L.M. Gangone, Ed.D., 11/16/051 November 16, 2005

L.M. Gangone, Ed.D., 11/16/052 Changing State and Institutional Transfer/Articulation Policy Extreme Makeover Lynn M. Gangone, Ed.D. The George Washington University

L.M. Gangone, Ed.D., 11/16/053 Take-away Personal Policy Progress You can integrate your values and skills with research interests Recognition of the values, levers, and drivers that influence policy is vital Extreme makeover informs future work between community and four-year colleges

L.M. Gangone, Ed.D., 11/16/054 Four Parts Bias AssumptionsResult Practice My experience affects how I look at this topic—my extreme makeover 1. Degree completion is a priority 2. Col- laboration is essential Maryland policymak- ers were innovative; they made over transfer /articulation policies You too can practice and experience an extreme makeover

L.M. Gangone, Ed.D., 11/16/055 Bias Faculty member First- generation college student Fearless generalist Practitioner Researcher

L.M. Gangone, Ed.D., 11/16/056 Research Questions 1. History of MD’s interest in transfer and articulation? 2. Community college interest in AAT? 3. Four-Year schools’ interest in AAT? 4. How does COMAR requirement affect autonomy? 5. How did MHEC manage to do it? 6. What influence did Dept. of Ed have? 7. How did NCLB affect development of AAT? 8. What about other educational policy in the state? 9. How will success be measured?

L.M. Gangone, Ed.D., 11/16/057 Bias Faculty member First- generation college student Fearless generalist Practitioner Researcher Synergy of Continuous Makeover

L.M. Gangone, Ed.D., 11/16/058 Part 2--Assumptions 1. Moving students to degree completion is a priority 2. Collaboration of two- and four-year schools is essential

L.M. Gangone, Ed.D., 11/16/059 Three Theoretical Goals Structural Efficiency Social Equity Human Capital

L.M. Gangone, Ed.D., 11/16/0510 Community College Students Keeping America’s Promise CCSSE 1,157 community colleges enroll 11.6 million students 65% of students whose families earn < $20,000 attend community colleges 50% of undergrads are now in community colleges 48% of community college students say they want to go to a four- year school AACC

L.M. Gangone, Ed.D., 11/16/0511 Community Colleges at a Glance American Association of Community Colleges 2005 Data Public979 Private148 Tribal30 Total1,157

L.M. Gangone, Ed.D., 11/16/0512 AACC million students 58% women 42% men 62% full time 46% of all undergrads 38% part time

L.M. Gangone, Ed.D., 11/16/0513 Student Profiles 47% Black 48% Asian 56% Hispanic 57% Native American

L.M. Gangone, Ed.D., 11/16/0514 Community College Aid Any Federal Grants State Federal Loans Pell/ Stafford Financial Aid 38%17%10%7% 35%/ 10%

L.M. Gangone, Ed.D., 11/16/0515 Community College Revenue Sources State Funds Tuition and Fees Local Funds Federal Funds Other Publics44%20% 5%11%

L.M. Gangone, Ed.D., 11/16/0516 Community College Degrees and Certificates Associates Degrees Certificates 490,000235,000

L.M. Gangone, Ed.D., 11/16/0517 Part 3—State Makeover Artists The associate transfer degree makes sense only if it comes with ironclad assurances that it has value within the context of the general education core curriculum at four-year institutions and meets the requirements of the first two years of baccalaureate study. DiCroce, 2005, p. B23

L.M. Gangone, Ed.D., 11/16/0518 Maryland’s Makeover More students Acute teacher shortage Fewer teacher ed grads Community college baccalaureates State and federal policy pressures

L.M. Gangone, Ed.D., 11/16/0519 Maryland’s Makeover Right place, right time to be noticed but had potential to some, looked awful needed improvement and was willing to change

L.M. Gangone, Ed.D., 11/16/0520 Right Place and Time to Be Noticed Intersegmental Advisory Ctte Transfer contact at each public STAC created in 1990 Regular meetings ARTSYS—electronic data info Gen ed program requirements

L.M. Gangone, Ed.D., 11/16/0521 To some, looked awful, but had potential Four-years resisted “interference” No urgency, no senior leaders Lack of communication Limited resources Reconceptualization difficult Four-years wanted “control”

L.M. Gangone, Ed.D., 11/16/0522 Needed improvement Teacher ed candidates dropped Legislators got nervous Many schemes didn’t help Community colleges pushed Four-year schools stayed put

L.M. Gangone, Ed.D., 11/16/0523 Willing to change Teacher ed articulation ctte formed AAT transfers without further review Change in COMAR proposed By 2002, 8 community colleges offer AAT

L.M. Gangone, Ed.D., 11/16/0524 Part 4--Practice 1.What would be a sound process to develop the secondary AAT? 2.What process could produce a win-win? 3.Does the fact that policy push is from the outside make it more likely that the secondary AAT will succeed? 4.How prepared are the stakeholders for these policy deliberations? 5.What kinds of data would you collect? 6.What insights apply to your work as a student with policy interests? 7.What is your assessment of Maryland’s approach to seamless transfer?

L.M. Gangone, Ed.D., 11/16/0525 An innovative program and a national model... Agreed-upon outcomes for five AAT degree programs –Chemistry –Mathematics –Physics –Spanish –Secondary education Have become models disseminated around the country

L.M. Gangone, Ed.D., 11/16/0526 What does the future hold? The next study... Current policies and practices in Maryland Methods to reduce wasted credits during transfers Ways to maximize transferred credit Transferability of credits from private career schools Effectiveness of simultaneous enrollments System of statewide courses

L.M. Gangone, Ed.D., 11/16/0527 Conclusion From resistance to cooperation Urgency Stakeholder buy-in Private institutions involved Community college quality Remaining barriers

L.M. Gangone, Ed.D., 11/16/0528 Practitioners effect change and live to think about it.

L.M. Gangone, Ed.D., 11/16/0529 Changing State and Institutional Transfer/Articulation Policy Extreme Makeover Lynn M. Gangone, Ed.D. The George Washington University