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Dual Admission

Mary Ettling Southern Illinois University Edwardsville Assistant Director of Credit & Distance Activities 618.650.3215 or mawalke@siue.edu. Dual Admission . Moving Beyond the Agreement to Serve Students. Dual Admission Dual Enrollment High School Partnership 2+2. Terminology.

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Dual Admission

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  1. Mary Ettling Southern Illinois University Edwardsville Assistant Director of Credit & Distance Activities 618.650.3215 or mawalke@siue.edu Dual Admission Moving Beyond the Agreement to Serve Students

  2. Dual Admission • Dual Enrollment • High School Partnership • 2+2 Terminology

  3. The Public Agenda encompasses four goals designed to eliminate barriers and foster opportunities for all Illinoisans to achieve their educational aspirations and to build an economically vibrant and competitive state of Illinois. Goal 1: Increase educational attainment
 Goal 2: Improve college affordability
 Goal 3: Strengthen workforce development
 Goal 4: Link research and innovation to  economic growth http://www.1illinois.org/ Why get involved?

  4. Transferability of Courses • Academic Advising • Career Counseling/Placement Engel, C (2011). Understanding the enrollment motives of college transfer students. Retrieved from www.blog/noellevitz.com Motives of Transfer Students

  5. Options • Improved Transfer Services • Completions • Reverse Transfer Benefits for the College

  6. Early Decision • Ability to Influence Matriculation • Advising/Better prepared • Already connected • Non-tangibles (trust, network) • More likely to complete Benefits for the University

  7. Waive application fee • Advising • Admission term is set for curriculum • Financial Aid • Student Affairs….. Benefits for Students

  8. Established relationships across campus • Housed under Academic Affairs • Primary services come from academic affairs • Familiarity with off campus operations • Quality services provide likely ROI that is qualitative Why Continuing Education?

  9. They are key to student retention and a huge influencer of CC students./ CC students resist advising • CC faculty must be familiar with primary school’s curriculum. • Are CC faculty advocates for the university? • University faculty must • see transfer students as valuable/ academically prepared • must understand their role in student retention • University faculty should be encouraged to establish 2+2 relationships- i.e. incentives Faculty

  10. Are unique • Have different needs at different times • Change their minds • Need support • Are sometimes intimidated • Don’t always have support from their family or other important groups Students (page 1)

  11. Often work full time • May have other family obligations • Have some negative stereotypes that they must overcome • Need to understand financial aid • Could benefit from information about departmental/university scholarships • Student focus groups Students (page 2)

  12. Campus activities • Athletics • ID cards • Library • Theatre • Connections with clubs or academic societies • Connections with faculty Student Services

  13. Academic Advising • News you can use • Program Planning • Any offers to authentically connect with campus • Commuter services/ housing/ off campus living options • Parking • Curriculum guides/ transfer guides • Seeing transfer credits posted • Connecting via university email • Reviewing progress of dual admission students • Campus tours? • Career services opportunity to connect with internships early What services may be valuable

  14. Coordinator of Communications for Partnership Programs • Coordinator of Advising/ Academic Advisor for Partnership Programs • Virtual Program Support for Partnership Programs Future Plans

  15. Students with a lot of credit hours • Readmits • Tracking students • The elusive admit term • Campus awareness/service to a unique group • Changing majors • Students who are not attending full time Unique Problems

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