1. Transfer Initiatives in Massachusetts: Clearing the Way for Student Success Commonwealth Transfer Advisory Group Francesca B. Purcell, Director for Academic Policy Student Transfer Symposium | May 9, 2008 Museum of Science, Boston

2. Background Commonwealth Transfer Advisory Group established in April 2007 to:  Evaluate policies and practices  Diagnose barriers  Compare other state approaches  Make recommendations  Identify costs CTAG Charge

3. Background From May 2007 to May 2008, CTAG has:  Studied national literature, data, policies, & websites  Provided analysis on Massachusetts transfer data  Surveyed Massachusetts transfer professionals  Heard presentations from out-of-state and in-state experts  Investigated technology solutions CTAG Work

4. Findings Common Findings on the National Scene  Increasingly complex student enrollment patterns  Crucial role of community colleges  Inefficient transfer costs time and money  Growing federal and state interest in transfer National Transfer Themes

5. Findings Scope and Direction of Transfer  A significant percentage of new students previously earned credits at another higher education institution.  Student transfer is multidirectional.  Community college students tend to transfer prior to earning an associate degree.  Students mostly transfer within their geographical region although this varies greatly by region. Academic Performance of Transfer Students  There is generally a positive relationship between the range of transferable credits completed at a community college and subsequent grade point averages and graduation rates from the state colleges and the University of Massachusetts campuses. Massachusetts Transfer Trends

6. Findings Policies & Agreements Supporting Students who Graduate from a Community College  Commonwealth Transfer Compact (guarantees credit transfer)  Joint Admissions (guarantees admission)  Tuition Advantage Program (33% tuition discount)  Early Childhood Education and Elementary Education Compacts  Additional Articulation Agreements MA Transfer Policies/Agreements

7. Findings At the Institutional Level:  Lack of clear and comprehensible information.  Lack of understanding about which credits will transfer toward a bachelor’s degree.  Inconsistency in course acceptance and application to the degree.  Students not consistently taking transferable courses. At the System Level:  Current policies and agreements inadequate and confusing.  Inconsistent and/or insufficient advising.  Lack of understanding and communication among sectors.  Difficulty sustaining and adhering to statewide transfer policies. Sample MA Transfer Challenges

8. Findings National Responses to Transfer Barriers  Statewide transfer agreements  Common general education transfer core  Centralized transfer website  Electronic transcripts/Online degree audits  Comprehensive reporting of transfer student success rates  Standing Oversight Committee  Legislation Sample Transfer Solutions

9. The primary goal of removing obstacles to transfer and creating a coherent and clear transfer process is to help students succeed in meeting their educational goals. Guiding Principles 1. Student Success

10. Transfer is a shared responsibility amongst higher education institution leaders, faculty, and administrators; state agency policy makers and legislators; and students. Guiding Principles 2. Shared Responsibility

11. Guiding Principles A statewide transfer policy compatible with academic quality and institutional integrity can be instrumental in improving student success. 3. Academic Quality

12. Guiding Principles The student learning outcomes associated with the general education programs at the Massachusetts public institutions of higher education as a whole are comparable and are more important than individual courses. 4. General Education

13. Guiding Principles Any transfer student within the system of Massachusetts public higher education who earns a degree should be deemed successful and the respective institutions should be counted as contributors to the student’s educational achievement. 5. Recognition of Contributions

14. Guiding Principles The development and assessment of program-to-program and course-to-course transfer across institutions is best accomplished by regular and sustainable faculty collaboration based on the establishment of common student learning outcomes. 6. Faculty Collaboration