1. ASSESSING OUR SUCCESS Bruce Clemetsen Dean of Student Services LBCC Jackie Balzer Dean of Students OSU

2. DPP by the Numbers

3. Admission Numbers Total applications: 8300+ Total admits: 7300+ Total enrolled @ LBCC: 4600+ Admit yield: 88.6% Enrolled @ LBCC yield: over 60% DPP Applications as % of total: OSU 5% LBCC 25+%

4. DPP Stats: % LBCC Applications

5. DPP Applicants by Race

6. Majors Business Engineering Undecided Liberal Arts Education Health and Human Sciences

7. Enrollment Levels LBCC Data DPP students average 14-16 credits per year at LBCC Full time student headcount: 30+% to 50% of total credit headcount The number of DPP students taking at least one class at LBCC is doubling every 4 years More students are taking non-credit courses

8. Degree Attainment 1200+ program graduates from OSU LBCC awarding more AS degrees

9. OSU Class of 2003 First four years of DPP Three-Year Transfer/Grad. Rate (LBCC) –DPP: 19% Non- DPP: 9% OSU Graduates –Among DPP Grads, 57% were older than 25 –Non- DPP Grads: 3.07 CGPA, with avg. of 108 OSU credits –DPP Grads: 3.15 CGPA with avg. of 89 OSU credits –72% of cohort were transfer admits

11. OSU DPP Data http://oregonstate.edu/admin/aa/ir/degreepartnership.html

12. The Stories of DPP Students A study of lived experiences

13. DPP Student Experience Lived Experience Themes Blending and Swirling: The Student Experience 1. Identifying as DPP student 2. Gaining (re-gaining) momentum at the CC 3. Testing out the University 4. Moving thoughtfully between two institutions 5. Settling into the University

14. Blending and Swirling : The DPP Student Experience Community College Degree Partner University

15. DPP Student Experience 1. DPP Student Transition and Adjustment Highlights –Students utilize academic opportunities and services at the CC to prepare for the university environment –Student enrollment patterns between the two school allow student to transition slowly to the university –Students utilize opportunities at the university to integrate socially –Students invest social and academic energy at both schools –Students do not report abrupt transitions, feelings of alienation, and school separation anxiety –Students do not report decreased academic performance at the university

16. DPP Student Experience 2. Degree Partnership Students Voice Similar Needs –Lack of self-confidence and positive self-perceptions regarding readiness for university experience –Desire to gain or re-gain confidence, competency, and momentum for their university experience –Desire to utilize the diverse, small, and supportive environment of CC –Concerned about affordability of college –A clear path, identity and connection to OSU

17. DPP Student Experience 3. Degree Partnership Students Utilized Two Educational Settings –DPP Students have positive experiences in CC Classes –DPP Students describe CC faculty as preparing them for university environment –DPP Students utilize community education classes and centers throughout their student experience –DPP Students have a positive view of CC and it’s role within community and society –DPP Students value university identity and comprehensive services

18. DDP Student Experience 4. Students Experience Some Administrative and Social Difficulties –Difficultly with financial aid and scholarships –No centralized services or information for DPP students –Not easy to meet other DPP students and mentors –Transportation between schools can be challenging –Not all University faculty, advisors and students know about DPP Must explain degree partnership to university personnel

19. Implications 1.DPP is Changing the Transition and Adjustment Student Experience –Early integration into the university, even before attending classes –Transition to university is spread out over time and at a slower pace –Social transition can be separated from the academic transition –The number of academic and social integration opportunities are increased and diverse –Articulation difficulty reduced –More information about DPP students is needed

20. Implications 2. DPP is Improving Access to Higher Education for Students Who… –Lack confidence for the university experience –Lack financial resources –Seek a supportive and diverse learning environment before entering the university –Need an alternative to departure from the university –Need a clearer path to the university –Want to state their University identity and intention from the beginning

21. Implications 3. DPP Provides an Opportunity to Utilize the Strengths of the CC –CC environment built social and academic confidence in DDP students –CC small classes and CC faculty were valued by DPP students –Cohorts formed at the CC support DPP students at the university

22. Supporting Research Students who began in public 2-year institutions who had co-enrolled had higher rates of bachelor’s degree attainments and persistence at 4-year institutions than their counterparts who did not co-enroll.” (pg. 19) Peter, K. and Carroll, C. D. (2005). “The road less traveled? Students who enroll in multiple institutions.” National Center for Education Statistics, U.S. Department of Education. NCES 2005-157.

23. What do we still need to learn? What data/story surprised you? From your perspective, what information tells you how the program is working? What questions are still unanswered? What are the three most important questions to be answered?