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AN EFFECTIVE ENROLLMENT MANAGEMENT STRATEGY: FRESHMAN TRANSITION PROGRAMS Johari A. Barnes Coordinator, Academic Outreach and Intervention Caitlin Duda.

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Presentation on theme: "AN EFFECTIVE ENROLLMENT MANAGEMENT STRATEGY: FRESHMAN TRANSITION PROGRAMS Johari A. Barnes Coordinator, Academic Outreach and Intervention Caitlin Duda."— Presentation transcript:

1 AN EFFECTIVE ENROLLMENT MANAGEMENT STRATEGY: FRESHMAN TRANSITION PROGRAMS Johari A. Barnes Coordinator, Academic Outreach and Intervention Caitlin Duda Advisor, Towson University Freshman Transition Program COMMUNITY COLLEGE OF BALTIMORE COUNTY

2 WHAT IS A FRESHMAN TRANSITION PROGRAM? THE MODEL University Freshman applicants who cannot be admitted directly Enroll in community college courses Taught by community college faculty on the four-year university campus Students participate for a maximum of two consecutive semesters Enrollment management Focus on students De-emphasize individual institutional benefits and focus on collective benefits Self-supporting WHY IT WORKS

3 ABOUT CCBC Total Enrollment: 68,301 Credit Enrollment: 34,410 – Full Time: 3,726 (11%) – Part Time: 30,684 (89%) Non Credit: 33,891 Tuition per credit hour In-county: $113 Out-of-county: $216 Out-of-state: $324 Outcomes Degrees: 2,086 Transfers: 7,200 Certificates: 4,825 External Licensures: 3,300 Total Completers: 17,411 Multi-campus college with 3 main campuses and 3 extension centers, largest community college in Maryland Male: 41% Female: 59% Minority: 48%

4 Towson University Second largest public university in Maryland 21,000 students total 18,000 Undergraduate – 50% are transfer students 2013 Freshman Class Applications: 17,750 Admitted: 10,710 Enrolled: 2,748 75% admitted freshmen: GPA 1520 or higher SAT 22 or higher ACT 2013 Transfers Applications: 5,099 Admitted: 3,698 Enrolled: 2,299

5 Morgan State University 1 of 3 Historically Black College and Universities (HBCUs) in Maryland; legacy university 6,591 students total 5,504 undergraduates 2012 Freshman class Applications: 5,644 Admitted: 3,252 Enrolled: 1,037 Admissions Criteria 820 SAT (not including writing) and 2.5 GPA 900 SAT (not including writing) and 2.0 GPA 2013 Transfers Applicants: 1,128 Admitted: 943 Enrolled: 482

6 Freshman Transition Programs Towson University Est Enrolled in 15 billable hours per semester, must stay full time with 12 billable hours Fall Criteria – 3.0 GPA – No grade less than a “C” – 9 transferable credits – Pass in Pass/Fail courses Spring Criteria – 2.5 CUM GA – 15 transferrable credits – Pass in Pass/Fail courses Morgan State University Est Enrolled in 15 billable hours per semester, must stay full time with 12 billable hours Fall criteria – 2.5 GPA – No grade less than a “C” – 12 billable hours – Pass in Pass/Fail courses Spring Criteria – 2.0 CUM GPA – 24 billable hours – Pass in Pass/Fail courses

7 Cohort Size per Year

8 Who are our Students? Towson University High School GPA Three score SAT No SAT section less than 400 Male: 35% Female: 65% Out-of-state: 43 students or 22% Out-of-county: 124 students or 64% In-county: 24 students or 12% Morgan State University High School GPA Two score SAT Male: 32% Female: 68% Out-of-state: 11 students or 21% Out-of-county: 40 students or 75% In-county: 2 students or 4%

9 Transition Rates TOWSON UNIVERSITY YearTotal1st semester2nd SemesterTotal Transitioned (Pilot)3928 / 71%7 / 87%34 / 87% / 74%21 / 77%135 / 89% / 75%23 / 82%166 / 90% / 78%21 / 60%185 / 92% / 81%18 / 59%249 / 91% / 77%29 / 72%176 / 92% MORGAN STATE UNIVERSITY YearTotal1st semester2nd SemesterTotal Transitioned (Pilot)324 / 12%10 / 35%14 / 43% / 62%TBD

10 Information Session in April Integrated into “Welcome to Towson” Orientation Weekend First Year Experience Advising Program TU Employees Required Monthly Meetings Peer Mentoring Program Academic Interest Forms Faculty Orientation Workshops Early Intervention On-campus jobs Involvement Clubs Orgs. Events Informations Sessions Access Orientation in July Advising provided by MSU/CASA Transfer Orientation “The first college year is critical not only for how much students learn but also for laying the foundation on which their subsequent success and persistence rest” (Reason, Terenzini, Domingo, 2006).

11 Working with Partners Challenges Cross-institutional communication Student identities Financial aid/billing Office space Textbooks Faculty awareness of program policies Buy-in

12 WRAP UP Lessons Learned Best Practices Other Models/Partnerships?

13 THANK YOU! Johari A. Barnes (443) Caitlin Duda (443)


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