This document discusses the benefits of community colleges and resources available to students. It outlines how community colleges provide an easier transition for students through small class sizes, quality instruction, and low tuition. It also discusses common student learning outcomes and tips for student success. The document notes several transition programs and resources available at community colleges that students may not be aware of, including TRIO support services and STEM programs. It further explains the concept of reverse transfer, where students transfer from a 4-year university to a 2-year community college, and challenges these students face in transferring institutions. Strategies are proposed for improving completion rates for reverse transfer students, such as determining goals, creating a plan, and engaging and empowering students.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Reinventing the Study Abroad Office – Managing International Education in a T...CIEE
In this open forum, we'll discuss the issues related to managing study abroad offices, including dealing with financial constraints, human resources challenges, building campus support for international education, and managing crises. Panelists will present issues they're currently dealing with, discuss how they're approaching the issue, and then open the discussion to session participants. There also will be time for participants to present issues of their own.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Constant assertions from the academy that students are “not” consumers but partners are probably well meaning and ideologically well grounded; but when repeated by powerful, influential university administrators they can start to sound like the powerful shoring up their position against the powerless. Jim will examine the “students as consumers” debate and ask if students are partners, who are students really in partnership with?
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Booth, M., Potter, G. & Hyatt, G. (2009). Harvesting Adult Learners’ Prior Knowledge: Prior Learning Assessment in Higher Education. Presentation at the OrACRAO Annual Conference, Silverton, OR.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
En esta diapositiva demostrare como es la cultura ciudadana en mi barrio (Urb. el encanto), mi nombre es Mateo Brochero y estudio en el programa de contaduría publica de la universidad del atlántico y me encuentro en segundo semestre
Reinventing the Study Abroad Office – Managing International Education in a T...CIEE
In this open forum, we'll discuss the issues related to managing study abroad offices, including dealing with financial constraints, human resources challenges, building campus support for international education, and managing crises. Panelists will present issues they're currently dealing with, discuss how they're approaching the issue, and then open the discussion to session participants. There also will be time for participants to present issues of their own.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Constant assertions from the academy that students are “not” consumers but partners are probably well meaning and ideologically well grounded; but when repeated by powerful, influential university administrators they can start to sound like the powerful shoring up their position against the powerless. Jim will examine the “students as consumers” debate and ask if students are partners, who are students really in partnership with?
Discussion: Degree in Four Developing a Four-Year Graduation GuaranteeSukhwant Jhaj
This project is in exploratory stage.
If a student participates in this program, maintains eligibility, and cannot graduate in four years because a required class is unavailable, PSU will approve a substitute course, waive the requirement, or pay the tuition.
Booth, M., Potter, G. & Hyatt, G. (2009). Harvesting Adult Learners’ Prior Knowledge: Prior Learning Assessment in Higher Education. Presentation at the OrACRAO Annual Conference, Silverton, OR.
Portfolio of Initiatives: An Institutional Model for Implementing Student Suc...Sukhwant Jhaj
Graduating more students and increasing the quality of their learning are national priorities and Oregon is implementing 40-40-20 to improve student attainment. Due to demographic shifts, institutions must maintain institutional quality and reputation by building capacity to successfully serve an increasing numbers of first-generation and under-represented students. Educational institutions that fail to develop the capacity to serve a diverse student body, with varying ability, will face existential challenges.
Research has shown that institutions can surpass the limits set by institutional resources and students’ backgrounds by engaging students in high quality learning experiences, organized around clearly articulated learning outcomes, supported by high-impact practices, and project redesign using assessment of student learning and program effectiveness.
While there is significant research on factors that have an impact on student success, there are few models that outline how institutions can successfully implement student success initiative. Retention efforts are also distributed across the schools and colleges. This typically results in an institution developing a patchwork of programs, which are not effectively coordinated, where success of one program is negated by the actions of another project on campus, resulting in little or no progress in improving student success.
Case Study: At Portland State University we have implemented a Portfolio-of-Initiatives framework, developed by McKinsey and Company, to develop strategy, and manage implementation. Using a Portfolio-of-Initiatives approach has required us to focus on:
• A disciplined search for a variety of initiatives with the highest possibility of success.
