54 9 Improving the Outcomes for College Students Transferring to University Irene Carter, James P. Coyle, & Donald R. Leslie University of Windsor The authors discuss the challenges of transferring from college to university programs. Following con- sideration of the practices associated with transferring credits and creating articulation agreements, the authors suggest the use of learning outcomes. Noting the challenges, as well as the benefits, they propose using learning outcomes as an alternative to existing transfer practices. Continued collabora- tive research and planning efforts between colleges and universities are stated as being essential to improving the transfer process. Introduction This essay considers the use of learning out- credit results. The policies and processes that are comes as a way of improving the results for employed in transferring credits from college to college students seeking admission to four-year university programs clearly needs improvement, university programs. Both colleges and universi- and using learning outcomes presents a viable al- ties face issues involving the transfer of credits ternative. from colleges to universities. Colleges deliver two- and three-year diploma programs with applied fo- Confusing and Frustrating Transfer cuses, while four-year university programs place their emphasis on the development of theory and Policies research skills. Upon graduation from college or after gaining work experience, students often as- When moving from high school to institutions of pire to raise their professional status by seeking higher learning, students often choose colleges over to obtain a four-year university degree. This pro- universities because they view colleges as a stepping- cess frequently results in frustration due to con- stone into universities. Colleges often have more fusing transfer policies and disappointing transfer affordable tuition levels, require lower grades for 54 Improving the Outcomes for College Students Transferring to University 55 admission, are geographically more accessible (An- In addition, universities deny credits based on col- dres, 2001), and offer the opportunity for part-time lege reputation rather than on articulation policy studies (Cohen, 2005). In addition, students may see (Moodie, 2007). college education as a clearer path into the employ- ment market. Universities recognize the academic The Role of Articulation achievement of college students by offering transfer credits. Students wishing to transfer to universities Agreements experience frustration when the transfer credits of- fered by universities differ between institutions and Articulation plays a key role in resolving transfer in- programs. Some of the reasons for these confusing consistencies. Thompson (2003) defines articulation inconsistencies are: as “the process of formally defining how course credit and/or programs earned at one institution will be ap- • Four year university programs specify that en- plied towards credit and/or a degree from another tering high school students must have com- institution” (p. 4). Whether or not a college student pleted a set number of advanced-level high transferring to university receives advanced stand- school credits on entrance to university. When ing depends on assessing the student’s college credits a college student is found to lack these high against the courses applicable to his or her university school credits, the university uses the student’s program. All Canadian post-secondary institutions college credits to fill this gap (Bell, 1998). use transfer agreements. However, only British Co- • Degrees obtained from some specific institu- lumbia and Alberta have developed province-wide tions result in lower levels of credits because councils with transparent policies that promote mo- their degrees are considered to have less value bility between colleges and universities (British Co- (Marshall, 2005/2006). For example, in Can- lumbia Council on Admissions and Transfer, 2003; ada, where colleges are not members of the Dennison, 2000). The Council has also developed Association of Colleges and Universities in procedures such as online transfer guides that hold Canada, students receive fewer transfer cred- institutional articulation committees more account- its. able for their actions. Despite some improvements, Andres (2001) • Colleges viewed as technical schools result in found that many students seeking transfers continue lower transfer rates (Cohen, 2003). However, to experience confusion. Students report that infor- higher rates result when universities perceive mation provided by universities is inaccurate, incon- colleges to be feeder schools (Cohen, 2005). sistent, out-of-date, overwhelming, and that it often • Individuals who worked in their field between results in miscommunication. As in Canada, many college graduation and their return to univer- universities in the United States reject credits from sity often experience obstacles when transfer- colleges even though many of the college courses ring credits. For example, many of these indi- are comparable to