Anat Gal EDU 671 Instructor Young October 27, 2014

 Challenges.  Major concerns and reasons when going back to school.  Main factors when choosing a school.  Major needs when going to school.

 Education changes lives.  Transfer students loss due to increased competition and accreditation changes.  Supporting our partners and their transfer students.

 167 agreements with community colleges around the US.  Increased competition.  Accreditation changes.  Loss of trust with our partners.  Manpower challenges.

 Signing new agreements.  Building relationships.  Building transfer guides.  Marketing.  Attending transfer fairs.  Conducting webinars.  Face to face visits.  Specific programs pathways.

 Transfer students are diverse learners.  167 community college partners.  Academic Partnership team.

 Transfer.  Students.  Community colleges.

 Supporting my action research proposal:  Web Research.  Ashford Library.

 The working adult student.  Peers.  Friends.  Classmates.

 Learning about the working adult student.  FERPA regulations.

 Is price a major factor when choosing where to go to school?  What role do transfer credits play when deciding where to transfer.  Does the transfer guide make it easier for transfer students.  What are the three main factors in choosing the right school for the working adult?  What are the three main challenges when going back to school for working adults?  When going to school what support did you get from your school and what support you needed that you feel you did not receive?

 Findings.  Recording a webinar to be posted on the Transfer page.  Expending the team.  Office hours.  Student support.

 Bigger academic partnership team.  Better support for our partners and their transfer students.  An increase in transfer students.  Better graduation rate.

 Creating a webinar introducing articulation agreements and the Transfer Guide to be posted on the Transfer Page.

 Expend academic partnership team.  Expend articulation team.  Implement office hours with community college partners.  Develop and conduct webinars with community college partners.  Implement monthly conference calls with transfer students.

 Develop.  Conduct.  Implementation.

 Legality.  Budgetary.  Change.

 FERPA (Family Educational Rights and Privacy Act).  Beneficence principle.

 Mix-method data collection approach.  Qualitative and quantitative data.

 Budget.  Manpower.  Recording software.  Flexibility.

 Likert scale (using Survey such as survey monkey).  Survey or questionnaire.  Structured formal interviews.  Focus groups.

 Education changes Lives.

 Deggs, D. (2011). Contextualizing the perceived barriers of adult learners in an accelerated undergraduate degree program. The Qualitative Report, 16(6), Retrieved from  Family Educational Rights and Privacy Act (FERPA). (2014). U.S. Department of Education. Retrieved from  Hood, L., Hunt, E., & Haeffele, L. M. (2009). Illinois post-secondary transfer students:  experience in navigating the higher education transfer system. Planning and Changing,  40(1), Retrieved from   Mills, G. E. (2014). Action research: A guide for the teacher researcher (5th ed.). Boston, MA:  Pearson Education, Inc.  Roksa, J., & Calcagno, J. C. (2010). Catching up in community colleges: Academic preparation  and transfer to four-year institutions. Teachers College Record, 112(1),  Retrieved from  U.S. Department of Health & Human Services. (1979). Ethical principles and guidelines for the  protection of human subjects of research. The Belmont Report. Retrieved from   Schepp, D. (2012). Top 6 reasons adult college students drop out. AOL Jobs. Retrieved from  Shepherd, J., & Nelson, B. M. (2012). Balancing act: A phenomenological study of female adult learners who successfully persisted in graduate studies. The Qualitative Report, 17(20),  Retrieved from  Ross-Gordon, J. M. M. (2011). Research on adult learners: Supporting the needs of a student  population that is no longer nontraditional. Association of American Colleges & Universities. Peer Review. Retrieved from research/periodicals/research-adult-learners-supporting-needs-student-population-no