Title: Creating a TransferGoing Culture: A New Model for Admitting and Retaining Students from Educationall
1Creating a Transfer-Going Culture A New Model
for Admitting and Retaining Students from
Educationally Disadvantaged Backgrounds
- A Plenary Presentation for
- Excellence by Diversity What Does it
- Take to Make Higher Education a Meaningful
Experience? - Stephen J. Handel
- University of California, Office of the President
- Alfred Herrera
- University of California, Los Angeles
- Amsterdam -- June 2003
2Preview of Presentation
- Higher Education in California and its Connection
to the Netherlands - Diversity and Demographics in the 21st Century
- Challenges to Diversity
- Response Creating a Transfer-Going Culture
- Results
3Higher Education in California
- High Schools (secondary education)
- 3 to 4 years
- Diploma
- Four-Year Institutions (higher education)
- University education
- Baccalaureate degree
4California Higher Education
- Community Colleges (higher education)
- Two-year colleges
- Vocational education
- Preparation for university (AA degree)
- Open admissions
- Geographically accessible
- Low cost
5Eligibility for Public Higher Educationfrom A
Master Plan for Higher Education In California
1960
6How Transfer Works
- Students in a community college may complete the
first two years of a university education. - After finishing the first two years, the student
may transfer to a university to complete the
baccalaureate degree.
7How Transfer Creates a Diverse Student Body
- Community Colleges are the first choice of non-
traditional students - Approximately half of all racial/ethnic minority
undergraduates enrolled in higher education
attend a community college. - Nearly 50 percent of all community college
students are over 25 years of age. - Community college attract far more students from
lower socio-economic backgrounds.
8How Transfer Creates a Diverse Student Body
- Community Colleges possess greatest capacity for
future growth - Accessibility Especially for non-traditional
students. - Capacity Greater ability to absorb increasing
numbers of prospective students. - Adaptability Better positioned to accommodate
the needs of students with varying levels of
academic preparation and goals.
9II. Diversity and Demographics
- Greatest population growth is among
underrepresented ethnic minority groups. - In the next several years, no ethnic minority
group will constitute a majority of the
population in California. - These new students will be graduating in great
numbers from California high schools and be of
college-age.
10Will these new students be eligible to attend
UC?
- Data indicate that there are significant
differences between groups with regard to college
eligibility rates. - Thus, while there are growing numbers of
underrepresented high school students, fewer of
them are eligible to attend UC directly.
11How will these students gain entry to higher
education?
- Data indicate that many educationally
disadvantaged students are not eligible to enter
UC directly from high school. - But they can prepare themselves at a community
college - Open admissions
- Low cost
- Geographically accessible.
12California and the Netherlands
- Minority students often directed to vocational
programs. - In the US, this is sometimes called the cooling
out function. - Student diversity will be achieved when we
understand that the liberal arts (transfer-going
cultures) serves all students well.
13III. Challenges to Diversity
- Community Colleges and the Rise of Vocational
Curricula - Shifting Political Commitments to Diversity
14Community Colleges and the Rise of Vocational
Education
- Transfer rates have remained steady, but
participation in vocational programs is
increasing. - Over 62 of all AA degrees are awarded in
vocational disciplines. - Underrepresented students are often funneled to
these programs rather than university-level
studies.
15Shifting Commitments to Diversity
- Pre-1995 UC student diversity -- Among the most
diverse universities in the nation. - In 1995, 21 of all newly enrolled freshmen
students came from underrepresented groups. - In 1995, 19 of all newly enrollment community
college transfer students came from
underrepresented groups.
16A Political Paradigm Shift
- 1995 UC Regents prohibited the use of
race/ethnicity in the admissions process. - 1996 The California electorate passed
Proposition 209, which banned the use of
race/ethnicity throughout the State.
17Impact of SP-1 and 209
- Overall reduction in the number of
underrepresented students enrolling at UC (i.e.,
African American, Chicano/Latino and American
Indian students). - Reduction had variable effects across the
University -- Some UC campuses increased student
diversity.
18IV. Response Creating a Transfer-Going Culture
- Given the paradigm shift away from race/ethnicity
in the admissions process and - Given inexorable demographic trends and
- Given a rise in vocational tracking
- How will higher education institutions remain
accessible to underrepresented students?
