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Partnering for Student Success The Bridge to Clemson University Program

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Title: Partnering for Student Success The Bridge to Clemson University Program


1
Partnering for Student SuccessThe
Bridge to Clemson University Program
  • Sue Whorton
  • Clemson University
  • National Institute for the Study of Transfer
    Students
  • January 23-25, 2008

2
What will this workshop cover?
  • Description
  • Bridge to Clemson Program
  • Clemson Univ./TCTC partnership
  • Flagas (2002) model of transfer transition
  • Bridge Program student success and transition
    strategies
  • Advising
  • Orientation

3
What will you leave with today?
  • Understanding of
  • Bridge Program structure and goals
  • Clemson/TCTC partnership
  • Flagas transfer transition model
  • Programmatic initiatives for successful
    transition and transfer
  • At least one take away idea

4
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

5
What are the Bridge requirements?
  • Apply for Clemson freshman admission
  • Complete 30 credits with 2.5 GPA
  • Live in Bridge Program housing

6
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

7
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

8
Bridge Model
9
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

10
How is Flagas (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 students processing
    their academic, social and physical experiences
    and interactions

11
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

12
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

13
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

14
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

15
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

16
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

17
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

18
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

19
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

20
For More Information
  • Sue Whorton
  • Director, Bridge to Clemson and Transfer
    Academic Programs
  • whorton_at_clemson.edu
  • 864-656-6256
  • http//www.clemson.edu/prospectivestudents/underg
    raduate/bridge/
  • http//www.tctc.edu/bridge/bridge_prog.htm
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