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Setting the Context of Transfer

Plenary Address Trudy Bers Executive Director, Research, Curriculum & Planning Oakton Community College Des Plaines, Illinois. Setting the Context of Transfer. 63% 1992 12 th graders who subsequently earned > 10 postsecondary credits attended more than one school

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Setting the Context of Transfer

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  1. Plenary AddressTrudy BersExecutive Director, Research, Curriculum & PlanningOakton Community CollegeDes Plaines, Illinois

  2. Setting the Context of Transfer • 63% 1992 12th graders who subsequently earned > 10 postsecondary credits attended more than one school • Multiple transfer patterns – swirling 2-year to 4-year 4-year to 2-year (reverse transfer) 2-year to 2-year 4-year to 4-year Concurrent enrollments of all sorts • Multiple measures of transfer; no clear answer

  3. 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

  4. 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

  5. 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.

  6. 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

  7. ‘Doing’ IPKIT Audits • IPKIT leader • IPKIT team • Multiple sessions – won’t have answers right away

  8. IPKIT Data • Existing policies • State-level • Institution-level • Institutional attitudes & practices • Collection & use of data

  9. 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

  10. The Leader and the Team • Leader • Champion or task-manager • Level • Role • Team • Representation • Level

  11. 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

  12. More Data Gathering Approaches • Focus groups (students & staff) • Individual interviews (students & staff) • Document reviews (brochures, agreements) • Web sites • Observations

  13. What Potential Students Want to Learn from Web SiteSurvey of 500 students with intent to transfer www.noellivitz.com/expectations

  14. Beyond IPKIT: Testing Yourselves

  15. Moving Forward to Improve Transfer:The Six Whos • Who recommends • Who champions • Who approves • Who manages • Who implements • Who funds

  16. 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

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