#GSUDDP | www.govst.edu/DDP www.govst.edu/SummerInstitute When 2 + 2 is not enough: Strategies for creating and sustaining multi-campus transfer partnerships. Aurélio

WHEN 2 + 2 IS NOT ENOUGH: Aurélio Manuel Valente Vice President for Student Affairs and Enrollment Management Governors State University avalente@govst.edu @GSUVeep Corey Williams Associate Vice President for Student Affairs and Dean of Students Governors State University cwilliams43@govst.edu Cynthia Anderson Dean, Academic Development and Outreach Moraine Valley Community College anderson@morainevalley.edu Debbie Baness-King Dean, Academic Success / Interim Dean, Student Services Triton College debbiebanessking@triton.edu Aurélio #GSUDDP www.govst.edu/DDP

WHEN 2 + 2 IS NOT ENOUGH: Introductions and Overview Audience Audit Overview of the GSU and partner community colleges Overview of transfer student enrollment patterns and student success The Transfer Student Challenge Overview of Dual Degree Program Overview of transferable Tenets Activity: Discussion of tenets in small groups and their transferability Presentation of What works and What’s next! Closing comments and Q&A Aurélio #GSUDDP www.govst.edu/DDP

Audience Audit: Who is in the room? How does this topic impact you? Your work? What are your relationships between two-year and four-year institutions? Why did you attend the session? Corey #GSUDDP www.govst.edu/DDP

GSU + Community College partners

About governors State: An upper division since its founding in 1969, GSU has transitioned to a residential four-year campus in 2014. Fall 2017 student population (5,185) looks like what Rendon and Hope (1996) have called America’s “new majority.” Student population: 51% are students of color; 56% received Pell grants in fall 2014; 42% are first generation. Average undergraduate is nearly 29 years old. 89% of undergraduates are transfer students, mostly from Community Colleges. Aurélio #GSUDDP www.govst.edu/DDP

COMMUNITY COLLEGE PARTNERS: Aurélio #GSUDDP www.govst.edu/DDP

Top Transfer Institutions Key Transfer Institutions: Top Transfer Institutions Moraine Valley CC 30% Prairie State College 15% Joliet Junior College 12% South Suburban College 10% Kankakee CC 7.5% Triton College 5% Kennedy-King College 3% Richard J Daley College 3% U of Illinois - Chicago 2.5% Olive Harvey College 2% College of DuPage 1.5% Illinois State University 1.5% Northern Illinois University 1.5% Top Programs Psychology 16% Interdisciplinary Studies 13% Computer Science 11% Criminal Justice 10% Information Technology 10% Health Admin./Accounting 9% Business Admin (Mgmt.) 7% Social Work 6.5% Nursing 6% Biology 6% Early Childhood Ed 6% Aurélio #GSUDDP www.govst.edu/DDP

About Moraine valley: Founded in 1967, Moraine Valley Community College is a two-year, public institution.  The Moraine Valley Community College district represents 26 different communities, and enrolls over 13,700 students and offers more than 150 degree and certificate programs. Student population (fall 2018): 36.7% are students of color; 15.9% are first generation; 59% are part-time. Average student age is 24.7 years old; 43% of first-time, full-time, degree-seeking students received Pell grants (2016-2017) 27% of first-time, full-time, degree seeking students graduate within 150% of normal time and 24% of students transfer (2014 cohort). Cindy #GSUDDP www.govst.edu/DDP

About triton college: Founded in 1964, Triton College is a two-year, public institution located 14mi from downtown Chicago. The Triton College district represents 25 different communities, and enrolls over 11,600 students and offers 100 degree and certificate programs. Student population (fall 2018): 59% are students of color; 53% are first generation; 74% are part-time. Average student age is 29.5 years old; 49% received Pell grants (fall 2016) Designated as a Hispanic Serving Institution (HSI) in 2011 with a Latino population of over 40%. 18% of students graduate and 23% of students transfer within a five-year period. Debbie #GSUDDP www.govst.edu/DDP