university courses (Miller, 2007). viduals did not take the needed college courses Rejection may occur despite comparable course con- for a successful transfer to a four-year institu- tent, use of the same textbooks, having a teaching tion (Knoell, 1996; Findlen, 1997/1998). faculty with similar qualifications, and providing similar learning experiences. To address these confus- Even in institutions with strong transfer policies, ing transfer practices, Cohen (2003, 2005) suggested students report improper implementation of those a further simplification of the transfer process for stu- policies. Some universities continue to favour their dents who begin their post-secondary studies in col- current undergraduate students by using enrolment lege and then transfer to university. Handel (2007) caps and asking college transfer students to reapply suggests that the achievement of a successful transfer to the institution in order to continue their studies. from college to university depends on the following: 56 Collected Essays on Teaching and Learning Vol. II knowledge and ability of students following comple- • setting up suitable university preparatory tion of a course, replace learning objectives, which courses and encouraging college students to identify knowledge and skill-building that are taught focus on a major at an early stage in their edu- in the course. In this essay, learning outcomes define cation; new behaviours after a learning experience. They de- • communicating the positive aspects of suc- scribe the knowledge, skill, and attitudes gained, and cessful transfers, such as financial aid and make up the overall integrated learning of a course equal college and university student perfor- or program (Daniel & McInnes, 2007; Kameoka & mance over four years of study; Lister, 1991). In a sense, learning outcomes consti- tute multiple levels of meaning related to accredita- • educating student advisors about transfer pol- tion, programming, and course design (Hubball & icies and procedures; Gold, 2007). • carrying out articulation policies that help Pragmatically, learning outcomes for cours- most students; es or programs are characterized by an action verb, • giving college applicants priority in admis- which is observable or measurable. Blooms’ Tax- sions; onomy of Education in Undergraduate Teaching • setting goals for college students, and address- includes six levels of learning: knowledge, compre- ing the needs of transfer students; hension, application, analysis, synthesis, and evalu- • establishing and promoting a ‘transfer-going’ ation (Aviles, 2000; 2001a; 2001b). Bloom assigned culture; several verbs corresponding to each knowledge level, rendering them useful for developing learning out- • simplifying joint admission that increases ac- comes, as outlined in Table 1. In Bloom’s Taxonomy cess to university and raises the reputation of used by Aviles (2001b), learning outcomes focus on the colleges that open opportunities to share the quality of undergraduate learning and become facilities (Knoell, 1996); progressively more difficult. • considering past work experience as a basis for Instructors create student learning outcomes credit transfer; and and assign grades to student productivity in order • creating a more collaborative model of articu- to assess learning. Successful completion of courses lation. would indicate attainment of learning outcomes. An outcome-focused course challenges instructors to identify a measurable link between course content Using Learning Outcomes in the and student knowledge or skills following the course. Transfer Process It may also require the development of better tools or assignments for evaluation. Yet, educational govern- Learning outcomes have great potential for assisting ing bodies have started to ask institutions of higher the transfer process. There have been a number of learning to demonstrate this type of learning (On- approaches for defining learning outcomes. Morin tario Ministry of Training, Colleges and Universities, (2001) views learning outcomes to be that which we 2008). should know or display in ability. Another approach Hubball and Gold (2007) describe learning focuses on institutional power, responsibility, and ac- outcomes as learning-centredness, referring to a cur- countability to uphold standards (Hubball & Gold, riculum that is responsive to the needs and circum- 2007). According to this view, curriculum alignment, stances of students and to learning experiences de- curriculum assessment, and evaluation are at the core signed with progressively more challenging courses. of a shifting definition from what is taught to what is They offer an interconnected model of learning out- learned (Hubball & Gold, 2007; Hill, 2007; Aviles, comes, explaining their various uses. These include 2001a, 2001b). Learning outcomes, which describe teaching and learning, course design, faculty and cur- Improving the Outcomes for College Students Transferring to University 57 Table 1 Bloom’s Taxonomy: Knowledge Levels and Corresponding Action Verbs Knowledge Level Action Verb Knowledge