• Rigorous monitoring of projects and sub-projects, with a focus on action.
• Supporting the champions.
• Scaling up successful ideas and projects and winding down unsuccessful projects and changing course when needed.
Portfolio-of Initiatives includes projects that aim to: improve effectiveness of existing academic policies and services; support early identification of students at risk; intentional advising and charting a pathway to degree completion; improve communication; address academic needs of students with a High School GPA below 3.0; address financial concerns; ease transition to college using peer mentoring; improve persistence of Freshmen living in residence halls; make student success data available at unit level; reduce the number of courses with preponderance (20%) of D, W, F grades; manage capacity of programs and course offerings for timely progress to graduation.
Summary: This session will focus on the theory and practice of developing institutional student success initiatives. We will offer Portfolio-of-Initiative implemented at Portland State University as a case study for the participants.
En esta diapositiva demostrare como es la cultura ciudadana en mi barrio (Urb. el encanto), mi nombre es Mateo Brochero y estudio en el programa de contaduría publica de la universidad del atlántico y me encuentro en segundo semestre
algunos tipos de deporte, explicación y algunos conceptos acerca de la importancia de practicarlos, reglas y demas información de interes acerca del tema.
Presented at the 2013 NPEA conference by: Urban Teacher Center, Higher Achievement Baltimore
http://www.educational-access.org/npea_conference_speakers2013.php
April Wells, Coordinator for Gifted Programs, Academies, World Language & Advanced Placement, Illinois School District U-46
High-ability culturally, linguistically, and diverse (CLD) learners require intercultural competence from administrators
and educators to achieve adequate representation. Equitable access requires innovative practices in identification, program delivery, instructional theory, and parent engagement. Discover systemic strategies for serving CLD and low-income gifted learners.
Partnering with Your Child for College ReadinessErica Wyatt
This is a Power Point presentation that I presented to parents, K-12 educators and administrators at the 2014 Wisconsin Education Association of Student Support Programs (WEASSP) Conference.
UNT Transfer Center Presentation #UNTAdv12UCAN at UNT
The Trials and Tribulations of Transfers: What We Know and What We Can Offer
UNT Advising Conference 2012
#UNTAdv12
Presented by Melissa McGuire, UNT Transfer Center
Making it Count: Designing a Seminar Course for Transfer and Military StudentsReed T. Curtis, M.Ed.
21st National Conference on Students in Transition
Denver, Colorado
October 19th, 2014
Jenny Adams and Reed T. Curtis
University of North Carolina Wilmington
Presentation at the Bonner Fall Directors and Community-Engaged Learning Meeting on November 4, 2019 exploring integrative academic and co-curricular pathways. Narrates types of innovative degree pathways. With Ariane Hoy, Rachayita Shah, and Bobby Hackett.
Building Our Practice: Integrating Instruction and Student Services3CSN
Consider first year experience as a framework for successful collaboration between instruction and support services;
learn about Pasadena City College's Pathways Program and Fullerton College's Entering Scholars Program, two first year experience programs designed to integrate instruction and support services;
Discuss literature relevant to integrating instruction and support services; and
Engage in guided inquiry to explore ways of building professional practice around the integration of instruction and support services on your own campus
2. Overview
• Introduction and today’s news
• Benefits of community college
• (Sometimes unknown) Resources Available at the
Community College
• Reverse Transfer
6. Benefits of Attending a Community
College
Easier transition for students
• Small class sizes
• Quality of instruction
• Low tuition
• Open door admission
7. Common Student Learning
Outcomes (CSLO)
• Cultural and Civic Engagement
Participate in diverse environments while demonstrating global
citizenship and social consciousness
• Integrative Knowledge
Identify, comprehend, apply and synthesize facts, concepts, theories
and practices across broad and specialized knowledge areas
• Personal and Professional Skills
Demonstrate skills which enhance personal and professional
development
• Reasoning Skills
Inquire and analyze to solve problems, draw logical conclusions, or
create innovative ideas
13. (sometimes unknown) Resources
On-Campus Housing
• Central Arizona College – Coolidge, AZ
• Yavapai College – Prescott, AZ
• Arizona Western College – Yuma, AZ
• Eastern Arizona College, Thatcher, AZ
• Cochise College, Douglas, AZ
14. Reverse Transfer (4 yr. to 2 yr.)
National Student Clearinghouse Study – 1.3 million students
• 14.4% of first-time university students enrolled at a two-year
institution outside of summer months
• Only 16.6% of these students returned to their original
institution
• 71.1% remained in a two-year institution for more than one
term
• By end of 6 year study period, two-thirds of these students had
neither a credential from nor were still enrolled at a four-year
institution
• Only 1 in 10 of the students who left completed a degree or
were still enrolled at original institution
15. Reverse Transfer (4 yr. to 2 yr.)
• 77.5 percent of students who began at a four-year
institutions, enrolled in summer courses at a two-
year, then returned to their initial institution
successfully completed a degree
• Students who did not also attend a two-year
institution – only 58.4 percent completed a degree at
their institution of origin.
16. Why the churn?
• Academic difficulty
• Financial challenges
• Homesickness, transition from HS to college
• First-generation
• Seeking practical, applied degrees or learning
opportunities
• Personal fit
17. Challenges
• Unfamiliar structures
• Deal with bureaucracy of not one, but two or three
institutions *social/cultural capital formed during this time
• Internal vocabulary
• Perceptions of reverse transfer
• Self-talk is sometimes VERY LOUD – I couldn’t handle
university, will I be able to handle a new institution, new people,
etc.?
• * what was learned from the experience? How can we value this
knowledge
18. How can we help?
1. First, determine the end goal.
a) Bachelors, Associate’s, Certificate?
2. Create a plan.
3. Help the student to see daylight at the end of the tunnel.
4. Engage and Empower
Partner Discussion
What are your experiences with reverse transfer students?
19. How can we help?
Group Discussion
What are strategies we as professionals can employ to
ensure improve completion rates of reverse transfer
students?
Greetings everyone we developed this session to provide you with the tools and resources to assist your students with their transition to community college. There are a myriad of resources available for students who choose to attend a university and we want to bring to you strategies and ideas that we feel will best facilitate your students success at the community college.
You are the key to this success… we would like to share a video with you. Isa Adney is a community college champion and in this video shares her story of her first experience with a community college.
VIDEO
This video demonstrate the impact that community college can have on a student’s life. Your role is critical in helping students to see the benefit of attending a community college. While each student’s needs are unique, CC can be a positive stepping stone to launch a student into a successful university experience or vocation.
Discussion: The pivotal role that counselors play in transitioning students from HS to the community college
Connecting students to advising and services on campus
Providing guidance on goal setting and career exploration
Encouraging students to make connections on campus – make the experience “theirs”
Easier transition for students: For many students who are first gen and low income the community college offers:
Small class size: Average class size at CAC is 16, has been 16 for three years.
Quality of instruction: Professors focus on different teaching modalities, meeting students where they are and developing the WHOLE student. Learning occurs in and out of classroom… in more than just academic areas. Go to next slide for CSLOs
Low tuition- To reduce debt and the reliance on fin aid early. Time to complete vs. cost
Open Door admission- CC can help students to reach whatever goals they have set for themselves whether it be to transfer, gain additional skills for their current job or complete a certificate program.
Easier transition for students: For many students who are first gen and low income the community college offers:
Small class size: Average class size at CAC is 16, has been 16 for three years.
Quality of instruction: Professors focus on different teaching modalities, meeting students where they are and developing the WHOLE student. Learning occurs in and out of classroom… in more than just academic areas. Go to next slide for CSLOs
Low tuition- To reduce debt and the reliance on fin aid early. Time to complete vs. cost
Open Door admission- CC can help students to reach whatever goals they have set for themselves whether it be to transfer, gain additional skills for their current job or complete a certificate program.
CAC as well as many community colleges are developing student learning outcomes for the non academic as well as academic areas. For example:
For students interested in an experience closer to university life several AZ CCs offer on-campus housing.
National Student Clearinghouse –
Nation-wide educational data verification service.
96% or 20.1 million of currently enrolled postsecondary students (98% of all public and private institutions)
Over 90% of all degrees awarded in the u.S.
237 million historical student records