19UC Regents Convene the Outreach Task Force
- The charge of the Task Force was
- develop proposals for new directions and
increased funding for the Board of Regents to
increase the eligibility rates of those who are
disadvantaged economically or in terms of their
social environment
20Outreach Task Force Goals
- Diversity Contribute to the enrichment of UC
campuses through a diverse student body. - Access Improve opportunities for California
students in educationally disadvantaged
circumstances to achieve eligibility and to
enroll at UC campuses.
21Task Force Constraints Parameters
- Although diversity remains an important UC goal,
no other criteria can effectively replace
race/ethnicity in the admissions process. - UC student academic development programs must
assist all students. - Outreach is the only tool left to create a
diverse class.
22Task Force Recommendations
- Long-term, systemic change.
- Recalibrate UC outreach away from recruitment
toward academic preparation. - Outreach programs become the engine of change.
- Effort is designed to assist all students in
educationally disadvantaged circumstances.
23 Elements of a Transfer-Going Culture
- Establish transfer to a four-year institution as
a high institutional priority. - Ensure that transfer is perceived by students as
expected and attainable. - Offer a rigorous transfer curriculum for all
students that includes writing, critical
thinking, mathematics, and the sciences.
24 Elements of a Transfer-Going Culture
- Provide high quality instruction, including
innovative and research-based pedagogies. - Develop intensive academic support programs based
on academic excellence models (e.g., academic
counseling, peer tutoring, and reciprocal
learning techniques).
25 Elements of a Transfer-Going Culture
- Create an environment of belonging in which
students feel stimulated to achieve at high
academic levels. - Establish strong community and family linkages
that foster intellectually stimulating, secure,
and culturally rich environments for students on
and off campus.
26Programs Developed with a Focus on Creating
Transfer-Going Cultures
- UC systemwide reforms
- Public commitment to transfer.
- Linking transfer enrollment to budget
allocations. - Creating new paths of admissions The Dual
Admissions Program
27Programs Developed with a Focus on Creating
Transfer-Going Cultures
- UC Campus Reforms and Partnerships
- Creating Transfer-Going Cultures in Partnership
with Community College Faculty (UCLA) - Academic Development Programs to Enhance Student
Preparation and Expectations (SITE) - Professional Development Programs for Community
College Counselors (ETS)
28UCLA Center for Community College Partnerships
(CCCP)
- The Center is responsible for developing and
strengthening academic partnerships between UCLA
and California community colleges. The goals are
to work with community college administrators and
faculty to develop a campus-wide transfer culture
for all students, to strengthen and diversify the
curriculum, to improve teaching pedagogy, to
develop strong academic support programs, to
increase the number of transfer eligible
community college students, and, ultimately, to
increase the diversity and academic
competitiveness of the UCLA transfer applicant
pool.
29UCLA Center for Community College Partnerships
(CCCP)
- An important focus of the work of CCCP is to
challenge educators low expectations of
underrepresented and under-served students, to
create institutional change, and to foster the
development of an academic climate and a transfer
culture that emphasizes excellence and access to
transfer for all community college students.
30UCLA/Community College Academic Consortium
- Develop a rigorous transfer-focused academic
culture in order to increase transfer rates. - Redefine curriculum, pedagogy, and academic
support services. - Employ strategies for academic acceleration
rather than remediation.
31Interactions with Consortium Partners
- Faculty and Staff Development Days
- President and Vice President Collaboration
- UCLA Chancellors Visit to East Los Angeles
College - Community College Excellence Conference
32Disciplinary Workgroups
- Composition, mathematics, science, and social
science. - Identified barriers to academic development and
transfer. - Conducted a review of existing practices and
services. - Developed recommendations and pilot activities
for addressing barriers.
33Peer Counselors
- Serve as role models.
- Provide information about life as a transfer
student. - Provide referrals to UCLA Admissions
representatives. - Discuss the transition between a 2 year and 4
year institutions. - Provide information on success in college.
- Organize visits to UCLA.
34Academic Development /Student Support Workgroup
- Learning Centers
- TRIO programs
- EOPS
- Faculty from English as a Second Language
departments (ESL) - UCLAs Academic Advancement Program
35Barriers to Academic Achievement and Transfer
- Students inability to read and write at levels
high enough to perform successfully in their
coursework. - Students lack of motivation, particularly in the
sciences. - Inadequate academic tutoring and counseling.
- Emphasis on remediation rather than excellence.
36Barriers to Academic Achievementand Transfer
- Lack of incentive and support for redesigning
curriculum and rethinking pedagogical practices. - Lack of coordination and synergy among academic
support programs. - Need for greater communication among academic
support programs, counselors, and financial aid
officers. - Sense that transfer is a remote possibility
rather than an expected result of community
college education.