Define, identify, state, list, differentiate, discriminate Comprehension Explain, translate, interpret, match, extrapolate Application Construct, choose, predict, demonstrate Analysis Distinguish, separate, organize, infer, classify Synthesis Compose, formulate, create, produce Evaluation Debate, judge, critique, assess, compare (Adapted from Bloom as cited in Aviles, 2001b) ricular, institutional, and broader contexts. This sup- Suitable institutional practices promoting these op- ports the role of learning outcomes as defining, deliv- portunities are crucial for student planning, integra- ering, assessing, and documenting student learning tion, and success. (Miles & Wilson, 2004). Thus, learning outcomes aid institutions to carry out their programs, assess Benefits in Using Learning students and curriculums, and compare themselves as institutions to other institutions. Outcomes In transferring from college to university pro- grams, the functions initiated by learning outcomes Through the use of a systematic method for identify- are paramount in the planning, integration, and suc- ing the specific needs of certain groups of students, cess of students. Implementing learning outcomes employing learning outcomes allows for comparison allows for the communication of clear expectations and promotes accountability. It meets transfer stu- to learners, instructors, and prospective employers. dents’ learning needs, especially in disciplines where This is critical for student expectations with regard to learning outcome data is scarce. For example, a review making transfers: the instructors’ understanding of of U.S. MSW programs suggested that two-thirds of their students’ learning needs and employers’ confi- programs only use course grades to assess student dence with regard to hiring qualified and experienced learning outcomes (Kameoka & Lister, 1991). Learn- professionals. ing outcomes provide a clearer communication of The use of learning outcomes fosters oppor- tunities for a smoother transition from college to expectations to learners, instructors, and prospective university programs, benefiting both students and employers and they better measure student success. institutions. Although using learning outcomes in in- Coordination and collaboration between programs dividual courses allows institutions to assess specific of study in multiple institutions is one way to use student learning, comparing outcomes for programs learning outcomes. They are able to remove barriers addresses all learning outcomes related to a program and promote equity between the educational experi- (Aviles, 2001b). For university program stakeholders, ences of various and diverse students. the use of learning outcomes promotes an objective The use of learning outcomes further provides benchmark for formative and summative assessment, the opportunity to acknowledge varying student di- as well as a prior learning assessment of students versity in education backgrounds by promoting a transferring to a university program (Hubball, Gold, smooth transition to university programs. For exam- Mighty, & Britnell, 2007; Miles & Wilson, 2004). ple, the primary feature of human service programs in 58 Collected Essays on Teaching and Learning Vol. II both colleges and universities involves a professionally ized testing of learning. designed mix of theory coupled with field practice. In addition, faculty may need more time While the relative degree of this balance varies from to prepare courses that use a learning outcomes ap- program to program, an underlying focus on service proach since this demands a closer agreement between provision is shared by all. Clearly defining learning course content, assignments, and outcomes (Aviles, outcomes, related to both theory and practice in hu- 2001a). These obstacles often make faculty and insti- man service programs, at both the college and uni- tutions resistant to using a learning outcomes model. versity level, would serve to benefit the population of Therefore, developing learning outcomes for courses students transferring to gain university credits. This and programs requires a collaborative effort between approach allows consideration for both the students’ faculty and university administrators with a respect needs and circumstances by allowing recognition for for academic freedom. previous course work and practical experience. When college students transfer to university, Using learning outcomes in progressively they may be asked to make up absent theory and re- more challenging courses also contributes to im- search courses. Methods for accomplishing this in- proving student transfer outcomes. They may more clude offering a one-semester bridging program or a clearly demonstrate a student’s progress in academic two-course for one direct entry program for college and practical knowledge and skills. It is also possible students. These transfer procedures attempt to ensure to use teaching tools to bridge gaps in previous learn- that students are prepared for the theory and research ing experiences, for example, using group work, self- demands of university education. For students to