Dual Degree PrograM

The Transfer Student Challenge: Checkers Board Aurélio #GSUDDP www.govst.edu/DDP

The Transfer Student Challenge: Checkers Board VS. Chess Board Aurélio #GSUDDP www.govst.edu/DDP

The Transfer Student Challenge: Checkers Board VS. Chess Board Aurélio #GSUDDP www.govst.edu/DDP

Dual degree program: #GSUDDP www.govst.edu/DDP Aurélio The Dual Degree Program is a unique partnership between GSU and 17 Chicagoland community colleges that provides full-time students with an excellent pathway to earn quality, accessible, and affordable associate and bachelor's degrees. There is nothing to lose and everything to gain by enrolling in the DDP. Your enrollment in the DDP will not limit transfer options in any way. Students do not have to attend GSU by enrolling in the DDP. If you decide to transfer to GSU, you will have many advantages not available to non-DDP students. It is easy to enroll in the DDP - and it's free! #GSUDDP www.govst.edu/DDP

DDP OUTCOMES: Partnership between GSU and 17 partner community colleges Makes the transfer process as seamless as possible DDP students earn two (TWO=DUAL) degrees; associate and bachelors DDP students SAVE MONEY and SAVE TIME Aurélio #GSUDDP www.govst.edu/DDP

Transfer student demographics and success metrics #GSUDDP www.govst.edu/DDP

DDP Pipeline (Fall 2018): #GSUDDP www.govst.edu/DDP Aurélio Dual Degree Program is proud to share that there are currently 358 total DDP students in the pipeline at our partner community colleges. In addition, over 83% of the DDP students who have completed their associate degrees and enrolled at GSU have graduated, transferred, or are still enrolled and pursuing their degrees! - In the 2017/2018 academic year, DDP enrolled 275 new students. - DDP students currently enrolled at GSU have an average GPA of 3.54; GSU Promise Scholarship recipients have an average GPA of 3.45, and DDP Honors Scholarship recipients continue to have an average GPA of 3.9. - DDP-GSU graduates complete their bachelor’s degrees in an average of 4.0 terms. #GSUDDP www.govst.edu/DDP

83% 358 3.54 4 352 717 Student success metrics: DDP students at partner colleges (pipeline): Average GPA of DDP transfers at GSU: 358 Average # of semesters to graduate from GSU: 3.54 4 Graduated, still enrolled at GSU, or transferred:… 83% # of DDP GSU graduates: # of DDP transfers to GSU: 717 352 #GSUDDP www.govst.edu/DDP

Student success metrics: “I was on a long and winding road until the DDP gave me a GPS.” “I was drowning and the DDP threw me a lifeline.” Aurélio Conducted three focus groups with 1st class of graduating seniors last fall. One takeaway was the importance students attached to the personal attention from the Transfer Specialists and Peer Mentors and the structure of having a 4-year plan to follow. #GSUDDP www.govst.edu/DDP

PROGRAM TENETS #GSUDDP www.govst.edu/DDP

Research rationale: Our literature review revealed that the Dual Degree Program is an innovative model for university-community college partnerships to enhance degree completion. Though hundreds of such partnerships exist, none has all of the features of the Dual Degree Program. Most are based on traditional 2+2 agreements which, while essential, do not provide the type of student support necessary to enhance transfer. Following is the rationale for the unique features of the DDP. Corey #GSUDDP www.govst.edu/DDP

1) Students are required to enroll full time “Time is the Enemy” Corey Students are required to enroll full time Complete College America – Time is the Enemy “The longer it takes, the more life gets in the way of success.” Ntl. Student Clearninghouse Research Center -- Two thirds of students who started college in 2007 and attended exclusively part-time never completed any degree and had dropped out 6 years later DDP is not for everyone – focus is on traditional age students (and returning those adult students who can enroll full-time). Recent research suggests that for many returning adult students, mixed enrollment (full and part-time) leads to the highest completion rates Complete College America, 2011 #GSUDDP www.govst.edu/DDP

2) Students are required to complete associates Degree Debbie National Student Clearinghouse Research Center’s Snapshot Report in Fall 2012 showed that bachelor’s degree attainment rate was 71% for those students who had completed the associate degree prior to transfer, but that rate dropped to 54% for those who transferred without the associate degree. This is a whopping 17% differential – and the results are from a large study of three national cohorts #GSUDDP www.govst.edu/DDP