37Outcomes and Activities
- Math
- Supplemental instruction model required two hours
of mandatory tutoring every other week, allowing
for additional complex problem solving and more
time on task and comprising 10 of their grades. - A UCLA mathematics professor mentored the tutors
on a weekly basis, reviewing the worksheets and
quizzes they developed for the tutorial sessions
and assisting with the Saturday tutoring.
38Outcomes and Activities
- Fast-Track English
- Fifteen students with strong performance records
in English 57 or placed into the English 60 were
invited to by-pass English 60 and join the
English 101 Fast Track class. - Students enrolled concurrently in a one-unit
course requiring two extra hours of instruction
weeklyan hour meeting one-on-one with the
professor and an hour in a writing lab with
tutors.
39Outcomes and Activities
- Paired Courses
-
- English courses are paired with courses from
other departments such as social science,
history, psychology, and science to accelerate
learning. - Many of these courses involve supplemental
tutoring.
40Outcomes and Activities
- Writing Seminar
- UCLA Writings Program faculty conduct a
composition seminar for community college
faculty. It is an opportunity for a conversation
centered around composition and writing. - This collaborative study of theories and
practices is open to faculty in English and other
disciplines. - The seminar is small, no more than 15
participants so the group can engage in
meaningful discussions about the use of writing
in the classroom
41Summer Intensive Transfer Experience (SITE)
- Six day residential and academic program that
provides academic information and prepares
students for the road to transfer, prior to their
enrolling in a community college, or as soon as
possible.
42SITE Philosophy
- Provide motivation and mentoring.
- Create a sense of belonging.
- Introduce students to the concept of a learning
community. - Provide tools to navigate through the system.
43SITE Philosophy
- Expose students to the University of California
campuses. - Encourage students to prepare early.
- Provide network of support for achieving
excellence - Introduce students to the academic rigors of a
research university
44SITE Agenda
- Welcome and keynote speech
- Workshop for students and a separate session for
parents - Informal BBQ so parents can talk to UCLA faculty,
staff and students - Writing workshops conducted by UCLA faculty and
support service staff.
45Teaching and Learning
- Writing Across the Curriculum -- Students attend
a 4 session writing workshop taught by a UCLA
faculty member. - A UCLA professor provides students with a
simulated lecture over 3 days. The professor and
TA discuss note taking, time management and other
college excellence skills.
46Counseling and Advising
- Students meet with UCLA staff and team leaders to
discuss the basics of transfer and to develop a
plan to help them prepare for transfer to
UC/UCLA. - Counselors from local community colleges conduct
workshops on maximizing students time at the
community college.
47Additional SITE Workshops
- Careers vs. Majors
- Using the Internet for Research
- Overcoming Transfer Obstacles
- Preparation for UC Transfer
- Teaching and Graduate Programs
48Follow-Up Saturday Academies
- Provides students with
- On-going opportunities to interact with UCLA
students, staff and faculty. - Introduce students to a variety of academic
excellence workshops. - Help students become familiar with a University
campus and the resources and services available.
49V. Results
- Participation in Outreach Programs
- UC Enrollment Rates
- Persistence and Graduation Rates
50UC Outreach Program Participants as a Percentage
of New UC Freshmen from CA Public High Schools,
Fall 2001
Notes Outreach programs include EAOP, MESA,
Puente and the School/University Partnership
Program.
51New UC California Resident Freshmen
EnrollmentUnderrepresented Minorities
52New California Community College
TransfersUnderrepresented Minorities
53UC Transfer Enrollment 1998 - 2002
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55UC Freshmen First Year Persistence Rates
56UC Freshmen Second Year Persistence Rates
57Transfer Student First Year Persistence Rates
58Transfer Student Second Year Persistence Rates
59For more information
- Stephen J. Handel, Ph.D.
- Director, Transfer Enrollment Planning and
Undergraduate Outreach - Office of the President
- University of California
- 1111 Franklin Street, 9th Floor
- Oakland, California 94607
- 510-987-9559
- stephen.handel_at_ucop.edu
60For more information
- Alfred Herrera
- Director, Center for Community College
Partnerships - College of Letters and Science
- University of California, Los Angeles
- 2217 Campbell Hall, Box 957176
- Los Angeles, CA 90095-7176
- 310-267-4441
- aherrera_at_college.ucla.edu
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