Survey of Factors Challenging & Facilitating CTE Transfer in CA Community Colleges
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- Cameron Lynch
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1 Survey of Factors Challenging & Facilitating CTE Transfer in CA Community Colleges CTE Transfer Research Project As part of the CTE Transfer Research Project, a survey was administered to help understand issues related to community college transfer within the Career and Technical Education segments and pathways in California. The survey s main purpose was to gather perceptions of factors thought to challenge and facilitate community college to four-year college and university transfer. The survey also invited respondents to share what they felt to be exemplary practices which promote CTE transfer. This report presents the methodology and findings of the spring 2008 survey. Method Procedure Community college employees likely to be familiar with Career and Transfer Education were invited to participate in the survey. Requests for participants were distributed on websites and listservs serving articulation officers, transfer center directors, counselors, researchers, and others. The online survey was open between March 10 and May 15, Participants Representatives from 95 of the 109 California community college campuses completed the survey. In all, more than 450 responses to the survey were received, but data in the tables in this report is restricted to those 323 who provided complete information by answering all the survey items. Many of those failing to submit complete data did, however, submit comments to openended items; some of those comments were included in the content analyses described later in the paper. Table 1 summarizes the job categories represented by the survey respondents. Table 1 Job Categories Represented by Survey Participants n % CTE Chairperson CTE Dean CTE Director CTE Instructor Transfer Center Director Academic Counselor
2 Articulation Officer Administrator Other Totals The other category in Table 1 included tech prep coordinators, instructors who teach courses in CTE programs but whose primary teaching assignments are in a general education area, grant directors, and others having knowledge of CTE programs. Table 2 presents the CTE segments represented by department chairs and instructors who participated in the survey. Ten respondents did not report their discipline and were omitted from the table. As can be seen, Marketing, Sales, and Service went without instructor representation in the survey study, and several segments (Agriculture and Natural Resources, Building Trades and Construction, Energy and Utilities, Fashion and Interior Design, Health Science and Medical Technology, and Manufacturing and Product Development) had lower representation. Table 2 CTE Disciplines Represented by Chairs and Instructors n % Agriculture and Natural Resources Arts, Media, and Entertainment Building Trades and Construction Education, Child Development, and Family Services Energy and Utilities Engineering and Design Fashion and Interior Design Finance and Business Health Science and Medical Technology Hospitality, Tourism, and Recreation Information Technology Manufacturing and Product Development Public Services Transportation Total Instrumentation The survey was designed using SelectSurvey.NET (version 2.3.3) software and deployed from a server maintained by the South Orange Country Community College District. The survey items covered the following: CTE Segment Transfer Progress - A matrix on the survey presented the 15 CTE segments (Agriculture and Natural Resources; Arts, Media, and Entertainment; Building Trades and Construction; and so on). Respondents indicated the extent to which their college had made significant progress, some progress, or little or no progress. If a particular segment 2
3 was not offered by the respondent s college, participants were asked to indicate this by selecting not offered and to refrain from providing a progress rating for that segment. Job Time Spent on CTE Transfer Two survey items asked how much time per month the respondent estimates he or she spends facilitating high school to community college transfer, and community college to college/university CTE transfer. Personal Importance Given to CTE Transfer Another survey item asked the importance, as gauged by response to a Likert scale, the survey respondent personally assigns to facilitating CTE transfer. Challenges to CTE Transfer - A matrix listing the 12 challenges to CTE transfer was presented. These 12 challenges reflected findings from interviews conducted by the qualitative group prior to the survey, and were designed to affirm the significance of these challenges. Participants completed a Likert scale to indicate the importance of each of the 12 challenges. The Likert scale included the following choices for rating each challenge: Major Challenge, Modest Challenge, Minor Challenge, and Not a Challenge. Additional CTE Challenges - An open-ended item was presented and invited participants to submit additional challenges to CTE transfer, challenges not listed among the 12 challenges in the matrix. Facilitation of CTE Transfer - A matrix presented nine factors that facilitate CTE transfer. These facilitating factors were derived from interviews conducted by the qualitative group prior to the survey. These items were designed to affirm the significance of the facilitating factors. Participants responded to a Likert scale to indicate the importance of each of the nine facilitators. The Likert scale provided the following choices for rating each facilitator: Very