Partnering for Student Success

The Bridge to Clemson University Program

Sue WhortonClemson University

National Institute for the Study of Transfer Students

January 23-25, 2008

What will this workshop cover?

Description Bridge to Clemson Program Clemson Univ./TCTC partnership

Flaga’s (2002) model of transfer transition

Bridge Program student success and transition strategies

Advising Orientation

What will you leave with today?

Understanding of Bridge Program structure and goals

Clemson/TCTC partnership

Flaga’s transfer transition model

Programmatic initiatives for successful transition and transfer

At least one “take away” idea

What is the Bridge Program? Collaborative first-year academic and

residential life program between Clemson University and Tri-County Technical College (TCTC)

Complete first-year courses at TCTC

Seamless transfer to Clemson for sophomore year

What are the Bridge requirements?

Apply for Clemson freshman admission

Complete 30 credits with 2.5 GPA

Live in Bridge Program housing

What factors led to creation of Bridge?

High demand for Clemson degree Increase access to Clemson Affordable option Opportunity for increased

collaboration with local technical college

What are the Bridge goals?

Increase access to Clemson for qualified students

Deliver high quality first-year experience Provide opportunity to complete all

required first-year courses Prepare students for successful

transition to Clemson Connect students to Clemson

Bridge Model

Expansion &Sustainability

Assessment & Evaluation

Access to Clemson University

Internal and External Collaboration

Student Success Programs

It takes a village….

Clemson University Academic Affairs

Undergraduate Studies

Admissions Academic Advising Academic Success

Center Student Affairs

New Student Programs

Housing Parking Services

Tri County Technical College Academic Affairs

Arts and Sciences Division

Academic Advising Business Affairs Student Affairs

Office of Collaboration Admissions Registrar Financial Aid

How is Flaga’s (2002) model used? LEARNING RESOURCES

Tools utilized by students to gain information and learn about the campus environment and academic system

CONNECTINGConcerned with development of relationships with others in the academic, social and physical environments

FAMILIARITYDevelops as students internalize information they gathered and begin to feel more comfortable with their new environment

NEGOTIATINGOccurs when students adjust their behaviors and surroundings as necessary to be successful within the academic, social and physical environment

INTEGRATINGChange that results from student’s processing their academic, social and physical experiences and interactions

What assessment tools have been used?

Student Survey

Parent Survey

Review of electronic communications

Review of Bridge Program Documents

Review of grade data

Focus Group

What did students tell us? Reasons for Selecting Bridge

Provided opportunity to attend Clemson

Opportunity to use Clemson services

To attend a SC university

To be near friends enrolled at Clemson

Lower first year costs

Clemson is a family tradition

Liked the connection to Clemson

What did students tell us? Strengths

Instruction at TCTC Housing FacilityOrientationAccess to Clemson advising staff

ImprovementOrientationAcademic AdvisingSense of Connection to Clemson

How have we used the results? Orientation

Earlier placement testingAddressed registration issuesOffered two sessions

AdvisingCreated advising manualCreated course equivalency listCreated Bridge-specific worksheetsMonthly visits by Clemson advisors

How have we used the results?

Academic Support Increased SI and tutoring services

CommunicationCreation of ePortalParent newsletter

Summer Start Encouraged students needing

prerequisite courses to enroll in summer session

How have we used the results?

Connecting to ClemsonAccess to football tickets Increased communication about

Clemson events Instituted monthly all-Bridge meetings Invites to Clemson events

What will be the success indicators? Percentage of students who have

completed required first-year courses for their intended major will increase

Percentage of students who successfully complete Bridge Program requirements will meet or exceed projections

Percentage of Bridge students enrolling at Clemson for sophomore year will meet or exceed projections

What will be the success indicators? Levels of academic and social

integration will be higher for Bridge students than non-Bridge transfers

Level of student satisfaction with Bridge Program services will be at “satisfied” or higher

** Comparison Groups: Clemson FTF and TCTC University Transfer (non-Bridge) students

What are our future plans? Administer student and parent surveys in

spring 2008 Survey CU Bridge and transfer

sophomores and conduct focus groups in spring 2008

Review of persistence and graduation data Develop long-range enrollment plan for

growing Bridge Program

For More InformationSue WhortonDirector, Bridge to Clemson and Transfer Academic Programswhorton@clemson.edu864-656-6256

http://www.clemson.edu/prospectivestudents/undergraduate/bridge/

http://www.tctc.edu/bridge/bridge_prog.htm