Download - A Pathway to Success: How Student & Academic Services can meet the Needs of Transfer Students
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
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.
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.
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
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
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
Programming InitiativesProgramming Initiatives
Mitigating transfer shock/rigor of upper-division coursework
Summer Preparation Program
Leadership opportunities
Pathway beyond graduation
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
Summer Preparation Summer Preparation ProgramProgram
Focus on Writing in the Disciplines
Mathematical Reasoning Skills
Academic Professionalism
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
Pathway Beyond Pathway Beyond GraduationGraduationDeveloping an Alumni Network
Preparation for graduate/professional schools◦GRE/PCAT/MCAT Preparation◦Personal Statements/Gradaute
Admissions Essay
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
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
Mean Grades per classMean Grades per class
Mean grade for all 3 classes Mean grade for all 3 classes combinedcombined
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.
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)
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
Next Steps for ResearchNext Steps for ResearchLongitudinal Study
◦GPA◦Graduation/Retention Rates◦Admission to Graduate School/Job
placement within field of study