Effective, Effective, Not Effective, or Don t know / have not heard of this. Additional Factors that Facilitate CTE Transfer - An open-ended item invited participants to submit additional factors believed to facilitate CTE transfer, factors not presented in the nine factor matrix. Exemplary CTE Transfer Practices - An open-ended item asked participants to describe any exemplary practices of which they are aware that encourage and facilitate CTE transfer. Miscellaneous - An item asked participants about their awareness of the Baccalaureate Degree in Applied Studies. Another item asked participants if their college had received an SB70 CTE grant. Prior to deploying the online survey, a pilot test was conducted with the help of five articulation officers. The pilot test confirmed that the survey could be completed in less than 12 minutes. Results Approximately 320 survey participants provided complete sets of responses to all survey items. Information presented in the following tables is restricted to those participants. Table 3 summarizes progress CTE transfer progress reports submitted by the survey participants. It is important to note that respondents were asked to rate the progress only for CTE pathways offered at their respective colleges; if the respondent s college did not offer any pathways for a particular segment, they were asked to check Not offered at this college instead of providing a progress rating. As can be seen, the most claims of significant progress were made for these 3
4 segments: Education, Development, and Family Services; Finance and Business; and Health Sciences & Medical Technology. The least number of significant progress claims were made for these CTE segments: Energy & Utility; Fashion and Interior Design; Manufacturing and Product Development; and Transportation. The remaining segments received claims of significant progress falling between the extremes. Table 3 provides an overview and segment by segment snapshot of progress made in promoting CTE transfer. Table 3 does not, however, provide precise data regarding the existence of CTE programs across the 95 colleges involved in the study. Rather, Table 3 data pertain to colleges which do have CTE programs which received a rating of significant progress in terms of student transfer to the four-year institution. The top row in Table 3, for example, shows that 21 of the 95 colleges in the study (22.1%) reported having made significant progress in promoting 2-year to 4-year college transfer for the Agriculture and Natural Resources CTE segment. Table 3 CTE Segments Receiving Ratings of Significant Transfer Progress by Representatives of the Participating 95 Colleges Significant Progress Promoting CTE Transfer CTE Segment Counts Across All Percentage of Colleges in Study Colleges in Study Agriculture and Natural Resources % Arts, Media, and Entertainment % Building Trades, Construction % Education, Child Development, Family % Services Energy and Utilities % Engineering and Design % Fashion and Interior Design % Finance and Business % Health Sciences and Medical Technology % Hospitality, Tourism, and Recreation % Information Technology % Manufacturing and Product Development % Marketing, Sales, and Service % Public Services % Transportation % 4
5 When asked to estimate how much time on the job they spend facilitating high school to community college CTE transfer, most participants reported less than 20% (see Table 4). Thirtytwo percent of Chairs and 40.7% of deans reported spending 21 to 40% of their monthly time on high school to community college transfer. This information is in contrast to that shown in Table 5. Table 5 displays responses to the amount of time spent working on two-year to four-year transfer. Here one can see that transfer center directors, articulation officers, and counselors reported spending a great deal of their monthly job time facilitating CTE transfer to colleges and universities. On the other hand, CTE chairs, deans, instructors, and directors did not report having spent nearly as much time facilitating transfer. Table 4 Work Time Devoted to High School to Community College Transfer Survey Question: During a typical month, what percent of your time is spent facilitating high school to 2-year college transfer in the Career and Technical Education (CTE) area? 0 to 20% 21 to 40% 41 to 60% 61 to 80% 81 to 100% n CTE Chair % 32.1% 3.6% 0.0% 0.0% 100.0% CTE Dean % 40.7% 1.9% 3.7% 0.0% 100.0% CTE Director % 16.7% 11.1% 5.6% 0.0% 100.0% CTE 48 Instructor 83.3% 12.5% 2.1% 2.1% 0.0% 100.0% Transfer 14 Center Director 100.0% 0.0% 0.0% 0.0% 0.0% 100.0% Academic Counselor 71.9% 9.4% 10.9% 4.7% 3.1% % Articulation 27 Officer 88.9% 3.7% 3.7% 3.7% 0.0% 100.0% Administrator Other Totals 75.0% 18.8% 6.3% 0.0% 0.0% 100.0% 55.8% 23.3% 7.0% 9.3% 4.7% 100.0% % 19.2% 5.4% 3.8% 1.3% 100.0%
6 Table 5 Work Time Devoted to High School to Community College Transfer Survey Question: During a typical month, what percent of your time is spent facilitating 2- year to 4-year college transfer in the Career and Technical Education (CTE) area? 0 to 20% 21 to 40% 41 to 60% 61 to 80% 81 to 100% n CTE Chair % 28.6% 10.7% 3.6% 0.0% 100.0% CTE Dean % 13.0% 3.7% 1.9% 1.9% 100.0% CTE Director % 11.1% 0.0% 5.6% 5.6% 100.0% CTE 51 Instructor 66.7% 19.6% 5.9% 3.9% 3.9% 100.0% Transfer 14 Center Director 0.0% 35.7% 7.1% 14.3% 42.9% 100.0% Academic 64 Counselor 10.9% 21.9% 25.0% 18.8% 23.4% 100.0% Articulation 28 Officer 14.3% 17.9% 28.6% 17.9% 21.4% 100.0% Administrator % 29.4% 5.9% 0.0% 0.0% 100.0% Other % 21.4% 16.7% 7.1% 7.1% 100.0% % 20.6% 13.0% 8.5% 10.8% 100.0% As shown in Table 6, when asked to express the importance to which they hold CTE transfer, most participants from all the job categories chose important or very important. The transfer center directors chose very important more often than the other groups. Table 6 Personal Importance Assigned to CTE Transfer Survey Question: Please indicate that importance that you personally assign to facilitating 2-year to 4-year college transfer in the Career and Technical Education (CTE) area? Not Important Neutral Important Very Important CTE Chair % 13.8% 27.6% 58.6% 100.0% CTE Dean 54 n 6
