a pathway to success: how student & academic services can meet the needs of transfer students
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A Pathway to Success: How Student & Academic Services can meet the Needs of Transfer Students. Isabell C.May , Ph.D. Robyn Dinicola-Wagle Julia Rader Office of Student & Academic Service Universities at Shady Grove, Rockville, MD University System of Maryland. Universities at Shady Grove. - PowerPoint PPT PresentationTRANSCRIPT
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A Pathway to Success: How A Pathway to Success: How Student & Academic Services Student & Academic Services can meet the Needs of Transfer can meet the Needs of Transfer Students Students
Isabell C.May, Ph.D.Robyn Dinicola-WagleJulia RaderOffice of Student & Academic Service
Universities at Shady Grove, Rockville, MD
University System of Maryland
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Universities at Shady Universities at Shady GroveGroveIn 2000, the University System of
Maryland (USM) establishes the Universities at Shady Grove as a multi-institutional partnership to offer upper-level daytime undergraduate programs
Articulation agreements with Montgomery College open the pathway to 14 undergraduate daytime degree program.
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Universities at Shady Universities at Shady GroveGroveToday, more than 70
undergraduate and graduate program are offered from nine of the eleven degree-granting institutions within USM.
Total number of degrees awarded over the 10 year partnership is more than 3,000.
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Universities at Shady Universities at Shady GroveGroveFull service campus serving
students from all partner institutions
Exclusive focus on establishing a supportive culture for transfer success
Highly diverse campusEthnicity, Daytime and Evening undergraduate students, Fall 2009
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On-Stop Shop ModelOn-Stop Shop ModelThree service centers within
Student & Academic Services◦Center for Academic Success◦Career & Internship Service Center◦Office of Student Service
Planned fourth service center◦Mental Health Counseling Center
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Meeting the Needs of Meeting the Needs of Transfer StudentsTransfer StudentsClose collaborative partnerships with
partner institutions (4-year schools)Comprehensive service menu with
customized services across all three service centers
Clear articulation agreements and MOUs with 2-year colleges in the surrounding area
Financial support for transfer students (counseling on Financial Aid & Scholarships)
Partnerships with local businesses
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Programming InitiativesProgramming Initiatives
Mitigating transfer shock/rigor of upper-division coursework
Summer Preparation Program
Leadership opportunities
Pathway beyond graduation
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Mitigating Transfer Mitigating Transfer Shock/Rigor of Upper-Shock/Rigor of Upper-Division CourseworkDivision CourseworkCollaboration by all three service
centers for an orientation geared towards transfer students needs◦Introduction to available resources
designed to mitigate “transfer shock”◦Emphasis on skills needed to be
successful to meet the rigorous academic curricula in upper-division schoolwork
◦Necessity for professional development and extra-curricular experience to be marketable in the competitive job market
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Summer Preparation Summer Preparation ProgramProgram
Focus on Writing in the Disciplines
Mathematical Reasoning Skills
Academic Professionalism
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Focus on LeadershipFocus on LeadershipDevelopment of internship tracks with
local business in relevant fields (e.g. biotechnology, healthcare, and information technology)
Development of leadership certificate for students at USG
Academic/Internship credit for students who work with other peers in academic areas◦Guided Study Sessions (GSS)◦Writing Fellows◦Research
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Pathway Beyond Pathway Beyond GraduationGraduationDeveloping an Alumni Network
Preparation for graduate/professional schools◦GRE/PCAT/MCAT Preparation◦Personal Statements/Gradaute
Admissions Essay
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Center for Academic Success Center for Academic Success (CAS)(CAS)Geared towards the needs of
transferring studentsPeer support (content focus, modeled after
Supplemental Instruction; writing focus, modeled after writing fellows programs)
Professional consultants Writing Academic Coaching
Workshops that focus on enhanced learning techniques In-class Out-of-class
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Classes used for Data Classes used for Data Analysis (Spring 2010)Analysis (Spring 2010) NURS 405
◦ School of Nursing, University of Maryland, Baltimore (UMB)◦ Online class, juniors◦ 6-8 page analytical paper on technology in nursing, using
peer-reviewed and internet sources WRTG 394
◦ Robert H. Smith School of Business, University of Maryland, College Park (UMCP)
◦ Face-to-face class, juniors◦ 8-10 page business report with extensive research
Forensics◦ Multi-institutional (Psychology, University of Maryland,
Baltimore County; Criminology & Criminal Justice, UMCP; Nursing and Pharmacy (PharmD), UMB)
◦ Face-to-face class; some juniors, mostly seniors, graduate students
◦ 8-10 page research paper; 2 draft due before final paper; intervention focused; peer-reviewed research
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Mean Grades per classMean Grades per class
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Mean grade for all 3 classes Mean grade for all 3 classes combinedcombined
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Retention/GPA Study by USG Retention/GPA Study by USG Partner InstitutionPartner InstitutionComparison of students who came to
CAS for one academic year (fall 08-spring 09) with a random group from the non-USG student population
Even though the average GPA was higher for the non-USG students, the retention rate for the USG students was higher than that for the non-USG students.
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Grade Comparison, Grade Comparison, Accounting Class, Fall 2010 Accounting Class, Fall 2010 SemesterSemesterCorrelation of visits per academic year
(fall 2010-spring 2011) with academic performance (all students)
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Grade Comparison, Grade Comparison, Accounting Class, Fall 2010 Accounting Class, Fall 2010 SemesterSemesterCorrelation of visits per academic
year (fall 2010-spring 2011) with academic performance◦Only transfer students from local 2-
year colleges
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Next Steps for ResearchNext Steps for ResearchLongitudinal Study
◦GPA◦Graduation/Retention Rates◦Admission to Graduate School/Job
placement within field of study