1. Crossroads Assessment: Spring 2013 JON GORGOSZ GRADUATE INTERN MASTODON ADVISING CENTER IPFW

2. Purpose  To assess the crossroads program and produce data that illustrates in a quantifiable manner the numbers of students successfully completing the transition from Ivy Tech to IPFW.

3. Crossroads’ Mission Statement  The Crossroads program is a partnership between Indiana University- Purdue University Fort Wayne and Ivy Tech Community College- Northeast, designed to help transfer students save time, money, and credits. Students may take a variety of courses at Ivy Tech, then transfer courses smoothly to IPFW. Additionally, Ivy Tech and IPFW have partnered to offer associate-to-bachelor's degree programs that allow students to earn an associate degree at Ivy Tech, then complete a bachelor's degree at IPFW (Crossroads Website).

4. Pertinent Questions  How many students were entering IPFW through the Crossroads program?  Conversely, how many were not?  What types of students were entering IPFW?  What level of success and struggles (defined by G.P.A., Continued enrollment and graduation) were these students having at IPFW?  How many credits were students collecting prior to transfer and at IPFW?

5. Method  For the purpose of precision, the students were separated into 52 different cohorts based on the manner in which they entered the crossroads system (Established by prior academic history).  The data was collected by cross checking AdvisorTrac, Banner and Student Academic Transcripts.  All data was entered manually.  Names were generated by crosschecking individuals with 800 numbers and 900 numbers by reports compiled from the AdvisorTrac system.  These names consist of students “crossing over” through the program during the 2010-2012 academic years.

6. Method Continued  For clarity, the analysis does not focus on dual-enrollment students or guest students attending both institutions.  Rather, this analysis solely focuses on students entering or re-entering IPFW through enrollment at Ivy Tech.  A separate analysis is needed for IPFW students who enter Ivy Tech as guest students to earn credits.

7. Definitions  Crossroad Student (2 types) – An Ivy Tech student who has made contact with the Crossroads advisor (email or meeting) and enrolled at IPFW.  Active Crossroad’s Student – A student still enrolled in IPFW classes (as of Spring 13’) who entered through the Crossroads program and had contact with the Crossroads advisor (email or meeting).  Inactive Crossroad’s student –A student enrolled at one time at IPFW (Prior to Spring 13’) who entered through the Crossroads program and had contact with the Crossroads advisor (email or meeting). The student could have left the university voluntarily, been dismissed or graduated.

8. Definitions Continued  Perspective Student (2 types) – A student who has not enrolled at IPFW at any time but has been in contact with the Crossroads advisor (email or meeting) about the process of entering IPFW through the program.  Active Student – Contact with Crossroads advisor within the last year  Inactive Student – NO contact with the Crossroads advisor over the last year

9. Definitions Continued  Registered Student (2 types) – A student registered within the Crossroads program (received emails) but did not meet with the Crossroads advisor at any point (email or meeting).  Attending – Student attended IPFW  Did not Attend – Student has not attended IPFW

10. Definitions Continued  Admitted Student – An Ivy Tech student admitted into IPFW who had contact with the Crossroads advisor (email or meeting) but has not registered or enrolled in classes.

11. Cohort System  52 Cohorts designated based on prior enrollment history and the number of credits earned.  those earning over 42 credits hours from Ivy Tech prior to transferring.  Those with dual credit  Those who left a university due to academic and non-academic issues.  The academic path of the specific individual.  Enrollment at IVY Tech, IPFW, Purdue, Indiana, other university or other community college taken into account.

12. Most Significant Cohorts  CR1 = Highschool (no dual credit) > Ivy Tech Crossroads (-42 Hours) > IPFW  CR2 = Highschool (no dual credit) > Ivy Tech Crossroads (+42 Hours) > IPFW

13. Most Significant Cohorts Continued  CR35 = Highschool (no dual credit) > Other university (not academically dismissed) >Ivy Tech Crossroads (-42) > IPFW  CR36 = Highschool (no dual credit) > Other university (not academically dismissed) >Ivy Tech Crossroads (+42) > IPFW

14. Most Significant Cohorts Continued  CR9 = Highschool (no dual credit) > IPFW (academically dismissed) > Ivy Tech Crossroads (-42) > IPFW  CR11 = Highschool (no dual credit) > IPFW (academically dismissed) > Ivy Tech Crossroads (42+) > IPFW

15. Most Significant Cohorts Continued  CR13 = Highschool (no dual credit) > IPFW (not academically dismissed) > Ivy Tech Crossroads (+42) > IPFW  CR15 = Highschool (no dual credit) > IPFW (not academically dismissed) > Ivy Tech Crossroads (-42) > IPFW

16. Overall Results  205 students have successfully entered IPFW through direct contact with the Crossroads advisor over the two year period studied.  205 of the 524 students entering IPFW from Ivy Tech transferred through contact with the Crossroads advisor.  Active =  120 students registered for Fall ‘13  155 students registered for Spring ’13  Inactive = 85 (not registered for Fall ‘13)  Admitted (did not attend) = 32

17. Overall Results  Perspective Students = 375 Students  Active = 29  Inactive = 346  Registered Students  Attended = 24  Did not attend = 143

18. Crossroads G.P.A. Results  Students Entering IPFW from Ivy Tech with 42 transfer hours or more have a significantly higher G.P.A.