7 0.0% 5.6% 51.9% 42.6% 100.0% CTE Director % 33.3% 22.2% 38.9% 100.0% CTE 51 Instructor 2.0% 11.8% 54.9% 31.4% 100.0% Transfer 14 Center Director 0.0% 7.1% 28.6% 64.3% 100.0% Academic 64 Counselor 0.0% 10.9% 45.3% 43.8% 100.0% Articulation 28 Officer 3.6% 10.7% 46.4% 39.3% 100.0% Administrator % 11.8% 52.9% 35.3% 100.0% Other % 13.0% 43.5% 41.3% 100.0% Totals % 11.8% 44.5% 42.4% 100.0% Responses to the 12 challenges to CTE transfer are presented in Table 7. The challenges are sorted in terms of the percentage of survey respondents choosing each as a major challenge. The general consensus across all respondent groups (e.g., chairs, deans, instructors) was that the lower division courses required for the CTE major vary across receiving 4-year colleges; 42.4% identified this as the leading challenge. The second leading challenge chosen was the incompatibility between courses required for the AS degree and courses required for transfer (39.9%). Transfer center directors, articulation officers, and counselors identified the lack of counseling hours as major challenge. CTE chairpersons identified the need for more college and university outreach to the two-year colleges, while CTE directors and instructors identified the challenge of finding and retaining qualified instructors to teach community college CTE courses. Generally speaking, responses to these items confirmed that they are seen by many as significant obstacles to CTE transfer. To further explore the perception of challenges to CTE transfer, data were restricted to CTE chairs and instructors who responded to the survey. Table 8 presents how this subgroup rated challenges to CTE transfer. 7
8 Table 7 Percentages of Survey Respondents Selecting "Major Challenge" to the Challenge Description Challenge to CTE Transfer CTE Chair (n=29) CTE Dean (n=54) CTE Director (n=19) CTE Instructr (n=51) Transfer Center Director (n=14) Counslr (n=60) Art Officer (n=28) Required 2-year college MAJOR courses vary across receiving 4-year colleges Courses required for the AS degree are incompatible with courses required for CTE transfer programs There are an insufficient number of hours provided for academic counseling Four-year college outreach to the 2-year college is insufficient It is difficult to find and retain qualified instructors to teach CTE courses at the 2-year college CTE students do not consider transfer as an option The two-year college leadership does not sufficiently promote CTE transfer Two-year college counselors do not sufficiently promote CTE transfer Students sometimes reach their financial aid limit before finishing all required lower division coursework at Admin (n=15) Other (n=36) Totals (306)
9 the 2-year college. CTE instructors at the 2-year college do not sufficiently promote CTE transfer ASSIST is not always accurate or updated Two-year students ignore the advice of counselors regarding courses to take Table 8 Percentages of CTE Chairs/Instructors Selecting "Major Challenge" to the Challenge Description Challenges to CTE Transfer Ed, Child Dev,Fam Servs Discipline in Which CTE Chair or Instructor Teaches Engineer and Design Finance & Business Hospitality, Tourism, Rec. Information Tech Public Services Arts, Media, Entertainment Transportation (n=6) (n=9) (n=7) (n=11) (n=4) (n=6) (n=7) (n=11) Required 2-year college MAJOR courses vary across receiving 4-year colleges Courses required for the AS degree are incompatible with courses required for CTE transfer programs There are an insufficient number of hours provided for academic counseling Four-year college outreach to the 2-year college is insufficient
10 It is difficult to find and retain qualified instructors to teach CTE courses at the 2-year college CTE students do not consider transfer as an option The two-year college leadership does not sufficiently promote CTE transfer Two-year college counselors do not sufficiently promote CTE transfer Students sometimes reach their financial aid limit before finishing all required lower division coursework at the 2-year college CTE instructors at the 2-year college do not sufficiently promote CTE transfer ASSIST is not always accurate or updated Two-year students ignore the advice of counselors regarding courses to take
11 Using an open-ended item, survey respondents were invited to submit what they feel are additional challenges to CTE transfer, challenges not listed in Tables 7 and 8. Over 115 comments were submitted in response to this item. Table 9 summarizes the comments contributed. Themes that emerged included the following: Resource inadequacies, student factors, transfer status of CTE courses, misinformation regarding CTE programs, the perceived value of CTE programs and courses, and instructor shortages. Table 9 Additional Challenges to CTE Transfer Submitted by Survey Respondents Insufficient Resources 1. College budget won t support CTE promotional efforts. 2. Insufficient resources for career counseling. 3. Little institutional support given to the transfer function. No designated certificated involvement. 