Post on 14-Dec-2015
L.M. Gangone, Ed.D., 11/16/05 2
Changing State and Institutional Transfer/Articulation Policy
Extreme MakeoverExtreme Makeover
Lynn M. Gangone, Ed.D.The George Washington University
Lynn M. Gangone, Ed.D.The George Washington University
L.M. Gangone, Ed.D., 11/16/05 3
Take-awayTake-away
PersonalPersonal PolicyPolicy ProgressProgress
You can integrate
your values and skills
with research interests
Recognition of the values,
levers, and drivers that influence
policy is vital
Extreme makeover informs
future work between
community and four-year
colleges
L.M. Gangone, Ed.D., 11/16/05 4
Four PartsFour Parts
Bias Assumptions Result Practice
My experience
affects how I look at this topic—my extreme
makeover
1. Degree completion is a priority
2. Col- laboration
is essential
Maryland policymak-ers were
innovative; they made
over transfer
/articulation policies
You too can practice and experience an extreme makeover
L.M. Gangone, Ed.D., 11/16/05 5
BiasBias
Faculty member
First-generation
college student
Fearlessgeneralist
Practitioner
Researcher
L.M. Gangone, Ed.D., 11/16/05 6
Research QuestionsResearch Questions1. History of MD’s interest in transfer and articulation?1. History of MD’s interest in transfer and articulation?
2. Community college interest in AAT?2. Community college interest in AAT?
3. Four-Year schools’ interest in AAT?3. Four-Year schools’ interest in AAT?
4. How does COMAR requirement affect autonomy?4. How does COMAR requirement affect autonomy?
5. How did MHEC manage to do it?5. How did MHEC manage to do it?
6. What influence did Dept. of Ed have?6. What influence did Dept. of Ed have?
7. How did NCLB affect development of AAT?7. How did NCLB affect development of AAT?
8. What about other educational policy in the state?8. What about other educational policy in the state?
9. How will success be measured?9. How will success be measured?
L.M. Gangone, Ed.D., 11/16/05 7
BiasBias
Faculty member
First-generation
college student
Fearlessgeneralist
Practitioner
Researcher
Synergy of Continuous Makeover
Synergy of Continuous Makeover
L.M. Gangone, Ed.D., 11/16/05 8
Part 2--AssumptionsPart 2--Assumptions
1. Moving students to degree completion is a priority1. Moving students to degree completion is a priority
2. Collaboration of two- and four-year schools is essential2. Collaboration of two- and four-year schools is essential
L.M. Gangone, Ed.D., 11/16/05 9
Three Theoretical GoalsThree Theoretical Goals
• Structural Efficiency
• Social Equity
• Human Capital
L.M. Gangone, Ed.D., 11/16/05 10
Community College StudentsCommunity College Students
Keeping America’sPromise
CCSSE CCSSE
1,157 community
colleges enroll 11.6
million students
65% of students whose families earn
< $20,000 attend
communitycolleges
50% of undergrads are now in community
colleges
48% of community
college students say they want to go to a four-year school
AACC
L.M. Gangone, Ed.D., 11/16/05 11
Community Colleges at a GlanceAmerican Association of Community Colleges 2005 Data
Community Colleges at a GlanceAmerican Association of Community Colleges 2005 Data
Public 979
Private 148
Tribal 30
Total 1,157
L.M. Gangone, Ed.D., 11/16/05 12
AACC 2005AACC 2005
11.6 million students
58% women
42% men62% full time
46% of all undergrads
38% part time
L.M. Gangone, Ed.D., 11/16/05 13
Student ProfilesStudent Profiles
47% Black 48% Asian56%
Hispanic57%
Native American
L.M. Gangone, Ed.D., 11/16/05 14
Community College AidCommunity College Aid
AnyFederal Grants
StateFederal Loans
Pell/
Stafford
Financial Aid
38% 17% 10% 7%35%/
10%
L.M. Gangone, Ed.D., 11/16/05 15
Community CollegeRevenue Sources
Community CollegeRevenue Sources
State Funds
Tuition and Fees
Local Funds
Federal Funds
Other
Publics 44% 20% 20% 5% 11%
L.M. Gangone, Ed.D., 11/16/05 16
Community College Degrees and Certificates
Community College Degrees and Certificates
Associates Degrees
Certificates
490,000 235,000
L.M. Gangone, Ed.D., 11/16/05 17
Part 3—State Makeover ArtistsPart 3—State Makeover Artists
The associate transfer degree makes sense only if it comes with ironclad assurances that it
has value within the context of the general education core curriculum at four-year
institutions and meets the requirements of the first two years of baccalaureate study.
DiCroce, 2005, p. B23
L.M. Gangone, Ed.D., 11/16/05 18
Maryland’s MakeoverMaryland’s Makeover
More studentsMore students
Acute teacher shortageAcute teacher shortage
Fewer teacher ed grads Fewer teacher ed grads
Community college baccalaureatesCommunity college baccalaureates
State and federal policy pressuresState and federal policy pressures
L.M. Gangone, Ed.D., 11/16/05 19
Maryland’s MakeoverMaryland’s Makeover
Right place, right time to be noticedRight place, right time to be noticed
but had potentialbut had potential
to some, looked awfulto some, looked awful
needed improvementneeded improvement
and was willing to changeand was willing to change
L.M. Gangone, Ed.D., 11/16/05 20
Right Place and Time to Be NoticedRight Place and Time to Be Noticed
Intersegmental Advisory CtteIntersegmental Advisory Ctte
Transfer contact at each public Transfer contact at each public
STAC created in 1990STAC created in 1990
Regular meetingsRegular meetings
ARTSYS—electronic data infoARTSYS—electronic data info
Gen ed program requirementsGen ed program requirements
L.M. Gangone, Ed.D., 11/16/05 21
To some, looked awful, but had potential
To some, looked awful, but had potential
Four-years resisted “interference”Four-years resisted “interference”
No urgency, no senior leaders No urgency, no senior leaders
Lack of communicationLack of communication
Limited resourcesLimited resources
Reconceptualization difficultReconceptualization difficult
Four-years wanted “control”Four-years wanted “control”
L.M. Gangone, Ed.D., 11/16/05 22
Needed improvementNeeded improvement
Teacher ed candidates dropped Teacher ed candidates dropped
Legislators got nervousLegislators got nervous
Many schemes didn’t helpMany schemes didn’t help
Community colleges pushedCommunity colleges pushed
Four-year schools stayed putFour-year schools stayed put
L.M. Gangone, Ed.D., 11/16/05 23
Willing to changeWilling to change
Teacher ed articulation ctte formed Teacher ed articulation ctte formed
AAT transfers without further reviewAAT transfers without further review
Change in COMAR proposedChange in COMAR proposed
By 2002, 8 community colleges offer AATBy 2002, 8 community colleges offer AAT
L.M. Gangone, Ed.D., 11/16/05 24
Part 4--PracticePart 4--Practice
1. What would be a sound process to develop the secondary AAT?
2. What process could produce a win-win?
3. Does the fact that policy push is from the outside make it more likely that the secondary AAT will succeed?
4. How prepared are the stakeholders for these policy deliberations?
5. What kinds of data would you collect?
6. What insights apply to your work as a student with policy interests?
7. What is your assessment of Maryland’s approach to seamless transfer?
L.M. Gangone, Ed.D., 11/16/05 25
An innovative program and a national model . . .
An innovative program and a national model . . .
Agreed-upon outcomes for five AAT degree programs– Chemistry– Mathematics– Physics– Spanish– Secondary education
Have become models disseminated around the country
L.M. Gangone, Ed.D., 11/16/05 26
What does the future hold?The next study . . .
What does the future hold?The next study . . .
Current policies and practices in MarylandCurrent policies and practices in Maryland
Methods to reduce wasted credits during transfersMethods to reduce wasted credits during transfers
Ways to maximize transferred creditWays to maximize transferred credit
Transferability of credits from private career schoolsTransferability of credits from private career schools
Effectiveness of simultaneous enrollmentsEffectiveness of simultaneous enrollments
System of statewide coursesSystem of statewide courses
L.M. Gangone, Ed.D., 11/16/05 27
ConclusionConclusion
From resistance
to cooperation
UrgencyStakeholder buy-in
Private institutions involved
Community college quality
Remainingbarriers
L.M. Gangone, Ed.D., 11/16/05 28
Practitioners effect change and live to think about it.
Practitioners effect change and live to think about it.
L.M. Gangone, Ed.D., 11/16/05 29
Changing State and Institutional Transfer/Articulation Policy
Extreme MakeoverExtreme Makeover
Lynn M. Gangone, Ed.D.The George Washington University
lgangone@gwu.edu202-994-0839
Lynn M. Gangone, Ed.D.The George Washington University
lgangone@gwu.edu202-994-0839