2) Students are required to complete associates Degree 91% for GSU DDP students Debbie National Student Clearinghouse Research Center’s Snapshot Report in Fall 2012 showed that bachelor’s degree attainment rate was 71% for those students who had completed the associate degree prior to transfer, but that rate dropped to 54% for those who transferred without the associate degree. This is a whopping 17% differential – and the results are from a large study of three national cohorts #GSUDDP www.govst.edu/DDP

3) Access to advising services by four-year college WHILE at two-year college “Access without support is not opportunity” Vincent Tinto Cindy Key to the success of the program is Transfer Specialists who spend two days per week on the partner community college campus Role of the TS: Transfer Specialists work with DDP students at the community college to develop a four year plan to complete their associate degree complete their bachelor’s degree-- at GSU or any not-for-profit university that best meets their academic needs Students are required to consult their Transfer Specialist every semester Kay McClenney – Community college students “don’t do optional.” If we know that something is critical to student success, we should require them to do it. • College Completion Took Kit notes that “the lack of a coherent, navigable, and transparent transfer process both increases the cost and time need to earn a degree and diminishes the likelihood of completion.” • Davis Jenkins” research from CCRC concluded that “students who do not enter a program of study within a year of enrollment are …less likely to complete and earn a credential. “ • 800-1 student/advisor ratio in most community colleges leaves little time or resources for transfer planning. The Transfer Specialists from the university collaborate with their community college colleagues to enhance advising for both associate degree completion and successful transfer. (Pictured from left to right: Ivan Soto, Sharita Walker, and Juan Gonzalez) #GSUDDP www.govst.edu/DDP

4) Four-year institution must provide academic and financial incentives Guaranteed admission to GSU, application fee waived DDP Transfer Specialist will help map out academic path and share the “how to” of applying to a university Locked-in GSU tuition starting in the term of DDP enrollment Eligible to compete for the 50 GSU Promise Scholarships or the 13 DDP Honors Scholarships Individualized support from peer mentors Become a part of GSU community and utilize services Corey #GSUDDP www.govst.edu/DDP

Reflections from community college partners #GSUDDP www.govst.edu/DDP

Key factors for success: Establish pathways beginning in high school, through two-year institutions, and into four-year programs. Generate wide-spread awareness of DDP to: Increase understanding of opportunities Engage students early Ease the transfer experience Implement DDP crossover events to support students in the transition process, provide access to advisement and other resources, and help build support networks Debbie #GSUDDP www.govst.edu/DDP

Lessons Learned: Programs offered need to match student demand and interest. Location matters. Communication keeps students moving through the pathway. Engaging students while still in high school is vital. Providing support structures at the two-year and four- year institution is necessary. Debbie #GSUDDP www.govst.edu/DDP

Key factors for success: Long standing relationship with GSU, streamlined process Promoted awareness of DDP program early to High Schools students and to MVCC students upon admission Flexibility of having up to 45 credit hours earned Keeping staff informed of DDP updates and success stories that we can share with students On-site GSU DDP advisor specialist to meet with students on a regular basis Cindy #GSUDDP www.govst.edu/DDP

Lessons Learned: Support of having a GSU advisor in the Transfer Center to regularly meet with MVCC students Follow up with students is critical Cindy #GSUDDP www.govst.edu/DDP

Starting questions: #GSUDDP www.govst.edu/DDP

Considerations: What are the relationships between your four-year and two-year institutions? What is the level of support for from CEO, CAAO and CSAO? Roles and Responsibilities between partners? (Sample MOU) Review policies and possible barriers for transfer students. Create planning committee; Use best practices; Assess program and measure outcomes. Corey #GSUDDP www.govst.edu/DDP