4. CTE faculty generally lack time to work on 2+2 or transfer because their courses and labs require more time commitment than that required of most academic faculty. 5. Lack of program-dedicated counselors to advise students on the pathways and to reach students early to guide them on the dual path of transfer and career. We need to give counselors time to fully understand and promote all the available pathways. 6. College does not have a CTE dean. Position was eliminated. 7. No one specifically assigned to promote CTE on the campus. Student Factors 8. Many CTE students are in need of immediate employment, are older than traditional students, and already have family responsibilities. 9. Some CTE students are already working in their field of concentration. 10. Many CTE students do not want to leave home to attend a university. 11. Math and English skill levels of CTE students may preclude them from transferring. 12. Many CTE students come to the community college to earn a certificate. It s a real challenge for CTE instructors and counselors to promote university transfer to these students. 13. CTE program graduates consider their education complete; they lack motivation to work on a four-year degree.
12 14. Many community college students are working 50-75% fulltime. 15. CTE students may inadvertently skirt around the college s matriculation process. Once they are engaged they learn of the GE, math, and English requirements they face. 16. Job prospects for program completers can be too enticing. 17. Career exploration given to 9-12 students may lead them to choose a certificate or AA completion without giving sufficient consideration to seeking a four-year degree. 18. Some CTE students are not able to attend full-time. Meanwhile university transfer requirements can change midstream. This sets students back even further from their academic goal. 19. CTE students do not often see themselves as capable or able to successfully transfer. 20. The rising cost of transferring is a major roadblock. 21. Once students learn they may have to take as many as an additional 60+ units for transfer, CTE students may become overwhelmed. The private colleges are much more accommodating in this respect. CTE Coursework Transfer Issues 22. Many CTE program requirements are not well-aligned with the major preparation requirements for transfer. Thus students in CTE programs who want to transfer must decide on the educational path they want to pursue. 23. Many CTE courses are applied and do not fulfill general education or transfer requirements. 24. CTE courses need to be appropriately recognized for their rigor, and application of math, English, and critical thinking as equivalent to the learning outcomes in general education courses. There is a reluctance of academic faculty to recognize the level of structured math, English, and communication inherent in CTE courses so these CTE courses fail to meet transfer requirements. Students must repeat courses to demonstrate skills they ve already developed and for which they ve already demonstrated competence. 25. Some community college CTE courses do not transfer because transfer colleges and universities have made them upper division. 26. While the first two years of an academic program focuses on general education, the CTE programs focus on teaching specific skills needed for immediate employment. 27. Lower Division Transfer Protocol (LDTP) has failed. CTE has no way of tying transfer curriculum to CTE 2-year training. The lack of agreement on major preparation courses remains highly complex and very difficult for students to comprehend and difficult for 12
13 counselors trying to assist students in making the best choices for efficient transfer. It s easier if a student wants to apply to just one university, but that s often not in the student s best interest (unless they have the benefit of a guaranteed transfer). 28. The only CTE programs having transfer options are the traditional ones (e.g., business, art, music, child development). Many of the segments have no 2-year to 4-year pathway. 29. Major stumbling block is that four-year universities have moved many lower division courses to upper division even when they have few or no prerequisites. This is especially true for business, real estate, banking, and transportation courses. 30. CTE faculty at receiving institutions do not understand the process of articulation and their role in articulation review and approval. Misinformation about CTE 31. Sometimes university days/nights are staffed by alumni who lack currency on university admission procedures and course articulation. 32. CTE courses and programs listed in college publications as transferable but many really do not transfer students may learn this too late. 33. Some CTE segments fit nicely with transfer, while others simply do not. To some extent, the labor market drives the need, or lack of need, for four-year degrees in CTE areas. 34. Many CTE programs don t have obvious upper division transfer options. 35. High school counselors do not promote, introduce, advise on, or are aware of CTE transfer options. 36. Students and staff do not know exactly what CTE transfer means. 37. There is a lack of knowledge by the college counselors about technology programs and the excellent training available. 38. Counselors need to be better integrated into the occupational and vocational areas AND occupational and vocational program advocates need to communicate more effectively with counselors. Perceived Value of CTE 39. Campus culture does not view CTE equitably. 40. Major focus on liberal studies and other traditional majors (humanities, math, and science) tends to devalue CTE transfer. 41. There is an unfortunate elitism in Liberal Arts that does not consider CTE and/or vocational areas to be as collegiate therefore support for CTE is not as forthcoming. 13
