Seamless TRANSFERS Community colleges frequently get a bad rap as feeder schools that offer watered- down curricula… and students who are less knowledgeable, less prepared, and less capable of earning a bachelor’s degree. But the facts say otherwise. 28 THE JOURNAL OF COLLEGE ADMISSION By Carol Patton WINTER 2017 29 For more than a decade, community colleges have been overcoming stubborn myths or stereotypes. Many work with four-year schools to develop articulation agreements designed to focus more on learning objectives or student outcomes and less on course content to ensure seamless transfers. In 2014, approximately 7.3 million undergraduate students (42 percent) institutions to complete their degree. She said tuition at BW, for example, were enrolled in community colleges in the US, the latest statistic costs roughly 50 percent more than tuition at local community colleges. offered by the Community College Research Center. At some schools, like Based on costs, some may argue that community colleges are taking Cleveland State University (OH), more transfer students graduated in 2014 students from four-year institutions. The reality is that they are serving a with a bachelor’s degree than students who entered four-year institutions population that otherwise may not attend college at all. Four-year colleges as freshmen. should be looking to community colleges for recruits—ones who’ve already For more than a decade, community colleges have been overcoming stub- proved they are successful students. born myths and stereotypes. Many work with four-year schools to develop Creating the path of least resistance from two- to four-year institutions articulation agreements designed to focus more on learning objectives or benefits all parties, yet the biggest obstacle for seamless transfers are still student outcomes to ensure seamless transfers. four-year institutions, said Bart Grachan, interim associate dean for progress In some cases, adjunct professors also teach at both two- and four-year and completion at LCC in Long Island City, New York. schools, minimizing potential gaps in student learning. Students no longer “Almost half of the nation’s undergraduates are in community colleges repeat core courses or wait another year or two to graduate. (yet) they’re the least talked about sector in higher education,” said Grachan. Most importantly, such changes are paving the way for motivated students He said not reaching out specifically to transfers is a missed opportunity. to earn four-year degrees and claim their place in a job market that lacks He explained that many four-year schools’ application processes don’t skilled workers. reflect the differences between transfer students and incoming freshmen. Some also require SAT scores from students with associate degrees. In such A GROWING RECRUITMENT POOL scenarios, he said even SAT administrators would say the metric doesn’t Not surprisingly, many students attend community colleges because tuition reflect student success—the requirement is useless. costs are significantly lower. According to The College Board, tuition at A huge disconnect occurs when four-year schools aren't clear or won’t public two-year colleges averages $3,440, compared to $9,410 at public discuss how receptive they are to transfer students. Students making plans four-year colleges. to transfer need to know whether schools offer the same financial aid to Janna Whitaker, associate director of admission at Baldwin Wallace transfers as they give to freshman, recognize associate degrees, and how University (BW) in Berea, Ohio, confirmed that more students are saving credits convey. If this information isn’t readily available, schools can miss out money by enrolling at community colleges and then transferring to four-year on this population of recruits. 30 THE JOURNAL OF COLLEGE ADMISSION “Often, there’s a need for transfers, but not an acceptance of transfers,” i Grachan said. “(Some schools) don’t make transferring easy.” BACK TRANSFERS Fortunately, some four-year schools are starting to recognize their Articulation agreements should help both two-and four-year schools, said importance, according to Nancy Lee Sanchez, executive director of the Joe Vainner, coordinator of special programs recruitment at Cleveland State Kaplan Educational Foundation in NY, which works with roughly 25 University (CSU). community college students each year. Vainner explained that in The Cleveland State – Cuyahoga Community The public charity supports low-income students of color who demon- College (tri-C) dual admission program, launched in 2009, students can be en- strate high potential. She said 87 percent earn an associate degree, while rolled at both schools simultaneously, take classes on both campuses during a 92 percent transfer to four-year schools all over the country and are offered semester, and access CSU’s advisers, library, technology services, and some “amazing” financial aid packages. Just as impressive, 86 percent earn student services. CSU also sends “back transfers” to community colleges, bachelor's degrees. which he believes is an essential component of articulation agreements. She said her students have basically encountered two challenges: Paying “If students transfer to CSU under this program, we’ll send their transcripts the $75 transfer fee, which only three schools in 10 years have refused back to their community college,” Vainner said. “If they meet their associate to waive, and finding adequate housing. She explained that the average requirements, they can get their associate degree based on that combination community college student (who is at least 25) tends to be older than the of CSU and tri-C classes. That’s a key part of our program… and the piece a typical university student and may be married with children. However, not all lot of four-year school administrators don’t think about.” campuses support family housing. Slightly more than half of CSU’s 2,000 incoming students each year repre- “(Community colleges) should act as a bridge to four-year institutions and sent transfer students. The majority enters as sophomores or juniors. The six- make sure (they) come and recruit from this diverse pool,” said Sanchez, a year graduation rate in 2014 for transfer students was 57 percent compared former community college adviser. “It’s our responsibility to make sure that to 34 percent for students who entered as freshmen that same year. four-year institutions of all calibers understand the talent, diversity, and That’s “counter-intuitive” for people who still think community college stu- resiliency of community college students.” dents are not high performers, Vainner said. He believes community college students enter four-year schools better prepared to learn than freshmen. ARTICULATION TAKES A VILLAGE “If you can get