Browse Ideas with tag 'transfer':

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  Increasing Graduation Rates »

  Fund awesome counseling departments!

  I knew a girl once who was stuck in undergraduate for over 10 years--I kid you not--simply because she did not know how to get out! No one told her how to graduate, how to transfer, or what accumulating credits was doing for her educational career. The counseling lines at almost every college I have ever attended are always out the door. Students have no clue where they are going. They come to college to get a better ...more »

  I knew a girl once who was stuck in undergraduate for over 10 years--I kid you not--simply because she did not know how to get out! No one told her how to graduate, how to transfer, or what accumulating credits was doing for her educational career.

  The counseling lines at almost every college I have ever attended are always out the door. Students have no clue where they are going. They come to college to get a better education and "do something" with their lives, but the counselors (bless their hearts) are overrun and under-equipped to deal with the hoard.

  If the goal of getting the country educated serves the purpose of creating a more prepared workforce, we have to make sure students actually get out into the workforce!

  I know many students who have dropped out of college because they were frustrated with this endless cycle of semesters that seemed to lead to nothing.

  Students who enter should be immediately directed to a counselor who is able to help them formulate a plan for where they want to go. And the counselor's arsenal needs to be beefed up tremendously. The counselor should have at her fingertips the names of industry partners who are sponsoring internships or scholarships, assessment tools to help the student decide where to go, lists of classes, ratings of professors, resources to get money, childcare, housing, and used textbooks, information about jobs that a major can lead to, names and phone numbers of alumni in those areas who can be contacted for tips, calendars to help plan out a four-to-six-semester community college program with efficiency, maps and phone numbers for different student service offices and directions on how to properly use them, and much much more.

  We need funding for bigger, beefier counseling departments to get students to graduation.

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  1 comment for Idea: Fund awesome counseling departments!

  Submitted by talon 2 years ago

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  Innovation: Community Colleges of the Future »

  Standardize a System of Classes that Transfer to 4-Years

  When I transferred from a New Jersey Community College to California, many of my classes--classes I had spent long hours and lots of money on--did not transfer and I had to take them over again. Basic general education classes, like Biology 101 types, should be standardized across community colleges and should all be accepted due to this standardization by the 4-years. Courses beyond the gen-eds don't have to be standardized ...more »

  When I transferred from a New Jersey Community College to California, many of my classes--classes I had spent long hours and lots of money on--did not transfer and I had to take them over again.

  Basic general education classes, like Biology 101 types, should be standardized across community colleges and should all be accepted due to this standardization by the 4-years. Courses beyond the gen-eds don't have to be standardized and each college can offer a variety of enriching courses, but at least the courses which students rely on to transfer to 4-years should be accepted without scrutiny.

  I had to find and submit the course descriptions of my Biology 101 course two times, only to find that both times, it did not transfer. My political science 3 course did not transfer between my community college and my 4-year --even though the course at the 4-year was also named political science 3. I specifically took these classes in order for them to transfer as credits at the 4-year level.

  How to streamline this process:

  1. Create a course description and student learning outcomes for each general education course.

  2. Create a course outline for the course.

  3. Circulate among instructors

  4. Instructors can teach above and beyond the student learning outcomes (this is not a no-child-left-behind script) but should cover the basics listed

  5. Colleges can then promote that the courses which follow these steps are freely transferable to any 4-year institution without any red tape

  This will save matriculation officers at both the community college level and the 4-year level from the tedious process of determining whether or not the units can be transferred. And it will save the students time and money.

  ...or I suppose we could just offer 4-year degrees at the community college level and do away with the majority of the transfer issue all together.

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  Submitted by talon 2 years ago

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  Pathway to a Baccalaureate »

  2+2 Transfer Partnerships

  In this time when our educational pipeline is leaking students and higher education credential attainment is declining, four-year institutions must roll-up their sleeves and coordinate efforts with their community college counterparts in the name of national student success. Never before has it been as crucial for a seamless transfer process and updated transfer practices as it is now. Our country’s economic success depends ...more »

  In this time when our educational pipeline is leaking students and higher education credential attainment is declining, four-year institutions must roll-up their sleeves and coordinate efforts with their community college counterparts in the name of national student success. Never before has it been as crucial for a seamless transfer process and updated transfer practices as it is now. Our country’s economic success depends on the education attainment of our students. Baccalaureate institutions should take a lesson from community colleges in how to act quickly to serve local market demands and how to remove barriers toward creating student access. Institutions like, University of Maryland University College, have proven to be leaders in 2+2 transfer partnerships across the country providing quality, affordable education for community college graduates, especially targeting non-traditional students.

  At UMUC, community college students represent more than 40 percent of our student body. We know first hand that community colleges are critical partners for raising student achievement. With 2+2, UMUC accepts up to 70 credit hours giving students more options, more flexibility and more opportunities to pursue an affordable four-year degree. Among UMUC’s more than 45 alliance partners are all 16 Maryland community colleges, Northern Virginia Community College, Maricopa Community Colleges, Dallas Community College District, Houston Community College System, Lone Star College System, Honolulu Community College, Gloucester County College and Miami Dade College. This vast network supports accessibility and affordability to a college education—the primary mission of the community college movement. And the retention rate of community college students at UMUC is 87 percent, far higher than the national average.

  Lisa Romano

  Assistant Vice President, Community Relations

  University of Maryland University College

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  7 comments for Idea: 2+2 Transfer Partnerships

  Submitted by lromano 2 years ago

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  Pathway to a Baccalaureate »

  Improving Outcomes

  Obviously community college serve a number of critical roles in our country's educational system (some would argue they are asked to do too much!), with one of the most important being their role as a primary access point for many low income and otherwise disadvantaged Americans. However, when discussing community colleges we all need to take a hard look at the primary outcome measures used to assess college and universities. ...more »

  Obviously community college serve a number of critical roles in our country's educational system (some would argue they are asked to do too much!), with one of the most important being their role as a primary access point for many low income and otherwise disadvantaged Americans. However, when discussing community colleges we all need to take a hard look at the primary outcome measures used to assess college and universities. These being: 1) Graduation rates, 2) retention rates, and for community colleges, 3) the likelihood that community college students who desire a four year degree ever attain that goal, and 4) the number/percentage of former community college students who require remediation once they arrive at a four year institution.

  The research is clear that our community colleges are under performing in each of these areas. We may quibble with the figures (we need to ensure we adjust for early transfers when calculating retention and graduation rates for example) but the data and the research are in agreement; we need to improve. I believe we can and we must. I hope this summit deals with substantive and critical issues such as these.

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  19 comments for Idea: Improving Outcomes

  Submitted by davidtandberg 2 years ago

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