generation college student Fearless generalist Faculty member Practitioner Researcher L.M. Gangone, Ed.D., 11/16/05

  6. Research Questions 1. History of MD’s interest in transfer and articulation? 2. Community college interest in AAT? 3. Four-Year schools’ interest in AAT? 4. How does COMAR requirement affect autonomy? 5. How did MHEC manage to do it? 6. What influence did Dept. of Ed have? 7. How did NCLB affect development of AAT? 8. What about other educational policy in the state? 9. How will success be measured? L.M. Gangone, Ed.D., 11/16/05

  7. Bias First-generation college student Fearless generalist Faculty member Synergy of Continuous Makeover Practitioner Researcher L.M. Gangone, Ed.D., 11/16/05

  8. Part 2--Assumptions 1. Moving students to degree completion is a priority 2. Collaboration of two- and four-year schools is essential L.M. Gangone, Ed.D., 11/16/05

  9. Three Theoretical Goals • Structural Efficiency • Social Equity • Human Capital L.M. Gangone, Ed.D., 11/16/05

  10. Community College Students Keeping America’sPromise CCSSE CCSSE AACC 65% of students whose families earn < $20,000 attend community colleges 1,157 community colleges enroll 11.6 million students 50% of undergrads are now in community colleges 48% of community college students say they want to go to a four-year school L.M. Gangone, Ed.D., 11/16/05

  11. Community Colleges at a GlanceAmerican Association of Community Colleges 2005 Data L.M. Gangone, Ed.D., 11/16/05

  12. AACC 2005 11.6 million students 38% part time 58% women 46% of all undergrads 42% men 62% full time L.M. Gangone, Ed.D., 11/16/05

  13. Student Profiles 56% Hispanic 57% Native American 47% Black 48% Asian L.M. Gangone, Ed.D., 11/16/05

  14. Community College Aid L.M. Gangone, Ed.D., 11/16/05

  15. Community CollegeRevenue Sources L.M. Gangone, Ed.D., 11/16/05

  16. Community College Degrees and Certificates L.M. Gangone, Ed.D., 11/16/05

  17. Part 3—State Makeover Artists The associate transfer degree makes sense only if it comes with ironclad assurances that it has value within the context of the general education core curriculum at four-year institutions and meets the requirements of the first two years of baccalaureate study. DiCroce, 2005, p. B23 L.M. Gangone, Ed.D., 11/16/05

  18. Maryland’s Makeover More students Fewer teacher ed grads Acute teacher shortage Community college baccalaureates State and federal policy pressures L.M. Gangone, Ed.D., 11/16/05

  19. Maryland’s Makeover Right place, right time to be noticed to some, looked awful but had potential needed improvement and was willing to change L.M. Gangone, Ed.D., 11/16/05

  20. Right Place and Time to Be Noticed Intersegmental Advisory Ctte STAC created in 1990 Transfer contact at each public Regular meetings ARTSYS—electronic data info Gen ed program requirements L.M. Gangone, Ed.D., 11/16/05

  21. To some, looked awful, but had potential Four-years resisted “interference” Four-years wanted “control” Lack of communication No urgency, no senior leaders Limited resources Reconceptualization difficult L.M. Gangone, Ed.D., 11/16/05

  22. Needed improvement Teacher ed candidates dropped Many schemes didn’t help Legislators got nervous Community colleges pushed Four-year schools stayed put L.M. Gangone, Ed.D., 11/16/05

  23. Willing to change Teacher ed articulation ctte formed Change in COMAR proposed AAT transfers without further review By 2002, 8 community colleges offer AAT L.M. Gangone, Ed.D., 11/16/05

  24. Part 4--Practice • What would be a sound process to develop the secondary AAT? • What process could produce a win-win? • Does the fact that policy push is from the outside make it more likely that the secondary AAT will succeed? • How prepared are the stakeholders for these policy deliberations? • What kinds of data would you collect? • What insights apply to your work as a student with policy interests? • What is your assessment of Maryland’s approach to seamless transfer? L.M. Gangone, Ed.D., 11/16/05

  25. An innovative program and a national model . . . Agreed-upon outcomes for five AAT degree programs • Chemistry • Mathematics • Physics • Spanish • Secondary education Have become models disseminated around the country L.M. Gangone, Ed.D., 11/16/05

  26. What does the future hold?The next study . . . Current policies and practices in Maryland Methods to reduce wasted credits during transfers Ways to maximize transferred credit System of statewide courses Effectiveness of simultaneous enrollments Transferability of credits from private career schools L.M. Gangone, Ed.D., 11/16/05

  27. Conclusion From resistance to cooperation Stakeholder buy-in Urgency Private institutions involved Community college quality Remainingbarriers L.M. Gangone, Ed.D., 11/16/05

  28. Practitioners effect change and live to think about it. L.M. Gangone, Ed.D., 11/16/05

  29. Extreme Makeover Lynn M. Gangone, Ed.D.The George Washington Universitylgangone@gwu.edu202-994-0839 Changing State and Institutional Transfer/Articulation Policy L.M. Gangone, Ed.D., 11/16/05

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