Resources #GSUDDP www.govst.edu/DDP

Build Partnerships that Go Beyond Articulation Agreements Summer Institute: Build Partnerships that Go Beyond Articulation Agreements Join us June 18 – 20, 2019 for the Summer Institute and engage in a dynamic learning experience to strengthen your partnerships. Learn from other colleagues and create an actionable plan for the future. Aurélio www.govst.edu/SummerInstitute/ #GSUDDP www.govst.edu/DDP

Dual Degree Program Manual The Dual Degree Program (DDP) Manual, based on the GSU model, is designed to be used by other 2-year and 4-year institutions in developing feasible DDP and DDP-MSI programs that are responsive to the unique needs and cultures of their own institutions. The manual is made possible through the generous support of The Kresge Foundation. To download a free copy of the DDP Manual, please visit: www.govst.edu/DDPInquery Aurélio #GSUDDP www.govst.edu/DDP

LEADING ACADEMIC CHANGE (2018) Aurélio Maimon, E. P. (2018). Seamless pathways from the community colleges to university graduation. In Leading academic change: Vision, strategy, transformation. Sterling, VA: Stylus #GSUDDP www.govst.edu/DDP

references #GSUDDP www.govst.edu/DDP

references: Complete College America (2011). Time is the enemy. Washington, DC: Complete College America Deil-Amen, R., & Rosenbaum, J.E. (2003). The social prerequisites of success: Can college structure reduce the need for social know-how? Annals of the American Academy of Political and Social Science, 586(1), 120-143. Doyle, W. (2006). Community college transfers and college graduation: Whose choices matter most? Change, May/June 2006, 56-58. Handel, Stephen J. (2011). Improving student transfer from community colleges to four-year institutions—The perspective of leaders from baccalaureate-granting institutions. New York: The College Board. Jenkins, Davis & Cho, Sung-Woo (2011). Get with the program: Accelerating community college students’ entry into and completion of programs of study. New York: Community College Research Center, Teachers College, Columbia University, Working Paper No. 32. Kisker, C. (2005) Creating and sustaining community college-university transfer partnerships: A qualitative case study. Paper presented at the 30th annual conference of the Association the Study of Higher Education, Philadelphia, PA. Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, D.C.: Association of American Colleges and Universities. Corey #GSUDDP www.govst.edu/DDP

references: Maimon, E. P. (2018). Leading academic change. Vision, strategy, transformation. Sterling, VA: Stylus McClenney, K. & Arnsparger, A. (2012). Students speak: Are we listening? Washington, D.C.: The American Association of Community Colleges. Miller, A. (2002). Mentoring students and young people: A handbook of effective practice. London: Routledge, Ralmer. Nichols, A. (2011). Developing 20/20 vision on the 2020 degree attainment goal: The threat of income-based inequality in education, Washington, D.C.: The Pell Institute for the Study of Opportunity in Higher Education. Rosenbaum, J., Deil-Amen, R. & Person, A. (2006) After admission: From college access to college success. New York: Russell Sage Foundation. Scott-Clayton, J. (2011). The shapeless river: Does a lack of structure inhibit students’ progress at community colleges? New York: Community College Research Center, Teachers College, Columbia University, Working Paper No. 25, Assessment of Evidence Series. Shea Correll, M. (2005) Peer mentoring: An intrusive approach. Essays in Education, 14. Taylor-Smith, C., Miller, A., & Bermeo, C. (2009). Bridging the gaps to success: Promising practices for promoting transfer among low-income and first-generation students. Washington, D.C.: The Pell Institute for the Study of Opportunity in Higher Education. #GSUDDP www.govst.edu/DDP

references: Townsend-Green, F.M., (2009) Perceptions of African American college students relative to the helpful behaviors of peer mentors who assisted them during freshman year college adjustment in a predominately white institution, Doctoral Dissertation, Kent State University. U.S. Department of Education, College Completion Tool Kit, Washington, D.C., 2011. Wellman, Jane V. (2002). State policy and community college-baccalaureate transfer. The National Center for Public Policy and Higher Education and the Institute for Higher Education Policy, National Center (Report #02-6). #GSUDDP www.govst.edu/DDP

QUESTIONS AND COMMENTS #GSUDDP | www.govst.edu/DDP www.govst.edu/SummerInstitute QUESTIONS AND COMMENTS