students an associate degree and to plan to get a bach- elor’s degree in only two additional years,” said Vainner, “then you have a CUNY–LCC MODEL, NEW YORK really good program that’s going to attract students who are successful.” Part of the City University of New York (CUNY), LaGuardia Community College’s (LCC) three-year graduation rate among its estimated 20,000 students is roughly 20 percent, said Grachan. He said another 10 percent USHE MODEL, SALT LAKE CITY transfer to other schools before they earn an associate degree, while 67 “Our two- and four-year institutions share the same or similar learning percent of its graduates transfer to a four-year college. outcomes,” said Phyllis (Teddi) Safman, assistant commissioner for academic For many years, CUNY has developed policies supporting seamless affairs at the Utah System of Higher Education (USHE) in Salt Lake City, transfers to any four-year institution within its system, he said. which is comprised of eight Utah public colleges and universities. “CUNY has worked very hard to make sure those credits get used and Nearly 20 years ago, the USHE created policies to ensure seamless trans- don’t just move,” he said, explaining that some colleges count transfer fers between its public institutions. Back then, she explained, there were credits as electives instead of using them to fulfill requirements toward a about five community colleges. The transfer rate to four-year institutions was student’s major. “There’s an articulation agreement attached to every new approximately 60 percent. Since then, all but one of those schools became program that is developed. If we decide to tomorrow to create a new major four-year institutions, dropping the rate to roughly 30 percent. in philosophy, to get that major approved, four-year colleges have to accept Among the first steps to ensure seamless transfers, she said, was the courses’ design and structure of the degree program.” bringing the faculty together from both two- and four-year schools to The same approach has also been applied to four-year private schools address learning outcomes, expectations, and student assessments. throughout the state. Grachan noted LCC supports a separate transfer Without doing so, she said schools can only work around the edges and services office that helps students find appropriate four-year schools, never support “whole transfers.” complete the application process, and apply for scholarships; facilitate and Safman advised insisting that academic advisors and registrars help grow connections with four-year institutions; coordinate transfer fairs each develop programs and contribute their expertise. She added that those who semester, and help high school counselors better understand the benefits of resist participating need to understand they’re an important part of the big community colleges along with the transfer process. picture—student success. During the last two years, the college has also been training There is one group of individuals Safman said should never be involved: faculty and program directors on the meaning of articulation—how to “You do not want lawmakers who know nothing about curricula to come create transferable courses and incorporate them into the process of out with laws having to do with curricula.” She continued, “You don’t want academic planning. intrusion from lawmakers on academic issues, academic programs, academic WINTER 2017 31 Since then, the agreement has been expanded to any accredited Students making plans to community college in the region. Whitaker said it’s very easy for community college students to transfer to BW, focus on their major, and earn a transfer need to know if bachelor’s degree in two years. Whitaker added that these seamless transfer programs have required schools offer the same financial an across-the-board commitment from faculty; advisors; the offices of admission; registrars; communications departments; and recruiters who visit aid to transfers as they give to community college campuses no less than three times each semester. Adjunct professors at BW also teach at community colleges, which helps freshman, recognize associate ensure consistency of coursework. Likewise, university staff meet with faculty and academic advisers at community colleges to review not only courses, but also BW’s online transfer guide and its articulation agreement. degrees, and how credits Whitaker said the key to success “goes back to communication and finding one person who’s passionate about transfer students on our campus who can convey. If this information isn’t be a force for change.” readily available, schools can Carol Patton is an award-winning journalist in Las Vegas who covers education and other topics for many publications and websites. miss out on this population… Visit the transfer section of the NACAC website at www.nacacnet.org/ transfer for more information and resources. curricula, academic learning outcomes, or assessments. That has to be done by faculty.” Meanwhile, she said, the USHE’s Interstate Passport Network has caught fire. Managed by the Western Interstate Commission for Higher Education (WICHE), the program started roughly seven years ago, enabling seamless transfers between schools in seven western states. The full program went into effect this year, covering all general education curricula, such as English and science courses. Two- and four-year public institutions in 13 states nationwide currently participate. They have to wait several years for program results, but the National Student Clearinghouse will be responsible for gathering national student data and comparing the success of Passport students to nonparticipants. “Nothing starts out perfectly,” said Safman. “As we gather data from Passport, we’ll make adjustments over time. (We expect) faculty to learn more about constructing proficiency criteria to demonstrate that (students) are proficient in learning outcomes.” OHIO MODEL About 10 years ago, Whitaker said the state of Ohio implemented the Ohio Transfer Module, a group of classes that roughly mirror the general education requirements of universities. By completing that module, students fulfill those requirements and enter universities as juniors. BW, which supports 3,800 undergraduate students, participates in the Ohio Transfer Council, which developed an articulation agreement that mirrors the state’s standards so private schools can become more transfer-friendly. “Over the last 20 years, we had long-standing articulation agreements with the three main community colleges in the Cleveland area,” Whitaker said. “But when the module came along, our registrar felt like we needed to be more competitive and drafted an articulation agreement that would allow these three community colleges to follow the module.” 32 THE JOURNAL OF COLLEGE ADMISSION