Making Reverse Transfer Work

Transcription

1 Making Reverse Transfer Work Janet L. Marling, Ph.D. National Institute for the Study of Transfer Students Inside Higher Ed Webinar June

2 What is Reverse Transfer? The process whereby academic credits for applicable coursework at the university are transferred back to the community college for purposes of awarding an associates degree. o Usually requires a minimum number of hours be completed at the CC A mechanism that allows community colleges to receive more accurate credit for their role in educating students. A complement to existing institutional transfer practices. A state mandate.

3 Terminology: What s in a Name? Reverse Transfer Reverse Transfer of Credits Reverse Credit Transfer Reverse Articulation Reverse Articulation Agreement Reverse Awarding of the Associate Degree Reverse Transfer Graduation Not to be confused with the practice of transferring from a university to a community college.

4 What are the Benefits of Reverse Transfer? Students achieve a milestone en route to the baccalaureate that encourages further degree acquisition. Students are given an edge in the workforce over native university students by having earned a recognized credential, especially in cases where students are unable to complete the baccalaureate. Allows for the freedom of early transfer, especially in academic disciplines that encourage expedient pathways to the university (e.g. engineering, music, studio arts). Particularly beneficial for minority and economically disadvantaged students.

5 What are the Benefits of Reverse Transfer? Strengthens institutional partnerships. Demonstrates commitment to students success. Allows for a more accurate depiction of degree completion than is currently accounted for by IPEDS data. Can contribute significantly to state-level completion efforts.

6 Reverse Transfer Program Components

7 Institutional Relationships Who/what is instigating the relationship (e.g., institutional priority, state mandate)? Missions institution and program o complementary or competing Division of labor and expectations Data to be collected at each institution Primary contacts at each institution

8 Information Sharing Procuring student consent FERPA considerations o FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR 99.31): School officials with legitimate educational interest; Other schools to which a student is transferring; Specified officials for audit or evaluation purposes; Appropriate parties in connection with financial aid to a student; Organizations conducting certain studies for or on behalf of the school; and Accrediting organizations. Transfer of information

9 Program Foundation Selecting degree(s) to be awarded o AA, AS, AAS Determining the number of credits required at the CC to be eligible for reverse transfer program o Range = o Must consider accreditation agencies guidelines How does this program fit into the institution s other transfer initiatives? Piloting the program Oversight entity (e.g. task force, advisory committee) o What level of responsibility/accountability?

10 The Process Notifying student of eligibility Triggers to send transcript Credit verification Notifying student of degree Manual and automated systems

11 The Process Institution-initiated o University notifies student university audits CC transcripts, determines eligibility notifies CC and the process of awarding degree is initiated o University contacts student to provide permission to send transcripts to CC CC evaluates transcript for eligibility and awards degree o Run Banner report at end of school year to identify eligible students send report to CC registrar for confirmation of degree student sent letter of confirmation from CC (completely automated) Student-initiated o CC students, at the time of application to the university, indicate interest in their future credits being applied to an associate degree student agrees to have transcript sent to CC the first two semesters of enrollment coursework evaluated by CC, which decides if degree is to be granted o Student presents transcript to CC for review evaluation executed decision made (no automation)

12 Technology Challenge is to determine most efficient way of tracking and extracting student transcript data Student information systems (e.g., Banner) o Large-scale, common use Degree auditing systems (e.g., CAPP, SPEEDE) o Often unique to each institution/system Can be the answer to limited personnel issues; however, can also be a burden for smaller institutions

13 Audience Question What software systems are you using, or considering using, to assist with identifying appropriate students for reverse transfer and conducting degree audits to verify degree eligibility?

14 Student Engagement and Outreach

15 Student Engagement Community college graduation Recruitment of other students Understanding the value of an earned associates degree Communicating that value to others Improving students confidence in their ability to achieve

16 Outreach - Marketing Effective marketing requires collaboration to develop common messages from both the community college and the university. Messages should define reverse transfer, explain the process for participation, and share the benefits of participation. In some cases, the program is not marketed, but rather is an automatic process. Reverse transfer information is often buried on institutional websites.

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18 Challenges to Instituting a Reverse Transfer Program

19 Challenges Time intensive process Establishing and maintaining an effective process Gaining student permission Completing the degree audit Comprehensively marketing the program

20 Designing and Evaluating Your Reverse Transfer Program

21 Questions for Consideration Who are your partnering institutions? What institutions within your System will be encouraged to participate? What degree(s) will you offer through reverse transfer? How many credits must be accrued at the CC to be eligible for reverse transfer program? What accrediting agency guidelines need to be incorporated into the process? What mechanisms will be used to share information between institutions? With the System? With the State?

22 Questions for Consideration - Continued What responsibilities will lie with each institution? Who will initiate the reverse transfer process the student or the institution? How will students receive notification of eligibility? What follow up will occur with students who are candidates for the associates degree, but have not elected to participate?

23 Questions for Consideration - Continued What additional marketing of the program will occur (e.g., to students, faculty, staff and with outside constituents)? What technology will be used to facilitate the process? What triggers are in place to signal transcript transmission? Who is responsible for completing the credit verification process and conferring of the degree? What tracking mechanisms are in place to determine outcomes?

24 Measuring Your Success Degrees awarded Satisfaction with the process Understanding of program benefits Awareness of the program Student participation in reverse transfer activities (e.g., community college graduation)

25 National Institute for the Study of Transfer Students The National Institute for the Study of Transfer Students (NISTS) conducts, promotes, and disseminates disciplined inquiries to inform and improve transfer policy and practice. The NISTS strives to increase access to and attainment of certificate, associate, and baccalaureate credentials by promoting successful transfer and articulation for community college and university students. NISTS attempts to bridge knowledge, policies, and practice by bringing together individuals, two-and four-year institutions, state agencies, higher education associations and foundations, and other interested entities to thoroughly study the issues related to the transfer process so as to facilitate student success and degree completion. These goals and objectives are achieved through a combination of research, education, and service.

26 Questions

27 Thank you for your participation! Janet L. Marling, Ph.D. transferinstitute.unt.edu