Associate Degree Transfer To Bachelor – This piece introduces a series of posts that will appear on the “Bend Transfer” blog over the coming months. This series is about projects related to associate-to-bachelor (vertical) transfer, which we call A2B at the City University of New York. A2B includes three groups of projects: TOP (Transfer Opportunity Project, funded by the Federal Institute of Education Sciences), GROWTH (Growing Transfer in the Humanities, funded by the Mellon Foundation) and ACT (Articulation of Credit Transfer). , Hexer and Petrie Foundation). TOP and GROWTH are research projects ACT is a program improvement project A future series of blog posts will describe TOP, GROWTH, and ACT in more detail, including some of the different achievements of each (see also our four presentations at the 2022 NISTS Virtual Conference).
Most readers of this blog will already be familiar with the importance of vertical migration. This is the most common type of transfer. This is not surprising, since more than 30 percent of undergraduate students attend community colleges (often for good reasons, such as the low cost of these colleges), but 80 percent of community college students aim for a bachelor’s degree, which typically requires vertical transfer. Vertical transfer is also important for higher education equity. Associate degree programs at community colleges have, on average, more students from underrepresented groups than bachelor’s programs, making it more difficult for community college students to earn a bachelor’s degree than for students starting in bachelor’s programs. Unfortunately, only about 11 percent of community college students earn a bachelor’s degree within six years of starting college.
Associate Degree Transfer To Bachelor
For these reasons, A2B has focused on vertical transfers However, it is our hope that our research and program improvements will benefit all types of transfer students, helping more transfer students complete all types of college degrees.
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A2B projects all work within the same framework of concepts and principles The first assumption is that transfer by definition involves more than one college, and therefore challenges with transfer can rarely be solved by one college acting alone – both the sending and receiving colleges must be involved to be effective. Therefore, strategies to improve vertical transfer must somehow reach beyond identifying and working with isolated missionary colleagues.
A second assumption is that current incentive structures favor colleges that work for themselves, including their students, rather than for the benefit of students who want to transfer to other colleges. For example, a public college’s ranking and funding often depend on that college’s enrollment and the graduation rate of students who started as freshmen, not on the ultimate success of that college’s incoming or outgoing transfer students. Again, this means that strategies to improve transfer often have to go beyond an individual college
One way to overcome the single-college solution is to make public – completely transparent – when a student transfers from one college to another, and this is a core principle of A2B. For example, these policies mean how long it takes for transfer students and those who support them (including faculty) to receive a response to a transfer application, how a student’s credits transfer to a new college, and how many students actually choose a particular one. Choosing a new college. Providing information about how to graduate from the program. Having this information available allows students to make top transfer college choices and the results can make colleges more competitive to choose from.
A2B’s ultimate guideline is that a bachelor’s degree should be no more challenging for a student than starting an associate’s program at a community college that only offers a bachelor’s degree.
Transfer Pathway Between Lakeshore Technical College And University Of Phoenix
The origins of the A2B project date back more than 50 years to the many efforts of the CUNY Board of Trustees, which have now facilitated transfers between 20 CUNY undergraduate colleges, enrolling approximately 250,000 matriculated undergraduate students. These 20 colleges offer a variety of undergraduate degrees—some offer only associate degrees, some only bachelor’s degrees, and some offer both. Despite several attempts, by 2010, most students had leaked out of CUNY’s vertical transfer pipeline, with many credits lost while transferring. So, in 2013, CUNY established Pathways, a set of policies designed to facilitate the transfer of any type of student loan. Although the path increased transfer credit, it did not fix all transfer credit problems, especially large credit transfers. In addition, policy changes were not always followed Even in the nine years since Pathway was fully implemented, a period that included four changes in the CUNY system’s chancellor and six changes in its chief academic officer, several policies were reversed.
As of 2018, with much more work to be done on CUNY migration, there was also little knowledge of the national vertical transfer pipeline. Therefore, CUNY launched the TOP Project, a collaboration with MDRC, using CUNY as a laboratory to obtain information on vertical transfer. How, where, and when do students leak from the vertical transfer pipeline, what variables are associated with that leakage, and how can the leakage be reduced? CUNY’s GROWTH project soon followed, based on the hypothesis that because there are less dedicated transfer programs for students in the humanities than for students in STEM fields, humanities associate-degree students may have more transfer challenges. ACT also began around this time as a collaboration between CUNY and Ithaka S+R, with the specific purpose of directly assisting CUNY transfer students, especially vertical transfer students.
These A2B projects – TOP, GROWTH and ACT – are synergistic An example of synergy refers to how credit is transferred Until now, other than reviewing transcripts one by one, researchers have only been able to determine whether credits have been transferred at all, not credits that are applied to general education, major and elective study requirements. Having relevant information about degree requirements is critical because helping students transfer on time means that the credits they choose meet the degree requirements, as opposed to taking too many elective credits.
So, at the beginning of the ACT, we wanted to see at the moment of transfer where students lose the degree applicability of their transferred credits. CUNY’s degree audit software (DegreeWorks) has a “fall-up” (high elective credit) category, but every time a student changes their record, DegreeWorks overwrites itself – it doesn’t keep a history. This means that the category of the case cannot be relied upon to tell the ACT whether before or after the transfer, whether for reasons of transfer or for any other reason. ACT therefore began archiving students’ grade work information each time a student changed their record. Using this archive, ACT has now developed a dashboard that notifies advisors when a student, a new transfer student, registers for a course, and uses the TOP archive for longitudinal analysis of the transfer student pipeline.
Associate Degrees For Transfer
Future A2B series posts on “Bend Transfer” will provide more insight into what we have done at A2B, and so far, to understand and improve vertical transfer results.
Alexander W. Logue is a research professor in Advanced Studies in Education at the City University of New York Graduate Center and the principal or co-principal investigator of each A2B project. From 2008 to 2014, he served as CUNY’s executive vice president and provost of the university, 25 colleges and freestanding professional schools.
Newsletters with higher education news, opinions and the latest careers in higher education – delivered to your inbox Receive early entry into the California State University (CSU) system with junior standing after earning an associate degree for transfer (ADT) at a California community college. Associate Degree Transfer (ADT) is intended for students who plan to complete a bachelor’s degree in the same major at a CSU campus. All ADTs are accepted by some, but not all, CSU campuses
The Dual Transfer System is an ideal way for students to transfer between two college systems Students complete 60 units at a California community college to earn an ADT, then complete 60 semester units/90 quarter units at California State University to earn your bachelor’s degree.
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