14 Miscellaneous Factors 42. The recent ruling by the CCC Chancellor s Office that many popular degrees in University Transfer Studies will no longer be allowed -- is a huge problem. In the past these degrees have been effective in directing students to the correct transfer GE and also to preparation for the majors. Local colleges can create compliant degrees, but they take time to process through their curriculum committees. Colleges were given just a year to bring degrees into compliance. The net result may be lower transfer rates and students who lack maps to follow to achieve their educational goals. This is a major barrier to transfer and has led to great confusion all caused by our own Chancellor s Office. 43. Some vocational instructors don t want counselors taking about transfer with their students. They fear loss of students. 44. Some industries do not require a four-year degree. 45. Classes offered at four-year institutions are only offered in traditional 2 and 3 days per week format which prevents many students from working on a degree. CTE Instructor Shortage 46. Far too few CTE teacher preparation programs exist to meet this need. 47. Most of the CTE instructors are adjunct and not in a position to assist students with transfer. 48. Potential CTE instructors make more money in working in their field. 49. No fulltime instructors are available to our college s CTE disciplines, so no one is there to revise and update curriculum. Table 10 presents a summary of responses to factors thought to facilitate CTE transfer. The percentages displayed in cells of the far right column represent the combined responses of those who selected effective or very effective for the facilitator. It is clear that respondents from all occupational groups agreed that all nine of the facilitators contribute in an important way to CTE transfer. The top three facilitators were 1) instructors who help create and promote CTE transfer options, 2) regional CTE transfer agreements between two and four-year colleges, and 3) having a transfer culture at the two-year college. Counselors, articulation officers, and transfer center directors also gave high marks to ASSIST, the course articulation website provided by the University of California. 14
15 Table 10 Percentages of Respondents Identifying CTE the Transfer Facilitator Description as "Effective" or "Very Effective" CTE Transfer Facilitator CTE Chair (29) CTE Dean (54) CTE Director (19) CTE Instructor (51) Transfer Center Director (14) Academic Counselor (60) Articulation Officer (28) Administrator (15) Two-year college instructors who help create and promote CTE transfer options Regional transfer agreements between 2 and 4-year colleges A "transfer culture" at the 2-year college Using ASSIST to identify which courses will transfer to the 4-year college of choice Local outreach efforts in which UC, CSU, and/or private colleges visit and promote their CTE programs Local grants designed to promote transfer in certain programs Two-year college has a counselor assigned to CTE majors State sponsored initiatives (e.g., IMPAC) that provide a venue for CTE faculty to create articulation agreements Four-year college faculty / advisors who work directly with CC students Other (36) Totals (306)
16 Survey respondents were asked to submit additional factors they feel facilitate CTE transfer. These responses fell into certain themes or categories. Table 11 presents a sampling of the responses submitted. As can be seen in Table 11, these additional facilitators included mentoring practices, on-campus promotion of CTE, strategies used by 4-year colleges and universities, special preparation/orientation courses, intersegmental agreements, and several other strategies placed under the miscellaneous category. Table 11 Additional Practices and Strategies Suggestions and Practices for Facilitating CTE Transfer Mentoring Students 1. Some colleges provide field trips to business and industry where students have the opportunity to meet and network with successful professionals who hold the BS degree and work in CTE careers. 2. Another strategy is to provide transfer tours for high school and community college students, making them aware of transfer opportunities. 3. One suggestion is to work one-on-one with CTE students to emphasize the importance of a 4-year degree. 4. Encouragement by fulltime CTE instructors for students to continue their education and explaining the importance of transferring and earning a four-year college degree. 5. MESA is an example of a program that successfully promotes CTE transfer. 6. The job shadow program at LAVC allows students to shadow employees in certain CTE fields. 7. Colleges can arrange employment in the field during coursework (internships, mentoring relationship with industry). 8. High school counselors and faculty members must stress to students, including those planning to pursue a CTE certificate, to be college ready when they graduate. 9. One suggestion is peer mentoring. 10. A grow your own program can help develop new CTE faculty. This involves working with promising CTE students to continue on with their education and return to teach in the program. 11. Involve community mentors who are professionals in the field, take students under their wing for a full semester and allow them to job shadow, talk about their lives, how they overcame challenges in order to complete college, etc. 12. Structured internships give students an opportunity to earn transferable credit.
17 On-campus Communication and Promotion 13. One college hosts career days and EXPOS that highlight transfer major options to CTE majors. 14. The college hosts a university day on campus. 15. One college uses Perkins funding to hire counselors who work specifically with CTE students and to promote transfer opportunities. 16. Have special Transfer Center programming to highlight CTE transfer majors. 17. One college hosts Portfolio Day, an event for high school and college students to show their work. Representatives from industry and colleges provide feedback on students work. The professional feedback is helpful in encouraging students to consider becoming transfer bound. 18. COD has career pathway brochures that outline the pathway for completing vocational/technical programs. Special Preparation Courses 19. Provide orientation and basic skills courses designed especially for first-generation students unfamiliar with college. College and University Strategies 20. It is ideal when the four-year college accepts the transfer degree and elective credits without adding additional courses to the degree requirement. 21. Prospective CTE transfer students can explore the CSU Mentor website at In some states (e.g., Ohio) several different four-year university degree programs are offered on the local community college campus (Lorain County CC). This and similar programs help students to integrate socially and academically with the university, thus building the student s social ties and comfort level (a sort of social articulation ). 23. Local independent universities and colleges come to our community college campus and have established on on-going, positive relationship. 24. Graphic design professors from a local university make presentations to our graphics design classes. 25. Professors from one university encourage the submission of 2-year college course for articulation review. Intersegmental Agreements 17
18 26. The REACH initiative in the Far North Consortium did the following: Developed cooperative transfer agreements among nine community colleges and four universities, and then produced a brochure to spread the word. Miscellaneous Strategies 27. SB70 grants, state and federal grants encourage middle school through university pathways for CTE students with stopping off points to gain work experience. 28. Create even stronger learning communities in CTE disciplines by providing a dedicated counselor, faculty point person, and contact with a mentor working in the discipline s field. 29. Grants are needed to fund more than one-year cycles in order to establish pathways and partnerships. 30. Faculty visit high schools and talk to non-college bound students about vocational opportunities at the community college. Survey participants were next asked to report exemplary practices your program/college has developed to encourage and facilitate 2-year to 4-year transfer for Career and Technical Education (CTE) students, including collaborations you have in place with other community or 4-year colleges, and/or with similar partners. Table 12 presents the exemplary strategies submitted. The submissions are organized by theme. Among eight categories of exemplary practices submitted: Statewide, regional, and local intersegmental articulation agreements; support strategies provided to CTE students; and the assignment of special staff to advocate and promote CTE programs. Table 12 Promising and Exemplary Practices Development of Qualified CTE Teachers 1. One college has a grant that is being used to develop a CTE teacher pathway for Family Consumer Sciences. Examples of Successful Local, Regional, or Statewide Intrasegmental and Intersegmental Articulation Activities 2. Community College Child Development experts have done an excellent job by identifying a core 24-unit transfer package. These same experts are currently working with sister CSU s to encourage acceptance of the package. This should happen in all disciplines and would benefit CC Chancellor s Office and CSU support. 3. The current statewide collaboration through CCC ECE and the CSU s in ECE/Child Development is truly impressive. This could be a model for other CTE programs to emulate. 4. San Joaquin Delta College s ECE program has collaborated with UOP on the Delta Pacific Project. Students with AA degrees and certificates enjoy seamless transfer to reach a BA in Liberal Studies with a concentration in Early Childhood Development and Special Education. 18
19 5. Several local community colleges have successful relationships with CSU. For example the Building Construction programs (electronics, machine shop, carpentry, etc.) with CSULA Engineering Technology. Also there is construction engineering at CSU Pomona (departmental agreement). 6. One college has a public works/water utility science two-year program that transfers to a BA in Public Administration at the University of LaVerne. 7. We are partnering with Pepperdine, University of the Pacific, and Argosy to have them accept our CTE students having AA degrees and offer them management degrees that can be completed in two-years. This completely avoids the course-by-course articulation through which our CTE students are losing significant numbers of units when transferring to CSU/UC. 8. Development of a partnership with Cal Poly SLO on culinology and enology/viticulture. This has come about through close faculty to faculty relationships and joint curriculum planning. 9. The college s Manufacturing Engineering Technology program works with local high school to come to our program and to feed successful students to CSU Long Beach. They have worked together to implement articulation agreements, align curriculum, program structure, recruitment and industry experience. 10. Through and SB70 grant, the lead professor in Manufacturing Engineering Technology (MFET) has succeeded in gaining articulation agreements with two high school districts and articulation with CSU Long Beach and CSU Fresno. This same professor has successfully offered college MFET courses in four local high schools; these courses apply directly to the MFET degree path. She takes high school students on field trips to local high schools. 11. Our Electronics Department has done a great job in connecting our courses to those for transfer to CSULA. Fire Technology faculty have done the same. Both programs provide seamless transfer for students. 12. Faculty members in our Agriculture discipline are very innovative and proactive in working with universities offering agriculture majors (e.g., Cal Poly SLO, Fresno, CSU Chico). They work closely with the articulation officer to get the agreements on ASSIST. The faculty also work closely with the local agricultural industry to stay current on industry s needs. Unique On-Campus Activities and Services for CTE Students 13. One college hosts Portfolio Day in which high school and college students show their work for feedback to visitors from industry and transfer colleges. This activity inspires students to consider a transfer path. 14. Cooperative work experience for students in CTE pathways. Helps make students aware that higher education is needed for their employment choice. 19
20 15. Mentoring and individual counseling of CTE students at both at the CC and the four-year institution is a large part of a current grant at one college. 16. Some colleges promote the National Science Foundation s student internship program for students having an interest in an IT career. The Computer Technical Support (CompTechS) program offers hands-on technical support internships for students seeking careers in Information Technology. Our work-based program includes assessment of current skill levels, performance-based training, customer service training, paid campus and corporate internships, and job placement assistance. 17. A child development department has a used a grant to develop a seamless path. The grant has funded a dedicated academic advisor/academic coach to coordinate tutoring activities and a mentoring coordinator who coordinates the mentor teachers who work directly with students. Mentors help students resolve issues and provide support. 18. We have Women in Careers and Technology student support program for non-traditional students. 19. We have some of our transfer graduates come back and talk to current students about their experiences. 20. Students, including CTE students, can visit the Transfer Center and request a Trip Tic a customized booklet that provides the student with general transfer information, major prerequisites and program information for any two 4-year programs of their choice. The booklet also includes the appropriate GE plan and a form to plan their student education plan. 21. Counselors make presentations about transfer in engineering courses. 22. Delta College has a partnership with San Joaquin County Office of Education and UOP to promote efforts for students to become high school math and science teachers. Counselors are involved all along the way to facilitate the process and work directly with the students. 23. Counselors teach an orientation course to students enrolled in the Caterpillar Program. 24. One college is producing short videos for the division. The video describes available careers and transfer information. 25. We have established Steps to Success program which involves a mandatory orientation and measured professional growth activities that are built into each core course. The measured activities include taking math and English placement tests, personal counseling with department faculty, library and technology workshops, etc. Very early in their coursework students are made aware of transfer and career opportunities. University Outreach Efforts 26. CSU Dominguez-Hills hosts a special day on our campus. CTE faculty visit CTE classes and promote transfer to their university. 20
21 27. Faculty from CSUN and CSULA CTE majors visit our classes and do workshops for our students. Strategies that Enhance Communication and Awareness CTE 28. CTE representatives from the college and from CSU are invited to regular counselor meetings to provide updated information. This keeps counselors informed about new course requirements, program benefits, and admissions criteria. Counselors are encouraged to ask questions that students ask. 29. Encouraging instructors to establish relationships with instructors at other levels is the best way to encourage transfer and to connect the programs for a seamless transition for students. 30. Serving on CSU advisory committees helps facilitate understanding. 31. Having division deans and faculty members attend articulation meetings with CSU and UC representatives is very helpful. 32. CSU Chico s articulation officer is on top of any pertinent changes that are pending. She checks our courses and lets our own articulation officer know about them. She alerts the colleges when a change has been made that will adversely affect the agreements. She provides this information at an annual meeting with us. Assignment of Strategic Personnel on Campus 33. We have a special counselor who works with the vocational programs. This person conducts workshops, advertises for CTE, and advises the other counselors on changes and updates. 