Partnering for Student Success The Bridge to Clemson University Program Sue Whorton Clemson University National Institute for the Study of Transfer Students January 23-25, 2008

What will this workshop cover? Description  Bridge to Clemson Program  Clemson Univ./TCTC partnership Flaga’s (2002) model of transfer transition Bridge Program student success and transition strategies  Advising  Orientation

What will you leave with today? Understanding of  Bridge Program structure and goals  Clemson/TCTC partnership  Flaga’s transfer transition model  Programmatic initiatives for successful transition and transfer At least one “take away” idea

What is the Bridge Program? Collaborative first-year academic and residential life program between Clemson University and Tri-County Technical College (TCTC) Complete first-year courses at TCTC Seamless transfer to Clemson for sophomore year

What are the Bridge requirements? Apply for Clemson freshman admission Complete 30 credits with 2.5 GPA Live in Bridge Program housing

What factors led to creation of Bridge? High demand for Clemson degree Increase access to Clemson Affordable option Opportunity for increased collaboration with local technical college

What are the Bridge goals? Increase access to Clemson for qualified students Deliver high quality first-year experience Provide opportunity to complete all required first-year courses Prepare students for successful transition to Clemson Connect students to Clemson

Bridge Model Expansion & Sustainability Assessment & Evaluation Access to Clemson University Internal and External Collaboration Student Success Programs

It takes a village…. Clemson University Academic Affairs  Undergraduate Studies  Admissions  Academic Advising  Academic Success Center Student Affairs  New Student Programs  Housing  Parking Services Tri County Technical College Academic Affairs  Arts and Sciences Division  Academic Advising Business Affairs Student Affairs  Office of Collaboration  Admissions  Registrar  Financial Aid

How is Flaga’s (2002) model used? LEARNING RESOURCES Tools utilized by students to gain information and learn about the campus environment and academic system CONNECTING Concerned with development of relationships with others in the academic, social and physical environments FAMILIARITY Develops as students internalize information they gathered and begin to feel more comfortable with their new environment NEGOTIATING Occurs when students adjust their behaviors and surroundings as necessary to be successful within the academic, social and physical environment INTEGRATING Change that results from student’s processing their academic, social and physical experiences and interactions

What assessment tools have been used? Student Survey Parent Survey Review of electronic communications Review of Bridge Program Documents Review of grade data Focus Group

What did students tell us? Reasons for Selecting Bridge  Provided opportunity to attend Clemson  Opportunity to use Clemson services  To attend a SC university  To be near friends enrolled at Clemson  Lower first year costs  Clemson is a family tradition  Liked the connection to Clemson

What did students tell us? Strengths  Instruction at TCTC  Housing Facility  Orientation  Access to Clemson advising staff Improvement  Orientation  Academic Advising  Sense of Connection to Clemson

How have we used the results? Orientation  Earlier placement testing  Addressed registration issues  Offered two sessions Advising  Created advising manual  Created course equivalency list  Created Bridge-specific worksheets  Monthly visits by Clemson advisors

How have we used the results? Academic Support  Increased SI and tutoring services Communication  Creation of ePortal  Parent newsletter Summer Start  Encouraged students needing prerequisite courses to enroll in summer session

How have we used the results? Connecting to Clemson  Access to football tickets  Increased communication about Clemson events  Instituted monthly all-Bridge meetings  Invites to Clemson events

What will be the success indicators? Percentage of students who have completed required first-year courses for their intended major will increase Percentage of students who successfully complete Bridge Program requirements will meet or exceed projections Percentage of Bridge students enrolling at Clemson for sophomore year will meet or exceed projections

What will be the success indicators? Levels of academic and social integration will be higher for Bridge students than non-Bridge transfers Level of student satisfaction with Bridge Program services will be at “satisfied” or higher ** Comparison Groups: Clemson FTF and TCTC University Transfer (non-Bridge) students

What are our future plans? Administer student and parent surveys in spring 2008 Survey CU Bridge and transfer sophomores and conduct focus groups in spring 2008 Review of persistence and graduation data Develop long-range enrollment plan for growing Bridge Program

For More Information Sue Whorton Director, Bridge to Clemson and Transfer Academic Programs undergraduate/bridge/