be reflection, and presentation to expand learning out- successful, colleges and universities must be proac- comes. Coordinating distinct and cohesive outcomes tive in bridging the identified gaps between their at the administrative level can improve guidelines for educational expectations (Miles & Wilson, 2004). the transfer process. Institutional collaboration requires using effective assessment tools, conducting self assessments, and resolving differences about how to measure learning Challenges in Using Learning outcomes. Additional resources required to accom- Outcomes plish this provide another challenge for ameliorating transfer credit frustrations (Miles & Wilson, 2004). Initiating a learning outcome approach requires over- coming a number of challenges. Miles and Wilson Moving Forward Collaboratively (2004) found that assessing learning outcomes is dif- ficult, often relying on rubrics and matrices (Daz- Lefebvre as cited in Carducci, 2006). These rubrics Despite the obstacles, the appropriate use of learn- attempt to define learning that occurs from a variety ing outcomes can assist the process of credit transfers of methods. For example, learning outcomes may be from colleges to universities. Collaborations between accomplished in college human service programs that institutions of higher learning, deans, and faculty provide excellent experiential learning opportunities can help identify, develop, and evaluate common but lack extensive theoretical knowledge. Universi- understandings of learning outcomes (Miles & Wil- ties more often present theory and research and use son, 2004; Hendriksen, Yang, Love, & Hall, 2005). multiple and various teaching and testing methods. This may lead to what Hubball and Gold (2007) call These differences not only challenge transfer stu- the transferability of learning, which encompasses dents’ learning skills, but they depict the complexity progressive curriculum, alignment of educational and uncertainty of attempting to measure all types of programs, and research and training about learning learning in a learning outcome format. For this rea- outcomes in programs and courses. Collaboration son, learning outcomes are best used as a guide that between colleges and universities can potentially bet- describes learning rather than a method for standard- ter meet transfer students’ needs and improve higher Improving the Outcomes for College Students Transferring to University 59 education options for all students. the baccalaureate. Paper prepared for the Center for Studies in Higher Education Research Paper Series. (ERIC Document References Reproduction Service No. 476338). Andres, L. (2001). Transfer from college to university: Cohen, A. M. (2005). The future of transfer. Journal Perspectives and experiences of British of Applied Research in the College, 12(2), 85- Columbia students. The Canadian Journal of 91. Higher Education, 31(1), 35-74. Daniel, Y. & McInnes, A. (2007). Learning outcomes: Aviles, C. (2000). Teaching and testing for critical Teaching with the “end” in mind. 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Supporting the implementation of success: A system for providing transfer student externally generated learning outcomes and performance information to feeder institutions. learning-centered curriculum development. Paper presented at the Association for New Directions for Teaching and Learning, Institutional Research Annual Forum, 134, 67-72. Tampa, FL. (ERIC Document Reproduction Service No. ED477826). Kameoka, V.A. & Lister, L. (1991). Evaluation of student learning outcomes in MSW Biographies programs. Journal of Social Work Education, 27(3), 251-257. Irene Carter is an Assistant Professor in the School of Knoell, D. M. (1996). Moving towards collaboration Social Work, and Program Coordinator for Disabil- in transfer and articulation. New Direction for ity Studies at the University of Windsor in Windsor, Colleges, 96, 55-64. Ontario. Her areas of interest are social support for people with developmental and intellectual disabili- Marshall, D. (2005/2006). What’s it worth? The ties, disability studies, and self-help groups. tiering of Canadian degrees. Education Canada, 46(1), 55-57. James P. Coyle is an Assistant Professor in the School of Social Work at the University of Windsor in Miles, C. L. & Wilson, C. (2004). Learning outcomes Windsor, Ontario. His research examines resilience for the twenty-first century: Cultivating in families, the impact of mentoring relationships on student success for college and the knowledge youth resilience, and methods for promoting profes- economy. New Directions for Colleges, 126, sional writing skills. 87-100. Donald R. Leslie is a Professor and Chair of the Un- Miller, H. N. (2007). Legislation can end bias against dergraduate Program at the School of Social Work, career colleges. The Chronicle of Higher University of Windsor in Windsor, Ontario. His re- Education, 53(48), B8. search interests over the past 30 years have included disability studies, accommodation and accessibility Moodie, G. (2007). 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