1. Welcome to Building Pathways for Success: Supporting Student Transfer from Two-Year Colleges to Four-Year Colleges and Universities Please introduce yourself to others
Jan Hodder, Oregon Institute of Marine Biology,
University of Oregon
Norlene Emerson, University of Wisconsin - Richland
This work is supported by the National Science Foundation through grants , , &

2. Workshop Goals
Explore promising practices and share strategies for supporting transfer students in their pathways from their first geoscience course at a community college to graduation from a four-year college or university
Share and learn from others, increasing communication and collaboration of those interested in building pathways to success for transfer students
Develop a plan of action and get feedback from other participants

3. Tales of Transfer: Discussion of Scenarios
Count off 1 – 6 and form groups
Read scenarios and identify the issues
Read & write silently
Discuss in your group
Generate a list of issues
Short report-outs
FRONT OF ROOM 2
MID ROOM 4
BACK OF ROOM

4. Transfer Journeys:
Supporting Student Transfer at Critical Points from Recruitment to Transfer and Beyond
2YCs
4YCUs
Graduate
Professional geoscientist
Workforce using geoscience
Geotechnician

5. Gallery Walk: Supporting Student Transfer at Critical Points
1 & 5. What skills do 2YC students need to have mastered by the time they transfer? 
2 & 6. What are strategies we can use to help students successfully navigate the transition from 2YC to 4YCU?
3 & 7. What are strategies to help transfer students be successful at, and connect with, their 4YCU community?
4 & 8. What are some specific ways to support students interested in an ocean science pathway?
Count off 1- 8, Start at your number, 5-6 min/question

6. Successful programs and assessment: Program-level efforts and 2YC-4YCU partnerships NSF-funded GeoPaths and REU programs
Brandon Jones - NSF program officer – The Goeopaths Program
Micro-presentations
Deron Carter, Linn-Benton Community College
Norlene Emerson – SAGE examples of Geopaths
Jan Hodder – NSF REU programs
Marina Halverson, Seattle Community College

7. GeoPaths Projects:
NSF's Improving Undergraduate STEM Education: Pathways into Geoscience program exists to "address the current needs & opportunities related to undergraduate education within the geosciences community.
Features two funding tracks:
(1) GEOPATHS-EXTRA Engaging students in the geosciences through extra-curricular experiences & training activities
(2) GEOPATHS-IMPACT Improving pathways into the geosciences through institutional collaborations & transfer

8. Focus on at-risk, “budding” geologist
GP: EXTRA: PLUGGING THE LEAKY GEOSCIENCE PIPELINE: AN EXTRACURRICULAR PROGRAM BRIDGING GEOSCIENCE STUDENTS AT LINN-BENTON COMMUNITY COLLEGE TO OREGON STATE UNIVERSITY
Deron Carter, Linn-Benton Community College Shanaka de Silva, Oregon State University
HIGHLIGHTS
Focus on at-risk, “budding” geologist
Develop a cohort to combat transfer shock
Participate in field trips to tie cognates to geoscience practice
Work in a collaborative lab setting to access professional networks, build research skills
MEASURING SUCCESS
Evaluate improvement in student knowledge, skills (grades, rubrics)
Evaluate changes in student self-efficacy, peer-to-peer support, feeling part of a professional network (interviews)

9. GeoPaths Projects: Examples
The projects below support the 2YC-4YCU transfer. We have profiled each of these projects to highlight some promising strategies for supporting transfer.
GeoPaths-Impact
Improving Geoscience Education Pathways through Engaging Scientific and Career Experiences University of Rhode Island; Community College of Rhode Island
Freshman Year to Geoscience Career Queens College CUNY; LaGuardia Community College; Queensborough Community College
Engagement of Students and Faculty at Community Colleges to Enhance Recruitment to 4-Year Geoscience Programs University of Tennessee, Knoxville, Pellissippi State Community College, Roane State Community College, Volunteer State Community College
GeoPaths-Extra
Supporting the Academic and Social Integration of Incoming Transfer Students Fort Lewis College
Engaging and Retaining Students in the Geosciences at Two-year Colleges (2YC) Through Undergraduate Research Austin Community College; University of Texas at Austin; Texas A&M University
Geoscience Educational Opportunities and Career Oriented Research Experiences Suffolk County Community College
Geo-Launchpad: Preparing Colorado Community College Students for Geoscience-Focused Careers Front Range Community College; UNAVCO

10. Title Short Description: Context: Goals: Activities: Theory of Change:
Author name (PI) Author name(Co-PI)
Short Description:
Context:
Goals:
Activities:
Theory of Change:
Instruments and Measures of Success:
(Outline of the SAGE 2YC summary page for the GEOPATHS projects)

12. PI: Ann Murkowski; Co- PI: Marina Halverson
REU Site: marine research in Puget sound for community college stem students
PI: Ann Murkowski; Co- PI: Marina Halverson
Seattle Colleges

13. 2yc reu: Essential elements
Thoughtful selection criteria
Teams of 2 – 3 students
Trajectory: Observation  Presentation
External partnerships
Monthly meetings
Scaffolded assignments with frequent deadlines
One team researched diatoms in the wake of the massive Pseudo-nitzschia diatom bloom of 2015.

14. Year 3 cohort after presenting their posters at the UW Undergraduate Research Symposium, May 2017.

15. Reflection
What ideas from this session are potentially useful for you?
What are ways you could use these ideas in your courses, department/program?
~5 mins

16. Topics for discussion groups
Choose 2 topics - ~30 mins for each topic
Report out on one strategy at end of discussions
1. Provide academic experiences that prepare students well for transfer 2. Provide supportive advising with a focus on students' long-term goals 3. Building partnerships: connections and collaborations between 2YCs & 4YCUs to promote and support transfer 4. The role of undergraduate research in supporting transfer 5. Strategies for recruiting students into the ocean sciences 6. Supporting the transition: Strategies for addressing academic, social, and financial issues

17. Action Planning
What do you plan to do as a result of attending this workshop?
Who will you need to work with?
What steps will you need to take?
What is the timeline?
What resources or help will you need to put your plan into action?
Plan for ~15 mins
Count off 1/2/3, 4/5/6, 7/8/9 and discuss plans with group
~15 mins = 5 mins/person

19. Ocean Science Meeting Highlights
Monday
8 – 12:30 Papers: Student, educator and research partnerships D
1 – 2:30 Communicating Science through Storytelling F149
4 – 6:00 Poster Session
Tuesday
11 – 12:15 The Art of Storytelling F152
12:45 – 1:45 Teaching Introductory Oceans and Environmental Science Courses: the Big Concepts A107 – 109
4- 6:00 Poster Session
7:30 – 9:30 Science Videos that Engage B
Wednesday
2 – 3:00 Tutorial: Impact of the Antarctic Ozone Hole on the Southern Ocean E
4 – 6:00 Poster Session
6:30 – 7:30 Citizen Oceanography F150
8 – 10:00 Fluid Oceans (Art and Science) off site – Spirit of 77
Thursday
8 – 10:00 Shifting Paradigms in Undergraduate Earth and Ocean Science D139

20. Broadway Grill and Brewery
Monday 6pm
Separate checks – with added 18% gratuity
All Welcome
Access options
Bus Nos: 8 and 17
Max line to Lloyd Center and walk north

21. Please complete the workshop evaluation at:
Thank-you for your participation
Enjoy the Ocean Sciences Meeting
Please complete the workshop evaluation at: