Transfer Students from Colleges of Applied Arts and Technology (CAATs) Senate 3 November 2009

Transcription

1 Transfer Students from Colleges of Applied Arts and Technology (CAATs) Senate 3 November

2 Renewed Provincial Government Policy Emphasis on Student Mobility in Postsecondary Sector The Ministry of Training, Colleges and Universities (MTCU) is moving forward on its plan for: a made-in-ontario credit transfer system that optimizes the opportunity for students to transfer between institutions without duplicating learning they have already mastered, with special emphasis on the transfer of students between colleges and universities MTCU Terms of Reference: Student Mobility Credit Transfer System for Ontario Steering Committee, February

3 How Many College Transfer Students Are At Ryerson? In Fall 2008, 15% of undergraduate students had some identifiable College of Applied Arts and Technology (CAAT) educational background Most of these 3,600 students are clustered in the Faculty of Community Services and the Ted Rogers School of Management 55% are enroled in full-time programs Engineering, Arch & Sci 3% Arts 3% Ted Rogers School of Mgt 33% Community Services 59% Communication & Design 2% 3

4 Summary of Types of Transfer Arrangements At Ryerson Type of Transfer Admission 1. Collaborative Programs 2. Block Transfer 3. Course by Course Review Description As part of a formal agreement, college students complete predefined studies at the collaborative institution and then continue automatically, subject to agreed upon performance criteria, into an upper year of a Ryerson program (e.g., Nursing with Centennial and George Brown Colleges, Early Childhood Education with George Brown College) College students who have graduated from designated programs apply for transfer into advanced levels of Ryerson degree programs and receive predefined advance credit, often equivalent to two years of study (e.g., Disability Studies, Health Services Mgt, Nursing Post- Diploma) Students with previous college studies, normally less than a full diploma, are considered for admission to Ryerson programs with or without transfer credit for some Ryerson courses Fall 2008 % of College Transfers 16% (600 students) 71% (2,500 students) 13% (500 students) 4

5 Why Are Transfer Students Choosing Ryerson? Applied nature of Ryerson programs conceptually fits well as an extension to studies undertaken at CAATs Existence of collaborative and degree-completion programs that integrate directly with college programs An emphasis on granting appropriate transfer credit to students for courses completed at CAATs and many are transparent in credit granted (e.g., TRSM Business Management) Ryerson s campus is centrally located in downtown Toronto 5

6 Retention Rates After One Year (Full-Time Programs) Retention Rate After One Year 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Collaborative Programs Block Transfer Course by Course Review Fall st Year Students Retained in Fall 2008 Fall Transfer Students rd Year Students Other Students Retained in Fall 2008 Fall st Year Students Retained in Fall

7 Graduation Rates Within Two Years of Expected Time (Full-Time Programs) Graduation Rate 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Collaborative Programs Block Transfer Course by Course Review Fall st Year Students Fall Fall Transfer Students rd Year Students Other Students st Year Students 7

8 Fairness Issues Ensuring equity in entrance to the University between transfer students and other students Admission is already highly competitive: Overall applications to registrants ratio: 10 to 1 Applications to registrants ratio for students from CAATs: 5 to 1 Increasing competitive pressures from GTA demand Ensuring that transfer students have a reasonable prospect of academic success Ensuring a process for initiation/evaluation/renewal of academic partnerships and articulation arrangements with colleges that reinforces students academic success 8

9 Discussion Questions 1. Is Ryerson doing enough, as an institution, to recognise transfer credits and is there reasonable consistency across program departments in recognising such credits? 2. What are the ramifications if we do or do not move to a highly regulated system for college transfers? 3. How can Ryerson respond strategically to the Government s renewed policy emphasis on optimizing the opportunity for students to transfer between colleges and universities? 9