Sessions at AACRAO's 2012 Technology and Transfer Meeting
How Shifting into Reverse Can Drive
Transfer Completion Rates Forward
Doering and Marc Harding from Iowa State University and Cassandra Lachica from
University of Texas at El Paso presented at the AACRAO Transfer Conference in
Chicago on July 1, 2012, with their presentation, “How Shifting into Reverse
Can Drive Transfer Completion Rates Forward.”
Reverse transfer—the process where credits are transferred from a 4-year
institution back to a community college to attain an associate degree or certification
from the community college—is a possible solution to increased degree
attainment that is quickly gaining popularity.
Well-designed reverse transfer programs can improve student confidence,
graduation rates, and relationships among institutions.
and Harding discussed reverse transfer as a state-wide partnership recently developed
by the Iowa Board of Regents and Iowa’s three regent universities in
collaboration with Iowa’s 15 community colleges. The opt-in program allows community colleges
to communicate with students before and during the reverse transfer
process. The Iowa state transfer website
also provides online articulation tools and other resources for reverse
presented University of Texas at El Paso and El Paso Community College’s
institution-specific reverse transfer strategy.
Formed in 2006, the UTEP and EPCC reverse transfer program is built on a
longstanding collaborative partnership between the two institutions—at any
given time, about 70 to 80 percent of current enrolled students at UTEP have
credits from EPCC. UTEP and EPCC offer
students incentives to encourage this partnership, such as scholarships and
consistent student ID numbers between the schools. The practice of shared student IDs alongside
the use of CAPP degree audit system allows the reverse transfer process to be
largely automated. CAPP reports are run
each semester to identify UTEP students eligible to receive degrees from EPCC. EPCC receives a list of these students and
awards them degrees.
Implementing a New Fair-use Scheduling
Kussow and Nathan Meath from the University of Minnesota Twin Cities campus
presented at the AACRAO Technology Conference in Chicago on July 1, 2012, with
their presentation, “Implementing a New Fair-use Scheduling Policy.” The Office
of Classroom Management faced a rapidly increasing number of offered course
sections and class enrollment size along with a lack of adherence and
enforcement of class scheduling policies.
A committee was formed in the summer of 2008 to define and implement a
new class scheduling policy and develop a web-based report of class
class scheduling policy promoted fair-use of general purpose classrooms by distributing
time and enrollment throughout day and week.
New standard time blocks were added, with a provision that departments
should have a maximum of 3 percent of their classes scheduled in the same time
block. Departments may go over this 3
percent requirement if they coordinate peak usage with other departments.
Office of Classroom Management created an in-browser, automated web class
scheduling distribution summary organized by college and department. The page displays the class scheduling
policies and highlights time blocks where the department has exceeded the 3
percent recommended usage of classrooms.
Users may view a breakdown of classes scheduled in each time block.
first batch scheduling process after implementation of the new class scheduling
policy and web-based report caused a 60 percent reduction of departments
scheduling classes above the 3 percent line.
In addition, classroom usage peaks above the 3 percent line were less
Shifting the Paradigm: Reconceptualizing
Honors for Transfer Students
of Michigan-Dearborn Associate Provost Francine Alexander and Executive
Director of Enrollment Management Christopher W. Tremblay and students Neam
Alazawi and Sandi Nguyen presented at the AACRAO Transfer Conference in Chicago
on July 2, 2012 with their presentation “Shifting the Paradigm:
Re-conceptualizing Honors for Transfer Students.” Alexander and Tremblay discussed the need to
create a transfer-friendly honors program at their institution. Alazawi presented her experiences in helping
to design the honors program in its preliminary year, and Nguyen presented her
experiences as an honors transfer student in the following year.
University of Michigan-Dearborn is seen as a transfer destination; about 60
percent of new students are transfers. A
faculty committee was formed in the summer of 2010 to create a transfer-friendly
honors program. The pilot program,
titled “Honors Transfer Innovators,” took place that summer and recruited
students from strong community college partners.
Honors Transfer Innovators focused on unique characteristics of transfer students
was a hybrid of on-campus and virtual learning and programs could be as short
as two months to as long as one year.
The transfer honors program was interdisciplinary and allowed faculty to
propose internships for the Honors Transfer Innovators. Classes were embedded into existing
upper-level course requirements at no additional cost. Projects for the Honors Transfer Innovators
consisted of multimedia presentations, blogs and online portfolios, and