Transfer and Articulation In Indiana

1. Transfer and Articulation In Indiana The Community College Perspective

2. TransferIN website assists students to identify course applicability in multiple institutions Core Transfer Library delineates institutional commitments to accept courses in transfer STAC (State Transfer and Articulation Committee) works to develop transfer agreements and practices Transfer in Indiana is primarily course by course Current State Current State

3. Associate of Science (AS) is primary transfer degree (first transfer in 1989) Associate of Applied Science (AAS) is primarily a terminal degree with limited transfer options (except course by course) Associate of Arts first offered in 2005 but very few graduates 512 distinct articulation agreements with different 65 college and university partners Transfer from Ivy Tech Transfer from Ivy Tech

4. Of Ivy Tech’s 57 programs, 74% have transfer agreements One agreement for Health Information Technology 135 agreements for Liberal Arts 55 different agreements in Business Administration Most university transfer agreements have been limited to a single Ivy Tech campus and based primarily on course-by-course transfer Transfer from Ivy Tech Transfer from Ivy Tech

5. Ivy Tech offers 74 CTL courses 85% of CTL courses are accepted without conditions 15% have conditions Some CTL courses are accepted as undistributed credit rather than direct equivalents Actual implementation/compliance with CTL agreements is not universal Course Transfer Library (CTL) Course Transfer Library (CTL)

6. Transfer opportunities have increased dramatically in past four years (most activity in 2007) From FY 2004-5 to FY 2006-7, total transfers from Ivy Tech increased by 133% (2,119 to 4,944) Model agreements have been established: AS in Nursing to BSN completion agreements AS to BS in Business Administration at IU-East AS to BS in Engineering Technology with Purdue, statewide AS to BS in Education statewide agreements with IU and Ball State (though very different paths What is Working? What is Working

7. Incredible complexity causing Confusion and uncertainty for students Uncertain process for student appeals Tens of thousands of hours to develop and maintain hundreds of agreements Excessive variation in university curriculum, including no common lower division general education core CHE position in Reaching Higher is to support a common general education core to simplify transfer Principal Challenges

10. 12 different pathways – difficult for students and advisors Technical core requirement ranges from 6 to 20, while total credit hour requirement varies from 62 to 70 credit hours Common required courses limited to 6 classes, although 75% will accept 14 of the same CTL courses to meet degree requirements Variance in mathematics high, ranging from requiring MATH 118 to allowing most CTL math class Science – most variance in acceptance of CTL chemistry and least amount in biology as a choice or requirement Outliers – two require or accept GEOG 207; one requires FIT 100; two require CINS 101 Regional campus agreements are different at both IU and Purdue Spanish Transfer Map Spanish Transfer Map

11. Inconsistent implementation in transferring CTL courses at department level Course by course agreements result in 2+3 transfer, hidden prerequisites, lengthening time to degree Few incentives (and actual disincentives) for students to complete associate degrees prior to transfer Additional Challenges Additional Challenges

12. 15 percent exceptions in CTL Even with university-level agreement, departments do not always comply with CTL agreements, (recent examples in Psychology, Economics, Medical Terminology, Math) Problems and inconsistencies not regularly referred to STAC for resolution No clear appeals process nor ombudsman Inconsistent Application of CTL Inconsistent application of CTL

13. Departmental letters/communications advising students not to complete degrees at Ivy Tech prior to transfer Limited 2+2 guaranteed transfer agreements No preference in articulation, admissions, nor scholarship availability for associate degree completers upon transfer Incentives / Disincentives for Degree Completion Incentives/Disincentives for Degree Completion

14. Statewide course catalogs, systems to inform students regarding transfer Statewide core curriculum guaranteed in transfer (common general education core) Statewide common course numbering or mandated compliance with course applicability systems Designated ombudsmen for transfer and student-friendly appeals process Incentives (admissions, transfer and scholarship aid) to students to complete associate degrees prior to transfer Best Practices in High-Performing States Best Practices in High-Performing States

15. Decreasing variation in program curricula and core textbooks Establishing a common general education core curriculum (Reaching Higher goal) Converting all transfer agreements to statewide agreements that guarantee transfer of at least 60 credit hours that meet degree requirements (no more 2+3 agreements) Encouraging degree completion prior to transfer Participating in data systems to track students and evaluate transfer student performance Ivy Tech Efforts to Simplify Transfer Ivy Tech Efforts to Simplify Transfer

16. Myths Community college courses are less rigorous Community college faculty are less qualified Transfer students do not do well academically at four-year institutions Rebuttal Improved data on community college transfer performance State data systems to track performance of transfers Data necessary to create a culture that supports effective and efficient transfer Overcoming Myths with Data Overcoming Myths with Data