1. 303 AB - LA Convention Center
Dual to Degree Strengthening the Pipeline from Dual Enrollment to Degree-Seeking Student
Monday, March 11, 2019 | 8:00 – 8:50 a.m.
303 AB - LA Convention Center
Matt Cuozzo | Coordinator, New Student Orientation & Transition Programs | Prince George’s Community College

2. Learning Outcomes
Learn about Dual to Degree and receive a program case study for future reference.
Explore how Dual to Degree and similar programs may simultaneously satisfy institutional goals of enrollment and retention.
Discuss opportunities to infuse student affairs work into enrollment management practices.

3. Our Colleagues INSTITUTION LOCATION JOB ROLE EXPERIENCE Two year?
Four year?
Outside higher education?
LOCATION
East?
Midwest?
South?
West?
JOB ROLE
Dual enrollment?
Orientation, transition, and retention?
Enrollment management?
EXPERIENCE
New/recent professional?
Mid-level?
Senior-level?

4. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Maryland Senate Bill 740 (55x2025) expands dual enrollment options in the state.
Prince George’s County Public Schools
130,000 students
61% Black or African American, 30% Hispanic/Latino
16% English Language Learners
64% Free and Reduced Meals
Prince George’s Community College
Over 40,000 students (credit and continuing education)
71% black, 12% Latino, 4% Asian, and 4% White
Dual Enrollment at Prince George’s Community College (PGCC)
Available to juniors and seniors with a 2.5 GPA and passing score on a placement test.
PGCPS and PGCC cover 100% of tuition for eligible students.
Many courses with dual credit options. Courses will soon be offered in high schools.
Memorandum of Understanding signed between PGCPS and PGCC.

5. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Responding to Enrollment Trends
Full-time equivalent (FTE) enrollment decreased from , but dual enrollment increased significantly.
Dual enrollment students have already taken courses on-campus and have proven to be successful in their classes.
Using the 50% tuition discount, how might we incentivize Dual Enrollment students to matriculate to the College as full-time students after high school graduation?

6. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Dual to Degree (D2D) Eligibility
Completion of at least one Dual Enrollment course while in high school
2.5 GPA in all college coursework
Full-time enrollment in an associate degree program upon HS graduation
Good academic & financial standing
Agreement to complete 25 hours per semester in various leadership, service, and involvement activities

7. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Students learn about the program:
at dual enrollment orientation sessions,
through targeted communication efforts, and
from school-based PGCC representatives.
Students complete an application to find out if they are eligible for the program.
Entering scholars attend D2D Days to meet with an advisor, sign a program agreement, and hear from current students. They also attend a Scholars Retreat in August.
According to an alumni survey, more than half of Dual to Degree scholars believe they had an easier college transition than their peers who attended other institutions.

8. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
50% Tuition Assistance Grant
D2D alumni stated that this was the most useful benefit throughout their time at PGCC. Students often earn additional scholarships.
Transfer Events and Workshops
PGCC staff host transfer workshops for D2D scholars. Scholars also attend transfer open house events at partner institutions.
Program Cohort and Mentorship
D2D scholars have their own registered student organization to engage students within the D2D community with meetings and events.
Personal and Professional Development
D2D staff arrange for students to attend student leadership conferences, volunteer, and meet potential work-study employers.
Academic and Career Advising
Dual enrollment students and D2D scholars are assigned one advisor, streamlining communication among Student Affairs staff.

9. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Dual to Degree (D2D) Renewal Requirements
2.5 cumulative GPA
Continuous full-time enrollment in an associate degree program
Good academic & financial standing
Completion of 25 hours of leadership, service, and involvement
Students are permitted one “recovery” semester in which they do not meet the GPA or 25-hour requirements.

10. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Within two years, one-third of scholars (33%) complete their associate degree and/or transfer to a baccalaureate institution, triple the rate of all FT/FT students at PGCC.
Almost half of all scholars (47%) remain at the college beyond two years to complete their degree.

11. STRENGTHENING THE PIPELINE CONTEXT ➤ TRANSITION ➤ RETENTION ➤ TRANSFER
Survey data from entering students and alumni show…
Percent of scholars indicated that they intend to earn their bachelor’s degree. 90
Percent of scholars had a positive or very positive experience in the program.
100
Percent of scholars who transferred to a different institution found it easy or very easy to transfer. 86
Percent of scholars believe that D2D prepared them for success at their new institution. 71

12. Opportunities and Areas for Growth
Re-evaluate program requirements and benefits in context. The 50% tuition grant may no longer be the most important benefit, given the implementation of Promise Scholarships from Prince George’s County and the State of Maryland. Our team must strengthen our programming to maintain consistent recruitment and engagement.
Form partnerships to ensure the successful transfer of scholars. Since 90% of scholars intend to transfer, we seek to partner with institutions in ways that will support scholars’ transfer, persistence, and degree completion.
Disaggregate our student data based on characteristics of interest. We have not yet examined data by race/ethnicity, income, or first-generation status to ensure that we are equitably serving our students.

13. Questions about Dual to Degree?

14. Institutional Goal Setting
Dual to Degree satisfies two Key Performance Indicators:
Percentage of dually enrolled high school students who enroll at PGCC within two years
Percentage of students who matriculate from high school to PGCC to a four-year partner institution

15. Goal setting at my institution…
Happens top-down, from cabinet staff and senior level administrators?
Happens bottom-up, from mid-level managers and program directors?

16. Strategies for “Centering” your Program
Seek out the office on your campus that sets and/or formalizes goals.
Office of Institutional Research
Office of Research, Assessment, and Effectiveness (PGCC)
Establish open lines of communication.
Convene a standing meting to review outcomes and discuss data concerns.
These offices often hold college-wide meetings. Attend them.
Inquire about upcoming goal setting processes and timelines.

17. Student Affairs Meets Enrollment Management
School-based COAST Coordinators
Ease of transition and shorter time to degree
Student Ambassadors
Strategic focus on new and continuing students

18. Student Affairs Meets Enrollment Management
BEST PRACTICES
GROUP BRAINSTORM

19. Revisiting Learning Outcomes
Learn about Dual to Degree and receive a program case study for future reference.
Explore how Dual to Degree and similar programs may simultaneously satisfy institutional goals of enrollment and retention.
Discuss opportunities to infuse student affairs work into enrollment management practices.

20. Questions? Email d2d@pgcc.edu!
See you next year in Austin, Texas!