A Pathway to Success: How Student & Academic Services can meet the Needs of Transfer Students Isabell C.May, Ph.D. Robyn Dinicola-Wagle Julia Rader Office.

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