19. G.P.A. Results by Transfer Credit Hours Continued

20.  Additionally, re-entry and re-admits students who have completed over 42 credit hours at Ivy Tech have an increased G.P.A. upon return to IPFW.

21. Dismissal and Probation Status by Transfer Credit Hours  Students earning under 42 hours prior to entrance into IPFW were more likely to be placed on probation or dismissed.  This relationship is concurrent with national trends analyzing similar programs within other institutions. (Santos & Sutton, 2012)

22. Graduations Rates by Transfer Credit Hours Continued  Additionally, only students with over 42 transfer hours graduated from IPFW from the period analyzed.  Number Graduated = 19  Percentage graduated = 9.26%

23. Credit Hours Analysis  Credit Hours vary but most require over 120 hours to graduate when crossing over.  Due to placement into classes that do not transfer to IPFW  Confusion over articulation agreements  Many students take the wrong classes, the agreements change or they try to “self-advise.”

24. Credit Hour Analysis Continued

25. Enrollment By Semester

26. Enrollment by Semester for Each Cohort

27. Results of Adult Learners  A large number of students in the Crossroads program were returning adults (Born before 1984).

28. National Trends  There are numerous studies analyzing the process of transferring from a community college to a 4-year university.  The term “swirling students” defines the trends and behavior of students entering IPFW through the Crossroads program (Santos & Sutton, p. 969- 970, 2012).  These students often transfer back and forth from each institution.  Students often dual enroll between each institution.  Though many professionals see the process of transferring as a linear progression, this data illustrates the opposite.

29. National Trends  Studies illustrate that students transferring over 42 credit hours are much more likely to be successful at a 4-year university (Santos & Sutton, p. 978, 2012).  Higher Graduation Rates  Higher G.P.A.  Higher Continued Enrollment Status

30. Recomendations  Readdress mission statement of Crossroads program.  Is the goal to provide a cost effective way to earn credit from Ivy Tech for students?  Is the goal to earn an associates degree for the student to enter IPFW?  Is the goal to earn enough credits (12+ according to admissions) to re- enter IPFW? (Rethink the value of this option)

31. Recommendations Cont.  Define Articulation Agreements  Studies from other universities illustrate that creating standardized, comparable articulation agreements increases graduation rates and lowers total credit hours taken by students (Santos & Sutton, 2012).  These well-defined agreements benefit student success.  While viewing records in AdvisorTrac, it became apparent that confusion over articulation agreements was present.  Especially with Ivy Tech Advisor  The agreements often changed while an individual was in the crossroad program (no grandfathering system present).  This led to student confusion, frustration and animosity towards IPFW.  5-year plans? Dual-enrollment? Better communication between institutions?

32. Recommendations Cont.  Provide academic support to students entering IPFW from Ivy Tech with under 42 transfer credit hours.  National Trends as well as data collected demonstrate that these students are more likely to struggle.  CASA’s role?  Program for students re-entering the institution, not just readmits  Configure these student support systems to adhere to the needs of the numerous adult returning students.  What specific services do these students need to be successful?

33. Recommendations Cont.  Create an organizational structure that can support the program (Do not rely on a single advisor).  Appoint a liaison for the program to communicate between IPFW and Ivy Tech.  Appoint an admissions represenitive who can answer questions pertaining to financial aid and the admissions process.  Create a position that supports students, especially those under 42 transfer credit hours, in adjusting to the transition from Ivy Tech to IPFW.

34. Acknowledgements  Sandra Michel – Operations Assistant, IPFW  Kim Myers – Crossroads Advisor, Mastodon Advising Center, IPFW  Rhonda Meriwether – Associate Director, Mastodon Advising Center, IPFW  Kristine Frye – Mastodon Advising Center, IPFW  Dr. Kasey Price – Director of Special Projects, IPFW  Dr. Bruce Busby, AVC, Academic Success Center, IPFW

35. Works Cited  Santos, S., & Sutton, F. (2012). Swirling students: Articulation between a major community college district and a state-supported research university.Community College Journal of Research and Practice, 36(12), 967-981. Retrieved from http://www.tandfonline.com.proxy.lib.siu.edu/doi/pdf/10.1080/10668920 903182641

36. Questions? Contact: busbyb@ipfw.edu