Student Transfer Policies and Practices in the United States and Europe: Mobility without Loss of Credit

Chase, Megan M.

doi:10.2202/1949-6605.6022

Cited by 6 publications

(4 citation statements)

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“…Our findings generally align with prior research that depicts minor or inconsistent differences in course outcomes for students who previously attended a community college (e.g., Diaz, 1992;Stewart & Martinello, 2012;Whitfield, 2005). In that regard, our findings contradict the notion that community college coursework offers weak preparation to succeed in university STEM courses, a bias repeatedly observed in previous research (e.g., Castellino, 2013;Chase, 2010;Hyatt & Smith, 2020;Prager, 1993). Negative perceptions of community college STEM coursework can contribute to institutional policies and practices that impose unnecessary barriers for transfer students in STEM fields.…”

Section: Differences Between Transfer and Non-transfer Pathwayssupporting

confidence: 89%

Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?

Bahr

Jones

Skiles

2023

Community College Review

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Objective: Community colleges have considerable potential to grow the number of individuals who complete STEM baccalaureate degrees and to broaden access to educational opportunities in STEM. However, efforts to tap this potential have been hampered by nagging questions about whether community colleges prepare students adequately for advanced STEM courses at universities. In this study, we draw on data from four universities in Michigan to investigate differences in the course and degree outcomes of students who completed prerequisite STEM courses in community colleges versus students who completed prerequisites at the university. Methods: We use logistic and linear regression to control for several potentially confounding variables, including prior academic achievement as measured by high school grade point average. Results: In three of the universities, we did not find evidence of consistently weaker outcomes among students who completed STEM prerequisites at community colleges or among transfer students generally. In the fourth university, students taking STEM prerequisites in a community college had weaker course outcomes than did non-transfer students. Intersecting qualitative evidence points to differences in levels of support for transfer students as a probable explanation for the differences in students’ outcomes, rather than inadequate rigor of community college STEM coursework. Conclusion: Our findings generally align with prior evidence of minor or inconsistent differences in outcomes for students who previously attended a community college, but also point to the probable role of institutional factors at universities in influencing the chances of success among students who utilize community college to complete STEM coursework.

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Section: Differences Between Transfer and Non-transfer Pathwayssupporting

confidence: 89%

Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?

Bahr

Jones

Skiles

2023

Community College Review

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“…This ensures that 'mapping' the curriculum outcome is problematic. The lack of a global credit transfer system has been discussed variously (Chase, 2010;Doyle et al, 2010;King, Findlay, & Ahrens, 2010). However, the complexities of harmonisation remain unaddressed, even when there is a political will to do so (Gleeson, 2011;King, et al, 2010;U.…”

Section: Academic Issuesmentioning

confidence: 99%

Students as global citizens: strategies for mobilizing studies abroad

Sison

Brennan

2012

Journal of Marketing for Higher Education

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Students as global citizens: strategies for mobilising studies abroadUniversities globally are increasingly seeking to improve the international mobility of their students. There are several latent benefits that accrue to a university whose students and staff actively participate in international exchange programs. Essentially this can lead to an increase in the university's international reputation, opportunities for benchmarking against best practices, capacity to develop international relationships, diversity of student population with all the benefits that accrue from diversity and access to potential recruitment markets. In this paper we review extant literature to elicit the range of practical factors that play a role in the decision of students to study abroad. We also discuss results from a recent student survey that revealed students' preferences for international work placements.

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“…Since the 1900s, institutions have independently negotiated articulation agreements with one another (Chase, 2010). Roska (2009) notes that this has changed since the 1980s when state involvement increased.…”

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confidence: 99%

A Methodology for Determining the Transferability Rate of Courses

Perez-Vergara

Orlowski

2014

Community College Journal of Research and Practice

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For transfer students, the transfer of credit between institutions creates a barrier to graduation as students' time and money is ultimately wasted when courses do not successfully transfer as credit applicable toward degree requirements at the receiving institution. Understanding the extent to which courses at your institution transfer to other institutions is the first step to increase the transferability of courses and, ultimately, ease this barrier. We created a process for utilizing the enrollment data from the National Student Clearinghouse to identify a subset of institutions to which large numbers of our former students transferred in the past three years. Then, for these institutions, we recorded course transfer equivalency information from the Michigan Transfer Network website and several other sources. To determine the transferability rate of courses, a coding system was created to increase consistency in the identification of a course as transferable. The detailed methodology for this transferability analysis will be discussed. Finally, we will discuss the ways in which we use the transferability rate to better understand course characteristics in relation to transferability.Community colleges have long accepted their missions as the link between secondary and fouryear institutions (Cohen & Brawer, 1987). Community colleges have two goals related to transfer. The first is to offer curriculum that is transferrable, and the second is that transfer students will subsequently graduate at the four-year institution. In order to evaluate the extent to which community colleges have achieved these transfer goals, a variety of metrics have been tracked.One metric that has been tracked for over 30 years is transfer rate, or the proportion of students with the intent to transfer who actually transferred within a given timeframe (Astin, 1982;

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Student Transfer Policies and Practices in the United States and Europe: Mobility without Loss of Credit

Cited by 6 publications

References 0 publications

Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?

Investigating the Viability of Transfer Pathways to STEM Degrees: Do Community Colleges Prepare Students for Success in University STEM Courses?

Students as global citizens: strategies for mobilizing studies abroad

A Methodology for Determining the Transferability Rate of Courses

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