34. A counselor is assigned to all the Apprentice programs. This person has updated and submitted the (off-campus) Apprenticeship classes (electrical, plumbing/pipefitting, and sheet metal) to the Curriculum Review Committee to make these courses to any CSU s willing to accept them. City College has had a counselor on special assignment to the Apprenticeship Programs. The number of certificates and degrees awarded, as well as the number of advanced classes leading to degree completion, has risen significantly. With the CTE knowledgeable counselor available, many students request information on 4-year transfer programs to learn what is available out there for them. 35. Faculty advisors from the CTE programs assist students in developing educational plans. This has really helped keep students on track. Unique Programs 36. Contract Education is a qualified department which has partnered with business, industry, and unions to facilitate credit and non-credit CTE coursework. Students can earn job-specific certificates while completing AS/AA coursework that transfers. The department s funding is 100% from industry therefore the coursework is industry supported, accommodates work schedules, and is fully funded for the student. This is highly effective and efficient. 21
22 37. Cañada College has started the first University Center located on a community college campus in the state. We have very strong ECE/CD program articulation with SFSU s CAD program. Students don t need to leave the Cañada campus to earn the BA. Examples of Pathway Development in the Works 38. One college is currently implementing a pathway with CSU Fresno regarding entrepreneur programs in business. 39. Our Health Science department has participated in various grants with our local CSU. The department has a faculty member partly based at the CSU site. The two Health Departments have jointly developed curriculum and are working on an academic program (new major) designed to facilitate transfer. One of the survey s final questions asked respondents if they had heard of the Baccalaureate Degree in Applied Science Studies a degree that enables CTE students to transfer most of their technical coursework to a CSU where they take upper-division courses designed to prepare them for management positions in technical fields. Thirty-two percent (n = 94) responded that they had heard of this degree. Discussion The survey was designed to identify factors that challenge student transfer in the Career and Technical Education (CTE) segments, as well as factors that serve to facilitate CTE transfer. In addition, the survey sought examples of programs and strategies that successfully develop and promote transfer pathways within the CTE segments. Responses to the survey confirmed the importance of challenges and facilitators that had previously been identified during phone interviews with various educators from around the state. The survey was successful in gathering additional information. A content analysis of responses to open-ended items found 49 additional challenges, 30 additional facilitating factors, and 39 examples of exemplary practices. Obviously the survey did not employ a scientifically determined sample set. Such a sampling procedure was not an option since there isn t a 2-year college CTE database from which we could derive a random sample for this study. This survey study, while not based on a scientifically-derived sample (a reality of much educational research of this nature), did gather information from the 323+ individuals who took the time to respond. And since only individuals working with CTE students at campuses within the California Community College system were invited to participate, it is reasonable to conclude that the input received by the survey is both useful and relevant. Further research is needed however. This study successfully identified a number of promising practices. Follow-up work is needed to more fully understand which practices and strategies hold the most promise for emulation by other campuses. Truly effective practices should be acknowledged and made known to others. Fortunately many of the respondents provided contact information, so follow-up work is feasible. 22
23 It would be helpful to have a comprehensive database of the CTE programs in place across the California Community College system. The database should include all the CTE segments and pathways as well as contact information for CTE department chairs and CTE faculty leaders at each campus. The database could facilitate further research and provide a way for disciplines to network and share success strategies. Because of the variety of CTE pathways falling under the umbrella of Career and Technical Education, it would be helpful to organize them according to transfer performance and/or transfer potential. Some pathways (e.g., Engineering) are well-established, other pathways are emerging (e.g., digital arts), while still other disciplines may have potential for becoming a transfer pathway in their own right (or in conjunction with the Applied Bachelors degree). Some disciplines, because of their focus and mission, may never become transfer pathways. Sorting out the CTE pathways according to some logical scheme would add clarity to the issues surrounding CTE transfer. It is essential to learn a great deal more about the experiences of current and past CTE transfer students. Do these students feel they were properly prepared for success in upper division courses? Did they receive accurate advice regarding lower division coursework? Have they had to repeat courses, and if so, why? What were the most important factors that encouraged them to transfer? Discouraged transfer? How well do CTE transfer students adjust to life at their receiving institutions? What role does mentoring play in CTE transfer? What suggestions do CTE transfer students have for creating a more seamless transfer experience for California s community college students? 23
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