1. Transfer and Articulation In Indiana The Community College Perspective

2. Current State  TransferIN website assists students to identify course applicability in multiple institutions  Core Transfer Library delineates institutional commitments to accept courses in transfer  STAC (State Transfer and Articulation Committee) works to develop transfer agreements and practices  Transfer in Indiana is primarily course by course Current State

3. Transfer from Ivy Tech  Associate of Science (AS) is primary transfer degree (first transfer in 1989)  Associate of Applied Science (AAS) is primarily a terminal degree with limited transfer options (except course by course)  Associate of Arts first offered in 2005 but very few graduates  512 distinct articulation agreements with different 65 college and university partners Transfer from Ivy Tech

4.  Of Ivy Tech’s 57 programs, 74% have transfer agreements –One agreement for Health Information Technology –135 agreements for Liberal Arts – 55 different agreements in Business Administration  Most university transfer agreements have been limited to a single Ivy Tech campus and based primarily on course-by-course transfer Transfer from Ivy Tech

5. Course Transfer Library (CTL)  Ivy Tech offers 74 CTL courses  85% of CTL courses are accepted without conditions  15% have conditions  Some CTL courses are accepted as undistributed credit rather than direct equivalents  Actual implementation/compliance with CTL agreements is not universal Course Transfer Library (CTL)

6. What is Working  Transfer opportunities have increased dramatically in past four years (most activity in 2007)  From FY 2004-5 to FY 2006-7, total transfers from Ivy Tech increased by 133% (2,119 to 4,944)  Model agreements have been established: –AS in Nursing to BSN completion agreements –AS to BS in Business Administration at IU-East –AS to BS in Engineering Technology with Purdue, statewide –AS to BS in Education statewide agreements with IU and Ball State (though very different paths What is Working?

7.  Incredible complexity causing –Confusion and uncertainty for students –Uncertain process for student appeals –Tens of thousands of hours to develop and maintain hundreds of agreements  Excessive variation in university curriculum, including no common lower division general education core –CHE position in Reaching Higher is to support a common general education core to simplify transfer Principal Challenges

10. Spanish Transfer Map  12 different pathways – difficult for students and advisors  Technical core requirement ranges from 6 to 20, while total credit hour requirement varies from 62 to 70 credit hours  Common required courses limited to 6 classes, although 75% will accept 14 of the same CTL courses to meet degree requirements  Variance in mathematics high, ranging from requiring MATH 118 to allowing most CTL math class  Science – most variance in acceptance of CTL chemistry and least amount in biology as a choice or requirement  Outliers – two require or accept GEOG 207; one requires FIT 100; two require CINS 101  Regional campus agreements are different at both IU and Purdue Spanish Transfer Map

11. Additional Challenges  Inconsistent implementation in transferring CTL courses at department level  Course by course agreements result in 2+3 transfer, hidden prerequisites, lengthening time to degree  Few incentives (and actual disincentives) for students to complete associate degrees prior to transfer Additional Challenges

12. Inconsistent application of CTL  15 percent exceptions in CTL  Even with university-level agreement, departments do not always comply with CTL agreements, (recent examples in Psychology, Economics, Medical Terminology, Math)  Problems and inconsistencies not regularly referred to STAC for resolution  No clear appeals process nor ombudsman Inconsistent Application of CTL

13. Incentives/Disincentives for Degree Completion  Departmental letters/communications advising students not to complete degrees at Ivy Tech prior to transfer  Limited 2+2 guaranteed transfer agreements  No preference in articulation, admissions, nor scholarship availability for associate degree completers upon transfer Incentives / Disincentives for Degree Completion

14. Best Practices in High-Performing States  Statewide course catalogs, systems to inform students regarding transfer  Statewide core curriculum guaranteed in transfer (common general education core)  Statewide common course numbering or mandated compliance with course applicability systems  Designated ombudsmen for transfer and student-friendly appeals process  Incentives (admissions, transfer and scholarship aid) to students to complete associate degrees prior to transfer Best Practices in High-Performing States

15. Ivy Tech Efforts to Simplify Transfer  Decreasing variation in program curricula and core textbooks  Establishing a common general education core curriculum (Reaching Higher goal)  Converting all transfer agreements to statewide agreements that guarantee transfer of at least 60 credit hours that meet degree requirements (no more 2+3 agreements)  Encouraging degree completion prior to transfer  Participating in data systems to track students and evaluate transfer student performance Ivy Tech Efforts to Simplify Transfer

16. Overcoming Myths with Data  Myths –Community college courses are less rigorous –Community college faculty are less qualified –Transfer students do not do well academically at four- year institutions  Rebuttal –Improved data on community college transfer performance –State data systems to track performance of transfers –Data necessary to create a culture that supports effective and efficient transfer Overcoming Myths with Data